Policy Priority Issue free essay sample

Childhood obesity is a global pandemic requiring prioritization in policy and health care reform. It has many effects on acute and long term health, including increasing the risk for cardiovascular disease, diabetes, osteoarthritis, and certain types of cancer. This paper addresses my personal interest in childhood obesity, the relevance to nursing, problem sources, empirical evidence critique, evidence-based practice options, sites to keep current, and prioritizing the level of action to best accomplish the goal of eradicating childhood obesity. Childhood Obesity: Why It Matters To Me I have a vested interest in this topic because my family has an extended history of Type II Diabetes, Hypertension, and Stroke. I want to minimize the chances of my children acquiring these conditions. In addition, I live in San Antonio, Texas, which is one of the highest ranking cities in the United States for obesity, so I would like to see my community improve. The impact for nursing on childhood obesity is great. We will write a custom essay sample on Policy Priority Issue or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page We need an in-depth exploration of how to assure that nurses are equipped with the policy, leadership, and behavioral change intervention skills, such as advocacy, collaborative leadership, and social marketing skills, that hold promise for preventing the critical public health challenge of overweight and obesity in our children (Berkowitz Borchard, 2014). The pandemic of childhood obesity is truly a nursing concern as it embodies every aspect of the metaparadigm of nursing: person, environment, health, and nursing. Nurses are responsible for being advocates for the patient at the political and legislative level as well. They care for obese children through identifying the causes, assessing the condition, implementing treatment modalities, and evaluating the results of these interventions. The treatments include standard ADPIE guidelines of nursing, but also incorporate education, behavior modification counseling, advocating for health care reform, keeping abreast of current research and policy, and acting for legislation that supports best evidence-based practice for resolution of childhood obesity. Childhood Obesity: The Problem, Options, and Recommendations Lifestyle changes in our families, communities, schools, and country have led to difficulties in children consuming a healthy diet and engaging in physical activity on a regular basis. Currently, it is common for families to not have financial or geographical access to healthy nutrition or have safe places for their children to get exercise and play. In addition, schools have had poor dietary choices readily available and have cut regular physical education out of the curriculum. This contributes to the obesity pandemic and the medical conditions listed previously. Obesity rates have increased dramatically among all age groups since 1970, more than quadrupling among children ages 6 to 11. Today, more than 23 million children and teens in the United States-nearly one in three young people-are overweight or obese. Lower-income communities and communities of color are disproportionately affected by the epidemic (RWJF, 2014). This is a devastating problem because of the profound affect it has on individual health, community health, health care systems, and financial burden at every level. Preventing childhood obesity is critical to protecting the viability of our health care system. Childhood obesity is a risk factor for many costly chronic diseases that put a tremendous strain on our health care system. Its estimated that the obesity epidemic costs our nation $117 billion per year in direct medical expenses and indirect costs, including lost productivity (RWJF, 2014). The goal is to dramatically reduce childhood obesity, thus reducing affiliated diseases and health care costs. There are a multitude of organizations that are addressing childhood obesity and yet the research indicates that the percentage of reduction in childhood obesity in the last decade is minimal. For this reason, I believe there is great need to campaign for new legislation and social programming that addresses the following supportive evidence for obesity resolution. According to Frieden, Dietz, and Collins, implementing legislation that heavily taxes unhealthy food will help reduce consumption of these foods. Decreasing the cost of healthy foods, subsidizing farmer’s markets in underprivileged areas, creating zoning legislation that prohibits the building of fast food restaurants in the vicinity of schools and recreation areas, prohibition of unhealthy food advertisements directed at children, requiring restaurants to offer healthy food options for kids with the nutritional information listed on the menu, increase active transportation and recreation, and improve physical activity programs will also reduce childhood obesity (Frieden, Dietz, Collins, 2010). The difficulty in implementing these solutions is monetary and political. The businesses negatively affected by these changes will fight against them and the cost of subsidizing groceries for the impoverished areas will cost. Childhood Obesity: Empirical Evidence The empirical evidence that supports childhood obesity policy prioritization is unhealthy food advertising directed at children and the impact it has on childhood obesity. The IOM conducted research on this subject and concluded that â€Å"statistically, there is strong evidence that exposure to television advertising is associated with adiposity in children ages 2-11 and teens ages 12-18 (Beales, 2010). I believe that this would be difficult to infer, without considering all of the other pertinent factors. For example, Frieden, et al state that the average high school graduate will have spent about 15,000–18,000 hours watching TV but only 12,000 hours in school (Frieden, et al. , 2010). Regardless of food advertising, the amount of time sedentary in front of a TV would be a contributing factor. In addition, dietary consumption, availability of healthy food and a safe place to engage in physical activity contribute. Childhood Obesity: How to Keep Current Many organizations are publicizing the current state of research and legislation for childhood obesity. The National Conference of State Legislatures provides postings of current childhood obesity legislation. It categorizes the policies by Body Mass Index, School, Task Force, Taxes, Raising Awareness, and a variety of other affiliated legislation. The site also breaks down the fifty states by their involvement in this legislation. The Centers for Disease Control and Prevention has update literature on the progress on childhood obesity. It lists categories regarding the source of the problem, what groups of professionals (i. e. doctors and nurses, federal government, state government, and families) can do to help, and the science behind the problem. The Office of Legislative Policy and Analysis (OLPA), a division of the National Institute of Health, have a site that updates information on S. -799 – The Prevention of Childhood Obesity Act that was put into place by Senator Kennedy in 2006. The Robert Wood Johnson Foundation specializes in childhood obesity facts, publicizing current policy, and providing articles pertinent to educating the public on obesity issues. Childhood Obesity: Levels of Taking Action Childhood obesity is involved in all levels of government. In fact, in encompasses and transcends all levels to an international phenomenon. The question to be asked is â€Å"At what level of government will action be most productive in initiating process improvement initiatives? † The appropriateness and relevance of any promotion or protection strategy is highly dependent on culture and social class and is most effective when introduced at the community level. Nurses in community-based or public health settings may be the best-positioned healthcare professionals to take action on the promotion or protection strategies aimed at the prevention of childhood obesity (Berkowitz Borchard, 2014). At a community level, ordinances that ban junk food in vending machines, limit availability of soda machines, and dictation on the dietary choices available in school cafeterias can be enforced. Community organizations can discourage poor dietary choices and sedentary lifestyles and promote the benefits of good nutrition and physical activity. Programs can be established that engage the individuals in the community to participate in healthy events that would be fun. By acting at the community level, the effects will reach individuals, community, and eventually be recognized at federal and global levels. Conclusion Childhood obesity is a global pandemic with vast repercussions, including a multitude of health disorders and incredible financial burden. More dynamic problem-solving and implementation of the proposed recommendations need to be completed. Keeping current on childhood obesity legislation and research is critical in abolishing the disorder. Several organizations have websites that contain facts about issues regarding obesity, updates on legislation, and articles on evidence-based practices and programs implementing them. Understanding the research and legislation will help when facilitating process improvement initiatives at all levels, with concentration at the community level. It is the responsibility of individuals, communities, nurses and doctors, and government to take action against childhood obesity and get our kids back on the road to healthy lives. References Arons, A. (2011). Childhood Obesity in Texas: The Costs, the Policies, and a Framework For the Future. Children’s Hospital Association of Texas. Retrieved from http://www. childhealthtx. org/pdfs/Childhood%20Obesity%20in%20Texas%20Report. pdf Beales, H. (2010). Television Advertising and Childhood Obesity. The George Washington

buy custom Business Plan of Atrium Gallery essay

buy custom Business Plan of Atrium Gallery essay Atrium Gallery will upon its operations commencement sell a wide variety of luxurious and fancy dresses. This will provide the Russian women with dresses which are capable of suiting any occasion of choice. This business plan is to open a womens boutique shop which is supposed to deal with dresses for women who are above the age of 18 years. The boutique will be in rented premises in a shopping mall in a retail strip mall at 6253 Petrovka Street in Moscow city. The floor area of the business premise consists of 1,600 square feet and the shop will be in a very convenient location in the center of the Moscow city where the premises will be surrounded by restaurants, hotels, and several banks which shows that the business will be located where the customers are - in a very busy street. What will make us very unique and different from our close competitors is that our business will be very much committed to providing all the luxurious dresses for women who prefer fancy dresses of high qu ality, and they will be available for them in a location which is very convenient. The location of the business is in a very high profile area which is easily accessible from all the parts of Russia. In our business, there will be a total of 7 employees: director, legal front, accounting, marketing department, sales department, sales consultant (4 people) whose age is 20-45. Source of funding will be personal capital. The Atrium gallery will serve all the people from high income levels, middle, and low income levels, provided they are women who are above the age of 18 years and there is no upper limit. It is very expected that a majority of the customers of our business will be high class women with a high income, because all of the dresses that we will be making are be mainly for luxury, meaning that our most target customers will be high income women, since the fabrics we use for the dresses will be very unique and expensive for low income women, but of a very high quality and also very attractive and sophisticated. Buy custom Business Plan of Atrium Gallery essay

The Basque Conflict Research Paper Example | Topics and Well Written Essays - 1250 words

The Basque Conflict - Research Paper Example Many of the Basque separatists were of the opinion that the only way they could achieve self-determination was by seceding from the two nations and forming an independent Basque state. Owing to the fact that succession was not welcomed by either the French or Spanish government, the revolutionists resorted to the only means the believed would push their point across and this was violent rebellion. Background In summary, the Basque separationist movement embodied the desire of the people to achieve a greater independence, nonetheless, the concept of what independence was varied among different groups, some wanted complete autonomy from Spain and France, believing that owing to the historical richness of their culture and the difference from Spain, the should form their own country. This was justified by the fact that the Basque region is one of the richest in Spain in terms or mineral resources, seaports and businesses such as banks and other industries and some of the inhabitants fel t that denationalizing was the most economically viable option.2 The movement begun as an idea and a political notion shared by a few but gradually developed into a far-reaching sentiment shared by millions of the inhabitants of the Basque region. ... The Basque movement first emerged as the 19th century ended, after the death of the leader Sabina de Arana Goiri they were granted full autonomy by the republican government and this freedom lasted until the end of the civil war.3 The republican government was overthrown by the Franco regime and this new regime negated many of the gains the Basque had made in self-determination previously. To make them pay for their support for the fallen republican government Franco committed many atrocities in his attempt to repudiate their independence, one of the most brutal of this was the Guernica bombing. In April 1937, he ordered the bombing of Guernica a thriving Basque town killing approximately 1000 people; this was the first manifestation of Franco’s hatred for the Basque people but far from the last. Cultural political repression From this incidence of Guernica bombing, must ask what the reaction of the international community was? To what was a clearly inhumane and unwarranted ma ss murder of innocents simply so that Franco could make his point? However, there was a lot of tension in the international scene as countries weaved alliances in preparation for the impeding war and although there were widespread recriminations no action was taken against Franco and this emboldened his diabolic actions. He continued to oppress them in a plethora of ways, he took away their freedom and even went as far as criminalizing their culture and language, and he was thus effectively stripping them of their freedom of expression speech and even conscience. Hundreds of Basque intellectuals and politicians were imprisoned and tortured under Franco’s orders because of their ideals on

Implication of Globalization for Nation-State in Middle East Essay

Implication of Globalization for Nation-State in Middle East - Essay Example Vietnam, China and North Korea managed to resist the American aspiration to terminate communism for forty years. Yet they are not able to stand their ground against the over raging influence of East Asia's capitalist political economy. To say that the end of the cold war was of fundamental importance to American policy is destroying that very policy. It takes it out of vital perspective and obliterates its essential and primary aspirations and goals. There was a much larger "Cold War" strategy and the Cold War itself was only an influential fraction of the puzzle. A predominately American world order was established by the initial US-Soviet hostility. To truly understand America's Cold War policy one has to take a closer look not at its written and spoken policy but at its actions which predominately involve its allies. Officials had coined a new phrase, the US "preponderance of power". This was possible through the construction and preservation of the international economic and political order founded on the American prevalence of power. The allies of the US in East Asia and Europe managed to safeguard the conditions areas from themselves as a result of expelling power politics and nationalist rivalries. The term Globalization has come about because of the development the world has undergone in the technology and communication. Being candid towards and surrendering oneself entirely to the enveloping external powers is what Globalization is really about. More and more frequently the world is being described as a global village. While the economy of every country in the world has been influenced by the diversity of Globalization, it has not always had a positive effect. For the progress of Middle Eastern Least Developed Countries Globalization has actually been an impediment. It seems that Globalization has set out on a course of action which will lead to creating and spreading out international preferences in cultural, environmental, political, social and economic issues.

A Case Study on Toyota Corporation Essay Example | Topics and Well Written Essays - 17500 words

A Case Study on Toyota Corporation - Essay Example on 26 2.6 Integrated marketing corporation 27 2.7 Brand restructuring 29 2.8 Brand communication 30 2.9 Brand recall strategy 30 2.10 The Toyota brand strategy 31 2.11 Conceptual framework 32 Chapter 3: Research Methodology 35 3.1 Overview 35 3.2 Research approach 35 3.3 Research strategy 36 3.4 Data gathering instrument 36 3.5 Description of data 37 3.5.1 Primary data 37 3.5.2 Secondary data 38 3.6 Validity and reliability 39 3.7 Sampling theory 40 3.8 Conduct of personal interviews 41 3.9 Ethical consideration 42 3.10 Limitations of the study 43 Chapter 4: Data Analysis, Discussion and Findings 44 4.1 Overview 4.2 Results of the survey and interviews 44 4.2.1 Survey questionnaire results 44 4.2.2 Interview results 52 4.3 Results of document search 55 4.3.1 Data from Toyota’s audited annual reports 55 4.3.2 Data from market studies – comparison with competitors 59 4.4 Chapter summary 63 Chapter 5: Conclusion and Recommendation 64 5.1 Conclusion 64 5.1.1 How branding en ables a firm to recover from the negative effects of a product recall 64 5.1.2 How Toyota’s US product recall impacted on its brand image 65 5.1.3 Measures taken by Toyota to address adverse impacts of the recall 66 5.1.4 Brand strategies Toyota should adopt to regain its former position 67 5.2 Overall recommendations for Toyota’s brand strategy 73 5.3 Recommendations for future research 75 Bibliography 77 Appendices 86 List of Tables Table 1: Consolidated vehicle production 15 Table 2: Consolidated performance 15 Table 3: Survey sample questionnaire 37 Table 4: Mean scores and interpretation of survey results 45 Table 5: Results of the regression study 49 Table 6: Model summary 49 Table 7: Comparative income statement of Toyota Motor Corporation 56 Table 8: Balance sheet of Toyota Motor... This study examined the effect on the public’s perception of the Toyota brand, and the appropriate brand strategies that the firm may adopt in order to establish once more Toyota’s brand position in the public mind for quality and reliability. It concludes that despite the negative publicity and adverse consequence of the Company’s recalls, the chances Toyota may redeem itself and assume market leadership once more are high with the help of strategic brand management particular to addressing a product recall event. The modern age of business can be defined as an age of competition. The competition within an industry is gradually increasing with the expansion of business as many new players are entering into the market. There are several reasons behind this intensifying competition. Firstly, globalisation is one of the primary reasons for expansion of trade and business that lead to increased competition. Many business organisations have found greater opportunities in overseas market, and free trade policies and agreements between multiple countries facilitated their market expansion programs (Hitt et al 2009). The domestic markets have turned into global markets that heightened competition rivalry among existing domestic and new multinational enterprises. Since last two decades, the society has been experiencing a rapid technological improvement. The technological advancements have led to change the structure of entire trade and business. The management tasks and operational process are now backed with technology like e-commerce and e-business.

Study On The Vocabulary Learning Strategies

Study On The Vocabulary Learning Strategies This chapter deals with the review of the related literature. In the first section, vocabulary learning strategies and its theoretical framework will be reviewed. For the second section the related research both international and national will be presented. 2.2. Vocabulary learning strategies Vocabulary learning strategies can be considered as a part of general learning strategies in second language acquisition. The first development in learning strategies area began in 1970s with research to recognize the characteristics of good language learners (Naiman et al., 1978; Rubin, 1975). OMalley and Chamot define learning strategies as the special thoughts or behaviors that individuals use to help them comprehend, learn or retain new information (1990, p.1). This definition can be seen in Schmitts defining vocabulary learning strategies too. Schmitt says learning is the process by which information is obtained, stored, retrieved and used therefore vocabulary learning strategies could be any which affect this broadly defined process (1997, p.203). This definition brings this question to the mind that whether vocabulary learning is incidental or deliberate, a factor which researchers have discussed in the literature a lot. Nation considers vocabulary learning as a deliberate pro cess which possesses intentional character. He established his description on the properties and qualities of a strategy which fulfills teachers aims. Call for helping learners improves the way they go about learning vocabulary have been made on a number of grounds. Sokmen (1997, p. 225) argues in order to help learners learn how to acquire vocabulary by them self, noting that it is not possible for students to learn all the vocabulary they need in the classroom. Cunningsworth (1995, p. 38) gives a name to helping learners make their own vocabulary learning strategies which is a powerful approach, that can be based on being sensitive to vocabulary systems, encouragement of sound dictionary skills and showing reflection to useful learning techniques. By considering the importance of vocabulary learning strategies, it would be very helpful to study about these strategies and find out what they are and examine how these strategies are going to help learners for building their vocabulary and also what strategies would be useful for the learners to be introduced in the textbooks. Brown and Payne (1994) found these five steps in the process of vocabulary learning in a foreign language: (a) having sources for encountering new words, (b) getting a clear image, either visual or auditory or both, of the forms of the new words, (c) learning the meaning of the words, (d) making a strong memory connection between the forms and the meanings of the words, and (e) using the words.(cited in Gani Hamzah et al., 2009, p.42) Following as a result, all vocabulary learning strategies, totally or partially, should be related to these five steps (Fan, 2003, p. 223). Vocabulary learning strategy can be seen from at least three different views. First, a vocabulary learning strategy, very broadly speaking, could be what ever the learners do to help the new vocabulary learning process. Whenever a learner needs to study words, he/she uses strategy/strategies to do it. Second, a vocabulary learning strategy could be related to actions that help vocabulary learning to work well. Hence, learners may use some actions which do not make any improvement in learning process. Third, there might be a relation between a vocabulary learning strategy and conscious actions that learners take to study new words. Ideally, in order to have a free chance to choose consciously the suitable strategy for ones self, learners should be informed of good, efficient strategies. This fact should be considered that, though, a strategy which is suitable and works well for one student may completely fail with another and that for a particular learning situation one strategy happe ns to be better than another. 2.2.1. Importance of Vocabulary Learning Strategies The main advantage obtained from all learning strategies, as well as vocabulary learning strategies, is that learners are able of taking more control of their own learning so that students will fell more responsible for their studies (Nation, 2001; Scharle Szabà ³, 2000). Consequently, the strategies develop learner autonomy, independence, and self-direction (Oxford Nyikos, 1989, p.291). When the students be equipped with different kind of vocabulary learning strategies they can decide how exactly they would like to come up with unknown words. Having a good knowledge of the existing strategies and the ability to make use of them in suitable situations might considerably make the learning process of new vocabulary simpler for students for instance, when the student selects which words to study him/her self they can remember the words better than when the words are chosen by someone else (Ranalli, 2003, p. 9). (cited in Gani Hamzah et al., 2009) In Nation (2001) view learners are able to acquire a large amount of vocabulary with the help of vocabulary learning strategies and that these strategies are truly useful for students of different language levels. As learning strategies are readily teachable (Oxford Nyikos 1989, p. 291), the time that teachers spend in order to introduce different ways of vocabulary learning and practice to students cannot be considered as wasted. Cameron (2001) believes that children may not be able to make use of vocabulary learning strategies themselves in order to make this happen they need to be trained to use the strategies effectively. A number of linguists have long recognized the importance of learner independence in vocabulary acquisition. Gairns and Redman (1986) believe that students must show more responsibility for their learning and give larger attention to individual needs. The reason is that when the learners past their elementary level, it would be very difficult for teachers to choose vocabulary being useful to all students; thus time spent on teaching may be wasted. Schmitt (2000) sees the need for solving such problems by helping learners acquire the strategies necessary to learn words on their own. Oxford and Scarcella (1994) support the preparation of systematic vocabulary instruction to let learner master specific strategies to acquire words even outside their classes. In Nations view (1990; 2001), the most important way that learners learn vocabulary is when they use strategies independently of their teacher. In his recent publication, Nation suggested strategy training be part of a vocabulary development program. According to Schmitt and Schmitt (1995), the best teaching plan may be to let students decide themselves which strategy or strategies they prefer by introducing a variety of learning strategies. This echoes learners need to advance their strategy knowledge. 2.2.2. Types of Vocabulary Learning Strategies As it is made clear by many vocabulary learning strategy classifications proposed by different researchers, there is a wide range of different vocabulary learning strategies. Most studies in the field of vocabulary learning strategies have focused on investigating a small set of VLSs. For example, some studies point at researching memory strategies or mnemonic techniques and what effect they have on retention (Cohen Aphek, 1980; Pressley et al., 1982; Brown Perry, 1991). Some studies put emphasis on exploring the vocabulary strategies used in reading, such as guessing from context (Huckin, Haynes, and Coady, 1993). In the following part we will take a closer look at the most important category of the strategies. The basement of the strategies below is generally organized on Schmitts (1997) taxonomy, i.e. the names of the broad categories of the strategies come from his classification. Schmitts taxonomy of vocabulary learning strategies (cited in Marttinen, 2008) Schmitt (1997, p. 206-208) based his taxonomy of vocabulary learning strategies on Oxfords (1990) taxonomy of learning strategies. Since Oxford (1990) created the taxonomy for describing learning strategies as a whole in the first step Schmitt (1997) had to revise it in order to act as a useful tool especially when categorizing vocabulary learning strategies. According to Schmitts (1997) taxonomy, there are two main groups of strategies: discovery strategies and consolidation strategies. Discovery strategies are those strategies which are used in discovering the meaning of a new word whereas consolidating strategies deal with the consolidation a word once it has been encountered. The former consists of determination strategies and social strategies whereas the latter includes social strategies, memory strategies, cognitive strategies and metacognitive strategies. However, Schmitt (1990, p.204) notes that it is very difficult to draw a border line between different strategies and their variations. For example, some strategies, like interacting with native speakers, can be categorized as both social and metecognitive strategy if it is concidered as a part of overall language learning. When facing an unfamiliar word, learners must find out the meaning of the new word. According to Schmitt (1997, p.208), determination strategies which are a part of discovery strategies, include strategies such as guessing the meaning according to structural knowledge, guessing from L1 cognate, guessing from context or using reference material. Since learners can ask help from someone in discovering the meaning of a new word, social strategies can also function as discovery strategies (Schmitt 1997, p.209). Consolidating strategies include several different types of strategy. In Schmitts (1997) taxonomy they include social strategies, since input acts as a key element in acquiring a language, social strategies are very important in language learning. For example, group learning and team working raises active processing and since in such activities instructor does not interrupt the learners much, they have more time to use the language in the classroom (Schmitt 1997, p.211). Schmitt (1997, p.211-13) mentions that another type of consolidation strategies are memory strategies which were traditionally known as mnemonics. Memory strategies usually make a relation between the word and learners previous knowledge, for example, instead of giving the direct definition or making a kind of relation to some familiar L2 words, pictures of the meaning are shown to learners. Using unrelated words or grouping the words according to some categories such as synonyms or common themes are other examples of memory strategies. In addition, one can study the spelling or pronunciation of the word for helping it to stick into memory. Furthermore, using words affixes, roots and word classes can be useful in consolidating word meaning. (Schmitt 1997, p.214) According to Schmitt (1997, p.215), cognitive and memory strategies of his taxonomy are similar and they concentrate on repetition and mechanical means of studying vocabulary rather than manipulative mental processing. Written and verbal repetitions are the traditional and popular examples of these strategies; writing or repeating a word several times. Word lists, flash cards and note taking as well as using study aids such as language textbooks are also classified as cognitive strategies. As mentioned before, the strategies which learners use in order to control and evaluate their learning are called metacognitive strategies and this is the same in Schmitts (1997) taxonomy. Schmitt (1997, p.216) mentions that effective metacognitive strategies can happen when learners are exposed to L2 as much as possible, for example, by reading books, watching movies and interacting with native speakers. Also using the time effectively and knowing when to actively study a new word are useful metacognitive strategies. Most of the studies in this area tried to investigate a small set of vocabulary learning strategies. For example some of the researchers (Cohen Aphek, 1980; Pressely et al., 1982; Brown Perry, 1991) centered their studies on memory strategies or mnemonic techniques and its effect on retention. Some other studies emphasized on the vocabulary learning strategies which are used in reading such as guessing from the context (Huckin, Haynes Coady, 1993). There are a few studies which elaborated on vocabulary learning strategies as a whole and give a broader perspective from them. The table below summarizes the different classification system of VLS. Source Stoffer (1995) Strategy categories 1. strategies involving authentic language use 2. strategies used for self-motivation 3. strategies used to create mental linkages 4. memory strategies 5. strategies used to organize words 6. strategies involving creative activities 7. visual/auditory strategies 8. strategies involving physical action 9. strategies used to overcome anxiety Gu Johnson (1996) 1. metacognitive regulation 2. guessing strategies 3. dictionary strategies 4. note-taking strategies 5. rehearsal strategies 6.encoding strategies 7. activation strategies Schmitt (1997) 1. discovery strategies 1.1 determination strategies (DET) 1.2 social strategies (SOC) 2. consolidation 2.1 social strategies (SOC) strategies 2.2 memory strategies (MEM) 2.3 cognitive strategies (COG) 2.4 metacognitive strategies (MET) Nation (2001) 1. planning 1.1 choosing words 1.2 choosing the aspect of word knowledge 1.3 choosing strategies 1.4 planning repetition 2. sources 2.1 analyzing the word 2.2 using context 2.3 consulting a reference source in L1oe L2 2.4 using parallels in L1 and L2 3. processes 3.1 noticing 3.2 retrieving 3.3 generating As you have became familiar with Schmitts taxonomy earlier in this section, now lets take a look at the other classifications mentioned in the table. (Cited in nccuir.lib.nccu.edu.tw/bitstream/140.119/33390/7/55007107.pdf, 2005) Stoffer (1995) conducted the first investigation of overall vocabulary learning strategies. She fulfilled a vocabulary strategy survey and developed a Vocabulary Learning Strategy Inventory (VOLSI). Using statistical factor analysis which provide a practical basis for category assignment, Stoffer found the 53VOLSI items go under the nine major groups: 1- authentic language use; 2- self-motivation; 3- crating mental linkages; 4- memory strategies; 5- organizing words; 6- creative activities; 7- visual/auditory strategies; 8- physical action; and 9- overcoming anxiety. Gu and Johnson (1996), developed a vocabulary learning questionnaire based on previous quantitative and qualitative research (Ahmed, 1989; Gu, 1994; Oxford, 1990), that its aim is to gather information on students beliefs about vocabulary learning and the vocabulary learning strategies which they use (91individual strategies in total). The strategies were grouped under two general subdivisions: Metacognitive regulation and Cognitive strategies which consists of six subgroups, guessing strategies, dictionary strategies, note-taking strategies, memory strategies (rehearsal), memory strategies(encoding), and activation strategies. In this way, in the taxonomy mentioned seven major dimensions exist which each dimension had several categories for it self. For example, guessing strategy was subdivided into two categories: using background knowledge/ wider context and using linguistic cues/ immediate context. Nation (2001) developed a taxonomy which tries to separate aspects of vocabulary knowledge, and learning processes. In his classification scheme Nation (2001) differentiates between three general classes of strategies. The first major category is planning for vocabulary learning which is concerned about how often learners pay attention and where they focus their attention. Strategies such as choosing words, choosing the aspects of word knowledge, choosing strategies, and planning repetition are included in this category. The second major category refers to sources of vocabulary knowledge which is about finding information of unfamiliar words. The strategies in this category include analyzing the word, using context, consulting a reference source in L1 or L2, and using parallels in L1 and L2. The third and last major category is concerned about learning processes which includes the ways learners establish their vocabulary knowledge and make it available for use. Noticing, retrieving, and generating are three types of strategies of this category. 2.3. Research background There are authors such as Nation (2001) and Coxhead (2006) in the vocabulary literature who believe that there is a difference between general, academic, technical, and low frequency vocabulary, mentioning that technical or specialized words have a quite high frequency in a limited range of texts in each academic discipline (Fraser 2005). Scarcella and Zimmerman (1998) make the same difference, and refer to technical words that are used in specific academic fields (p. 28). Carlson (1999) and Coxhead and Nation (2001) have written about specialized vocabulary lists for specific purposes. This is an important issue because Casanaves (1992) study showed that acquiring the culture of a disciplinary community involves learning that communitys specialized language, and Parry (1991, 1993) in his research revealed the challenges of technical, academic vocabulary learning. Fan (1998) found that Chinese EFL learners have difficulty in recoding technical vocabulary and in writing on strategies and long-term recall, Lawson and Hogben (1996) discussed the importance of VLS in a way that is relevant to learning the technical vocabulary of ones academic field: In the early stages of language learning, when the students do the tasks themselves they are more interested, this is a deliberate processing activity rather than automatic (Hasher Zacks 1979). The deliberate procedures, or strategies, conducted during this period are likely preserved; these strategies should be seen in students behavior as they do a vocabulary learning task (p. 104).(Cited in Lessard-Clouston, 2008) Strategies which learners use in dealing with the technical vocabulary learning in their early stage in the disciplines they have chosen may thus influence both their vocabulary acquisition and their academic socialization. Nation (1993, p.124) stated that broad vocabulary growth depends on vocabulary strategies that are independent of subject matter knowledge, and there are a number of related VLS studies from the literature of the last decade or so. (Cited in Lessard-Clouston, 2008) 2.3.1. Related researches on the field of VLS This part tries to give an overview of research focusing on various vocabulary learning strategies. 2.3.1.1. International researches Sanaoui (1995) in a research among both English and French second language students in Canada came to this conclusion that while a learners proficiency level and type of instruction did not affect his or her results on an individualized vocabulary assessment task, the individual approach to vocabulary study, reflected in the structured use of VLS, did contribute significantly to lexical learning. Sanaoui used a detailed questionnaire to find out which strategies participants use for learning vocabulary, that distinguished two distinct approaches to vocabulary acquisition, structured and unstructured, which are different in five key aspects: a) learners opportunities for learning vocabulary (i.e., independent study vs. reliance on their language course); b) their range of self-initiated vocabulary learning (i.e., extensive vs. restricted); c) their records of the lexical items they were learning (i.e., extensive/systematic vs. minimal/ad hoc); d) how much learners reviewed such words/ records (i.e., extensively vs. little or not at all); and e) whether they practiced such lexical items (i.e., by creating opportunities in and out of class vs. relying on class opportunities alone) (Sanaoui, 1995). (Cited in, Ruutmets, 2005) In a research with 14 ESL students preparing for academic study in Canada, however, Lessard-Clouston (1996) also followed Sanaouis model and used a questionnaire and an individualized vocabulary test. Despite replicating the most important aspects of Sanaouis (1995) research, his results showed that membership in a group, based on a participants VLS, did not predict language proficiency, nor performance on the individualized vocabulary knowledge test. Lessard-Clouston (1996) thus concluded that such findings raise questions about the usefulness of categorizing students in groups according to structured, semi-structured, or unstructured approaches to lexical learning (p. 114).(cited in, Lessard-Clouston, 2008) A study conducted by Gu and Johnson (1996) among 850 non-English major Chinese students in China, a questionnaire and multiple regression analysis revealed two VLS, self-initiation and selective attention, as positive predictors of their participants proficiency, measured by their college English test scores. They also found that the strategies of contextual guessing, skillful dictionary use, paying attention to word formation, contextual encoding, and using newly learnt words had a positive correlation with participants test scores. Using cluster analysis Gu and Johnson found five key approaches to vocabulary learning (encoders, readers, active strategy users, non-encoders, and passive strategy users), and came to this point that strategy combinations, rather than individual VLS, may have a positive effect on their participants learning.(cited in, Xhaferi, 2008) Schmitt (1997) prepared a VLS taxonomy using Oxfords (1990) work, distinguishing two broad types: discovery strategies (for initially learning a words meaning) and consolidation strategies (for remembering and using a word once it has been encountered), there may be some VLS in common for both. Schmitt asked 600 Japanese EFL learners using a survey to say how often they use different VLS, what they fell about the helpfulness of those strategies, and to mention the most helpful ones. Six strategies were common among the VLS rated most used and most helpful, which includes: using a bilingual dictionary, written repetition, verbal repetition, saying a new word aloud, studying a words spelling, and taking notes in class. Evaluating the results of the survey of strategies reported by groups of middle school, high school, university and adult EFL learners, Schmitt (1997) also noted that for some VLS the patterns of strategy use appeared to change over time (p. 224).(cited in, Xhaferi, 2008 ) Kojic-Sabo and Lightbown (1999) have done their research using a questionnaire adapted from Sanaouis work, a Yes/No test of academic vocabulary, and a cloze test for collecting data on the vocabulary learning approaches of 47 EFL and 43 ESL students in Yugoslavia and Canada. Their main findings strongly supported Sanaouis conclusions, which is more frequent and elaborate strategy use is linked to success in language learning, whereas lack of effort on the learners part relates to poor achievement (p. 190). In addition, time and learner independence were found to be the two measures that are closely related to success in vocabulary learning and higher overall English proficiency (p. 176). (cited in, Ruutmets, 2005 ) Fan (2003) conducted a large scale research, studying Chinese EFL learners in Hong Kong, evaluating the vocabulary tests and strategy questionnaires completed by more than 1,000 university students. Fan discovered that the most proficient participants of her study used several different strategies (notably using more sources, dictionaries, guessing, and known word strategies) significantly more often than the less proficient ones (p. 233), and she echoed Sanaouis (1995) view on the importance of review and consolidation in vocabulary learning (p. 234). Fan also noticed that strategy use are very complex and various noticeable differences existed between frequency of use and the reported, perceived usefulness of particular VLS of participants of her study. Fan (2003) thus concluded by emphasizing on the importance of helping EFL students understand the significance of VLS and encouraging them to develop effective strategies of their own.(cited in, Fan, 2003) In contrast with the large-scale studies mentioned earlier, which emphasize learners reported strategy use, Gu (2003) conducted a detailed case studies on the VLS of two successful Chinese EFL students (who were not English majors) using reading tasks, think-aloud protocols, and interviews to document their observed use of VLS. Building on their preferred learning styles (auditory and visual), Gus participants were highly motivated and employed a range of cognitive and metacognitive strategies and approaches in their EFL vocabulary learning. Gu (2003) concluded that the combination of these strategies and approaches created a vocabulary-learning art in which each participant exhibited the flexible and skillful analysis, choice, deployment, execution, and orchestration of all strategies at their disposal in accordance with their own preferred style of learning (p. 99). Gus (2003) study also revealed the value of interviews and case studies for VLS research. (cited in, Lessard-Clouston , 2008) There are some other notable researches. Peacock and Ho (2003) surveyed 1,006 Hong Kong EAP students in eight different disciplines and found that students in different fields use different language learning strategies, some of which correlated more highly with their participants English proficiency. Cognitive and metacognetive were the most frequent strategies used by students, and follow up interviews with 48 participants revealed that students outside of the humanities tended to use fewer strategies and viewed studying English to be of less importance than their disciplines.(cited in, Peacock Ho, 2003) Parks and Reymond (2004) have done a research with 28 Chinese NNES students studying MBA in Canada, they reported that the strategies their participants use varied significantly and changed over time, especially when later in the program for their study NNES students interacted with NES students in regular classes. Parks and Raymond thus concluded: In contrast to the rather simplistic notion evoked in certain portrayals of the good language learner, strategy use as reported herein emerges as a complex, socially situated phenomenon, bound up with issues related to personal identityà ¢Ã¢â€š ¬Ã‚ ¦ (p. 374). (cited in Park Reymond, 2004 ) In a recent, short term study Atay and Ozbulgan (2007) examined the VLS of 50 military ESP learners in Turkey, which its participants took part in a three week period study in two separated classes that each class was held for six hours a day. For comparing the two English Air Traffic Terminology classes Atay and Ozbulgan used a multiple-choice vocabulary test and a strategies questionnaire (p. 42). In their study they had two groups: a control group with no special training and an experimental group which was introduced to VLS and spent one of the six hours in class each day on focused memory strategy instruction (p. 44). On the vocabulary knowledge post-test, learners in the experimental group gained significant higher test scores than the control group (p. 45). The results of the strategies questionnaire among learners in the experimental group also indicated a major increase in the percentage of use and variety of strategies in the post-test (p. 46). (Cited in Atay Ozbulgan, 200 7 ) 2.3.1.2. National researches Eslami Rakhsh and Ranjbary (2003) investigated the metacognitive strategy training effects on the lexical knowledge development of 53 male and female Iranian students taking part in an intensive course of English in Tehran Institute of Technology aged 19 to 25. The results showed no significant difference in the vocabulary knowledge between two groups. However, the result of the post-test showed something different. At the end of the experience the experimental group showed progress in terms of lexical knowledge comparing to control group. Thus, the findings of this study indicate that explicit metacognitive strategies instruction has a positive impact on the lexical knowledge development of EFL students.(cited in, Kafipour et al., 2011 ) Marefat and Ahmadi (2003) studied on 60 Iranian female English language learner between the age of 15 and 17,in this study they wanted to examine the effect of teaching direct learning strategies (memory, cognitive, and compensation) and their subcategories on the vocabulary short term and long term retention. In fact, they are not concern about vocabulary learning strategies in this study; rather they want to examine the impact of learning strategies on vocabulary retention. As the result of the questionnaire showed, memory and cognitive strategies were used more than other strategies; moreover, learners strategy use in short-term retention vocabulary was more effective than in long-term retention. The results also revealed the superiority of memory strategy use both in short and long term retention.(cited in, Kafipour et al., 2011 ) Alavi (2006) in a research with 231 TEFL and non-TEFL undergraduate university students tried to investigate the frequency of use of cognitive and metacognitive vocabulary learning strategies. In order to do this three questionnaires were used, Oxfords (1990) classification of language learning strategies, Wendens (1987) classification of strategies, and Gu and Johnsons (1996) vocabulary learning questionnaire (VLQ). The results indicated that Iranian university students prefer cognitive strategies and they use it more frequently in their vocabulary learning process. The results also revealed that there is a significant relation between students major and their choice of strategies, their major significantly affects their choice. (cited in Alavi, 2006) Akbarys and Tahririans (2009) study can be regarded as one of the recent studies in vocabulary learning strategy area. They investigated vocabulary learning strategies use for specialized and non-specialized learning vocabulary among ESP students in different field of studies. 103medical and paramedical undergraduate Isfahan University of Medical Sciences students from 8 majors participated in this study all of which were passing their ESP course. For data elicitation three different methods were used; observation, interview and questionnaire. The finding of the questionnaire showed that the most frequent strategy was using bilingual dictionaries and the most commonly used learning strategy was oral and written repetition.(cited in, Akbary Tahririan, 2009) Gani Hamzah, Kafipour and Abdullah (2009) conducted a study in order to evaluate undergraduate EFL learners vocabulary learning strategies and its relation to the learners vocabulary size. 125 Iranian TEFL undergraduate students took part in this study. Two instruments were used to collect the data; Nations standardized vocabulary size test and Schmitts vocabulary learning strategy questionnaire adopted from Bennet (2006). The collected data were analyzed by descriptive statistics and multiple regression. The results indicate that Iranian undergraduate EFL learners are medium strategy users and determination strategy

Technology Essay -- essays research papers

Providing Representations in Multiple Modalities Mathematica software enables students to see a graphical representation of any function. By changing equations or using different values for variables, students develop a deeper understanding of mathematics by viewing changes in the graphical representations. A key understanding in pharmacy education is that the action of drugs depends on the "fit" between particular molecules in the body and the molecular structure of drugs, in a kind of "lock and key" relationship. However, students often have difficulty visualizing molecules as three-dimensional objects. A pharmacy professor uses molecular modeling software to create self-paced assignments which require students to manipulate molecules, developing visualizing ability and understanding of drug-receptor relationships. (Contact: Dr. Marc Harrold) Drilling Students on Basic Concepts to Reach Mastery Software tutorials exist for many modern languages, enabling students to learn basic grammar through self-paced learning, exercises, and tests with feedback about their performance. HyperMap provides students with practice in interpreting geological maps. The software presents a series of regional maps with dominantly planar contacts, then asks students a series of interpretive questions on three-dimensional geology and geologic evolution of the region, providing immediate feedback on right and wrong answers. (Contact: Intellimation 1-800-368-6868) Facilitating Collaborative Activity among Students Classrooms of networked computers using software such as Daedalus enable students to spend class time doing group pre-writing exercises, electronically discussing controversial questions, and peer reviewing one another's writing. A computer conference is established among students enrolled in strategic management courses in Korea, Egypt, Finland, and the United States. Students discuss topics specified by the instructors, such as advertising and the environment. They also complete a team project such as finding a solution to a real-world environmental problem, with each team including students from each country. Seeing Interconnections among Concepts Victorian Web presents text and images of Victorian England. Students can explore how the social context, economics, religion, philosophy, visual arts, and literature of the period might be inte... ...ology. Why Use Instructional Technology? Students can be actively engaged in learning, leading to greater time on task and greater depth of knowledge Student learning can emphasize continuous improvement of a piece of work, a concept sometimes called "D.I.A.T." or Doing It Again Thoughtfully (Steven Ehrmann, final report of Project Flashlight) Students can work more collaboratively with one another Students can be given more practice with feedback Students can examine their existing conceptions and update or modify Learning materials can be provided to match the learning style of the learner Self-paced learning may be possible, with study and practice until the student reaches his/her "personal best" Classroom dialogue can extend beyond the time and space constraints of class time Students can learn by working on complex, open-ended, realistic (or real-world) tasks Faculty can restructure their role, using individual and peer-group work or technology for some purposes, thereby freeing time to make their unique contribution to student learning Perhaps most importantly, faculty find rethinking their teaching an energizing and regenerative experience!

Successful companies

IntroductionE-commerce had brought much alteration in manner concern. It is enabled concerns to link with each other in new manner of thought in every country on commercialism. The turnover from usual concern to e-commerce has anticipated transcending far so expected by witness. Many companies presents utilizing e-commerce had been successfully gained more net income in their concern such as amazon.com, e-Bay and mudah.com. These companies have their ain characteristics that show them as the extremely rated successful companies. Most of these companies besides have good schemes in be aftering their concern that enables them to success.The Successful Companies through E-CommerceAmazon and E-bay is among company which allowed dealing electronically. There are the precursor in e-commerce that successfully success until today. Nowadays there are 5 most successful company utilizing e-commerce, Amazon, Dell, Staples, Office Depot and Hewlett Packard. Amazon.com ( 1994 ) is one of the most celebrated e-commerce companies and founded by Jeff Bezos. Today, Amazon offers everything from books and electronics to tennis rackets and diamond jewellery. Harmonizing to the research conducted, Amazon.com attracted about over 615 million clients every twelvemonth. The ability of online friendly web site by Amazon is one of the key of success for this company. Another company that been successfully in e-commerce is Dell Inc. Dell.com has made rapid paces, the company has achieved large net income in on-line gross revenues. The company ‘s effectual scheme of selling merchandises without retail has been admired by clients and many e-commerce traders imitate their scheme. Equally same as Amazon, Dell success cardinal factor is on-line friendly web site. Most of successful companies achieve success by holding their ain features and characteristics that led them. Effective schemes besides the cardinal factor the company ‘s success accomplishment.Features of Successful E-Commerce CompanyMany companies use e-commerce as one of the ways to derive net income. For each successful company, they have assorted characteristics that help them in e-commerce concern. The first characteristic is a clear vision and end. The company must cognize precisely what they want to accomplish in this concern. Second characteristic is dare taking deliberate hazard. The key to success is make bolding to take necessary hazard and considered investing as fuel of concern in e-commerce. Following is, successful sites employ good advisers. By holding adviser that can be trusted is indispensable. It is because company merely can derive if holding panels of experts that can rede in modulating scheme, tactic and spread out the concern. Another characteristic is successful sites can encompass engineering and alteration. Keeping abreast of developments online is the key in on-line selling, alteration in on-line manner and understand manner to read web analysis. The 5th characteristic is forbearance and a long-run position. The company invariably step if they are bit by bit acquiring to their end. More characteristics are a committedness to and uninterrupted betterment. The success company knew what they should make and ever do betterment. Last is, success company must believe that there is no short cuts to do net income. There is some e-business people want to derive million of net income but trusting it come by making nil. Success company knew that is incorrect. By keep focussing, difficult work, changeless betterment and committedness there are the existent manner to success in e-commerce concern.Strategic Moves That Led Companies to Success?Fine method and scheme can take companies to success. They are several ways that has been listed as strategic moves to take companies to success. First is Well-Positioned Online Brand. The companies must take the market able trade name name for their web site. A trade name name will pull clients to the company ‘s web site and can assist guarantee clients about the quality of the offering, the truth of the information, can advance client trueness and the security of the web minutess. Second, Online-Friendly Offerings. It is about the choice and diverseness of the company merchandise. The companies must make up one's mind what merchandises to offer on the web site. Another diverseness is offering clients the ability to obtain alone merchandise or information. The diverseness are of import because it allows clients to command the merchandise picks and at the same clip it can construct clients trueness. The 3rd move is Reliable Customers Service. It is to animating trueness among clients. For the company to success the client must swear the company and its web site. Trust can be built through confidence of privateness and dealing security and by supplying accurate information. As illustrations, many people purchase at Amazon.com instead than other web site because it can be trusted by clients. Last, Right Business Planning.It is to get support, nonfinancial resources and to obtain a realistic attack to the concern.Important Elementss in Implementing the SchemeThere are many elements that guide E-Commerce schemes to success. It is such as is to see full integrating, partial corporate integrating, and concern unit integrating all has positive facets as schemes for e-commerce and are feasible picks. Another component is companies must carefully organize new online services to heighten and protect their trade name. Following is, in implementing and explicating e-commerce scheme throughout company operations, it must include Multi-channel coordination as the cardinal success factor. More elements are successful e-commerce scheme must include particular attending to client service as it is core constituent of company scheme. A proper balance the usage of commoditized solutions and alone utilizations of e-commerce can assist company use effectivity. It is to derive competitory advantage in scheme.DecisionAs decision, e-commerce concern helps a batch trader to spread out their concern. Net income achieved go oning turning for companies those involve in this electronic dealing concern. It as we can see in achievement Amazon.com, E-bay and Mudah.com. More proud, now found many bargainers begin utilizing e-commerce as one of the ways promotes their goods. Most successful companies in e-commerce have steady characteristics that been a key to their success. This including the scheme that been used such as good concern program, online friendly web site, dependable clients services, committedness in pull offing concern, do betterment in services. With the right schemes, many traders can easy derive more net income and spread out their concern around the universe.

The eNotes Blog 19 Insta-Poets You Need toKnow

19 Insta-Poets You Need toKnow It’s official: we’re living in the â€Å"age of the Insta-poet.† The â€Å"Insta-poet† is defined as a  young poet who publishes verse primarily on social media. With social media’s dominance in our ever-evolving digital world, it’s not surprising to hear that Instagram, alongside various other social media platforms, is contributing to the success of aspiring artists. While there are undoubtedly many pros and cons involving social media, it has granted individuals the opportunity to showcase their works and make intimate connections with global audiences. In fact, almost half (47 percent) of poetry books sold in the U.S. last year were written by Insta-poets and  twelve of the top 20-bestselling poetry authors in 2017 were Insta-poets.   With over 2.5 million Instagram followers, twenty-five-year-old Rupi Kaur is the most notable and successful of these Insta-poets. She has achieved rare, mainstream success since the release of her 2016 debut poetry collection, milk and honey, which sold over 2.5 million copies worldwide, outselling all other poetry books in 2016 and 2017. Her poems are simple and personal, exploring themes of womanhood, racism, and self-love. Kaur is just one of the many Insta-poets who’ve received book deals through the promotion of their work across their social media profiles. While some may feel that this new-wave style of contemporary poetry is breaking the mold of the traditional genre and lacks quality writing, others note that social media is allowing artists’ work to be more accessible than ever before. Social media is allowing these poets to share their work with the millennial audiences that value diversity and self-expression. Libraries and bookstores are now dedicating specific sections to â€Å"Instagram poetry. Insta-poetry is drastically changing the landscape of the genre and it’s safe to say that it’s only going to continue to grow. Were featuring 19 Insta-poets you need to know right now. 1. Rupi Kaur View this post on Instagram larger than life A post shared by rupi kaur (@rupikaur_) on Mar 6, 2018 at 7:42pm PST 2. Nikita Gill 3. Atticus View this post on Instagram In Dusk #atticuspoetry #atticus #dusk #forever #love A post shared by ATTICUS (@atticuspoetry) on Apr 5, 2018 at 5:02am PDT 4. R.M Drake 5. Lang Leav View this post on Instagram New poem ðŸâ€" ¤ #langleav #poetry #love A post shared by Lang Leav (@langleav) on Mar 31, 2018 at 5:19pm PDT 6. Tyler Knott Gregson View this post on Instagram Typewriter Series #2191 by Tyler Knott Gregson #tylerknott #love #haiku #wanderlust #poetry #photooftheday #typewriterseries #follow #beautiful #instagood #picoftheday #tylerknottgregson #poem #writers #typewriterseries #writersofinstagram #writersofig #poet #poetsofinstagram A post shared by Tyler Knott Gregson (@tylerknott) on Mar 27, 2018 at 5:48pm PDT 7.  Nayyirah Waheed 8. Christopher Poindexter View this post on Instagram Yes. #christopherpoindexter hand typed and signed poems available through link in bio ðŸÅ' ¹ A post shared by Christopher Poindexter (@christopherpoindexter) on Apr 7, 2018 at 5:18pm PDT 9. Pavana 10. Amanda Lovelace 13. Gareth Egan 14. Amanda Torroni View this post on Instagram 2/30 TURNING WATER INTO WHISKEY A post shared by Amanda Torroni (@amandatorroni) on Apr 2, 2017 at 4:10pm PDT 15. Alfa View this post on Instagram If you have my books #AbandonedBreaths or #SilentSquall please tag me #alfapoet so I can find them 💙💙💙💙 They are also Available in paperback on amazon. And through Barnes Noble, Book Depository, and more. _____ 💔💔💔💔💔 https://goo.gl/oJvjFD #alfawrites #alfa #alfapoet #quotes #tattoo #poetry #poet #signs #aqua _______________ @alfa.poet @alfa.poet @alfa.poet A post shared by Alfa Holden (@alfa.poet) on Mar 22, 2018 at 10:49am PDT 16. Beau Taplin View this post on Instagram ðŸÅ' ²Ã°Å¸Å' ²Ã°Å¸Å' ² my book Bloom is now available on Amazon, in Barnes Noble, and all good bookstores worldwide x. Love Beau A post shared by B E A U T A P L I N (@beautaplin) on Mar 20, 2018 at 2:23pm PDT 17. MvDarklight View this post on Instagram From The Rattling Grave by @mvdarklight Available Now!! Link in my about me. #mvdarklight A post shared by MVDARKLIGHT (@mvdrklt) on Dec 18, 2017 at 9:29am PST 18. Yrsa Daley-Ward View this post on Instagram From ‘bone.’ A post shared by Yrsa Daley-Ward (@yrsadaleyward) on Feb 28, 2018 at 5:40pm PST 19. Orenda View this post on Instagram be honest with yourself. @poetrybyorenda | part of my you must know me by now series // i started watching shameless and holy, why am i just getting into this now? its amazing. _ thank you for reading. A post shared by orenda (@poetrybyorenda) on Oct 29, 2017 at 5:02pm PDT Regardless of one’s stance on the matter of social media-infused poetry, there is no denying that Instagram poetry is present and will only continue to grow as long as there is an audience welcoming it. Ultimately, if poetry is art and art is subjective, then who’s to say what’s considered poetry and what’s not? (Featured Image via Unsplash.com)

Greek Vs. Modern Violence essays

Greek Vs. Modern Violence essays Violence As It Is Portrayed In The Modern Media vs. The Ancient Greek Media When one thinks of ancient Greece, the word that comes to mind is civilized. Ancient Greece is considered to be the birthplace of Western Civilization, and therefore of our modern society. If it wasnt for the Greeks, civilization never could have evolved to its current high-water mark, found right here in the USA. In some ways, however, the Greeks achieved a level of sophistication and worldly understanding that our modern society cannot match. Specifically, the Greeks had a much better understanding of violence and its consequences, as opposed to our society, which seeks to glamorize violence, as well as detach it from our lives. This understanding was present in their media, specifically tragedies such as Antigone, Oedipus At Colonus, and King Oedipus, all by the Athenian playwright Sophocles. These works have violence included in them, but the focus is on the consequences of these violent acts, not on the actual violence itself. Our so-called civilized society could learn a thing or two from the ancient Greeks about the consequences of violence, instead of just glamorizing it for the masses. The ancient Greeks of Sophocles time lived in a world that was much more violent, at least on a day-to-day basis, than the world most of us live in. The Peloponnesian War was taking place, which meant that the Greeks were fighting one another on a regular basis. For the most part laws could regulate violence between citizens of a polis, but violent acts carried out against the citizens of another polis, or even violent acts carried out against a polis itself, were basically unregulated. The Greeks had no illusions about the glamour of violence, because they experienced it everyday in its harshest form, civil war. This is completely different from the world we live in. Sure, there is plenty of violence in our society, b...

Gay Marriage Essay Example | Topics and Well Written Essays - 1500 words

Gay Marriage - Essay Example There has been a deep involvement by various state legislatures in public debates over the definitions of marriages and if the official recognition of marriage should be accorded to the couples that belong to the same sex (Wardle 177). Currently, laws that allow marriages between people that are of the same sex exist in the District of Columbia as well as seventeen other states. In developments that have occurred recently, federal judges in various places including, Oklahoma, Texas and Virginia as well as other places have ruled that the bans that are directed at marriages between people of the same sex are unconstitutional and the rulings have been put on hold as they await appeals. The Supreme Court in New Mexico ruled in December 2013 that the people who lived as couples in the state and were of same sex were allowed to marry each other while the Illinois and Hawaii Legislatures embraced legislation that allowed people of the same sex to marry each other in November 2013. Earlier, in October, the Supreme Court in New Jersey had declined to postponement of a state District Court decision that required the state to recognize marriages taking place between people who were of the same sex and the governor made the announcement that the state would abandon its appeal to allow the state to permit the marriages. Religious factors are more often than not involved in the arguments of whether to allow or prohibit gay marriages and some of the religious associations do not give job opportunities or serve couples that are of the same sex (Duncan and Jones 39). The Christian groups that support this kind of union argue that the people who are in these relationships are God’s creation and should therefore be treated the same way as the other people. The ones that are opposed to it argue that the relationships go against morals as well as the will of God while subverting the objective of humanity that is to bear children. There is a varied approach by the Jewish church

Case NIVEA Study Example | Topics and Well Written Essays - 250 words

NIVEA - Case Study Example Nivea is an example of a consumer-led business enterprise; this means its consumers are the ones who ultimately determine all marketing efforts by identifying their perceived wants. The key parts of a marketing mix are product (consumer-led), price (cost), placement (convenience) and promotions (communications to create awareness the product exists). All the parts have to work together to make a marketing strategy very effective. Being consumer-driven, any product must satisfy a consumer want or need; the price must be reasonable and affordable; convenience means the product can be found easily and obtainable in all distribution outlets and finally, communications to make people know a product they are looking for is available. A correct balance of the 4Ps of this marketing mix is necessary to make selling efforts a success; one key element that is lacking or out of whack makes the entire marketing useless. In this connection, the strongest P is the product of Nivea which has acquired a nice reputation over the years as a reliable and safe product for a skin care routine; consumers are not sensitive to the price as they are willing to pay a premium for it; moreover, people are also aware of the product and no need to promote it actively. Its weakest P or link is the placement or distribution channel. Product – Nivea has acquired a good reputation for product safety and quality. This is the companys greatest asset which is its excellent brand name and in this regard, it can exploit it by adopting aggressive pricing to position the re-launched product as a premium item. It may be necessary to re-define this product as good for sensitive young skin (teenagers) and not really for treatment of skin problems like acne or pimples (it is not a medicated skin product that causes adverse reactions like skin allergies, itchiness or redness); it is really intended for