Indonesia Essays - Provinces Of Indonesia, Maritime Southeast Asia

Indonesia Indonesia This report will be on the History in Brief of Indonesia, the Government of Indonesia, the island of Java, and the Geography of Indonesia. In early days, the region from India to Japan, including Indonesia, was known to the Europeans as the Indies. Chris Columbus was looking for a westward sea root from Europe to the Indies, when he arrived in America. During 1600s the Dutch political control began to spread Indonesia. Indonesia declared it's independence in 1945 and fought the Dutch until 1949, when they gave up their control. At first, the Dutch allowed nationalist movement to develop. In 1905, it had introduced councils to govern the towns and cities. By 1920, there were 32 such councils, with little electoral franchise. Other councils were also established. They included provincial councils in Java, and group communities councils outside Java. The current government of Indonesia is based on a constitution written in 1945. A president serves as the head of government. The presiden t appoints a sheet of advisers consisting of top military leaders and civilians. In theory, the assembly is supposed to establish a general direction of the government's policies. A house of peoples Representatives is the nation's parliament, however, in practice neither the assembly nor the house has real power. Instead, it is the president who makes all of the important decisions. The president is elected to a five-year term the Peoples Consultative assembly. The assembly has 1,000 members. It includes the 500 members of the people's representatives. It also includes 500 members of regional, occupational, and other groups. All assembly members serve five-year terms. The assembly usually is only held once every five years. The 500 members of the People's Representatives includes 400 who are elected through a system that insures that the government's political organization win most of the seats. Serviceman have no vote, so the remaining 100 are appointed by the president on the reco mmendation of the commander of the armed forces. Indonesia is divided into twenty-seven provinces. The provinces are divided into regencies and municipalities. These units are further divided into villages. Officials of all local government units except villages are appointed by central government from lists of people nominated by regional legislators. Indonesian villages elect their own village officials to provide local government. Java lies between Sumatra (to the west), and Bali (to the east). To the north is the Java Sea. To the south is the Indian Ocean, which Indonesians call the Indonesian Ocean. The greatest distance from North Java to South Java is two hundred kilometers. From East Java to West Java is over one thousand kilometers. The island of Java has five administrative units: the special territory of Jakarta Raya, Java Barat , Jawa Barat, Jawa Tengah, the special territory of Yogjakarta, and Jawa Timur. Chains of volcanic mountains run along the island from west to ea st. These mountains are apart of a fold in the earth's crust which extends from Southeast Asian mainland through Sumatra and Java to the lesser Sundra Islands. Java itself has 112 peaks. The volcanic soil is extremely fertile and this are supports a large population. Tangkuban Prahu in West Java is a live volcanoe that attracts many tourists. A similar mountain in the Sunda Straights, Krakatoua, is famous for its eruption in 1883. The whole northern portion of the peak was blown away. The explosion was heard over 700 kilometers away. The resulting sea waves caused over thirty six thousand Indonesian deaths in the low lying of West and South Jakarta. Indonesia is a country in Southeast Asia that consists of more than 13,600 islands. The islands lie along the equator, and extend more than 5,000 kilometers. Many of the islands cover only a few square kilometers but about half of New Guinea (an area called Irian Jaya), and three fourths of Borneo (Kalimantan), also belong to Indonesia. New Guinea and Borneo are the second and third largest islands in the world after Greenland.

Lack of Teen Representaion in essays

Lack of Teen Representaion in essays The Lack of Representation of Teens in Government What was the significance of passing the graduated driving law in New Jersey? It only delays the inevitable. Anyone born after January 1, 1985 falls under the graduated licensing program. It is completely unnecessary. It splits the entire tenth grade in half. Half the teens get their deserved license at 17. The rest of us, will have to wait till we are 18. It wouldnt bother us so much if we were told this when we were kids, but they throw this at us a year before we get our licenses. It is cruel and unusual punishment against us as teens because we are teens. We are not 18, so we have no say in government. Something we cant control. This needs to change. We have rights too. This law is unnecessary because it only delays the timing when teens get their real licenses. It doesnt change the fact that new drivers are immature and fool around, whether they are 17 or 18. There is still going to be just as many accidents. The law doesnt make any sense. All it really does is restrict teens from carpooling, and it puts a curfew on driving. Teens are responsible drivers when they drive with their parents because they dont want to lose their parents trust; it is only until they get to drive alone that they do stupid things. Nighttime is the best time to fool around, but teens will fool around at night when they turn 18. The law is just delaying the inevitable, and it is punishing teens who havent even done anything to break the law. The deeper problem, is that the politicians pass this law on teens that cant legally take part in the government. There is no one to represent us, because all the people that can legally represent us are adults, and the adults find no problem with this law. It doesnt affect them. The government either needs to stop passing laws that restrict teens, or allow us to repre...

Islamic Law and its Hearings and Trials Assignment

Islamic Law and its Hearings and Trials - Assignment Example Basic principles of Sharia are to see the will of God done on earth and the will is meant to bring about compassion, kindness, generosity, justice, fair play, tolerance and care in general. The basic principles of Sharia Law include the right to the protection of life, the right to the protection of the family, the right to the protection of education and the right to the protection of religion. Moreover, the principles include the right to the protection of property and the right to the protection of human dignity (Janin and AndreÃŒ  30-41: 77). Sacred law operates slightly different from the secular law because the sacred law only applies to members of a particular religion, for instance, Islamic religion. However, secular law is superior to the sacred law and is applicable to a wider geographical region and on different people regardless of their religion. Moreover, a sacred law is only enforceable by the people belonging to a particular religion who may handle both civil and criminal cases of a particular religion. Most of the laws are created based on specific religious principles. Sharia Law, for example, is created as per Prophet Mohammed’s teachings and the Quran. The sacred law must always be consistent with the superior secular law. Secular law is made by the judges or created by the legislators and are found in every country worldwide. The judges or makers of the secular law only requires formal education and must not always belong to a certain group of religion. Because the society changes, laws also change to reflect the values of the people it governs. It is apparent that people’s’ values and ways of life change and the law is required to accommodate such kind of changes.  The attitudes and values of should be democratically reflected in the law. However, some laws do not change because they always remain relevant to the society’s way of life and values.

Organisational Change and Development Essay Example | Topics and Well Written Essays - 1500 words

Organisational Change and Development - Essay Example Organisational theory has compared and contrasted many ways of fostering the types of effective change deemed necessary to improve the production and distribution of goods and services. In addition, a variety of strategic change recommendations have been advanced based on organisational structures, relations with the public, and objectives oriented change to optimally enhance operations. This literature has given concerned stakeholders tremendous insight into the diverse methods available for enhancing the likelihood for successful transformation, all the while minimising risks for productivity, goals and objectives, as well as human resources. Given the turbulent financial environment that managers currently find themselves in, it is unlikely that any element of classic theoretical frameworks approaching problem identification and solution on a start and stop basis will provide the instruments or mechanisms necessary to continuously create the responsive flexibility and adaptability needed to survive in the current environment. Before describing the planned change factors and related resilience and fortitude now needed by contemporary organisations to address perpetual problem solving, it may be useful to describe relevant theoretical frameworks that can help managers understand and guide complex organisations through these turbulent waters of today, through the development of cohesive and responsive change strategies needed to survive and thrive under these challenging environmental conditions. RELEVANT LITERATURE The theoretical justification for organisational change has been reconciled in many ways. Classic organizational specialists argue that organisations should imitate the activities, structures, and operational patterns of those thriving in a given industry. Paradigms that advance these tendencies for organisational imitation are known as isomorphism, believed to be highly beneficial for performance and cultures (Zucker, 1977). In contrast, other frameworks suggest that flexibility and adaptation to fluctuating environments is much more likely to facilitate success (Robertson & Seneviratne, 1995). Still others examine organisational problem-based operations in light of resource mobilization or by the accumulation and maintenance of power structures (Pfeffer, 1977). Change management theorists take the position that change will be needed at certain critical points throughout an organizational lifespan, and that when necessary, constructive transformations might optimally be implemented through rational and judicious decision-making. Throughout the period of critical events when change might be indicated, managers should not necessarily exploit their power or opportunistically capitalize on their authority to impose unnecessary levels of uncertainty. According to Jackson and Carter (2007, p. 6), this could be highly detrimental to process and action oriented objectives. Our belief is that the proper purpose of the study of organisational behaviour is to provide an understanding of it, not to prescribe its uncontrolled manipulation. Such an understanding cannot be achieved independently of consideration of the purposes, practices, and ethical issues surrounding organisational

Clinical diversity analysis on a nursing subject Essay

Clinical diversity analysis on a nursing subject - Essay Example With this in mind, it is necessary that nursing students equip themselves both theoretically and in practice. A nurse must be thorough in all aspects of health care because a patient’s recovery rests on their hands. In the field of nursing, care has its provisions in various settings; it mainly depends on the convenience of the patient and the availability of resources with the inclusion of the population demand. This paper is centred on reflection in consideration to my learning experiences as the semester comes to a close. The purpose of reflecting is to identify how far I have come in as far as training and knowledge in this chosen field is concerned. There are difficulties and obstacles I have had to overcome for me to pass the qualification necessary to proceed with my training. This paper will be looking into reflection upon the topic; what learning and practice experiences did I expect before embarking on my second year? What was the outcome of the topic, learning and practice? The paper will also feature the various challenges and barriers faced during the course of the semester as well as the outcome of such adversity; how does such challenges influence my continuing professional development as I pass on to the next year of training and in my nursing career in general? During the semester, the lecturer involved the students in rigorous learning activities in a bid to make the learning experience enjoyable and friendlier to the students. For instance, the lecturer made use of tutorials which were made available to the students. Tutorials were a great way of giving the students a chance to learn on their own. When students learn on their own they develop a better understanding of the patient. Additionally it challenges the student to think harder while also giving an opportunity for the student to conduct research on the given topic to enhance

The Classification Of Learning Strategies English Language Essay

The Classification Of Learning Strategies English Language Essay Interest in the characteristics of good learners led researchers to identify learning strategies. Learners are different because of their internal differences and the role played by the external factors. Among these differences are the strategies used by learners (Griffiths and Parr, 2001, p 249). In some researches the terms strategies and skills are used synonymously à ¢Ã¢â€š ¬Ã‚ ¦skills and strategies such as à ¢Ã¢â€š ¬Ã‚ ¦ (Drake, 2008, p 8), à ¢Ã¢â€š ¬Ã‚ ¦skills/ strategiesà ¢Ã¢â€š ¬Ã‚ ¦ (Lu, 2006, p ii). In other researches, skills are differentiated from strategies. Skills are defined as acquired abilities, proficiencies (Harris and Hodges 1981, 298) and a mode(s) or manner(s) in which language is used (Richards et al. 1985, 160) and they are used to perform well (Hudson, 2007, p 78). In (Griffiths, 2004) strategies are defined as à ¢Ã¢â€š ¬Ã… ¾devicesà ¢Ã¢â€š ¬Ã… ¸ (Ellis 1986; Rubin 1975), à ¢Ã¢â€š ¬Ã… ¾techniquesà ¢Ã¢â€š ¬Ã… ¸ (Rubin 1975), à ¢Ã¢â€š ¬Ã… ¾operations, stepsà ¢Ã¢â€š ¬Ã… ¸ (OMalley et al 1985), à ¢Ã¢â€š ¬Ã… ¾directionsà ¢Ã¢â€š ¬Ã… ¸ (Stern 1992) and are used to acquire (Rubin 1975) to facilitate, (OMalley et al 1985), and to compensate (Ellis 1986). Strategies are also different from skills in that they are used consciously (Nuttall, 1996). Because they are tools, strategies are assumed to dominate over skills (OMalley et al., 1985, p 557). In this work, the term à ¢Ã¢â€š ¬Ã… ¾strategiesà ¢Ã¢â€š ¬Ã… ¸ is used to refer to the systematic ways which are consciously used by the readers to guide and enhance their reading processes. 2.6.1 Classification of learning strategies Researchers have tried to produce lists of learning strategies. Classification of learning strategies has primarily followed the theory of cognition, which is concerned with the way the brain works to process and call information back (Macaro, 2001). Rubin (1975) defined learning strategies as the techniques or devices which a learner may use to acquire knowledge. She divided these techniques or devices into Direct Learning Strategies and Indirect Learning Strategies. Direct Strategies are directly related to the items or issues being learned. They are clarification/verification, monitoring, memorisation, guessing/inductive inferencing, deductive reasoning, and practice. Indirect Learning Strategies are concerned with learning environment adaptation: creating opportunities for practice, and production tricks (Hismanoglu, 2000). Rubinà ¢Ã¢â€š ¬Ã… ¸s (1975) classification reflects an interest in the relationship between the strategies used on one hand and learning processes and learning-environment adaptation on the other. In a later study, Wenden and Rubin (1987) learning strategies were classified into cognitive strategies and self-management strategies (Gamage, 2003). While cognitive strategies are concerned with the procedure used by the learner to process the information received, self-management strategies involve controlling the learning process itself. Using the term à ¢Ã¢â€š ¬Ã… ¾self-managementà ¢Ã¢â€š ¬Ã… ¸ highlights the conscious use of the strategies. Social and affective factors were introduced in the classification presented by OMalley and Chamot (1990). They classified language-learning strategies into Cognitive strategies, Metacognitive strategies and Social/ Affective strategies (OMalley and Chamot, 1990, pp 44, 45). Cognitive strategies are relevant to the learning activities used by the learners to process new information. Metacognitive strategies are the activities which reflect a learners knowledge and management of his/ her learning process. Finally, Social/Affective strategies account for the social and affective aspects related to learning such as interacting with other people or controlling oneà ¢Ã¢â€š ¬Ã… ¸s own feelings while learning. Oxford (1990) developed the so-called Strategy Inventory of Language Learning (SILL) which also apply to teaching. In this inventory, she divided strategies into main groups: Direct strategies and Indirect strategies. She divided these two major groups into six subgroups. 1) Direct Strategies: Cognitive Strategies (practicing, receiving and sending messages, analysing and reasoning, and creating structure for input and output) Metacognitive Strategies (centring learning, arranging and planning learning, and evaluating learning) Memory Strategies (creating mental linkages, applying images and sounds, reviewing, and employing action) 2) Indirect Strategies: Compensation Strategies (guessing intelligently, and overcoming limitations) Social Strategies (asking questions, cooperating with others, and empathising with others) Affective Strategies (lowering anxiety, encouraging oneà ¢Ã¢â€š ¬Ã… ¸s self, and taking emotional temperature) (Oxford, 1990, p 17) This classification of strategies can be considered the most detailed one because of its headings and subheadings. 2.7 Reading strategies Reading strategies are defined as readersà ¢Ã¢â€š ¬Ã… ¸ conscious use (Nuttall, 1996, p 40) of techniques, operations or steps a learner takes to conceive a task, what textual cues they attend to, how they make sense of what they read, and what they do when they do not understand (Block, 1986, p 465). Doing so, readers should be aware of the strategies used and how to control them when they read (Paris et al., 1986, pp 92- 108). L1 reading studies constituted the base of reading studies in general.and the results and procedures were extended to cover L2 studies. Grabe and Stoller (2002) point out that foreign language teachers should assist students to transfer L1 reading strategies and to gain sufficient L2 proficiency (pp 84, 85). Studies of L1 reading strategies have usually concentrated on describing and listing the characteristics and strategies that distinguish good readers from poor readers and on the factors or reasons that may affect the reading process. Olshavsky (1976/1977) studied the effect of reading material and interest in reading strategy use for 24 tenth grade students while they were trying to comprehend a short story. The results revealed that both good readers and poor readers used the same strategies; however, readers with high interest in the material used strategies more frequently than did readers with low interest. In relation to the material, readers used more strategies when engaged in abstract material. Thus, it can be concluded that the kind of material and readers interest affect the number of the strategies used. Hosenfeld (1977) compared the strategies used by good readers and poor readers. The subjects were 40 students out of the 210 students who administered MLA-Cooperative Test of Reading Proficiency in Western New York. Twenty of the subjects scored high (32-45), and the other twenty scored low (13-19). The researcher concluded that good readers are characterised by keeping the meaning of the passage in mind as they read, reading in broad phrases, skipping words that are considered unimportant and unknown, looking up words, correctly, in the glossary as a last resort, and having a positive self-image as a reader. This study reveals that good readers are strategic and make use of their working memory. Some studies investigated certain strategies rather than describing the general characteristics of the reader. Kavale and Schreiner (1979) compared the way reasoning strategies were used by eight average and eight above-average readers who were selected from sixth grade population in a suburban public elementary school based on their scores in the Comprehension section of the Gates-MacGinitie Reading Test. Although the two levels used similar strategies, above- average readers used strategies more efficiently and successfully. Moreover, they realised that the above-average readers used strategies flexibly and sought alternatives when they needed to. In this study, it seems that the difference between the readers is not the number or kind of strategies used rather it is a matter of efficiency and flexibility. Studies also investigated the use of a group of strategies to achieve one purpose. Afflerbach (1990) investigated the strategies used to construct the main idea of difficult texts, and the contribution of prior knowledge to strategy use. The participants were eight (four anthropology doctoral students, four chemistry doctoral students) who had relatively high background knowledge in their own field, and relatively low knowledge in the other field. The two texts used in this study were from two different knowledge domains: anthropology and chemistry. In this study, the topic sentences were removed from the texts. He noticed that four strategies were used: Draft-and-Revision, Topic/ Comment, Initial Hypothesis, and Listing. In Draft-and-Revision, the reader jots down an idea, judges it, then when it proves to be wrong, it is revised. The second strategy is Topic/ Comment, in which the reader highlights a topic and comments on it. The third is generating an Initial Hypothesis based on the title, the first sentence, or skimming the text; then testing the accuracy of th e hypothesis and modifying it. The final strategy is Listing where the related words, concepts, or ideas are grouped together. It was also noticed that familiarity with the text generated its automatic processing (Afflerbach, 1990, p 33). This may suggest a relationship between automaticity and prior knowledge. The strategies used can also be affected by level of difficulty. Kletzien (1991) compared the strategies used by good readers and poor readers as they were presented with texts that varied in difficulty. The 48 participants in this study were 10th and 11th grade students at a suburban high school in the U.S. Twenty four of these subjects were good comprehenders while the others were poor comprehenders. She observed that both groups used the same type and number of strategies when the text introduced suited groupà ¢Ã¢â€š ¬Ã… ¸s level. However, poor readers used fewer strategies than the good readers as the texts became more difficult. Macaro (2001) also reported that good readers do not get anxious when they do not understand (Macaro, 2001, pp 86, 88). Kozminsky and Kozminsky (2001) explored the relationship between general knowledge and skills in applying reading strategies on one hand and reading comprehension on the other. The participants were 205 ninth-graders in two comprehensive high schools in a city in southern Israel. Thirty four subjects were expected to successfully complete the full high school programme and full course of the national matriculation examinations, 128 were expected to get the diploma and take a few of the national matriculation examinations, 21 students were expected to complete the high school programme and obtain a diploma, and finally 22 were expected to complete twelve years of schooling to obtain a diploma. In this study, the researchers concluded that general knowledge and the ability to apply reading strategies contribute to reading comprehension. However, this contribution varied because of the differences in the educational level of the students (academic, semi-academic, vocational, and learning disabilities). Through think-aloud protocol and interviews, Lau (2006) highlighted the difference in the reading strategies used by four good and four poor Chinese readers. These subjects were in eighth grade in Hong Kong. The researcher realised that good readers are characterised by their knowledge of vocabulary and strategies, their abundant use of the strategies, and their memory capacity whereas poor readers lack these characteristics. L2 reading proficiency can also affect metacognitive strategies. Koli -Vehovec and BajÃ…Â ¡anski (2007) explored comprehension monitoring of bilingual (Croatian native speaking) students at different levels of perceived proficiency in Italian. They noted that proficient students in a second language showed greater mastery of monitoring skills than the less proficient students, and that monitoring contributed to reading comprehension in higher elementary school. These studies show that good readers are characterised by their knowledge of vocabulary and their working memory capacity. These characteristics helped them use reading strategies more efficiently and flexibly than poor readers. Lack of these abilities and prior knowledge about the reading material, and textsà ¢Ã¢â€š ¬Ã… ¸ levels of difficulty affected poor readersà ¢Ã¢â€š ¬Ã… ¸ achievement negatively. The strategies mentioned in the above studies can be grouped into three categories: tools used in the reading process, manipulation of reading material and planning and monitoring of reading process. The following table summarises that.

Chief Bromden in Ken Keseys One Flew Over the Cuckoos Nest :: One Flew Over Cuckoos Nest

Chief Bromden in One Flew Over the Cuckoo's Nest Chief Bromden is half American Indian. His father was a chief named Tee Ah Millatoona, which means The-pine-that-stands-tallest-on-the-mountain. That is why he is able to use the title chief. He took on his mother's last name of Bromden. He grew up in the Columbian gorge. The chief is massive and tall and would appear very intimidating and threatening to those who meet him. He was committed to the hospital and has been there for longer than anyone else, for over 15 years. He was put in there after World War two. The chief was an electrician's assistant in a training camp before the army shipped him off to Germany. It is probably due to working with electronics and the added strain of going to war that has led the chief to have such an unhealthy preoccupation with electronics. The chief has led everyone in the hospital, both staff and patients to believe he is deaf and dumb. As a young child he was always ignored, by fellow students and adults, this could have been because he was so strange looking, being half American Indian and appearing so big and menacing yet being quite shy. "I had to keep acting deaf if I wanted to hear at all." He felt rejected by his peers throughout life and so as an adult decided that as people acted like he was invisible he might as well disappear, "It wasn't me that started acting deaf, it was people that first started acting like I was too dumb to hear or see or say anything at all." So pretending to be deaf and dumb was probably a defence mechanism. For him, his silence is also extremely potent. As he is able to hear everything that went on in the meetings where the doctors and nurses discuss the future of the patients. The doctors and nurses don't hesitate to say anything in front of him because they think he can 't hear. "They don't bother not talking out loud about their hate secrets when I'm nearby because they think I'm deaf and dumb." The chief sees things in literal metaphors, he sees McMurphy as being really big in size because he is so brave (and big in spirit).

Ford Ka Analysis (with R Software)

1) After using the similarity data provided for the Ford Ka market research study to perform a MDS analysis on the whole sample, the map (exhibit 1) shows the position of the different cars relative to each other. We can see two groups: one of them made of Peugeot 106, Ford Fiesta and Opel Corsa (practical and safe cars), the other one made of Nissan Micra and Fiat 500 (dull and outdated cars). The other cars cannot be grouped together but there are all the same similarities between cars in the light of the two dimensions: it allows us for example to see similarity concerning the second dimension between Toyota Rav 4 and VW Polo. It is important here to keep in mind that it is an analysis on the WHOLE sample, it is the reason why the two dimensions cannot be easily labeled. The first dimension (coordinate 1) shows us if the car is considered as more and less youthful by the respondents. Indeed by using the adjectives associated with each car by â€Å"Ka Choosers† and â€Å"Non-Choosers† provided in the preliminary report we can see that there is no crucial difference concerning this aspect. But for the second dimension it is not that easy because it does not seem to have a consensus and so I decided to not label this dimension. In this case the fact that the MDS analysis does not distinguish between the â€Å"Choosers† and â€Å"Non-Choosers† makes more complicated the naming of the coordinate 2, even if it allows us to see which cars are close to each other or not, according to all respondents. 2) To see more clearly we need to differentiate the MDS between â€Å"Ka Choosers† and â€Å"Non-Choosers†. The two maps provided by this analysis are not exactly the same (see exhibit 2), but they solve the issue of the coordinate 2. Indeed concerning the first dimension there is almost no difference: the â€Å"Choosers† and â€Å"Non-Choosers† have a similar perception of â€Å"youthful† of a car. The difference between the two maps is due to the second dimension which is not the same if you are a â€Å"Choosers† or not. They do not perceive the market of small cars in the same way: for the â€Å"Choosers† the look of the car is the second dimension with the importance of the futuristic aspect of the car, for the â€Å"Non-Choosers† the second dimension is the safety provides by the car. The explanation for these differences is that they might not have the same needs: needs for safety against need for a fashion and futuristic car. 3) With regard to our first discussion of the Ford Ka case this MDS analysis is an added value to the formulation of Ford’s market introduction strategy. After the initial results of market research (case study part A) we only knew that a demographical segmentation was not relevant and that it would be better to have an attitudinal segmentation. But we did not have any idea of this segmentation because of the complexity of our results. Thus the issue was that this market research did not give clear answer about who the target customers should be. Now we can say three things: The Renault Twingo is the most closer car in the map according to potential buyers (the â€Å"Choosers†): it is the â€Å"main competitor†. It can be connected to the fact that for these people who listed the Ford Ka as one of their top three choices, the Renault Twingo was frequently in the top three as well. – The main salient attitude of potential buyers is the importance of the look of a car, especially the futuristic aspect. At the opposite the â€Å"Non-Chooser† qualify the Ford Ka as unsafe. The point is the most interesting beca use we know that women (especially with children) want a safe car. Thus the desire to focus on women is probably not the good point. – For the â€Å"Choosers† and above all for the â€Å"Non-Choosers† the Ford Ka is a special car which does not look like to others. In glances of this information we know that the Ford Ka occupies a niche in product space, that the â€Å"hard† positioning cannot be changed because the car is already produced and that the â€Å"soft† positioning should be to confirm the perception of a special and futuristic car with for example futuristic advertising focused on the esthetic aspect of the car.

5 Fun ACT Test Facts For a Study Break

5 Fun ACT Test Facts For a Study Break SAT / ACT Prep Online Guides and Tips As stressful as the ACT can be, you shouldn’t take it too seriously. It’s an important test, sure, but just a test all the same. Here are fiveweird facts about the ACT to help you feel less overwhelmed by studying. Fact #1: Harvey Mudd was the last college to start acceptingthe ACT Although the SAT was the original college admission test, most schools have been treating the ACT equally for decades. A major exception wasengineering college Harvey Mudd, which didn't allow applicants to submit ACT scores until 2007- making it the very last school to do so. Fact#2: The ACT was originally intended to be a placement test as well as an admissions test When it was first designed, the ACT was meant to compete with the SAT by testing knowledge rather than potential. Given that the testwas meant to showwhat students actually knew, founderE. F. Lindquistwanted the ACT tobe used for placement as well as admissions. Alas, that use never really caught on (except with some community colleges). But the ACT's curriculum-based testing approach has influenced the College Board's many changes to the SAT, especially next year's major overhaul. Fact #3: The ACT is now more popular than the SAT In the past few years, the ACT’s popularity has actually surpassed the SAT’s. 1.85 million students from the class of 2014 took the ACT and 1.67 million took the SAT. If you have questions about the differences between the two tests, check out our comparison guides for the current SAT and the ACT and the new SAT and the ACT. Fact #4: Cheating on the ACT can get you arrested In 20, a group of college students who were caught taking the ACT for others were brought up on criminal charges in New York (although ultimately none of them went to jail). Another case of ACT cheating involvedteachers at one Kentucky schoolhelpingtheir students with difficult questions. The New York cheating scandal is the reason ACT admission tickets now include a photo. Fact #5: Colorado and Illinois were the first states to require all juniors to take the ACT If you live in the Midwestor Southeast, there’s a good chance you’ll be required to take the ACT in your high school. Although 16 states now require the test, the practice started back in 2001 with just two: Colorado and Illinois. Ironically, the ACT is no longer required of all Illinois juniors: the state decided last year to allow districts to opt out of the testing. Further Reading If you're having trouble motivating, try these tips for beating procrastination. Are you struggling to improve or have actually seen your scores go down? Try these strategies to turn it around. For tons of other free ACTprep resources, take a look at the right sidebar to find our posts sorted by topic. Disappointed with your ACT scores? Want to improve your ACT score by 4+ points? Download our free guide to the top 5 strategies you need in your prep to improve your ACT score dramatically. Have friends who also need help with test prep? Share this article! Tweet Alex Heimbach About the Author Alex is an experienced tutor and writer. Over the past five years, she has worked with almost a hundred students and written about pop culture for a wide range of publications. She graduated with honors from University of Chicago, receiving a BA in English and Anthropology, and then went on to earn an MA at NYU in Cultural Reporting and Criticism. In high school, she was a National Merit Scholar, took 12 AP tests and scored 99 percentile scores on the SAT and ACT. Get Free Guides to Boost Your SAT/ACT Get FREE EXCLUSIVE insider tips on how to ACE THE SAT/ACT. 100% Privacy. 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Why Its Important to Read Beowulf

Why Its Important to Read Beowulf In the film Annie Hall, Diane Keaton confesses to Woody Allen her interest in attending some college classes. Allen is supportive, and has this bit of advice: Just dont take any course where you have to read Beowulf. Yes, its funny; those of us who, by professorial demand, have plowed through books written in other centuries know just what he means. Yet its sad, too, that these ancient masterpieces have come to represent a form of scholastic torture. Why bother anyway? you may ask. Literature isnt history, and I want to know what actually happened, not some story about unrealistic heroes who never existed. However, for anyone truly interested in history, I think there are some valid reasons to bother. Medieval literature is history a piece of evidence from the past. While the stories told in epic poems can rarely be taken for actual fact, everything about them illustrates the way things were at the time they were written. These works were morality pieces as well as adventures. The heroes embodied the ideals to which knights of the times were encouraged to strive, and the villains performed actions they were cautioned against and got their comeuppance in the end. This was especially true of Arthurian tales. We can learn much from examining the ideas people had then of how one ought to behave which, in many ways, are like our own views. Medieval literature also provides modern readers with intriguing clues to life in the Middle Ages. Take, for example, this line from The Alliterative Morte Arthure (a fourteenth-century work by an unknown poet), where the king has ordered his Roman guests to be given the finest accommodations available: In chambers with chimpnees they changen their weedes. At a time when the castle was the height of comfort, and all the castle folk slept in the main hall to be near the fire, individual rooms with heat were signs of great wealth, indeed. Read further in the poem to find what was considered fine food: Pacockes and plovers in platters of gold / Pigges of pork despine that pastured never (piglets and porcupines); and Grete swannes full swithe in silveren chargeours, (platters) / Tartes of Turky, taste whom them likes . . . The poem goes on to describe a sumptuous feast and the finest tableware, all of which knocked the Romans off their feet. The likely popularity of surviving medieval works is another reason to study them. Before they were set to paper these tales were told by hundreds of minstrels in court after court and castle after castle. Half of Europe knew the tales in The Song of Roland or El Cid, and everyone knew at least one Arthurian legend. Compare that to the place in our lives of popular books and films (try to find someone who never saw Star Wars), and it becomes clear that each tale is more than a single thread in the fabric of medieval life. How, then, can we ignore these literary pieces when seeking the truth of history? Perhaps the best reason for reading medieval literature is its atmosphere. When I read Beowulf or Le Morte DArthur, I feel as if I know what it was like to live in those days and to hear a minstrel tell the story of a great hero defeating an evil foe. That in itself is worth the effort. I know what youre thinking: Beowulf is so long I couldnt possibly finish it in this lifetime, especially if I have to learn Old English first. Ah, but fortunately, some heroic scholars in years past have done the hard work for us, and have translated many of these works into modern English. This includes Beowulf! The translation by Francis B. Gummere retains the alliterative style and pacing of the original. And dont feel you have to read every word. I know some traditionalists would wince at this suggestion, but Im suggesting it anyway: try looking for the juicy bits first, then go back to find out more. An example is the scene where the ogre Grendel first visits the kings hall (section II): Found within it the atheling bandasleep after feasting and fearless of sorrow,of human hardship. Unhallowed wight,grim and greedy, he grasped betimes,wrathful, reckless, from resting-places,thirty of the thanes, and thence he rushedfain of his fell spoil, faring homeward,laden with slaughter, his lair to seek. Not quite the dry stuff you imagined, is it? It gets better (and more gruesome, too!). So be as brave as Beowulf, and face the fearsome fables of the past. Perhaps youll find yourself by a roaring fire in a great hall, and hear inside your head a tale told by a troubadour whose alliteration is much better than mine.

Harry Potter and the Philosophers Stone Essay Example | Topics and Well Written Essays - 1000 words

Harry Potter and the Philosophers Stone - Essay Example The character and essence of Voldemort is an essential part of the novel and Rowling has used her skill to make it an interesting and influential character in Harry’s life and the story. The novel starts with the life of Harry Potter with his parents and then eventually with the Dursley family. He learns that he is a wizard and is sent to Hogwarts School of Witchcraft and Wizardry. He makes two best friends there named Ron and Hermione. The three friends start searching for mysterious connections at Hogwarts. On Christmas they discover the three-headed guard dog which guards the Sorcerer’s Stone. This stone is capable of giving unlimited wealth and eternal life to the owner. It belongs to the old partner of Dumbledore, the head of Hogwarts (Rowling 75). After that Hagrid, a giant who gets Harry admission to Hogwarts, gets a dragon egg as a win of the poker game. Owning dragons was illegal hence Harry, Ron, and Hermione are caught and punished. For their punishment, they were sent to the enchanted forest to search for the one who had been killing unicorns. Harry finds a man in the forest who is wearing a hood and is drinking the blood of a unicorn. That man attacks Harry but Harry is saved by a man who tells him that the person who attacked him was Voldemort (Rowling 159). Voldemort is the same person who was trying to steal the Sorcerer’s Stone, and who had murdered Harry’s parents when Harry was just one year old. He had attacked harry back then also but it was unsuccessful. Harry decides to stop Voldemort and thus plans to get the stone before he does. Along with his friends he sneaks in the night and passes the guard dog. However, Harry is caught and there are orders for him to die. It is shown that Voldemort is the one who caught him and ordered him to die in someone else’s body. There is a struggle and a fight and Harry is

Corporate governance in the uk Coursework Example | Topics and Well Written Essays - 2000 words

Corporate governance in the uk - Coursework Example Economists have pointed out that banking sector failure in the UK was triggered by a chain of actions; for example, corporate governance malpractices like above average remuneration package for directors, lack of shareholders’ engagement, increase in transient ownership, absence of risk measurement mechanisms and misrepresentation of financial performance of the firm have contributed significantly to sub-prime mortgage crisis in the USA which was followed by a global financial crisis in 2008. The global financial crisis caused systematic risks for the UK banks which were linked with the USA and other global financial market. Northern Rock bank was the first victim of banking crisis in the UK, overreliance on wholesale funding and lack of regulatory control were the reasons behind the failure of Northern Rock bank. Industry analysts have pointed out that, the UK banking sector crisis was triggered by four types of corporate governance failures, such as inefficient risk management, above average remuneration for top level executives, lack of shareholder engagement and lack of board qualification. Next section will discuss the contribution of these four issues to the financial crisis in the UK. Managing risk is an essential part of corporate governance policy of banks in the UK. Investors and shareholders decide on the investment strategy on the basis of the level of risk associated with a particular investment decision. Research scholars have proposed recommendations, in the form of Cadbury report, Greenbury report and Turnbul report, in order to address the risk management issues related to corporate governance policy of companies in the UK. Combined code and Basel II agreements were the guiding criteria for banks to formulate risk management strategies but these guidelines were not sufficient for them to avoid financial crisis which resulted from sovereign debt crisis. Although