Why Teach Vocabulary Through Literature?

Why Teach Vocabulary Through Literature? Why Teaching Vocabulary Through Literature? We may consider creating an anthology of literature for secondary, young adult, and students studying English as a foreign language. It may include authentic poetry, essays, plays, and short stories, whose writers represent a diversity of cultures, backgrounds, and points of view. In addition to providing students with skills for understanding and appreciating literature, the application components complement and reinforce each other by giving students integrated practice in key language skills. Literary fragments offer multiple activities for students to access background knowledge of the themes and ideas presented in the literary pieces, and poses questions for them to consider as they read. In post-reading activities, students check comprehension of main ideas, and discuss and interpret the more subtle points of the selections. In special Focus on Reading and Focus on Literature , students practice reading skills and identify some common literary devices. Also, they provide students with ideas for creative writing as well as opportunities for critical thinking and values clarification. Moreover, they emphasize sharing and peer feedback, giving students a real audience for their work. The paperwork takes the approach that giving students a genuine opportunity to experience literature and encouraging their direct, active participation in discovering literature are the best ways to engage them. It promotes the importance of personal experience and pleasure in the teaching of literature and vocabulary and embraces the notion that literary pieces should also serve as models and catalysts for generating students own creative writing. The selection of contemporary literature pieces offer a diversity of experience and opinion, allowing for comparison and contrast of different writing styles, literary elements, and ethnic and gender issues. While the specific activities for presenting each poem, story, essay, or play vary, there is a predictable lesson format for introducing, reading, discussing, and reacting to each piece. The purpose of the pre-reading is to activate students background knowledge regarding the theme and key ideas or issues raised in the particular literary piece. Having students share their personal experiences before they read serves several functions: it encourages group knowledge, generates useful language for discussing the piece, and prepares students to make personal connections with the reading. Discussion include films or illustrations and questions. Since the purpose is to elicit students ideas and help them share knowledge, it is suggested that you discuss these questions as a class. However, if you have a large class, some students may feel more comfortable sharing their ideas in smaller groups. In this case, you can ask each group to present its ideas to the whole class. If students seem reluctant to talk, you can break the ice by relating a personal experience or observation regarding one or more of the discussion questions. Vocabulary support in the lessons with poems consists of a gloss below each fragment. Providing definitions for some potentially difficult or unfamiliar words and expressions (such as idioms and slang) helps students understand and appreciate the larger meaning of the text. In the lessons with stories, poems , essays or plays-which typically include a heavier vocabulary load-a vocabulary exercise is provided in addition to the glosses. These exercises encourage students to figure out the meaning of unfamiliar words and expressions from context. The purpose of reading is to pose one or more questions for students to consider as they read the piece, giving them some aspect, feature, or idea on which to focus their attention. Students are referred back to these questions after they read and discuss the pieces to confirm their understanding. Post-reading questions enable students to clarify their ideas through activities that focus on specific reading skills and literary elements. The activities offer students guided avenues for interpretation, while giving them space to make their own personal connections to the literary pieces. Comprehension questions check students understanding of the main ideas and the more objective or literal aspects of the extract they have read. Some questions require students to identify details in the piece and to make inferences. Focus on Reading highlights important reading skills such as getting meaning from context, making inferences, distinguishing between fact and opinion, and identifying pronoun referents. Some Focus on Reading presentations treat linguistic features as they relate to literature, such as the uses of reduced forms and register. As a class or in small groups, students read a short presentation on a specific reading skill or linguistic feature, then do an activity to practice it. Focus on Literature helps students identify key literary elements such as metaphors, similes, personification, and alliteration. After reading a short presentation describing a particular element, students do an activity to demonstrate their understanding. Expansion questions are interpretive and require critical thinking. They are designed to probe the more subjective aspects of the pieces. These questions lend themselves to various interpretations, and allow students to connect their personal experiences to the literature. Sometimes questions in this section deal with issues of values clarification, requiring students to reflect on their personal values as these relate to the unit themes. Because of the personal and open-ended nature of these expansion questions, it is suggested that students discuss them in small groups, where they may feel more comfortable sharing their ideas, values, and feelings. It may sometimes happen that a student feels uncomfortable discussing or has no opinion about a particular question, such as one relating to personal values or perhaps some aspect of his or her culture. Accordingly, it is important to let students know that they always have the chance to opt out of discussing any question, for example by saying, I pass, or I have no opinion. Other students need to be encouraged to respect these responses. The writing response activities provide a venture for students to connect personally and creatively with aspects and elements of the literary piece they have read. As with the previous post-reading discussion activities, the goal of these writing activities is to offer students starting points-to suggest ways of responding to the poem, story, essay, or play-while encouraging them to use their imagination and explore their own feelings, impressions, and interpretations in crafting their personal responses. While students are given a choice of three writing response activities for each piece, you should feel free to give them the option of creating a response of their own choosing related to the piece. Since the purpose of an anthology is to encourage students to connect their experiences to literature, they should not feel restrained or discouraged from connecting creatively in their own ways with the different pieces. Of course, you may want to check a students idea before he or she writes to make sure the response is appropriate to the piece and/or lesson theme. Peer Response activities are pair or small group activities. Students read each others writings, comment on them, and, as appropriate, offer suggestions for improving them. The emphasis here is on giving and receiving positive and constructive feedback-for example, pointing out what they like best about a classmates writing, indicating if some part of the writing is unclear, or asking for more information. Moreover, by sharing their work, students are writing for a real audience-for their peers, not just for a single teacher. Finally, students stand to gain additional insights into a literary piece through their classmates personal responses. About the Author biographies give students information about the authors of the pieces they have read. Students who enjoy particular pieces may be moved to read other work by the authors, or to search the Internet or library for more information about particular authors. On Further Reflection These consolidation and extension activities appear at the end of every unit in a text book. They provide additional opportunities for students to react and relate their experiences to the different literary pieces in the unit-for example, to compare the way the characters in different pieces reacted to a similar or a totally different situation, or to explore further some values that may relate to a particular theme. There are also suggestions for relating aspects of the unit theme to a larger area. Language Writers choose their words very carefully to create a particular mood or feeling; often, they do this to help the reader see, hear, taste, smell, or feel what is being described. This kind of sensory language and description is called imagery. Authors also use words to communicate ideas above the common, or literal, meaning of the words. This use of words to create a special kind of meaning is called figurative language. Some examples of figurative language include metaphor (a comparison between two things), simile (a comparison between two things, using the words like or as), and personification (giving human qualities to an animal, object, or idea). Vocabulary items may be unfamiliar. One of the underlying principles of an anthology is that students should be encouraged to figure out unfamiliar words and expressions from the context, and in some cases, to accept uncertain definitions. The vocabulary exercises in the lessons support this idea, and they are written to help students apply this reading strategy. To help them become more fluent and independent readers, students should be encouraged to read through the literary pieces without stopping to look up words in a dictionary. If, after reading a piece, they have questions about some words, they can use their dictionaries to look up definitions. Student participation and group work help build students confidence. The more comfortable students are with their peers, their teacher, and the overall classroom atmosphere, the more confident they will become in sharing their ideas and opinions as a class and in groups. Whenever possible, encourage student participation. Another guiding principle is that, in studying literature, readers experiences and points of view are as important as those of the writers-that reading literature is a cooperative and interactive activity, whereas everyones experience and ideas are valid in contributing to understanding the larger meaning of a piece. Using the literary fragments as models is a way to stimulate students imagination and elicit their personal connections. An anthology is intended in part to serve as model for students who wish to produce literary works. Not all students may choose to write, or to write literature in response to every literary piece. Even the title of a book suggests that an important purpose of literature is to make us feel a sense of wonder about life. The writers remind us that life is a special gift: one full of possibilities and full of unique and wonderful people, places, and things. The themes should be selected as to explore both common and less common topics that people everywhere can understand, think about and respond to. WHY READ LITERATURE? Literature is a way to pass on good stories. All of us know good stories, but most of us dont write them down. If we dont write our stories down or tell them to others, when we die, our stories disappear with us. Without some written record, how will we remember the stories of our own and others lives? How will future generations know them? Literature connects us to something greater. Reading literature connects us to other points of view-lets us see life through others eyes-so that we may know and appreciate more of it. Literature lets us walk inside other peoples shoes and discover how that feels. Literature introduces us to people so completely different from us that we discover how much we have in common. High-school language teachers have many responsibilities. In addition to teaching literature and reading comprehension, grammar and the writing process, they must also teach vocabulary. Vocabulary instruction is not an easy task. Sometimes it is difficult to teach because students tend to be unwilling to learn new words as they grow up in a society where sophisticated language can be deemed undesirable. Manzo, Manzo, and Thomas (2006) reported that the influx of reality television, rap and hip-hop music, and other pop-cultural factors make those using intellectual language appear conceited. Similarly, the increase of students coming from lower socio-economic families and from diverse backgrounds is on the rise. The state of deprivation means that educators need to make instruction as meaningful as possible because, no matter the obstacles they may face, students are expected to become productive citizens, and the development of a compelling vocabulary encourages reading comprehension and allows people to contribute to society. Teachers have to be willing to teach students the value of improving their vocabularies in order to close the gap between the reality of the child’s life and the expectations of the child’s school (Blachowicz Fisher, 2004). Because it can be difficult, especially for overwhelmed teachers, to create an effective vocabulary program, they sometimes rely on their colleagues for previously-given vocabulary tests, or they may simply use school-adopted materials (Brabham Villaume, 2002). â€Å"Consistently, the most common recalled vocabulary instruction centers around receiving an arbitrary list of words on Monday [and] looking up the definitions of the words in a dictionary† (Rupley Nichols, 2005, p. 240). However, this type of word study is unproductive when the students take the initial definition and try to make sense of the word. For instance, if students took the definition of â€Å"brim† to be â€Å"edge,† they may think that, â€Å"The knife has a sharp brim,† is a logical sentence (Brabham Villaume, 2002). Furthermore, the vocabulary words may mean something entirely different when used in another context, or the definition of the vocabulary word may contain words that the students do not recognize (Rhoder Huerster, 2002). A similar method of instruction involves students completing drill-and-practice activities like workbook exercises, but these should not be the only strategies to teach new words (Venetis, 1999). With these word-lists/drill-and-practice approaches to vocabulary instruction, students often forget the meanings of the words and do not develop the skills necessary to use the words in their own speaking and writing. Even if memorization is mastered using this technique of instruction, that does not suggest that the students have enough knowledge of the word to apply its meaning to their own writing. Dixon-Krauss (2002) observed that even after ninth-grade students had taken their vocabulary tests, they had problems incorporating the words into writing, and their papers suffered from incorrect usage and incoherent paragraphs. Francis and Simpson (2003) reported that students were able to respond correctly to multiple-choice questions about vocabulary words, but they were not able to relate words to texts that they were reading or to write significant paragraphs. There was a need for teachers to consider another technique of vocabulary instruction that might assure students learned a word’s meaning and also how to use the word properly in speaking and writing. Another method of teaching students vocabulary is through reading, and students who read widely have expansive vocabularies (Blachowicz Fisher, 2004). However, all students do not read extensively, and many only read what they are required to read for school classes. Francis and Simpson (2003) reported that the average high-school student is assigned about 50 pages per week from assignments for their content courses. That number will increase to nearly 500 pages per week when that student reaches college. Additionally, by the time students reach college, professors expect them to be able to learn the text independently â€Å"because they do not have the time or inclination to discuss the information during class†. What does this report mean for high-school teachers? They are faced with the duty of not only developing their students’ vocabularies, but also helping them create strategies to learn vocabulary on their own. â€Å"A serious commitment to decreasing gaps in vocabulary and comprehension includes instruction that allows all students to learn and use strategies that will enable them to discover and deepen understandings of words during independent reading† (Brabham Villaume, 2002). To approach the instruction of vocabulary through literature, teachers often choose to teach vocabulary through context. Teaching vocabulary through context simply means to look for clues in the sentence that might tell the reader something about the meaning of the word in question; furthermore, researchers have studied the impact of visual and verbal clues on learning words in context. Terrill, Scruggs, and Mastropieri (2004) studied mnemonic strategies used in vocabulary instruction for eight 10th-grade students with learning disabilities and found that using keywords with pictures that hint at a word’s meaning increased the students’ vocabulary test scores. By the end of the study, students had learned 92% of their vocabulary using this strategy compared with 49% of words learned using the word-list approach. Several other studies have been performed that examined the contextual method of vocabulary instruction together with the word-list approach to vocabulary acquisition. Dillard (2005) explored definitional and contextual methods of vocabulary instruction in four secondary English classrooms with a mixture of students in grades 10 through 12 and found that students using the contextual method of instruction outperformed the ones using the definitional, word-list approach on three of the four tests given in the study. In order to really know a word, students must be able to use it in more than one context; it must be used in writing, speaking, and listening (Rupley Nichols, 2005). Having presented all these, indeed, literature is one of the best ways of teaching vocabulary. Both students and teachers benefit from the advantages of a rich language literary piece . For teachers is a pleasure and for students can be the beginning of a new passion – reading. Every teacher`s of language dream is to have students who enjoy reading, accomplishing that simplifies the daily class routine and serves the purpose of obtaining performance.

Social Darwinism in American Politics Essay -- Social Darwinism Essays

Introduction Social Darwinism is a quasi-philosophical, quasi-religious, quasi-sociological view that came from the mind of Herbert Spencer, an English philosopher in the 19th century. It did not achieve wide acceptance in England or Europe, but flourished in this country, as is true of many ideologies, religions, and philosophies. A good summary of Social Darwinism is by Johnson: In these years, when Darwin's Origin of Species, popularized by Herbert Spencer as "the survival of the fittest, " and applied to races as well as species in a vulgarized form, Social Darwinism, the coming Christian triumph was presented as an Anglo-Saxon Protestant one. Social Darwinism is by no means dead, for vestiges of it can be found in the present. What Is "Darwinism?" Charles Darwin was an English biologist who, along with a few others, developed a biological concept that has been vulgarized and attacked from the moment his major work, The Origin of Species, was published in 1859. An accurate and brief picture of his contribution to biology is probably his own: Evolution is transmission with adaptation. Darwin saw in his epochal trip aboard the ship The Beagle in the 1830s what many others had seen but did not draw the proper conclusions. In the Galapagos Islands, off South America, Darwin noted that very large tortoises differed slightly from one island to the next. He noted also that finches also differed from one geographical location to the next. Some had shorter beaks, useful for cracking seeds. Some had long, sharp beaks, useful for prying insects out of their hiding places. Some had long tail feathers, others short ones. Darwin took copious notes, captured insects and animals and selected plants. These he preserved in jars and took them back to England where he thought about the implications of what he had seen. for almost three decades. What occurred to him was a simple notion: animals, plants, insects, fishes, etc., which were obviously related differed slightly and these differences seemed to be tied in with their ability to survive. Differences, which he called "adaptations," were often related to geographical factors. He also saw something similar in fossils: certainly some fish, sea shells, etc., that died and were covered up by sand, gradually turned to stone, and were caught forever in fossil form. There seemed to b... ...le for a "net" that would not allow any individual to lapse into abject poverty, homelessness on a wide scale, hunger or destitution. However, in the 1980s, Ronald Reagan was elected on a platform which declared that New Deal policies were responsible for poverty, crime, and all other social problems. Government, Reagan kept on repeating, was not any part of a solution to the problem. Government was the problem. Therefore, a good many policies based upon the "net" concept were weakened or simply eliminated. It is not accurate to say that 19th century Social Darwinism, "Reaganomics," New Deal philosophy or its manifestation in the economic policies of President Clinton is now dominant. A fair assessment is that all of these ideologies can be found within our society--as public policy and as belief structure. The ability of conflicting, incompatible social philosophies to live side by side, even within the same person, (cite) explains why there is so much unresolved conflict, why it is difficult for a given bit of social policy to achieve permanence. why, as many have pointed out, there is considerable poverty in the wealthiest society in the world.

Benefits of playing chess Essay

The chess theory is complicated and many players memorize different opening variations. You will also learn to recognize various patterns and remember lengthy variations. Chess improves concentration. During the game you are focused on only one main goal-to checkmate and become the victor.  § Chess develops logical thinking. Chess requires some understanding of logical strategy. For example, you will know that it is important to bring your pieces out into the game at the beginning, to keep your king safe at all times, not to make big weaknesses in your position and not to blunder your pieces away for free. (Although you will find yourself doing that occasionally through your chess career. Mistakes are inevitable and chess, like life, is a never-ending learning process.)  § Chess promotes imagination and creativity. It encourages you to be inventive. There are an indefinite amount of beautiful combinations yet to be constructed.  § Chess teaches independence. You are forced to make important decisions influenced only by your own judgment.  § Chess develops the capability to predict and foresee consequences of actions. It teaches you to look both ways before crossing the street.  § Chess inspires self-motivation. It encourages the search of the best move, the best plan, and the most beautiful continuation out of the endless possibilities. It encourages the everlasting aim towards progress, always steering to ignite the flame of victory.  § Chess shows that success rewards hard work. The more you practice, the better you’ll become. You should be ready to lose and learn from your mistakes. One of the greatest players ever, Capablanca said, â€Å"You may learn much more from a game you lose than from a game you win. You will have to lose hundreds of games before becoming a good player.†  § Chess and Science. Chess develops the scientific way of thinking. While  playing, you generate numerous variations in your mind. You explore new ideas, try to predict their outcomes and interpret surprising revelations. You decide on a hypothesis, and then you make your move and test it.  § Chess and Technology. What do chess players do during the game? Just like computers they engage in a search for the better move in a limited amount of time. What are you doing right now? You are using a computer as a tool for learning.  § Chess and Mathematics. You don’t have to be a genius to figure this one out. Chess involves an infinite number of calculations, anything from counting the number of attackers and defenders in the event of a simple exchange to calculating lengthy continuations. And you use your head to calculate, not some little machine.  § Chess and Research. There are millions of chess resources out there for every aspect of the game. You can even collect your own chess library. In life, is it important to know how to find, organize and use boundless amounts of information. Chess gives you a perfect example and opportunity to do just that.  § Chess and Art. In the Great Soviet Encyclopedia chess is defined as â€Å"an art appearing in the form of a game.† If you thought you could never be an artist, chess proves you wrong. Chess enables the artist hiding within you to come out. Your imagination will run wild with endless possibilities on the 64 squares. You will paint pictures in your mind of ideal positions and perfect outposts for your soldiers. As a chess artist you will have an original style and personality.  § Chess and Psychology. Chess is a test of patience, nerves, will power and concentration. It enhances your ability to interact with other people. It tests your sportsmanship in a competitive environment.  § Chess improves schoolwork and grades. Numerous studies have proven that kids obtain a higher reading level, math level and a greater learning  ability overall as a result of playing chess. For all those reasons mentioned above and more, chess playing kids do better at school and therefore have a better chance to succeed in life.  § Chess opens up the world for you. You don’t need to be a high ranked player to enter big important competitions. Even tournaments such as the US Open and the World Open welcome players of all strengths. Chess provides you with plenty of opportunities to travel not only all around the country but also around the world. Chess is a universal language and you can communicate with anyone over the checkered plain.  § Chess enables you to meet many interesting people. You will make life-long friendships with people you meet through chess.  § Chess is cheap. You don’t need big fancy equipment to play chess. In fact, all you may need is your computer! (And we really hope you have one of those, or else something fishy is going on here.) It is also good to have a chess set at home to practice with family members, to take to a friend’s house or even to your local neighborhood park to get everyone interested in the game.  § CHESS IS FUN! Dude, this isn’t just another one of those board games. No chess game ever repeats itself, which means you create more and more new ideas each game. It never gets boring. You always have so much to look forward to. Every game you are the general of an army and you alone decide the destiny of your soldiers. You can sacrifice them, trade them, pin them, fork them, lose them, defend them, or order them to break through any barriers and surround the enemy king. You’ve got the power! To summarize everything in three little words-Chess is Everything!

Customer Relationship Management Systems

Customer Relationship Management Systems In executing a business strategy, poor data quality results from two main sources. These include the use of flawed performance indicators and incoherent analysis of business operations and performance metrics.Advertising We will write a custom essay sample on Customer Relationship Management Systems specifically for you for only $16.05 $11/page Learn More In many businesses, this problem is exacerbated by shifts into business management systems that synchronise business and computer-based systems. This approach increases the risks posed by poor data quality on business outcomes. Poor data quality presents challenges that adversely affect the provision of quality customer service. Access to high quality data is necessary for two main reasons. First, high quality data facilitates the operation and maintenance of analytical Customer Relationship Management (CRM) systems. Second, it improves the quality customer service. The success of a CRM system depends on th e quality and reliability of customer data. Quality customer data is obtained by resolving key issues outlined below. What channels are available to businesses for generation of reliable and high quality customer information that is easy to apply? How can various customer experiences be synchronized in enterprises that use multiple channels? How can businesses develop their analytical systems in order to use customer feedback to improve their efficiency and profitability? How can customer feedback be integrated into business systems in order to improve customer service? In-depth analysis is vital in identifying the most effective operational sources that can be used to generate customer data for use in developing better systems. Such analysis involves resolution of several questions. Which are the most reliable sources of customer data? In what format is the data stored? Is the data available in any other form? Can duplicate data improve the value of the enterprise? Which data po ol is the most consistent? Businesses use diverse databases. Therefore, it is imperative for system operators to possess special skills and extensive understanding of technology for effective operation of varied database management systems. The most preferred data architecture applied in many enterprises is the model integrated into the CRM suite vendor. Despite its wide application, the model presents several challenges that affect the efficiency of chosen management systems. The model replaces the existing database with a new one that has a different data model. In addition, it clouds the new system with innumerable data pools.Advertising Looking for essay on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More The model is beneficial because it facilitates the integration of the new system with existing systems for rapid data transfer. Another challenge that comes along with this model is the risk of data duplica tion. In many cases, the new system duplicates certain data elements that are contained in the existing system. Data duplication complicates the decision-making process. In order to make the CRM data architecture the default system in an enterprise, it is necessary to map the applications of a new system into existing databases in order to synchronise their functions. This approach is expensive because it requires many resources. Therefore, it is mainly applied by large enterprises. An alternative approach is to integrate existing databases with newly developed operational data stores and CRM applications. Companies discover and master their CRM capabilities by finding and executing projects from clients through brainstorming sessions. These sessions aim to understand customer insights, build data pools, integrate new technologies into business operations, and increase employee performance through training. Identification of projects that align with an enterprise’s CRM capabi lities reveals the technical and financial requirements of chosen projects. After project identification, the company focuses on finding the right people, business processes and technologies to execute the projects. Comprehension of customer profitability is based on the proper integration of products, sales staff, data channels, and customer insights into the management system.

Free Essays on Evolution And Revelation Of Bean’s Character In Ender’s Shadow

In his book Ender’s Shadow, Orson Scott Card uses a kind of evolutional narrative structure to present the main character Bean through his struggles of survival and development. His character is unfolded to the reader as the story advances through his adventures in life. Different aspects of his character are explored as he is put in different situations in life by the author. Throughout the book Bean grows up from a abandoned child to a normal person. In the first part of the book Bean is a child living in the streets of Rotterdam, where many children are struggling to survive. There is a scarcity of food and since he is very small and skinny it is even harder for him to survive. At this point the author presents his intelligence as his main attribute which helps him to survive. Poke, a leader of a crew, which was made up of a group of children who shared the food they found, joined him to the crew. Bean was much smarter than the other children, which is why he was still alive in this Darwinian environment. â€Å"The reason all these kids handled everything so stupidly was because they were stupid. They were stupid and he was smart. So why was he starving to death while these kids were alive? That was when he decided to act. That was when he picked Poke as his crew boss.† ( Card, 26) At this point his intelligence was completely oriented to help him stay alive. When he found a shelter in this crew he started getting closer to the crew boss by acting as her adviser. He advises her to kill a bully, who were older children taking the food from the little ones, in order to gain respect from the other bullies. Although the bully they decided to attack called Achilles had a gimp leg he turned out to be a smart one and survived due to Poke’s compassion. Moreover, he joins the crew as a new member. In this part Bean is presented as a hard rationalist because he advised Poke to kill him because he did not believe him. By the third chap... Free Essays on Evolution And Revelation Of Bean’s Character In Ender’s Shadow Free Essays on Evolution And Revelation Of Bean’s Character In Ender’s Shadow In his book Ender’s Shadow, Orson Scott Card uses a kind of evolutional narrative structure to present the main character Bean through his struggles of survival and development. His character is unfolded to the reader as the story advances through his adventures in life. Different aspects of his character are explored as he is put in different situations in life by the author. Throughout the book Bean grows up from a abandoned child to a normal person. In the first part of the book Bean is a child living in the streets of Rotterdam, where many children are struggling to survive. There is a scarcity of food and since he is very small and skinny it is even harder for him to survive. At this point the author presents his intelligence as his main attribute which helps him to survive. Poke, a leader of a crew, which was made up of a group of children who shared the food they found, joined him to the crew. Bean was much smarter than the other children, which is why he was still alive in this Darwinian environment. â€Å"The reason all these kids handled everything so stupidly was because they were stupid. They were stupid and he was smart. So why was he starving to death while these kids were alive? That was when he decided to act. That was when he picked Poke as his crew boss.† ( Card, 26) At this point his intelligence was completely oriented to help him stay alive. When he found a shelter in this crew he started getting closer to the crew boss by acting as her adviser. He advises her to kill a bully, who were older children taking the food from the little ones, in order to gain respect from the other bullies. Although the bully they decided to attack called Achilles had a gimp leg he turned out to be a smart one and survived due to Poke’s compassion. Moreover, he joins the crew as a new member. In this part Bean is presented as a hard rationalist because he advised Poke to kill him because he did not believe him. By the third chap...

Administration of Medicines 3 Essay Example | Topics and Well Written Essays - 1750 words

Administration of Medicines 3 - Essay Example f nurses’ and midwives’ professional lives regulated by the NMC are education, conduct, registration, supervision, allegations and ethical issues (Benner et al., 2009. P. 243). It is thus of the essence that student and practicing nurses and midwives ensure that all the latest NMC regulations are observed and standards attained. For instance, in 2004, the NMC set standards for education, which require nurses and midwives to attain the right level and types of skills, proficiency and qualities prior to their being absorbed into the industry. Besides the initial education, the NMC also set standards for nurses and midwives to develop their careers once absorbed into the industry. This continuous training and involvement in learning activities not only help nurses and midwives to sharpen their skills and competencies but also ensure their skills do not lag behind. One benefit of attaining the NMC standards of education and efficiency is to enable a nurse or a midwife to register with the NMC, which is the organ mandated to keep the register of all midwives and nurses in the United Kingdom. It is only by being registered that a nurse or a midwife may operate legally in the United Kingdom. To be registered, nurses and midwives must therefore meet the education standards, pay the annual fee and update their skills. The other function of the NMC, which nurses and midwifes must observe is supervision. During these organised supervisions, it is imperative that nurses and midwives prove that their work is supervised and meets the set standards to qualify for registration with the NMC. The NMC also deals with any issues and allegations rising within the nursing and midwifery professions in the UK, especially allegations that one does not meet the set professional standards and skills relating to education, supervision and work ethics. From these func tions of the NMC, it is obvious that student and professional nurses and midwives should endeavor to attain the set

Marketing Makes Strong Fashion Brands Essay Example | Topics and Well Written Essays - 500 words

Marketing Makes Strong Fashion Brands - Essay Example The essay "Marketing Makes Strong Fashion Brands" discovers the role of marketing in the future of the fashion brands. The stage is called Outward Marketing. Without properly undergoing through these two stages, difficulties may arise according to Carter McNamara, MBA, â€Å"As a result, they often end up trying to push products onto people who really don't want the products at all. Effective inbound marketing often results in much more effective and less difficult outbound marketing and sales.† The key therefore is to conduct good inbound marketing as a foundation to outbound marketing. Bearing this advice in mind, businesses will have a fair chance of succeeding in the highly competitive market. The strongest element in Inbound Marketing that leading companies spend a lot on is Outbound marketing is the outward manifestation that directly interacts with people. The most powerful element of outbound marketing is advertising. The Britannica Concise Encyclopedia defines adverti sing techniques and practices as making â€Å"the public to notice products for the purpose of persuading the public to respond in a certain way.† People will know of the product, identify with it and buy it. Ioana Chioveanu (2006), names this as â€Å"persuasive advertising which induces brand loyalty in consumers who would otherwise buy the cheapest alternative on the market.† This is the very essence of advertising and companies spend a lot on advertising. In fact a survey of the Leading National Advertisers.