Wednesday, March 18, 2020
I Know Why The Caged Bird Sings Essays I Know Why The Caged Bird Sings Essay I Know Why The Caged Bird Sings Essay Essay Topic: I Know Why the Caged Bird Sings I Know Why The Caged Bird Sings BY Chiara_s In the novel I Know Why The Caged Bird Sings, published in 1969, Maya Angelou wrote her autobiography full of emotions and surprises. The author, the protagonist, is a very interesting character that Im going to present you. Im going to present you this woman who had many hardships in her lifetime, and had the courage to write it. During her childhood, Maya Angelou suffers from her appearance, from her displacement which she qualifies as unnecessary insults, and also by the fact that she doesnt feel loved. She grows up as a Black Girl in Southern America and describes it as painful. She never feels pretty, she hopes shell wake up from a black ugly dream and reveal her true-self blond with blue eyes. Even when she sees her mother for the first time, the first thing that strikes her is her beauty. She thinks she is not as beautiful as her mother. She compares her mother to her brother, Bailey, and think they are both beautiful but not her. She is hard to herself. She thinks it is why she gets rid of her kids: l knew immediately why she had sent me away. She was too beautiful to have children. I had never seen a woman as pretty as she who was called Mother. (9. 1 5). When she is eight, Maya must quit Stamps to go living in an unknown city named St Louis with her mother. St Louis is a big city. Too big for her. She doesnt feel at home is St Louis. Mayas life in St Louis changes her from Stamps, which is a little town where nothing happens. She says l had decided that St Louis was a foreign country. Even her school is not great we were struck by the ignorance of our schoolmates and the rudeness of our teachers. In Stamps, teachers are friendly, but in St Louis eachers are more formal. She doesnt feel good either in St Louis than in her family. Mayas parents abandon her and Bailey when she was three; they wonder what they did wrong that their parents wouldnt want them anymore. She doesnt feel loved and need more physical affection. She looks for comfort in Mr. Freeman, her mothers boyfriend. He held me so softly that I wished he wouldnt ever let me go (1 1. 15). She thinks Mr. Freeman loves her but she is wrong, he molests and rapes her. Maya thought it was her fault because she was so young and ignorant, she never heard bout sexuality. The rape was non-sense to her. Mr. Freeman treated her like a woman and not like a child. Mr. Freeman acted like an animal and a beast on Maya. The rape the incident in St Louis as she says is a shame for her; she sees it as a shame. For example, she doesnt want to know if Uncle Willie is aware of the rape because if yes she would feel embarrass and ashamed. succeeds and became stronger. Even if she faced hard obstacles, she survived from it. For example, she survived from the rape, from the humiliation of the rape. Writing er autobiography, shows Maya overcomes difficulties about what happened to her. It is courageous to write her autobiography because it is a hard and tricky story. Many people could not write that because they could not confront their pain. But Maya did it and it is a part of her success. Writing allows her to overcome her pains. To conclude, Maya had to confront many hard moment in her childhood but finally she get over these obstacles and became stronger, and succeed (as she wrote this book). It proves she is an extraordinary person.
Monday, March 2, 2020
A Simple Marketing Task Approval Process to Be More Productive Imagine this. Everyone on your team knows exactly what to work on. They knock out high-quality work. The best part? They hit every deadline while theyÃ¢â¬â¢re at it. And the managerÃ¢â¬â¢s role? Leading a simple, two-stage marketing task approval process. Stage one:Ã you assign a task. Stage two:Ã you approve the task. Boom. Celebration time. Marketing workflow processesÃ that actually work are potent productivity boosters. But nestled within every project are tasks that need to be done on time and up to standard. Layering complicated task workflows into your marketing project management processÃ doesnÃ¢â¬â¢t help. Enter todayÃ¢â¬â¢s post. YouÃ¢â¬â¢re about to learn a simple, two-stage marketing task approval process that will make you and your team more productive than ever. This process will help marketing managers: Ensure quality standards are always met. Enjoy a nearly-frictionless project management process. Become even better leaders by empowering their team. And it will help marketing team members: Have total clarity on whatÃ¢â¬â¢s expected of them. Dodge the dreaded feedback void by understanding exactly where their work stands. See a coherent roadmap of what to work on right now in relation to their entire workload. No matter what your role is, this marketing task approval process will cut the clutter and help you do your best, most efficient work to date. but if youÃ¢â¬â¢d rather skip the reading and jump straight into getting things done Put Your Marketing Task Approvals On Auto-Pilot With In marketing, thereÃ¢â¬â¢s an endless swamp of details. There are hidden snags just below the surface that can trip up even the best teams. In turn, this makes running a marketing team at full-speed a challenge. And a frustrating one at that. ThatÃ¢â¬â¢s why we built simple, yet sophisticated, task workflowsÃ to supercharge your output. Recommended Reading: This is How You Supercharge Your Teams Workflows HereÃ¢â¬â¢s what your marketing life will look like when powered by task workflows: Avoid static and jump straight into the actionÃ with an ultra-organized task dashboard. Easily assign + schedule tasks with a single clickÃ without drop downs or an endless string of clicks. Benefit from detail-rich tasksÃ so your team has the context to get the job done right. Prioritize tasks as you see fitÃ based on overall workload. Rock a seamless combinationÃ of both your personal and team task lists. Enjoy Task Approvals (available on Team Pro plans and higher) as an integrated part of every workflow! This means you can: assign others to review tasks, make decisions faster, and keep track of it all directly in Ã¢â¬ ¦ Say Ã¢â¬Å"sayonaraÃ¢â¬ to endless email threads, constant reminders, and needless interruptions. Schedule a demoÃ for your team today or snag a free trialÃ to test drive it in the wild. Master Your Marketing Task Approval Process With Our Free Excel Marketing Checklist Template Up ahead, youÃ¢â¬â¢ll get a step-by-step process to master your marketing task approvals. We created the following kit of resources: Marketing checklist templateÃ so your team can march through every task with minimal friction. Marketing team active listÃ so you can gauge team member workloads at a glance. Marketing project management template Word documentÃ to help supplement your big-picture marketing efforts. Sprint backlog Excel spreadsheetÃ to plan and manage the scope and timelines of your projects. Snag these docs and follow along as you read todayÃ¢â¬â¢s post to put everything into action. Alright, letÃ¢â¬â¢s rock.
Saturday, February 15, 2020
Critical Thinking as the Basic Tenets of the Scientific Method - Assignment Example What strengthens the connection between the reliability and validity of claims is when the observations in phenomenon are properly and logically explained via thorough interpretation of the results using ideas which were previously proven to be true in the past by repeatable methods and results (Tittle 235). A short process of critical thinking is mentioned in the following list: It is noticeable that in this stepwise manner, observation comes first before interpretation, and this is important because this helps in the development of logically establishing the validity, reliability, and strong value of the results (236). Learning how to think critically is a challenging way of setting up the validity of certain events or phenomenon, especially during the times when the Earth happens to move and shake, or when the atmosphere seems to become ominous or poses a danger to its inhabitants. For example, it is through repeated observations of natural events such as tornadoes or thunderstorms that people can be advised on what to do when these strike places (Wicander & Monroe 11). If not for critical thinking, people would constantly panic or run around, endangering themselves in the process. Also, because certain events have strong tendencies to be the same wherever they occur, such as volcanic eruptions or earthquakes, much more sensitive ways of observing such phenomena can be developed, which in turn not only increases reliability of observed information but also helps in better understanding the reasons why and how such natural geologic phenomena affects and shapes theÃ planet.
Sunday, February 2, 2020
Visual Thinking Strategies - Research Paper Example As I scanned my badge in, I turned to their teacher and politely asked, Ã¢â¬Å"Is this your first educational trip to the MFA, are you here to see the new Linde wing?Ã¢â¬ Ã¢â¬Å"No,Ã¢â¬ she replied, Ã¢â¬Å"weÃ¢â¬â¢re here for a VTS tour.Ã¢â¬ Ã¢â¬Å"That is wonderful,Ã¢â¬ I exclaimed. After pausing, I politely stated, Ã¢â¬Å"I am just about to write a paper on VTS, would you mind telling me where you are from?Ã¢â¬ Kindly responding, the teacher stated, Ã¢â¬Å"We are a social studies class from the Boston public school system, and we have a partnership with the MFA. This is our last lesson of the curriculum and it ends with a VTS tour at the Museum.Ã¢â¬ In my opinion, teachers in all subject areas find themselves with the challenge of bringing that subject to life for their students, especially students who struggle to grasp the concepts of the course. Constantly trying new strategies and educational techniques, the best teachers try to reach those students in an unconventional way. In this case, I presume the social studies teacher turned to Suzi Fonda, Manager of Teacher Programs and School Partnerships at the MFA, to help her students draw connections between the content studied in the classroom and the collection of American Art currently displayed at the MFA. Since the culture and environment of the museums considerably differs from those prevalent in the classrooms, educators frequently wonder whether the productive techniques used by the museum educators are applicable in the environment of the classroom. In this paper, I will examine the productivity of Visual Thinking, and its connection to the classroom. Upon providing an in-depth look at VTS itself as a teaching tool, I will then examine further the applicability of the technique to the school classroom, more specifically within the social studies curricula, and evaluate its results and make recommendations if any as to how it may be improved. In particular, I will utilize class readings, discussions, case studies, and museum curricula, and I will transfer these experiences into my evaluation. Finally, I will conduct interviews with two Directors of Education, both of whom are involved in the VTS implementation at their art museums, and I will discuss their concerns, results and issues of the program. Curriculum In a typical VTS lesson, students look carefully at a work of art, and talk about what they observe. This method uses art to build the capacity to observe, think, listen and communicate. The guiding principle is that self-discovery is a powerful way to learn, and that such self-directed learning is stimulated by discussion amongst peers.1 Th e curriculum of VTS is fundamentally based on the discussion held among the students. The role of a teacher in it is that of a facilitator of discussion among the students. There are three basic questions that the facilitator uses in order to guide the students towards the path of conducting the discussion among themselves. These three questions include; Ã¢â¬Å"What is going on in this picture?Ã¢â¬ (Walker), Ã¢â¬Å"What do you see that makes you say that?Ã¢â¬ (Walker), and Ã¢â¬Å"What more can you find?Ã¢â¬ (Walker). The facilitator identifies the responses of individual students by their respective names, and points towards the relevant parts of the painting while paraphrasing the responses. In addition to that, it is equally important for the facilitator to keep track of the various threads of conversation so that they can be interlinked and the students can be provided with the opportunity to connect their thoughts with the thoughts of their class fellows. These question s have been designed in a very prudent manner. Ã¢â¬Å"The wording of the first question gives tacit approval of the story-finding, playing to the beginnerÃ¢â¬â¢
Saturday, January 25, 2020
The World Health Organization Introduction ============ The World Health Organization (WHO) was established in 1948 to deal with major health issues of the world. Some of the tasks the organization looks after are to co-ordinate medical research, monitor and combat the infectious diseases of the world, and to help developing countries set up adequate health services. The WHO has over 150 member countries with its headquarters Geneva, Switzerland. The aim of the WHO is Ã¢â¬Ëto help people attain the highest possible levels of health. The services of the agency may either be advisory or technical. Some services include training of medical personnel, combating disease outbreaks and epidemics, and publishing a series of technical and scientific works. The arrangement of WHO comprises the policymaking organization known as the World Health Assembly, which consists of representatives of all member nations and assembles yearly. This further comprises of an exclusive board of 31 individuals elected by the assembly and a secretariat, consisting of a director-general and a technical and administrative staff. The agency has regional organizations for Southeast Asia, the eastern Mediterranean area, Europe, Africa, the Americas, and the western Pacific area1. The WHO and Severe Acute Respiratory Syndrome (SARS) ==================================================== SARS is the first global epidemic of the 21st century that has shocked the economic and tourism industries. I have very little knowledge on epidemics and the SARS virus, therefore this is my chance to gain awareness on this matter. The first case of SA... .../RefEdList.aspx?refid=210133201> (Current at 9 June 2003) Ã¢â¬ËSevere Acute Respiratory SyndromeÃ¢â¬â¢ http://www.nlm.nih.gov/medlineplus/severeacuterespiratorysyndrome.html (Current at 9 June 2003) Ã¢â¬ËSevere Acute Respiratory Syndrome (SARS)Ã¢â¬â¢ (Current at 9 June 2003) Ã¢â¬ËSevere Acute Respiratory Syndrome (SARS)Ã¢â¬â¢ http://www.who.int/csr/sars (Current at 9 June 2003) CD-ROMs ------- Ã¢â¬ËWorld Health OrganisationÃ¢â¬â¢, Ã¢â¬ËCenters for Disease Control and PreventionÃ¢â¬â¢. ENCARTA 2000 ENCYCLOPAEDIA Books ----- Brooman J. Ã¢â¬ËUnited Nations?Ã¢â¬â¢ 1990. Pg 22. Longman Group UK Ltd. ---------------------------------------------------------------------  "World Health Organization," MicrosoftÃ ® EncartaÃ ® Encyclopaedia 2000. Ã © 1993-1999 Microsoft Corporation. All rights reserved.
Thursday, January 16, 2020
For small businesses, does the reality of using social and new media in marketing live up to the promise? A qualitative study amongst business owners in the UK
Abstract The area of emerging technology and marketing has become an topic of increased debate as the potential to reach more consumers and provide real savings for small business is created. This study assesses the impact that emerging communication technology has had on the marketing efforts of small businesses in the UK. 1 Introduction1.1 Research TopicThis study assesses the impact that emerging communication technology has on the marketing efforts of small businesses in the UK. In order to properly evaluate each element, this study uses a survey given to several owners and operators in the UK coupled with a case study centred on the small business in the London area to provide evidence for industry and cultural assessment. These factors will be used to illustrate detailed components of operation and implementation for small businesses in the UK. With a focus for identifying distinct themes in the survey results, this research seeks to combine working experience with social expectation to provide an illustration of potential opportunity.1.2 Objectives1) Assess technological impact on small business 2) Evaluate how communication technology provides opportunities for growth.1.3 Research questions1) What are the challenges faced by small business in marketing? 2) Can improved consumer outreach improve revenue? 3) Does new technology offer a competitive edge for small business? 2 Review of Literature2.1 Small Business ChallengesMarketing is an essential element of small business strategy (Safko et al, 2009). With a clear need to remain in the consumer eye, marketing has the potential to make or break any small business (Qualman, 2009).2.1.1 Current MethodsCurrent methods of marketing include television, print and word of mouth (Qualman, 2008). Further, any advertising must be local or regional, facing increased cost (Safko et al, 2009).2.1.2. Emerging methodsInternet and communication technology provide social media, online content and increased consumer exposure for small businesses(Berthon et al, 2012; Fischer et al, 2011;Weinberg et al, 2011). Networking and comprehensive data bases encourage consumers to look deeply into a small business, providing ample opportunity for revenue growth.2.2 Small business Competitive Strategy and opportunities for growthUsing technology to reach consumers, aids outreach as well as provides a new and growing market for any business (Baird et al, 2011).2.3 Spending and Consumer OutreachModern methods of marketing require crucial funds that could otherwise to other areas of a small business strategy (Wienberg et al, 2011). This increased leeway provides opportunity for reinvestment in the infrastructure.2.4 Working TheoryUsing a thematic survey approach provides critical evidence to any working research (Perri et al, 2012). Combined with an assessment of the case study using HofstedeÃ¢â¬â¢s cultural dimensions, establishes the likelihood of adoption and implementation (Hofstede et al, 2010). 3 Methodology3.1 ApproachThis study is best approach with the Qualitative, Interpretivism process (Perri, 2012). Initial evidence will be provided using a survey given to between 100-150 respondents creating data that will be assessed using a thematic, coding approach (Perri, 2012). Case study is based on the small business sector in London, UK which provides government facts and official figure (Perri, 2012). The evidence is combined and evaluated using the thematic coding to identify themes in the material followed by a Hofstede analysis to provide useable examples of impact and improvement.3.2 Research StrategyQualitative research based on surveys and case study (Perri, 2012).3.3 Data Collection Instruments and MethodsSurvey and questionnaire coupled with a modern case study taken from online databases, official sites, journals and books. 4 Analysis4.1 Case Study of Small Business in London, UK 2010-20144.1.1 Thematic analysis of surveysIdentifying themes that relate to the positive or negative experience of technology use in marketing (Perri, 2012).4.1.2. HofstedeÃ¢â¬â¢s Cultural dimensions evaluation of case study and surveysProvides a working cultural understanding as to why or why not small business owners are embracing new technology opportunities (Hofstede et al, 2010).4.2 Discussion5 Conclusion and Recommendations5.1 Conclusion5.2 Recommendation6 References Baird, C. and Parasnis, G. (2011). From social media to social customer relationship management. Strategy & Leadership, 39(5), pp.30Ã¢â¬â37. Berthon, P., Pitt, L., Plangger, K. and Shapiro, D. (2012). Marketing meets Web 2.0, social media, and creative consumers: Implications for international marketing strategy. Business Horizons, 55(3), pp.261Ã¢â¬â271. Evans, D. (2008). Social media marketing. 1st ed. Indianapolis, Ind.: Wiley. Fischer, E. and Reuber, A. (2011). Social interaction via new social media:(How) can interactions on Twitter affect effectual thinking and behavior?. Journal of business venturing, 26(1), pp.1Ã¢â¬â18. Hofstede, G., Hofstede, G. and Minkov, M. (2010). Cultures and organizations. 1st ed. New York: McGraw-Hill. Michaelidou, N., Siamagka, N. and Christodoulides, G. (2011). Usage, barriers and measurement of social media marketing: An exploratory investigation of small and medium B2B brands.Industrial Marketing Management, 40(7), pp.1153Ã¢â¬â1159. Qualman, E. (2009). Socialnomics. 1st ed. Hoboken, N.J.: Wiley. Safko, L. and Brake, D. (2009). The social media bible. 1st ed. Hoboken, N.J.: John Wiley & Sons. Weinberg, B. and Pehlivan, E. (2011). Social spending: Managing the social media mix. Business Horizons, 54(3), pp.275Ã¢â¬â282. Weinberg, T. (2009). The new community rules. 1st ed. Sebastopol, CA: OÃ¢â¬â¢Reilly.
Wednesday, January 8, 2020
LaisserÃ (to leave, to lose) is a regular -er verb that shares conjugation patterns in all tenses and moods with every other regular French verb ending in -er,Ã by far the largest group of French verbs.Ã Laisser is commonly used as a semi-auxiliary verb as well as a pronominal verb. Meaning No. 1: to Leave Laisser is a transitive verbÃ that takes a direct objectÃ and means to leave something or someone. Ã Peux-tu me laisser de largentÃ ? Ã Could you leave me some money?Ã Je vais laisser la porte ouverte. Ã Im going to leave the door open.Ã Cela me laisse perplexe. Ã That leaves me perplexed.Ã Au revoir, je te laisse. Ã Good-bye, Im going/leaving.Ã Laisse, je vais le faire. Ã Leave it, Ill do it. Laisser is one of five verbs in French that mean to leave, and English speakers tend to confuse them. These are the essential differences: LaisserÃ means to leave something.PartirÃ is the most straightforward and simply means to leave in a general sense.Sen allerÃ is more or less interchangeable withÃ partir,Ã but it has the slightly informal nuance of going away.SortirÃ means to go out.QuitterÃ means to leave someone or something, often implying a prolonged separation. Meaning No. 2: to Lose Laisser less commonly means to lose something. Notice the verb continues to be transitive in this sense; it still takes a direct object. Il a laissÃ © un bras dans laccident. Ã He lost an arm in the accidentElle a failli laisser sa vie hier. Ã She almost lost her life yesterday. Laisser As aÃ Semi-AuxiliaryÃ Verb When laisser is followed by an infinitive, it means to let (someone) do (something). Ã Il ma laissÃ © sortir. Ã He let me go out.Laisse-le jouer. Ã Let him play. Laisser as aÃ Pronominal Verb Se laisser plus infinitive means to let oneself be(come), as in: Il sest laissÃ © persuader. He let himself be persuaded.Ne te laisse pas dÃ ©couragerÃ ! Ã Dont let yourself get discouraged! Expressions with Laisser LaisserÃ is used in a number of idiomatic expressions, including: laisser tomberÃ to dropLaissez-moi rire.Ã Ã Dont make me laugh.Laisse faire.Ã Ã Never mind! / Dont bother!On ne va pas le laisser faire sans rÃ ©agirÃ !Ã Ã Were not going to let him get away with that! Laisser AsÃ a Regular French -er Verb The majority of French verbs areÃ regularÃ -erÃ verbs, as laisserÃ is. (There are five main kinds of verbs in French: regularÃ -er, -ir, -reÃ verbs; stem-changing verbs; and irregular verbs.) To conjugate a regular FrenchÃ -erÃ verb, remove the -erÃ ending from the infinitiveÃ to reveal the verbs stem. Then add the regularÃ -erÃ endings to the stem. Note that regularÃ -erÃ verbs share conjugation patterns in all tenses and moods. The same endings in the table can be applied to any of the regular FrenchÃ -erÃ verbs listed below the table. Note that the following conjugation table includes simple conjugations only. Compound conjugations, which consist of a conjugated form of the auxiliary verb avoirÃ and the past participle laissÃ ©, are not included. Simple Conjugations of the Regular -er- Verb Laisser Present Future Imperfect Present participle je laisse laisserai laissais laissant tu laisses laisseras laissais il laisse laissera laissait nous laissons laisserons laissions vous laissez laisserez laissiez ils laissent laisseront laissaient Pass compos Auxiliary verb avoir Past participle laiss Subjunctive Conditional Pass simple Imperfect subjunctive je laisse laisserais laissai laissasse tu laisses laisserais laissas laissasses il laisse laisserait laissa laisst nous laissions laisserions laissmes laissassions vous laissiez laisseriez laisstes laissassiez ils laissent laisseraient laissrent laissassent Imperative tu laisse nous laissons vous laissez More Common French Regular -er Verbs Here are just a few of the most common regular-er verbs: *All regularÃ -erÃ verbs are conjugated according to theÃ regularÃ -erÃ verb conjugation pattern, except for one smallÃ irregularity in verbsÃ that end inÃ -gerÃ andÃ -cer,Ã known asÃ spelling-change verbs.**Though conjugated just like regularÃ -erÃ verbs, watch out for verbs that end inÃ -ier. aimerÃ Ã to like, to lovearriverÃ Ã to arrive, to happenchanterÃ Ã to singchercherÃ Ã to look forcommencer*Ã Ã to begindanseÃ Ã to dancedemanderÃ Ã to ask fordÃ ©penserÃ Ã to spend (money)dÃ ©testerÃ Ã to hatedonnerÃ Ã to giveÃ ©couterÃ Ã to listen toÃ ©tudier**Ã Ã to studyfermerÃ Ã to closegoÃ »teÃ Ã to tastejouerÃ Ã to playlaverÃ Ã to washmanger*Ã Ã to eatnager*Ã Ã to swimparlerÃ Ã to talk, to speakpasseÃ Ã to pass, spend (time)penserÃ Ã to thinkporterÃ Ã to wear, to carryregarderÃ Ã to watch, to look atrÃ ªverÃ Ã to dreamsemblerÃ Ã to seemskier**Ã Ã to skitravaillerÃ Ã to worktrouveÃ Ã to findvisiterÃ Ã to visit (a place)volerÃ Ã to fly, to steal