The New Internet free essay sample

The Internet has come a long way since it’s advent over half a century ago.It now features color and sound, but there is still work to be done.The Internet is not yet the innovative, prescient, comfortable experience that users would like it to be.It’s time for a New Internet.I propose a series of quick fixes to help the Internet user move forward into the 21st century. The single most utilized feature of the Internet is digital mail.Everyone emails, and invariably gets spam mail too.Spam bogs down your inbox, spreads computer viruses, and frustrates you.This is because emailing is free, whereas snail mail requires postage.On the New Internet, there will be digital postage stamps.Chain emails will disappear, and annoying advertisements will have to find another way to get to you.Everyone will think longer before they send an email if there’s a stamp on it. We will write a custom essay sample on The New Internet or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Moreover, this has the potential to open up a whole new hobby for Internet users: digital stamp collection. Another fault in the Internet lies in its obsessive cleanliness.There is no dirt anywhere, mostly large tracts of white, open space, and anemically pristine scroll bars and icons.And there are no plants or animals to be found hidden in the margins of google.com.The New Internet will certainly have bugs.In fact, a line of ants will walk across your screen at times, to remind you that you’re never alone when you read something.If you type too fast in the New Internet, ink smudges will develop.Or if you highlight too much, the text will fade. No one likes waiting for webpages to load, so appeasing bored users is another burden the New Internet must take up.While you’re waiting for a page to load, a cute animal will walk on screen.You can pet it, feed it, push it offscreen with your cursor.On birthdays, in the New Internet, there will be balloons.They will block some of the content, but how fun will it be to pop a balloon between your mouse and the red â€Å"x† button in the corner of the screen? Perhaps the most fiercely hated feature of the Internet is the endless, constantly refilling stream of advertisements.With all the stamp revenue email providers receive, the Internet won’t need or want that corporate ad money.In all the boxes and sidebars where the ads were, there will be emoji hearts and inspiring quotes.You might be wondering, â€Å"How will cool new online products advertise themselves?†In the New Internet, if a user is abusive, saying rude things online, plagiarising content, watching only the highlights of movies without finishing them, or committing other unsavory acts, they will get ads served to them.Of course, some people will miss the abundance of ads so much, that they will go to websites full of just ads to get their fix.Who are we to say no to this habit? The New Internet will also have more serious purposes.It will provide trigger warnings for readers who want them, because sometimes it’s more important to be free from speech online, than it is to have free speech.Also, since people can post such hateful things behind a veil of anonymity, the New Internet will eliminate this anonymity.And if you still want to say something evil and problematic, you can do it, but every angry reply will be sent straight to your inbox. Internet dating, and the very fabric of romance itself, will be revolutionized by this new platform.You’ll be sitting in a chatroom, feeling lonely, and one by one, everyone will leave but that one person whose profile matched up with yours perfectly.Just the two of you are left, and the music will get slow, and the screen will start to dim and it will get a bit foggy.The chatroom will go private, and it will be open all night long. The Internet needs saving from itself.Its users have become complacent, and must renovate their habitat.A creative lens must be applied to make the most of the online spaces we have.The range of possibilities, opened by the virtual spaces we have spent decades developing, must be harvested.No solution is too simple.

Whats coming in 2013 The Essay Experts New Years Ressaylutions

Whats coming in 2013 The Essay Experts New Years Ressaylutions The Essay Expert’s New Year’s Ressaylutions for 2013 Making New Year’s resolutions can be a great way to get things done. As you may have read in my August blog, New Year’s Resolutions in August , I completed my 2012 list of 6 resolutions even faster than expected: The Essay Expert’s website was updated (I still have an overhaul on my wish list). Processes for keeping in touch with clients have been streamlined with autoresponders and e-lists. We conducted our promised survey regarding The Essay Expert’s USP (Unique Selling Proposition). How to Write a KILLER LinkedIn Profile was published on Kindle and is now coming up on its 5th edition. I haven’t missed a week in sending out either a blog article or a newsletter. Phew!! The one area where I didn’t completely meet my goal was in producing 212 success stories. We did have 114 successes reported though! Here’s what I’m creating for 2013: 1. Publish a Spanish-language version of How to Write a KILLER LinkedIn Profile. I have a meeting with some translators from a translators’ cooperative here in Madison next week and am excited to get this project on the road! 2. Publish a 50 Resume Tips book The book is currently under construction. There will be one version for job seekers and one version for resume writers. 3. Obtain a Master Resume Writer certification (CMRW) from Career Directors International. There are only 19 CMRWs in the US and a total of 27 worldwide. 4. Increase the college essay / personal statement portion of my business to 25% of total business. I love working with college and graduate school applicants on their admissions essays, and the name of my company is, after all, The Essay Expert. You can help by sending people you know in our direction! 5. Start a training for resume writers. I see this training as a way to up my game and also to train writers who can be on The Essay Expert’s team! 6. Create 213 success stories! If you have a story you haven’t yet shared please do! As The Essay Expert grows, so will the number of people who get interviews, job offers and offers of admission using resumes and essays crafted with the support of our writers. I look forward to sharing my successes and challenges with you over the next year. What are you creating for 2013? Category:Life and LeadershipBy Brenda BernsteinJanuary 7, 2013

Tecumseh Essay Example | Topics and Well Written Essays - 1000 words - 1

Tecumseh - Essay Example g communities, such as the Mingo and the Huron (Wyandot) cooperated with the Shawnee people, due to the threat of territorial loss they experienced from the Iroquois Confederacy (Klinck 45). However, the relationship between the Shawnee and the Iroquois Confederacy was that of enmity, since the Iroquois Confederacy embarked on invading the hunting grounds previously owned by the Shawnee, eventually evicting the Shawnee from their native lands of Ohio. The Iroquois made the Shawnee their dependents (Edmunds 40). During the American war of independence the Shawnee, Native American tribe, opted to join the British in the fight against rebel colonists. The Shawnee planned to become British allies, since they hoped that joining hands with the British would help them evict the colonists from their territory and draw them back across the mountains (Klinck 49). Considering that the invasion of the British and the consequent treaty signed with the Iroquois Confederacy had allowed many Colonists to settle in the native Shawnee lands, they needed some support to evict the colonists, which they hoped the British would grant them, since the colonists had rebelled against the British colony (Edmunds 54). This saw the Shawnee ally with the British during that war. The concepts of land use advocated for by the British caused friction between the Indians and the whites. Notably, the signing of the Royal Proclamation of 1763 which sought to draw a line of territory between the Whites and the Indians sparked a great conflict (Klinck 62). This treaty sought to establish a reserve for the Indians, but eventually ended up causing the encroachment by the whites into the areas where the Indians had previously occupied. Additionally, the treaty signed between the British and the Iroquois Confederacy over land use angered the Shawnee who were the native occupants of these lands before they were evicted by the Iroquois Confederacy (Edmunds 22). Thus, these concepts of land ownership and

Street Gang Violence Research Paper Example | Topics and Well Written Essays - 2500 words

Street Gang Violence - Research Paper Example Policing force and governments across the world have come up with strategies to control street gangs but the process has become very complicated, Street gangs are always a step ahead of the government control agencies making it a challenge to control them. Street gangs have evolved to be very influential and powerful becoming a major threat to the society and the economy yet they are almost uncontrollable as they are always a step ahead of the relevant agencies and devising strategies that work will be important for the safety of people and economic growth. History of Street Gangs Unlike what most people think, street gangs started many centuries ago in Europe. There were gangs in the in 1600s in England that wore ribbons to identify themselves. In the 17th and 18th century, there were gangs in Germany that did criminal activities. The gangs at the time were made up of two to five members but there were some that had as many as ten or twelve members. These gangs were not really stree t gangs but they started the path to street gangs. After the Industrial revolution in England and Europe, many people in the society became rich. At the same time, there many people who were poor and lived in the slums, which became common at that time. People in the slums were looking for ways to take what the rich had. They formed groups which were mostly made up of young people between the age of 14 and 20 years. Each of the gang wanted to take control of a certain region within the city. Many gangs like the Redskins, Black hands and beehives were formed in the early 19th century. The gangs were spread across Manchester, London and Glasgow (Covey, 2010). At the same time, street gangs also started to be formed in the United States. The forty thieves’ street gang from New York was formed around 1820. This gang is one of the most popular street gangs in the United States. The gang was formed by Irish Immigrants who were trying to take control of New York City. These gangs we re involved in illicit activities like pick pocketing, stealing and violence. Some of the gangs in both Europe and United States were well organized and grew to feared gangs in their regions. At first, gangs were formed by people within a certain age group for example the youth in Europe. As time passed, street gangs evolved to be formed by immigrant minorities in other countries for example the United States. United States was a major hub for immigrants in the 19th century as it was growing and progressing very fast. Irish people were among the first immigrants in the United States. To survive, they formed gangs for example the infamous forty thieves in the New York City. Immigrants from other countries specifically Italy wanted to compete with the Irish Gangs in New York City. At the same time, there were other Irish Immigrants who wanted to form their own street gangs rather than join existing Irish gangs like the forty thieves. By the end of the 19th century, there were more tha n five common influential and powerful gangs in the United States. This country became the new hub for the Street gangs in the world. The gangs were mostly in New York and Chicago at that time. These two cities were the most common with immigrants (Andrews, 2013). United States continued to attract many immigrants from all over the world. Irish, Italian and Polish gangs were most common in the United Sta

Fast-changing world Essay Example | Topics and Well Written Essays - 750 words

Fast-changing world - Essay Example To begin with, let me point out that I previously experienced problems in developing the plot and planning about what I am going to write. In this regard, developing the plot was the greatest weakness I had before this class. However, it is evident that my writing has greatly improved since the many essays we have written have enabled me to plan my writing and develop an effective plan on what I am going to write. In this regard, I previously did not consider this as a monumental challenge although this class has helped me identify this as a weakness. Essentially, I have gained the ability to develop a system of writing that entails mapping out and having at least five episodes of the content I am writing about in order to develop a brilliant essay.Secondly, this class has helped me become aware of a weakness related to the general flow and eloquence while writing essays. In this regard, I experienced problems in developing a smooth transition from one episode to another. Hence, I re alized that I could jump from one point to the other because of an assumption that the reader was on the same page as I was, which eventually created confusion resulting from a false notion in my mind. Consistency in writing throughout the course has enabled me developed the essential skills required to develop an essay that is not only flowing with a smooth transition.On the other hand, this weakness went hand in hand with my inclination to talk down to the reader rather than talking with my readers.... However, consistency in writing throughout the course has enabled me developed the essential skills required to develop an essay that is not only flowing with  a smooth transition, but also develop an essay that is eloquent. On the other hand, this weakness went hand in hand with my inclination to talk down to the reader rather than talking with my readers. For example, a colleague reviewed an essay that I once wrote and observed a detachment between the reader and the author. In this regard, she judged my essay as an uneventful and very dry although she indicated that the topic of the essay was significant. In retrospect, this has helped me develop an essay that connects with the readers. On the other hand, this class has helped me identify my strengths in writing. First, I have been able to find out that one of my greatest strength lies in my ability to enjoy writing for various reasons. In this case, I have observed that the most obvious and  discernible  reason is that I fe el at ease when putting my thoughts and ideas down on paper. For this reason, this has enabled me improve on my weaknesses since deriving freedom and joy from writing has given me self-confidence. Besides, I realize the importance of effective writing in building my self-confidence since I usually read my essays before my friends, which has essentially helped me develop effective skills in public speaking although it is different from writing. Secondly, I have realized that I have a penchant for knowing more and I inherently like enquiring more about a subject. In effect, this makes me a very  talented  researcher. In this regard, I am able to search for more information other than rely on course reading text and lecture notes provided by the teacher. As

Advent of the democratic dispensation in south africa

Advent of the democratic dispensation in south africa 1.1 INTRODUCTION The advent of the democratic dispensation in South Africa has brought about significant changes in the political, social and economic spheres of the country. As a microcosm of society, the education sector too has been caught up in the ebb and flow of these democratic changes (Zatman, Florio and Sikorski, 1997:3). Consequently new educational laws and policies that are consistent with the new dispensation have been put in place. Although the transformation from apartheid education to Outcomes-Based Education (OBE) was necessitated by the democratic demands, its implementation is not a forgone conclusion. According to (ANC, 1995:8), â€Å"education and education systems are, above all, human and social institutions with all their capabilities and limitations†. Education institutions need to be managed. Unlike machines, they cannot be programmed for certain outcomes and then set to run by themselves. School principals together with other members of the School Management Teams (SMTs) as change agents and key personnel in schools, are faced with the challenge of managing these changes. Unfortunately many variables in the process of change are either unknown or cannot be controlled (Pudi, 2005:148). However, it is important to understand the roles that SMTs have to play for the effective management of the educational changes in schools. It is because of this that the roles and effective management of change in schools through SMTs is both important and necessary. The demands of a new education dispensation have in effect made necessary a paradigm shift in the management of schools. 1.1.1 A paradigm shift in the management of schools The introduction of OBE, the Integrated Quality Management Systems (IQMS), the National Curriculum Statement (NCS) and other educational changes in schools made imperative a modified or changed teaching approach from educators. More significantly effective implementation of OBE requires development of new management strategies and competencies from all the members of the SMTs. However the author is concerned about whether the current members of SMTs are sufficiently equipped with the necessary skills that will enable them to manage the current turbulences in schools. According to Zatman et al. (1997:3) it is convincing that school managers today are faced with a perplexing situation of trying to satisfy the needs and requirements of South Africa`s diverse population. Gultig and Butler (1999:7) stress that the management development programmes should no longer focus on school principals only, but on other middle managers as well. These authors maintain that under conditions of decentralization and a significant shift towards school-based management, the focus should primarily be on the broader and more inclusive understanding of education management development. School development programmes should not be seen as the preserve of the few seniors at the top of the school management structure. To meet the needs of the present democratic society, school principals and the rest of the management team are expected to be involved in self development programmes and develop other stakeholders in the school. The latter could be members of the community who should feature in school governance structures. According to Gultig and Butler (1999: vii) the paradigm shift in the management of schools has affected the way in which educators as classroom managers have to manage their classes. The dictates of OBE stresses team work and cross consultation with the learners. DoE (2002:08) points out that since OBE is focused on the outcomes, and that the process of obtaining these outcomes are in essence different, there have to be different ways of managing not only the outcomes but also the process of arriving at these outcomes. In the classroom, the OBE approach has led to a paradigm shift from teacher domination to active participation of learners as stakeholders in the teaching and learning process. School managers are required to ensure that educators implement the participatory mode of teaching effectively. Gultig and Butler (1999:29) stress that prior to the birth of the democratic society in South Africa, leadership and management practices in some institutions including schools, were mainly focused on how efficiently educators executed their prescribed duties without giving them opportunity for creativity and innovation. According to Bertram, Gultig and Ndlovu (1999:61) in the present education dispensation members of SMTs and educators are given freedom to participate in school management and education of the learners. Participation is promoted by the constitution of the Republic of South Africa and other relevant management and leadership models that are not only participatory but also promote democracy. According to Seller (2001:257) the present OBE approach â€Å"encourages an open school climate that promotes sharing of challenges, a cross-pollination of ideas and collaborative decision-making which is vital for high morale as well as increased efficiency and effectiveness†. This approach emphasizes alignment of school management with the democratic principles. The focus of this study is on investigating whether the members of SMTs in Mogodumo region in Limpopo province are capable of meeting the managerial expectations of the current democratic society that is brought by educational changes such the implementation of OBE in schools. In the present era, school managers are expected to become responsive to the changing needs that are imposed by the democratic changes and educational transformation. Legislations and school policies are pivotal in achieving this ideal. 1.1.2 The impact of the new policies on the roles of school managers The introduction of the present education policies and legislations demand members of SMTs to possess new managerial competencies that will enable them to implement these policies effectively (Gultig and Butler, 1999:64). The introduction of the current education Acts such as the South African Schools (Act 84 of 1996), with its emphasis on active participation of parents in school governance, has undoubtedly impacted on the roles of school managers. Section 9(3) and 9(4) of the Constitution (S.A Constitution, 1996a) stipulate that â€Å"no person (including learners) may be directly or indirectly discriminated against on the basis of race, gender, colour, ethnic or social origin.† This has in part led to the introduction of the current admission policy in South African schools. The spin-off to the present admission policy which encourages schools to open up the doors for learning to all without discrimination, has led to an increasingly diversity of learner population. This diversity can create racial and discipline-related problems that can challenge the managerial capabilities of the current school managers. Lemmer and Squelch (1993:27) note that school managers are faced with learners of different population groups and a multicultural ethos. These authors further point out that the introduction of this non discriminatory admission policy was an attempt to desegregate education so as to accommodate learners from all racial groups. However, the impact of this admission policy on the managerial capabilities of school managers cannot be left to chance. One of the other policies that impact on school managers in Mogodumo region in Limpopo province is the policy on corporal punishment. This is stated in section 10(1) of the South African Schools Act (SASA, 1996b). The Act stipulates that â€Å"no person may administer corporal punishment at a school to a learner.† This can be interpreted as upholding human dignity and respect to learners as human beings. Learners are therefore protected from being treated in a cruel, inhumane and degrading manner that may have been consistent with the previous dispensation and its relevant management practices. However, the impact of the abolition of corporal punishment has created serious disciplinary problems which demand school managers in Mogodumo region in Limpopo province to become more creative with regard to the application of appropriate alternative disciplinary measures for the maintenance of discipline and the effective teaching and learning in schools. The (DoE 2001:6) cites poor discipline as one of the manifestations of lack of transformation of management practices to conform to the changing times and environment. School management, from curriculum to non curricular activities is achieved as a participatory endeavour where all stakeholders are not only informed but also actively involved. 1.1.3 Participatory management approach School managers as leaders hold influential positions in schools. They are thus charged with the responsibility to manage educational changes in schools in the province. In their efforts to align changes with educational reforms, school managers today are expected to adopt leadership and management practices which are consistent with the democratic principles. Since this mode of management requires active participation of stakeholders in schools, it impacts on the managerial roles of school managers. Stakeholders such as parents were included in the governance of schools prior to the present democratic dispensation as stipulated in section 9 subsection 1 of South African Schools Act (SASA, 1996b). However they were often not provided opportunities to participate actively in executing the roles that they were supposed to play. In responding to the demands of the democratic society, this Act promotes parents not to be the rare species in schools anymore. Through the South African Schools Act (SASA, 1996b), parents are not only charged with the responsibility for the education of their children but are also mandated by law to participate actively in school governance. This implies that the current school managers need to play the role of building strong bases for parent participation in schools. In order to practice participatory management meaningfully school managers are expected to take parents on board on matters that demand their attention. Zatman et al. (1997:8) state that school managers as advocates of change are faced with a diversity of forces from within and outside the school arena. School managers are expected to involve the parents particularly members of the School Governing Body (SGB) in matters such drawing school budget and development of the mission statement of the schools. Apart from the involvement of parents, the scope for SMTs is further expanded by their involvement with learners and other external members of the public and clients who have a stake in the education 1.2 AWARENESS OF THE PROBLEM The post apartheid era in South Africa has dawned with tremendous changes that manifest themselves clearly within the education arena. Schools as components of the education system are faced with the challenge of implementing these changes in a meaningful way. As stated in section 1.1.1, educational changes such as the introduction of the OBE and NCS, IQMS and other changes that are brought by the changing needs of the current democratic society have been enacted. These changes require school managers to assume new managerial roles and responsibility. They are supposed to act as leaders and managers with the capabilities to manage the educational changes (Lombard, 2003:3). Unfortunately there is no policy document or norms and standards that precisely guide school managers on how to manage schools and these educational changes. The researcher realizes that there is not yet a policy that serves as a guide for school managers on the management of schools and the current changes that characterizes them (schools). The Education Policy Act (Act 27 of 1996) which focuses on the roles of educators has been drawn to serve as guidance regarding the responsibility of educators as classroom managers. Lombard (2003:3) argues that school managers of the pre-democratic era were mainly equipped with the skills to exercise control and fulfill administrative duties. This implies that their initial formal training that prepared them to become teachers did not equip them (school managers) with the knowledge and the capacity to execute managerial roles, particularly in change management. The training prepared them to manage classroom environments that prevailed during the pre-democratic era rather than to manage the changes experienced in contemporary schools. From these discussions, it is evident that there is little relevance between the skills that are possessed by the present school managers in Mogodumo region in Limpopo province and new managerial expectations that they are required to play in their attempts to execute their managerial roles in schools Based on these limitations, the researcher is not certain whether the current school managers in Mogodumo region in Limpopo province will be capable of managing and transforming schools in accordance with the demands of the democratic principles. It is these uncertainties that have led the researcher to undertake an investigation into the roles that members of SMTs in Mogodumo region in Limpopo province play in their efforts to manage educational changes. 1.3 PROBLEM STATEMENT When the problem under discussion is analysed and evaluated, the question arises on whether members of School Management Teams in Mogodumo region in Limpopo province are capable of playing their roles in managing the changes in schools. From this, the problem statement for this study can be stated as: The roles that school managers need to play in managing educational changes in schools in Mogodumo region in the Limpopo province. 1.4 AIM OF THE STUDY The aim of this study is to investigate the role that school managers play in managing the educational changes in the Mogodumo region in the Limpopo province. 1.5 MOTIVATION FOR THE STUDY 1.5.1 Importance and necessity The study focuses primarily on the roles that school managers are supposed to play in the management of educational changes. Effective management of schools today requires school manager to have knowledge of the new managerial roles that are necessitated by the current educational changes. This study is thus deemed necessary for school personnel, and in particular members of SMTs. It is because this study intends to equip them with the knowledge of the actual roles that they (school managers) are expected to play in the transforming education system in South Africa. This knowledge is required by school managers if they are to manage changes in schools effectively. The kind of knowledge that this undertaking intends to expose is deemed important not only for the self improvement of school managers, but also for the development and the improvement of the whole school. Other members of staff will also benefit from school managers through school-based in-service training that focuses on change management. The present school managers are faced with the transforming education system in South Africa (DoE 1996:1). This study is therefore necessary for it does not only focus on the roles of school managers but also has a bearing on the exposition of changes and the new policies in education. Knowledge of these policies is deemed essential for the current school managers because it (knowledge) is regarded as one of the prerequisites for the successful execution of their new roles. As Morgan (1988:2) explains, school managers need to acquire the skills and knowledge that are necessary to deal with the consequences of transformation as it unfolds itself over time. 1.5.2 Contribution to the study It is expected that the empirical findings from the sampled school managers will contribute to the body of knowledge of change management and the managerial responsibilities of the contemporary school managers. It should be noted that though generalizations cannot be made from the empirical findings, the results of the interviews with some of the members of SMTs in Mogodumo region are hoped to put to light the actual roles that school managers play in their effort to manage educational transformation. It is hoped that this study will form a base for a better understanding of the way the current educational changes demand for the transformation of the managerial roles of school managers during this era. Morgan (1988: xii) emphasizes that dealing with the consequences of change requires managers to apply specific competencies that will enable them to identify â€Å"fracture lines†. 1.6 RESEARCH METHODOLOGY On the basis of the nature of this study which requires the researcher to listen to the verbal description of the experiences of the respondents in their natural environment, the researcher has opted to conduct this study within the qualitative paradigm. This approach requires research techniques such as the interview that involve social interaction between the researcher and the respondents rather than instruments and statistical methods that are common for the quantitative research design (Hoberg, 1999:80). He further states that the qualitative research approach emphasizes the intervention of the researcher in the natural setting of the respondents and allows for participant observation as well as gathering first-hand information from the respondents. On this basis, the researcher visited the sampled schools in the Mogodumo region in Limpopo province. The intention was to understand the lived experiences regarding the roles and the strategies that members of the SMTs apply in their efforts to align the envisaged changes with the current school environments. 1.7 EXPLANATION OF CONCEPTS For the convenience of the reader and to avoid misunderstanding, certain concepts will be explained. The purpose of the explanation is to offer a clear understanding of what each concept means as it is used throughout this study. 1.7.1 Role Hawkins (1984: 725) defines ‘role as â€Å"a persons task or duty in an undertaking†. Rabothata (1982:3) emphasizes that ‘roles are â€Å"duties and responsibilities expected from a person occupying a certain position in an institution†. Roles can comprise the tasks ascribed to or expected of a person by virtue of the position held. However, the researcher is of the opinion that it should be kept in mind that roles are not limited to occupational status, nor does the fact that one is cast in the role of a manager during working hours prevent him/her from taking on other roles such as a husband, president, father et cetera, at some other time. Roles can also be defined as a set of expectations imposed on educators and school managers by the parents of learners, educationists and society in general (Pudi, 2005:147). From this perspective, it is evident that the roles of educators are based on the way the parents, the community or the society expect educators to behave. The word ‘role will be used in this study to refer to the tasks and responsibilities that the members of SMTs are expected to execute in their efforts to manage the changes in the schools. 1.7.2 School Managers The concept ‘school managers in this study does not only refer to the principals as the head of the school but also to other member of SMTs in schools. Besides the fact that principals are regarded as the highest-ranking professional educator, they do not manage the schools alone. Other personnel who manage and lead the school together with the principals such as the Deputy Principals and the Heads of Departments (HODs) are also regarded as managers. However it should be acknowledged that in some schools especially small schools, the senior teachers may also be co-opted into the management teams. The concepts ‘school managers and members of School Management Teams or SMTs will be used interchangeably in this study. 1.7.3 Competencies Van der Bank (1996:3) defines ‘competencies as the abilities to do something in a satisfactory or effective way. The concept ‘competencies is also defined as the ability to do something especially measured against a standard (Karpike and Murphy, 1996:33). 1.7.4 Paradigm A ‘paradigm is a model that forms a basis of something (Morgan 1988:129). According to Bertram et al. (1999: vii) the concept ‘paradigm refers to ‘a frame of reference. A paradigm is often based on a set of ideas or a particular way of making sense of the word and dealing with it. 1.8 PROGRAMME OF STUDY Chapter 1: Introductory orientation In this chapter, the background to the study, awareness of the problem, statement of the problem, aims of the study, motivation of the study, and description of the research methodology are discussed. Chapter 2: The nature of change and educational changes in schools This chapter contains literature study focusing on change. Particular focus is given the educational changes that impact on the roles of members of SMTs in the contemporary era. Chapter 3: Educational changes in schools: the role of school managers Emphasis is placed on the roles that members of the SMTs are supposed to play in their attempts to deal with the changes in schools. The impact of these changes on the school will be discussed. The suggested effective managerial competencies are also be highlighted. Chapter 4: Research design and methodology Planning of the research is undertaken. The research methodology together with data collection techniques used in this research is explained. The empirical research and methodology are outlined in this chapter. The research approach, the research methods and data collection techniques employed in this study are explained. Chapter 5: Empirical research and findings Presentation and analysis of the data collected is undertaken. The findings are discussed. Chapter 6: Summary, recommendations and conclusion The entire study is summarized. Conclusions regarding what school managers could do to rectify the situations in their schools are explained. Limitations of the study are explained. Recommendations for further research are stated. 1.9 SUMMARY This chapter provided the orientation to the study. The statement of the problem, aims and motivation for the study were outlined. In the following chapter the nature of change and educational changes in schools will be studied. CHAPTER 2 THE NATURE OF CHANGE AND EDUCATIONAL CHANGES 2.1 INTRODUCTION Change appears to be an ongoing natural process that tends to be inevitable in human life. Seller (2001:255) stresses that the call for change in all aspects of the educational delivery system has been continuous. It has been stated in section 1.1 that the education system is South Africa has been restructured to keep abreast with current societal demands. Among various educational changes, restructuring of schools by the inclusion and active involvement of groups of stakeholders such as the SMTs, the SGBs and the Representative Council of Learners (RCLs) can be cited as some of the common changes in schools. These groups of stakeholders were not given chance to play appropriate roles that they were supposed to play in most schools prior to the present democratic era in South Africa. Effective involvement of these stakeholders has a bearing on the organizational structure of schools as well. According to Bertram et al. (1999:vii) the democratization of the South African government encourages participation of stakeholders in the governance of the country. This demands a paradigm shift from autocratic and non-democratic leadership that was common during apartheid era. It suggests that instead schools should be run in a participatory and reflective manner. In addition the necessity for improvement of the quality of the learning has brought about a change in the content and the method of teaching and learning in schools. As pointed out in section 1.1.1, there has been a move to learner-centered OBE and NCS which promotes participation, setting measurable outcomes and continuous assessment of learners. Fullan (1985:3) emphasizes that â€Å"it is no exaggeration to say that dealing with change is endemic in the post-modern society†. Apart from these changes other innovations have been introduced such as the abolition of corporal of punishment, the changed policy regarding admissions, the norms and standards for school funding and many other changes that cannot be covered within the scope of this study. All these have demonstrated that change is an inevitable phenomenon particularly within the current democratic society. Based on the above discussion, it is evident that change is one of the important phenomena that impact on South African education today. Thus prior to investigating the roles that the managers of schools are supposed to play in aligning the changes with the present school environments, the researcher deemed it necessary to begin by defining change. A focus will also be on exposing some of the common educational changes that impact on the roles of school managers today. The intention is to provide a basis for understanding some of the educational changes that have brought about transformation of the managerial responsibilities of school managers in the present era. 2.2 CHANGE DEFINED Change can be defined from different perspectives. According to McLean (2005:16), change is defined as the alteration of individual behaviour or the substitution of one thing by another. On the other hand, Credora (2001:01) views change as the adoption of innovation where the ultimate goal is to improve the outcomes through alteration of practice. In addition to these definitions, one may point out that change can be seen as a modification of existing rules, regulations, values and belief systems. It may be regarded as a way of correcting behaviours or the way things are done. In short, change is deemed to be a movement away from the status quo. 2.3 THE NATURE OF CHANGE 2.3.1 Change as a process Fullan (1985:392) notes that change is not an event but a process. This statement is based on the fact that change takes place over a period of time. In the second of the eight basic lessons of the new paradigm of change Fullan (1992:21) further suggests that â€Å"change is a journey, not a blueprint†. It is non-linear and it is loaded with uncertainties. Like death and taxes, change is said to be an inevitable part of everyones life. In as much as one cannot run away from death, change cannot be avoided. Resistance to change is not a solution. Change will continue even if people resist it. Lombard (2003:28) provides a very useful analysis of the main themes on educational change and its management. He identified the following main themes concerning the nature of change as a process: †¢ Change is structural and systematic. Any real change will often affect the whole system in that change in one part of an institution has a ripple effect in other parts. †¢ Change is a process that occurs over time. Because any changes take place overtime, organizational change is not a discrete event, it is not sequential and it does not follow a straight line. †¢ Change is multi-dimensional. Change encompasses a number of different dimensions including resources, contents, process, evaluation, emotions, beliefs, values and principles. †¢ Change is viewed differently by various participants and therefore evokes a range of responses. All those involved in the change process will have their own perception about it. †¢ Change management requires investment in technological resources, human resources, and management of the process. The effective management of change requires creativity and the ability to identify and solve problems. Besides the different views on change, one could state that change is often regarded as a process. It is characterized by a series of interconnected events that may lead to alteration of values, beliefs or approaches over a period of time. During the process of change, the success of each stage of development is determined by the success of the previous stage (Lombard 2003:208). It should be noted that, while one may observe certain stages, change is not a linear process which follow clear cut stages. Complex changes may necessitate a number of stages for them to be sustained. Hence change depends on the extent of its complexity and other contextual factors. It affects people and their perceptions differently on a continuum from positive to negative. 2.3.2 The perceptions about change Some school personnel may hold a positive view of change while others may view it negatively. Garrett (1997:96) states that those who view it negatively often see it as a means of stepping away from ones firm ground (where one feels confident and is familiar with the rules and is also able to function comfortably), into swampy territory (where one feels uncomfortable and uncertain about roles and relationships and is also less confident about the skills and knowledge necessary to function effectively). According to Lombard (2003:6), when institutions such as schools are restructured, some of the members of the staff may worry about adjusting or losing their status or jobs. The recent changes such as redeployment and the introduction of OBE in South African schools have led to the reshaping of roles and the disruption of stability in schools. Feelings of uncertainty and discomfort have been stirred among some of the school personnel. Lombard (2003:6) further stresses that the senses of purpose of the majority of school managers and educators are often threatened by the changes. For instance the process of redeployment made some of the school managers to feel less confident about their skills. While some showed signs of resistance to these changes, others resorted to taking packages, early retirements and even resignation from the teaching field. It is as a result of this that there is a constant outflow of educators to other economic sectors (Tshabalala, 2006:12). McLean (2005:20) points out that, change may be perceived negatively as a force that upsets individuals` comfort zone and constantly challenges them to think outside their boxes and behave in new ways that may be alien to them. For school personnel who hold a negative view, the changes that occur in schools often stir fear in them. Changes challenge their competence, power and authority. Th

The Battle of France Essay -- The Fall of France, Nazi Invasion of 194

1. Introduction 2. History 3. Planning/Preparation 4. Execution/Action 5. Lessons Learned 6. Works Cited Introduction In the spring of 1940 Europe was enveloped in war. The German military machine had already conquered Poland, Denmark, and Norway. However, not content with northern and eastern expansion, Adolf Hitler wanted to control the western countries in Europe. Hitler had long been obsessed with attacking and controlling France. After their defeat in World War I, the German people, government, and military were humiliated by the enormous post war sanctions leveraged against them from the Treaty of Versailles. Hitler wanted to defeat and humiliate the French people in the same way that his country had to experience. For him, revenge was necessary. The German plan was to swing into France using a new tactic know as Blitzkrieg or â€Å"Lightning War†. Blitzkrieg used speed and surprise along with highly concentrated tank corps, supported by mechanized infantry and airplanes. Warfare was in a state of transition. Older commanders and generals in the French and British militaries were very cavalry and infantry focused. These commanders believed that cavalry, infantry, and artillery would assure victory in any circumstance, against any foe. They clung to the static tactics of the bygone World War I era. World War I had been fought primarily on French soil, and the military as well as the government never wanted that to happen again, therefore they wanted to reinforce their main border against any future German. Little did they know that only twenty two years later they would be bested by German forces in a way that would shock the world. This research will be analyzing many important assumptions, oversights,... ... many French commanders not even knowing where their own subordinate units were located.11 The French placed their defense in old, outdated tactics of static warfare. Gone were the days of two sides slugging it out against prepared reinforced defense structures. Closely integrating concentrated armor, infantry, and closely supported by aviation assets all combined to crush France in a matter of only six weeks. France was simply not prepared for this new age of warfare. Works Cited Horne, Alistair. To Lose a Battle: France 1940. New York: Penguin, 1990. Jackson, Julian. The Fall of France: The Nazi Invasion of 1940. New York: Oxford University Press, 2003. United States Holocaust Memorial Museum. â€Å"The Holocaust.† Holocaust Encyclopedia, last modified June 10, 2013, http://www.ushmm.org/wlc/en/article.php?ModuleId=10005425.

Roger Federer

Roger Federer's fundamental needs, values, and orientation towards life are symbolized by the four astrological elements. Each person has their own unique balance of these four basic energies: fire (warmth, inspiration, enthusiasm), earth (practicality, realism, material interests), air (social and intellectual qualities), and water (emotional needs and feelings). Federer's â€Å"elemental make-up† is described below.Remember that most people are â€Å"unbalanced† or lopsided, and if Roger is lacking or deficient in a certain element (or elements), it simply means that he needs to consciously develop that particular aspect in order to appreciate and/or work harder in that dimension of life. Sometimes we overestimate the element that we are least endowed with, sensing it as a lack within ourselves, but more often we neglect or ignore it. The qualities described below will be reiterated and explained in more detail in the following pages.His life is likely to be full of e motional extremes, turbulence, joy and sorrow stemming from his own passionate nature and unpredictability. Roger Federer is impulsive and temperamental. For Roger, everything is intensely personal and colored by emotion. He may have difficulty viewing a situation from a detached, impartial or rational perspective, and he has little inclination to structure and order his life. However, fostering self-discipline, organization and focus is essential.Otherwise Roger Federer will be prone to extreme moodiness, alternating between lofty inspiration and despondency. At times, Roger Federer feels a great deal of internal pressure due to two of his dominant impulses which tend to conflict with one another. The desire for independence and freedom, the need for self-expression and ego recognition, and the urge to leave the past behind in order to propel himself into new experiences may clash with other, equally powerful needs – namely attachments to people and to the familiar, a compel ling urge for emotional closeness, and a desire for security.Balancing these two drives is a significant challenge for Federer. Even though his life may be less balanced and perhaps less stable than that of others, it is unlikely that Roger Federer would change it because he is very vibrant, sensitive and responsive to the ever-changing, dynamic quality of life. However, as you will read in the next chapter, Roger Federer has a sense of practical orientation and a certain down-to-earth approach, which helps to ground him somewhat.

The Ultimate Study Guide for SAT Reading Strategies, Tips, and Practice

The Ultimate Study Guide for SAT Reading Strategies, Tips, and Practice SAT / ACT Prep Online Guides and Tips We've created the best guide to the SAT Reading section out there. This is not just us tooting our own horns. By reading many SAT prep books as well as studying the CollegeBoard’s own resources, we've been able to take the best aspects of each and combine them into a magnificent Frankenstein’s monster of a guide. We cover each SAT Reading question type in detail, organized not by how the questions are asked, but by the essential underlying skills the questions are testing. You'll get the best SAT Reading tips and strategies available, as well as information about how to get the most out of your SAT Reading practice and prep. If you're looking for a comprehensive guide to SAT Reading and how to improve your SAT Reading score, the information provided herein is invaluable. Master all these concepts, use realistic practice questions, and learn how to learn from your mistakes, and you'll be able to increase your SAT Reading score drastically. This article is organized into three sections. We'll start with understanding SAT Reading section at a high level, followed by going into SAT Reading questions in depth and delineating the skills tested by each question type. Finally, we'll end with study plans and how to maximize your study time for score improvement. I suggest that you read the articles in order (as listed) on your first time through. In the future, you can use this guide as a reference page to come back to as you progress in your test prep. feature image credit: Enquire Within Upon Everything by Jeremy Keith, used under CC BY 2.0/Cropped from original. High Level Guidance for SAT Reading These guides lay the groundwork for your SAT Reading practice and preparation. Read on to find out how to approach SAT Reading, and what high level strategies to always keep in mind. What's Actually Tested On SAT Reading? Make sure you understand the format of the SAT Reading section- it might be different from what you expect. Get a detailed overview of what types of questions are on SAT Reading, and what people think is tested but really isn't. The Fundamental Rule Of SAT Reading(Must Read) There are many skills you need to excel on SAT Reading, but ultimately there is one rule that should guide your SAT Reading practice and prep. Using this rule, you will be able to understand the SAT Reading section and eliminate answer choices like never before. This should underlie all of your SAT Reading prep from this point on. The Best Ways To Read The Passage On SAT Reading There is no one right way to read the passages on SAT Reading. This doesn’t mean, however, that some ways aren’t more effective than others. We show you three ways to read the Reading passages and teach you to decide for yourself which way will work best for you. How To Get An 800 On SAT Reading: 10 Strategies From A Perfect Scorer Our ultimate SAT Reading guide covers motivation, study strategies, and more, based on the experience of our resident perfect scorer (and PrepScholar co-founder) Allen Cheng. Use these strategies in your studying to aim for a top score. How To Improve Your Low SAT Reading Score The strategies you’ll need to use if you’re aiming for a 30/40 on the SAT Reading section are not the same as those needed by perfect scorers. If you have a low SAT Reading score and need help getting up to a 30/40 on Reading (or a 600/800 on Evidence-Based Reading and Writing), this article can help. SAT Reading Skills These guides go into detail about major question types on the SAT Reading test. Learn about the skills each question type is testing, get strategies for dealing with these questions, read our walkthroughs of actual SAT Reading questions, and try out some practice questions. Reading Comprehension Skills and Strategies Big Picture Questions You need to be able to separate details from what’s important to find main point or primary purpose of a paragraph, series of paragraphs, or a passage. This involves being able to read a sizeable amount of text and glean from it what’s important. Inference Questions Being able to draw (supported) inferences is the most important skill to have on SAT Reading. You must be able to make logical deductions, based on information in the passage. This means that you’ll need to be able to separate out what â€Å"could be possible, depending on a few things† from what â€Å"is likely true, given the information stated in the passage.† Words in Context: Key SAT Reading and Writing Strategies The most direct way you'll be tested on vocabulary in the SAT Reading section is through questions that ask you to explain the meaning of words in context in the passage. Often, all the answer choices will be correct for a certain definition of the word- it's up to you to figure out which meaning is being used in that particular context. Evidence Support Questions One of the most common types of questions on SAT Reading, Evidence Support questions test your ability to find the answer that best backs up your answer to the previous question. We go over the different ways you'll be tested on your command of evidence, walk you through sample questions, and give you essential tips for mastering this skill. How to Analyze Data Graphics on SAT Reading On the new SAT Reading section, you need be able to interpret graphics and tables as well as passages. Discover what analytical skills you'll need to successfully answer these quantitative questions and how to train for the three to six data analysis questions that appear on every SAT Reading section. Little Picture/Detail Questions Just as important as being able to understand the big picture in SAT Reading passages is being able to locate specific details. For little picture questions on SAT Reading, you'll need to be able hunt down specific information in a passage, whether you're given a line number or not. The examples in this article are not updated for the new SAT, but you can still skim it for general reading tips that are applicable to the new SAT Reading section. Function Questions Other questions on SAT Reading ask you to define not just what a phrase, line, or series of lines says, but what it does, or what effect something like italics or extra quotation marks has on a sentence. These function questions may seem as if they're asking you to read the author's mind, which is a futile endeavor. Find out how to translate questions that seem to require psychic abilities into ones that you can actually answer! The examples in this article are not updated for the new SAT, but the tips are still applicable to the new SAT Reading section. Author Technique Questions Everyone should take a look at author technique questions, even if it’s just to get a look at how these questions are asked. For the completionist SAT Reading studier, we’ve included strategies focused on questions that ask about tone and mood. The examples in this article are not updated for the new SAT,but the tips are still applicable to the new SAT Reading section. Analogy Questions You may have thought that analogy question disappeared entirely from SAT Reading, but au contraire! They are still there, just sneaky (and rare). If you want to make sure you've covered absolutely everything you need to know about SAT Reading, you'll need to learn how to deal with analogy questions in their current form. The examples in this article are not updated for the new SAT,but the tips are still applicable to the new SAT Reading section. Max can be stealthy by Tomi Tapio K, used under CC BY 2.0/Cropped from original. Felinopomorphic representation of the stealth analogy questions on SAT Reading. Special Guides The Vocabulary You Must Know For SAT Reading The skills you need for SAT Reading are pretty different from those developed in your standard high school English literature class, but there is sometimes a little bit of overlap in terminology. If you aren’t fluent in what words like "metaphor," "anecdote," and "irony" mean, you’ll need to learn a few terms. How to Attack Paired Passages on SAT Reading This is the passage type on the SAT Reading section with some of the trickiest questions (because it includes questions that ask about multiple passages). You’ll need to make sure you have the right tools to get the job (of doing well on paired passage questions) done. The examples in this article are not updated for the new SAT, but you can still skim it for general reading tips that are applicable to the new SAT Reading section. How Science/Math People Can Do Well On SAT Reading Do you consistently struggle with your SAT Reading score, even though you do really well on the more concrete Math and Writing sections? Read this article for guidance on how to apply the analytical skills you already have to SAT Reading. Which Question Types Show Up The Most Often On SAT Reading? Not all question types show up on the SAT Reading section with the same frequency. Find out which are the questions you need to invest the most time in preparing for and which you might be able to skip preparing for altogether. Want to learn more about the SAT but tired of reading blog articles? Then you'll love our free, SAT prep livestreams. Designed and led by PrepScholar SAT experts, these live video events are a great resource for students and parents looking to learn more about the SAT and SAT prep. Click on the button below to register for one of our livestreams today! SAT Reading Strategies and Tips Now that you understand the SAT Reading section at a deeper level, the next step is to actually apply your knowledge and work on improving your skills. The guides I've linked to below will help you structure your SAT Reading practice and make sure you're prepping in a way that will be reflected on test day. The Best SAT Reading Practice Tests If you're not going to use high quality materials for your SAT Reading practice, you're basically just throwing away your time. We've gathered for you a comprehensive list of all the SAT Reading practice tests out there (including links to free resources) and advice on which are the best and which you should avoid at all costs. Stop Running Out Of Time On SAT Reading Ever run out of time on SAT Reading? You're definitely not alone. Your ability to read quickly and thoroughly under time pressure is one of those skills that is informally tested by SAT Reading. This article has tips for those whose reading pace does not match the frenetic pace necessitated by the SAT Reading section. How to Master SAT Reading Questions: A 5-Step Process Sometimes it's hard to know where exactly to begin with finding the answers to SAT Reading questions- unlike with SAT Math or Writing and Language, there are no equations you can plug numbers into or grammatical rules to refer to. Use the five-step framework outlined in this article as a way to systematize your approach to every SAT Reading question. The Best Way To Practice SAT Reading Hey, you're a busy person. You probably have limited time for test prep (unless you can control time, in which case I have some other questions for you), which means you need to make sure you're going about preparing for the SAT Reading section in as efficient a manner as possible. Create your own SAT Reading action plan using the advice in this article. PrepScholar's Top 4 SAT Reading Strategies It's all very well and good to attack SAT Reading head on, but there is also value in strategy. Use this compilation of our best SAT Reading strategies as a reference during your SAT Reading prep. Find the strategies that work best for you and apply them as needed. 10 Essential SAT Reading Tips In need of some quick fixes you can use to improve your SAT Reading score? This is the article for you. Read through these tips if you're running short on study time and could use a quick score boost. The Best Books To Use For SAT Reading Practice When online resources aren’t always enough, students often turn to books to help with their SAT prep. But which books are the best for SAT Reading? How can you be sure? Be certain you're using the best resources available with our list in hand. Evidence-Based Reading and Writing Overview and Tips On the new SAT, your performance on the Reading and Writing sections is combined into one out-of-800 Evidence-Based Reading and Writing score. Learn what skills are tested across both the Reading and Writing sections and the most effective ways to boost your overall Evidence-Based Reading and Writing score. Vocabulary-Specific Strategies How to Study Vocabulary for the New 2016 SAT Reading The new SAT doesn't have sentence completion questions, but that doesn't mean that you don't need to know advanced vocabulary to answer certain question types. Learn about the ways you'll be tested on vocab meaning and usage on the new SAT with this article. The Best Way To Study Vocabulary for SAT Reading Do you do okay with most Reading question skills, but struggle with words-in-context questions or more complicated passages? This article covers the best way to learn new vocabulary for the SAT Reading test and gives you lists of the most commonly tested words you'll need to know. Using the method laid out in this article, you'll learn more words in less time by focusing on the words that are hard for you. The 262 SAT Vocab Words You Need To Know If you're going to make the time to study vocab for the SAT, you should absolutely study the most frequently-seen words. Use this free resource to guide your SAT Reading practice. Best SAT Reading Vocab Lists On The Web Already powered through our list of 200+ vocab words and looking for more? Go through this guide to get more sources for more SAT Reading vocabulary lists. The Best SAT Vocabulary Practice: Tips and Resources Do you struggle to learn new vocabulary just through brute-force memorization? Explore other ways to get comfortable with unfamiliar words and learn how to apply your increased vocab knowledge successfully on the SAT. What’s Next? Whew. That is a lot of information, but then again, there is a lot of information to process about SAT Reading if you want to do well. And of course, it's not enough to just read all these articles- even for SAT Reading, merely reading does not automatically boost your score. After reading these articles, you have to take the next steps: Go out and forage for high quality materials. First and foremost, this means practicing with real SATs, but it also means making sure you only use the highest quality SAT Reading practice material, like this guide (shameless plug). Diagnose your SAT Reading weaknesses and review your mistakes. Stay motivated. We have some great tips for this in our article on how to achieve a perfect score on the SAT. If all of this seems daunting, it’s worth checking out our SAT test prep platform. Want to improve your SAT score by 160 points? Check out our best-in-class online SAT prep program. We guarantee your money back if you don't improve your SAT score by 160 points or more. Our program is entirely online, and it customizes what you study to your strengths and weaknesses. If you liked this Reading lesson, you'll love our program. Along with more detailed lessons, you'll get thousands of practice problems organized by individual skills so you learn most effectively. We'll also give you a step-by-step program to follow so you'll never be confused about what to study next. Check out our 5-day free trial:

Summary of King Richad essays

Summary of King Richad essays The novel opens with Johns recollection of his childhood. As the eldest son of his parents, everyone expected him to become a priest when he grew up. John also had started imagining himself in that role till his fourteenth birthday. Johns earliest memories are of Sunday mornings, when the whole house was in a flurry of activity. As the head of the family and minister of the church, his father would lead them to the church. Wearing clean clothes and cheerful in spirit, they would walk to the church. They would go past the hospital where his siblings were born. John remembers the times when his mother brought home the babies to make him feel estranged. Johns family would walk towards the church in a superior attitude, looking down on people who were enjoying the leisure of a Sunday morning. Reaching the temple of God, they would get separated to their seats in the respective parts of the church according to their age groups. John and his younger brother would be seated together along with other teenage boys and hear the sermon read out by the young and handsome Elisha. The priest of the church would always talk of virtues and sins. Once he had chastised Elisha for being friendly with a young female visitor to the church and warned him. Elisha and the girl had parted ways. At home, his father laid down rigid rules but Roy would always play truant. He would escape from the house or the church and return back late in the evening. His parents were worried about Roy and prayed to god for his safety. With John they were stricter. They wanted him to be good and virtuous. They wanted him to follow the path of god. Thus, they always kept a watch on his movements. John is disillusioned with religion and his life as ordained by his father. On his fourteenth birthday, he wakes up with rebellion in his heart. He hopes fondly that someone would wake him after wishing him a happy birthday but no one come...

Creative writing assignment that use historical facts about Nevada 750

Creative writing that use historical facts about Nevada 750 words in RTF format - Assignment Example They were under the command of a young soldier John Fremont. He and his guide Kit Carson would later become famous in the history books. Well I showed them how to catch the long ear white rabbits, a delicious food. And besides the great buffalo which the soldiers had heard of, they were delighted by the pronghorn, a kind of horned deer special in the Nevada area, with tasty meat. That Kit Carson was a good scout, he had a nose for the mountains and the game. Both he and Fremont were good shots. I later found out the soldiers were there to explore that part of the west. I introduced them to the Paiute Indian Chief Paulina and then later the Washoe Indians further West. Fremont was a strong leader, he had direction. But it was getting late in summer and Carson wanted Fremont to cross the Western mountains to reach Sutter Fort in California. I brought Chief Naza, he was a Washoe Indian and I had done lots of trapping for beaver and rabbit with some of his men. Chief Naza warned Fremont winter was coming and food or game would be gone. But this man Fremont was a head strong man. He had heard a rumor of a beautiful large lake off at a distance down in front of the Sierra Nevada mountains. He said he had a desire to see that lake while making it to Fort Sutter. I didn't tell him I had crossed the mountains with the Washoe and had actually swam in that lake (Lake Tahoe).

Victoria's secret enters Argentina ( Retail marketing plan) Assignment

Victoria's secret enters Argentina ( Retail marketing plan) - Assignment Example The current marketing strategy of the company has a very high reliance on the latest trends in advertising such as Facebook and the internet. The marketing objective is to develop a positive growth of over 15% in the coming two years. The segmentation, targeting and positioning of the company has been labelled as targeting the female population in the Argentine market, position itself in the right segment (geographical) and attract the entire female population to its products. The entry strategy will be through exports at the initial levels and then use mergers and acquisitions as well as franchising to develop faster into the new market. With both internal and external controls, the company hopes for a successful venture into the Argentine market. Retail marketing strategy refer to expansion of already established retail stores, the goods therein and the relationship that is created with the customers (Ferrell & Hartline, 2012, p. 34). All these established stores must make decisions about their details in the market as well as the marketing mix to concentrate on. A business strategy must therefore put in consideration all the factors that must be considered before a market is considered for supply as a retail store. Large retail stores may choose to venture into the international markets by virtue of expanding their sales. Victorias secret is the largest company in America specialising in making ladies’ lingerie. Founded in 1977, the company makes women’s’ wear and has progressed to an extent of planning to venture into new markets it has never operated in. This report seeks to establish a retail marketing plan of Victorias Secret Company in its bid to venture into the Argentine market. In view of this, it will make an analysis of the Argentina market structures with special focus on the culture of the country given that the company operates in the cloth line retail industry. A situational analysis will be carried out to