PenAgain Marketing Analysis

Word Choice Whiskey vs. Whisky

Word Choice Whiskey vs. Whisky Word Choice: Whiskey vs. Whisky To mark Saint Patrick’s Day, we’re taking a look at a spelling problem with deep connections to Ireland: whether to write â€Å"whiskey† or â€Å"whisky.† So are these terms interchangeable? Or is there a difference? And what does this have to do with Ireland anyway? Let us explain! The Origins of Whisky/Whiskey Whisky (we will default to this spelling to save repeating ourselves too much) is a distilled alcoholic drink made from malted grain. It is widely associated with two countries: Scotland and Ireland. Both have a long history of distilling whisky, but the word itself comes from Ireland. A modern whisky still.(Photo: saxonrider) In particular, it comes from Old Irish term uisge beatha, meaning â€Å"water of life.† This is the Irish version of aqua vitae, which was the Latin word for distilled alcohol of any kind (not just whisky). Eventually, uisge beatha entered English and was anglicized to become â€Å"whisky† or â€Å"whiskey.† Why two spellings, though? This may have started as a matter of regional preference. The story most people tell is that, during the 19th century, Irish distillers wanted to distinguish their product from their Scottish competitors. As such, they started using the spelling â€Å"whiskey† for Irish whiskey. Scottish whisky, meanwhile, became known as Scotch whisky. A Global Drink We see this Irish–Scottish division in modern spellings around the world: The spelling â€Å"whiskey† is standard in Ireland and the US. This is partly because of the large number of Irish immigrants who set up stills over here. â€Å"Whisky† is standard in most other countries, including Japan and India. This is not a strict distinction, though. As such, while â€Å"whiskey† is standard in the US, you will also find distillers who call their products â€Å"whisky.† For instance, Maker’s Mark uses the spelling â€Å"whisky† to recognize the Scottish heritage of company founder Bill Samuel. Whiskey or Whisky? Some people say there are differences between â€Å"whiskey† and â€Å"whisky,† such as the distillation process or the type of still used. Most of the time, though, â€Å"whiskey† and â€Å"whisky† are just different spellings of the same word. And as such, they are often used interchangeably. However, if you want to avoid upsetting drink geeks, remember: Whiskey is the spelling associated with Ireland. Whisky is associated with Scotland (especially â€Å"Scotch whisky†). So the correct spelling depends on where your favored tipple comes from. And if you want a Saint Patrick’s Day drink that won’t cause spelling headaches, you can always try Guinness instead.

Should the Chinese be allowed to continue to fix the Yuan Essay

Should the Chinese be allowed to continue to fix the Yuan - Essay Example The exhibitions held at Guangzhou, Beijing every now and then, attract a lot of participants from the world to buy and sell their products. This has become a platform for Industries to show-case their products. This has taken away the hosting rights from Germany and France, where Industrial Expo used to be held in the past. (ChinaDaily 2009) According to the leading businessmen in China, it is reported that the appreciation of their currency has surpassed the growth of their business beyond their dreams. Due to the higher valuation of Yuan, the exporters who have been making money on Dollar denomination found to be declining in their profits. At the same time the exhibitors are afraid that the process may slow down their export due to the valuation. However the associations and the chamber of commerce in China say that this is only a passing phase and in due course of time it will become normal, as the economy worldwide is improving. (ChinaDaily 2009) The Chinese government, in order to reduce the gap with the major buyer like United States of America, revalued its currency against U.S dollar, to avoid the fixation of the rate of Yuan against U.S dollar. The stronger Yuan will result in the Chinese products being priced higher. By that the sales in US will increase sales in the market and thus bring in a greater amount of dollars. There is a fear in the US market that the Chinese products will cost more due to the fixed rate of Yuan. (Isidore, 2005) The US Senators rather welcome the change of Chinese financial decision though it is not appreciated by the congress. The financial analysts say that the change though small in stature, it is very significant since they have revalued the currency that will pave way for further future valuations. The Global Economists feel that it may not cause an immediate impact on the economics of the trade but will open the doors to strengthen the Chinese currency. But, the incident resulted in the US stocks soaring immediately, only to become normal after some time. (Isidore, 2005) It has been established that the fixed rate of the currency with US $ has widened the trade gap between the two and kept the Chinese made goods cheap buy at US. The Central Bank of China assured that the exchange rate band would be adjusted when necessary according to market development as well as economic and financial situations. In a survey conducted in US it is reported that there will not be much impact on the trade due to the revaluation of the Chinese currency but, there could be market stabilization favoring China in the long run. The US is trying to impose trade sanctions on Chinese imports if market based valuation of Yuan is not allowed. (Isidore, 2005) The major move by the Chinese Government in the currency conversion is backed by the exporters, manufacturers and the suppliers and also the trade bodies /associations in the country. This is a great step forward by them to strengthen the financial and economic stability of the country. The President of China Hu Jintao told US President at a meeting, that in the scene of outbreak of International financial crisis, China has maintained stable Yuan exchange rate despite the difficult economic conditions. When there were Asian financial crisis during 1990's, China earned plaudits for

Critically Evaluate the regulatory failures in the 2007-8 financial Essay

Critically Evaluate the regulatory failures in the 2007-8 financial crisis and discuss how these failures can be corrected in t - Essay Example In the absence of limitations on investments, US banks went on an investment spree. But for government intervention, the crisis would have been still persisting though it has not died down. Regulatory failure does not mean regulator caused the loss. The U.S. regulators have woken up to the crisis and offered practicable solutions to avert future crisis due to regulatory failure. The U.K. as major international financial centre has also been affected by the U.S. contagion and has been responsible enough to offer solutions to the regulatory failure by bringing in three more regulators. Introduction The origin of the 2007-08 financial crisis goes to the U.S. where housing mortgage loans were paid to unqualified (sub-prime) borrowers. The loans had been backed by exotic financial products with few tiers highly rated by credit rating agencies. These products were purchased by institutional and banking investors who did so for high yields at low risk. The crisis started when the de-facto b orrowers started defaulting all over the U.S. leading to unexpected losses on the front end or back end? products. Chain of bankruptcies, balance sheet write-offs followed. The sub-prime crisis is only a part of the broader picture of debt expansion. In the U.S. for which detailed data is available, total debt as a proportion of GDP increased from 150 % of the GDP in the early 1970s to 330 % in 2005. Household debt also expanded in similar fashion marked by dot.com crash to over 100 % of the GDP by 2008. Financial services which held 10 % of the total increased their share to 30 % between 1975 and 2005. The structural shift towards financial services resulted in huge increase in its profitability from 10 % in early 1980s to 40 % by 2006 (Lewis, 2010, p. 2 & 8). World is not new to financial crises. The U.K. was not immune to the present one since world’s leading institutional and banking investors are spread across the world. It has witnessed a few major crises before for dif ferent reasons. The present crisis is due to regulatory failure. This paper examines the causes of regulatory failure and solutions to avert such failures in the future. Regulatory failure Regulatory failure does not mean that financial crisis was caused by regulators or regulations. Rather it was due to short-sightedness of financial institutions and recklessness of the borrowers although there were regulatory strategies that could have averted or mitigated the factors that caused the crisis. For example, five causes are attributed to the crisis of the U.S : 1) Failure of underwriting standards for subprime mortgages and loans to inadequately qualified buyers; 2) parties to the mortgage securitisation process not maintaining market discipline; 3) poor assessment of sub-prime mortgages by credit rating agencies; 4) poor risk management by large financial services institutions; 5) non-response from financial institutions for better risk management as pointed by the U.S. Presidentâ₠¬â„¢s Working Group on Financial Markets. Each of these causes had its own regulatory attribution. Thus, there was no regulatory mechanism for business conduct and consumer protection to control sale of mortgages to homebuyers with poor credit background. Regulators could have by tougher supervisory oversight assisted large financial services institutions for better risk management. There was no control on holding companies of investment banks, private equity funds, hedge funds that

Toxicology Essay Example | Topics and Well Written Essays - 1000 words - 2

Toxicology - Essay Example gy disciplines, which relate well to occupational health and safety as they protect the staff from toxicity exposure at their work places (Greim, & Snyder, 2008). Clinical toxicology dwells on the effects of drugs as well as other chemicals in human beings. Every human being is exposed to chemicals and drugs at least once in their lives and it is usually accompanies with effects. This discipline tries to analyze the relationship between the doses of drugs and the effects they cause on people. Usually, a clinical toxicologist is in charge of this sector and usually aims at treating people who have faced such exposures. The clinical toxicologist is present in clinical settings to handle such incidents. This way, occupation health and safety is enhanced because the clinical toxicologist will first observe the symptoms and provide a treatment plan as well as advising on how one can cope with some adverse effects. Industries are known for their manufacturing and processing procedures. The goods produced are of a wide variety and some are consumables. This discipline of toxicology aims at ensuring that the products a company produces are safe hence do not pose a risk to consumers as well as employees (Kacew, & Lee, 2013). This discipline relates to occupational health and safety since it ensures that laboratory tests are conducted to ensure that the components used in manufacturing the products do not have negative side effects. This is necessary since the employees are constantly in contact with the raw materials during processing and even the final products as they conduct sales to the consumers. This puts them at risk and a company should therefore have industrial toxicologists that will ensure that the wide range of products is safe and effective. Forensic toxicology is a discipline of toxicology, which deals with gathering and providing information to the authorities following the event of drugs and poison exposure (Kacew & Lee, 2013). Forensic toxicologists

Child Education In India Education Essay

Child Education In India Education Essay Education has continued to evolve, diversify and extend its reach and coverage since the dawn of human history. Every country develops its system of education to express and promote its unique socio-cultural identity and also to meet the challenges of the times. There are moments in history when a new direction has to be given to an age-old process. That moment is today. The country has reached a stage in its economic and technical development when a major effort must be made to derive the maximum benefit from the assets already created and to ensure that the fruits of change reach all sections. Education is the highway to that goal. Issues Prevelance of Child labour: All non-school going children are child workers in one form or the other. Agricultural child labour constitutes the core of the problem. Child labour policies and education policies have to be formulated and operated in tandem. Parents do want to send their children to be educated and poverty as a limiting factor is highly over-rated. Motivation and availability of infrastructure rather than poverty are the key factors. The paper underlines the strengths of formal education in eradicating child labour and forcefully argues for a legislation to provide for compulsory education.   The main argument against child labour and compulsory education is that it is necessary for the wellbeing of the poor as the state is unable to provide relief. The second argument, is that education would make the poor unsuited for the kind of manual work that is required to be done. The third argument is that certain industries would be forced to close down if they did not have the facility of the low wage child labour. The last argument against banning child labour and enforcing compulsory education is that the State should not be allowed to interfere in the parents rights who know what is best for their children and families. Lack of Coverage: Despite the regular expansion of the ICDS, the coverage of children for ECCE is still as low as 20 percent. This is an issue of both inadequate access and inadequate quality of service delivery. With ICDS continuing to be the main vehicle for ECCE, the GOI is proposing to expand the service further and universalize it within the next few years. While this is a welcome proposal, the risk is of expanding too fast and compromising on quality. Girl Child Education: The Indian government has expressed a strong commitment towards education for all; however, India still has one of the lowest female literacy rates in Asia. In 1991, less than 40 percent of the 330 million women aged 7 and over were literate, which means today there are over 200 million illiterate women in India. Laws Relating to Child Education in India Constitutional position of education in India While considering the various aspects of education with regard to state obligation, judicial interpretations, given to this obligation by various jurists are the primary source of learning. In the good old times, education was essentially an act of charity or philanthropy. Then, it was thought of as an occupation. Judicial dicta went so far as to consider it as an industry. Whether or not to perceive education as a fundamental right or not has been debated for a long time. The establishment and the administration of an educational institution for the imparting of knowledge to students is an occupation, protected by Article 19(1) (g) and additionally by Article 26(a), if there is no element of profit generation. Imparting education has come to be a means of livelihood for some professionals. It is considered as a mission in life for some altruists. Education was a State Subject in view of the following Entry 11, placed in List II State List:- 11. Education including universities, subject to the provisions of entries 63, 64, 65 and 66 of List I and entry 25 of List III. By the Constitution (42nd Amendment) Act 1976, the above-said Entry was directed to be deleted and instead Entry 25 in List III Concurrent List, was directed to be suitably amended so as to read as under:- 25. Education, including technical education, medical education and universities, subject to the provisions of entries 63, 64, 65 and 66 of List I; vocational and technical training of labour The Constitution of India has laid a directive before the state to make a provision of free and compulsory education for children below the age of fourteen years. 45. Provision for free and compulsory education for children: The State shall endeavor to provide, within a period of ten years from the commencement of this Constitution, for free and compulsory education for all children until they complete the age of fourteen years. However, the government has not been successful in providing adequate facilities of education for the under privileged children, located in the rural areas. The Supreme Court in the case Unnikrishnan vs. State of Andhra Pradesh (1993) ruled that the right to education is a fundamental right that flows from the right to life in Article 21 of the Constitution. Following this ruling, the 86th Constitution Amendment Act, 2002 added Article 21A, stating, The State shall provide free and compulsory education to all children of the age of six to fourteen years in such manner as the State may, by law, determine. The 86th Amendment also modified Article 45, which now reads The State shall endeavor to provide early childhood care and education for all children until they complete the age of 6 years. The state recently enacted the Right to Education Act, seeking to effect the 86th Constitutional amendment Judiciary and Education In the judgment of Unnikrishnan, a Constitution Bench of this Court framed a scheme that governs admissions to professional colleges. The main objective was to ensure that merit prevails in the matter of admissions, both in respect of what were called free seats as well as in respect of payment seats. This judgment was rendered on February 4, 1993. The scheme was to be effective from the Academic Year 1993-94 onwards. Review Petitions were filed by several institutions against the said judgment. They were dismissed by the Constitution Bench. The judgment of P.A. Inamdar and others vs. State of Maharashtra was a landmark in the field of educational law. Law reports are replete with rulings related to the education in its several aspects. Until the T.M.A Pai Foundation case, there were four oft- quoted leading cases concerning the field of education, namely, (i) Unni Krishnan v. State of Andhra Pradesh (1993) 1 SCC 645 (ii) St. Stephens College v. University of Delhi (1992)1 SCC 558 (iii) Ahmedabad St. Xaviers College Society v. State of Gujarat (1974)1 SCC 717 and (iv) Re: Kerala Education Bill, 1957, (1958) SCR 995. Right to Education Act The Right to Education Act seeks to give effect to the 86th Amendment of the Constitution of India. Salient provisions: The State shall ensure a school in every neighbourhood Every school shall conform to certain minimum standards, defined in the Bill Government schools shall provide free education to all admitted children Private schools shall admit at least 25% of children from weaker sections; no fee shall be charged to these children Screening tests at the time of admission and capitation fees are prohibited for all children Government schools will be managed by School Management The National Commission for Elementary Education shall be constituted to monitor all aspects of elementary education including quality. The Right to Education Act prescribes the Rights of Every Child as follows: Every child between the age of 6 and 14 years has the right to full-time free and compulsory education in a neighbourhood school. Non-enrolled children, of age group 7-9 years, have the right to be admitted in an age-appropriate grade within one year of the commencement of the Act, and children, of age group 9-14 years, have the right to be provided special programmes that will enable them to attend such grade within three years. Children with severe or profound disability, who are unable to attend a neighbourhood school, have the right to be provided education in an appropriate environment. A child cannot be held back in any grade or expelled from a school till Class VIII. Any expulsion requires an order of the School Management Committee (SMC), which will be given only after all other corrective measures have been exhausted, and parents/guardians have been heard. The local authority will take steps to enroll such a child in another neighbourhood school. The Act also prescribes the responsibility of the State as follows: The State shall ensure availability of a neighbourhood school for every child within three years. In case of non-availability, free transport or free residential facilities shall be provided. The state/UT government shall determine every year the requirement of schools, facilities, and their locations; establish additional schools as required; deploy teachers and create facilities for their training. The State shall develop a mechanism to monitor enrolment, participation and attainment status of every child, and take corrective steps wherever required. Information in this regard will be made available in the public domain, including on an on-line basis. School Admissions No school can conduct any screening procedure of any child or parents at the time of admission. Children will be selected for admission in a random manner. Capitation fees are prohibited. Provisions concerning School Management: All non-government schools have to be recognized by a Competent Authority or they must shut down. The Act specifies certain norms (such as teacher-student ratio, physical infrastructure etc.) to be fulfilled by all schools as a pre-requisite for being recognized. All State and aided schools are required to form School Management Committees (SMCs) with at least 75% of the members being parents/guardians, and the other members representing teachers, the community and the local authority. SMCs will manage the school, including the sanction of leave Provisions regarding Content and Process Schools and academic authorities formulating curriculum shall conform to the values enshrined in the Constitution. Schools should operate in a child- friendly and child- centred manner. No child shall be required to appear at a public examination before completing Grade VIII. Policies and Schemes Prominent Policies in the Context of Provision of Early Childhood Care and Education (ECCE) in India National Nutrition Policy (1993) which recognized children below six years as high-risk groups to be given high priority. National Policy on Empowerment of Women (2001), supported provision of childcare facilities, including crà ¨ches at work places. India also ratified Convention on Rights of the Child in 1992 and reaffirmed its commitment to children, which resulted in formulation of policy framework to prepare a National Charter for Children. National Commission for Children has also been set up. The Commission as visualized would protect/safeguard the rights of children with a strong legal base. National Plan of Action for Children (2005) included universalisation of ECCE as one of the goals. It specified care, protection and development opportunities for children below 3 years and integrated care and development and pre-school learning opportunities for 3-6 year olds. National Curriculum Framework (2005f emphasized two years of pre-schooling and considered ECCE as significant for holistic development of the child, as a preparation for schooling and as a support service for women and girls. It advocated play-based developmentally appropriate curriculum Integrated Child Development Services (ICDS) India has the distinction of having conceptualized and floated perhaps the worlds largest program for children, modeled on the definition which says that working with children means a more holistic view one of its components is child education, as early as in 1975. Known as the Integrated Child Development Services (ICDS), this program targets children, pregnant and lactating mothers and adolescent girls from a lifecycle perspective Non-formal preschool education has been one of its core components. Other Policies and Schemes à ¢Ã¢â€š ¬Ã‚ ¢ National Policy on Education, 1968 à ¢Ã¢â€š ¬Ã‚ ¢ National Policy on Education, 1986 à ¢Ã¢â€š ¬Ã‚ ¢ National Policy on Education, 1986 (As modified in 1992) à ¢Ã¢â€š ¬Ã‚ ¢ National Common Minimum Programme of the UPA Government, announced in May, 2004 Extracts relating to Education à ¢Ã¢â€š ¬Ã‚ ¢ National Curriculum Framework, 2005 à ¢Ã¢â€š ¬Ã‚ ¢ National Commission for Protection of Child Rights à ¢Ã¢â€š ¬Ã‚ ¢ Jawahar Bala Arogya Raksha à ¢Ã¢â€š ¬Ã‚ ¢ Rashtriya Madhyamik Shiksha Abhiyan (RMSA) à ¢Ã¢â€š ¬Ã‚ ¢ Incentives to Girls for Secondary Education à ¢Ã¢â€š ¬Ã‚ ¢ Information and Communication Technology in Schools (ICT @ Schools) à ¢Ã¢â€š ¬Ã‚ ¢ Primary Education Sarva Shiksha Abhiyan Suggestions Decentralized and holistic planning for children: Given Indias diversity and scale the planning process and designing of interventions for children have to be contextualized. This can only be possible through a decentralized and participatory approach to planning and implementation. The Education sector already has experience of this approach to some extent and the programs /services for younger children would need to learn from this experience and reach out to children in a more targeted and local specific mode. Priority to and Ownership of ECCE: Very recently, the total responsibility of ECCE has been shifted from Department of Education within the Ministry of Human Resource Development to a newly created Ministry of Women and Child Development. Though, it is too early to comment upon the implications of this decision, however, it is likely to generate a lot of discussion and debate about the issue of ownership and its logistic location with the education sector. Prescription vs. Practice: While, a favourable policy framework and appropriate curricular guidance is available in the country for ECCE; the reality is that there is a large gap between what is prescribed or suggested and what is practiced. In a study conducted by the NCERT (1998) it was found that almost all the ICDS centers observed adhered to teaching of 3 Rs ( reading, writing and arithmetic) and there was a virtual absence of any play activities. Typically, the activities of preschool education under ICDS are conducted for a period ranging from 45 minutes to two hours duration daily, with minimal play and learning material support and that too, largely in the absence of sufficient outdoor and indoor spaces, basic infrastructure facilities and competent workers. Preschool education in private/ public nursery schools, again, is largely a downward extension of primary education curriculum, with teachers often having no ECCE training. Training Inputs and Institutional Support: Effective preparation of teachers/service providers for ECCE is another issue, which is expected to determine quality. Corresponding to the range of ECCE programs and initiatives in India there is a variety of training provisions in ECCE, as well. These range from the two year integrated Nursery Teachers training program (NTT) which aims at preparing teachers for preschool stage (3-6 years) and for the first two grades (6-8 years) of the primary stage, In addition, the curriculum of higher/ senior secondary stage of education (+2) in Central Board of Secondary Education, National Institute of Open Schooling and many State Education Boards have also included early childhood education as an area of vocational education. Public Spending on Children: For the very first time, in the year (2004-05), the Ministry of Women and Child Development (MWCD) in Government of India undertook a child budgeting exercise to look at provisions and expenditures for children more holistically. This portends well for a more comprehensive approach towards planning and budgeting for children in the future. The public funds allocated to children are classified under four heads in the child budgeting exercise: ICDS Nutrition, Education, Health and Child Protection and others. As per the Constitution of India, child related provisions are in the concurrent list of responsibilities with the States having a prominent role in service delivery. However, most of the states spending are on recurrent items of expenditures, it is the funds which are made available through the Centrally Sponsored Schemes that provide for reform and quality improvement. Overall, there has been an increase in expenditure on children as a percentage of GNP from 2.66 % in 1993-94 to 3.26% in 2001-02 (DWCD, Annual Report, 2004-05). As indicated in Figure 13 below, in terms of relative contributions, both the central and State contributions show steady increases over time, especially since 1997-98, with the states contribution being significantly more dominant. Still the overall public expenditure is far less than it should be.

English Literature and Background Essay

MA (Previous) Semester I Paper I Paper II Paper III Paper IV Paper V Semester II Paper I Paper II Paper III Paper IV Paper V Semester III Paper I Paper II Paper III Paper IV Paper V History, Structure and Description of English –I English Literature up to the Early Seventeenth Century—I English Literature up to the Early Seventeenth Century—II English Literature of the Seventeenth & Eighteenth Century—I English Literature of the Seventeenth & Eighteenth Century—II History, Structure and Description of English –II English Literature of the Nineteenth Century—I English Literature of the Nineteenth Century—II English Literature of the Twentieth Century—I English Literature of the Twentieth Century—II MA (Final) American Literature—I Indian Writing in English—I Postcolonial Literature English Language Teaching Inter-Disciplinary (ID-I) : Writing for Academic and Professional Purposes Seminar Semester IV Paper I American Literature—II Paper II Indian Writing in English—II Paper III Specializations: 1) Women’s Writing 2) Indian Literatures in Translation 3) Modern Classics in Translation one specialization to be offered in each college Paper IV Project Work Paper V Inter-Disciplinary (ID-II) : Literature and Film Seminar Department of English University College of Arts & Social Sciences Osmania University, Hyderabad MA (Previous) Semester I—(Papers I to V) Semester I—(Papers I to V) Paper I Unit 1 History, Structure and Description of English-I a) Indo-European Family of Languages b) Descent of English: Old English, Middle English and Modern English a) Language as a System of Communication b) Levels of Language Description: Phonology and Morphology a) Phonetic Description of Consonants b) Phonetic Description of Vowels a) Noun Phrase Structure (Determiners, pre and post modifiers, number, and gender) b) The Simple Sentence in English a) Verb Phrase Structure (Verb types, tense, aspect, concord; phrasal verbs) b) Coordination and Subordination (Semantic Implications) Look more:  example of satire in huckleberry finn Unit 2 Unit 3 Unit 4 Unit 5 Paper II Unit 1 English Literature up to the Early Seventeenth Century—I Background Renaissance; Reformation; Development of British Drama; University Wits Poetry Geoffrey Chaucer Edmund Spenser General Prologue to The Canterbury Tales Sonnets 34 (â€Å"Lyke as a Ship†¦Ã¢â‚¬ ) Sonnet 54 (â€Å"Of the World’s Theatre†¦Ã¢â‚¬ ) Sonnet 68 (â€Å"Most Glorious Lord of Life†¦Ã¢â‚¬ ) Everyman in His Humour The Duchess of Malfi The Spanish Tragedie Doctor Faustus Unit 2 Unit 3 Drama Ben Jonson John Webster Drama Thomas Kyd Christopher Marlowe Unit 4 2 Department of English University College of Arts & Social Sciences Osmania University, Hyderabad Unit 5 Prose Francis Bacon Sir Philip Sidney Essays (â€Å"Of Truth†, â€Å"Of Death†, â€Å"Of Revenge†) An Apologie for Poetrie Paper III Unit 1 Unit 2 English Literature up to the Early Seventeenth Century—II Background Translation of the Bible; Utopia; Tragedy; Comedy Drama William Shakespeare Drama William Shakespeare Poetry John Donne George Herbert Poetry Andrew Marvell Richard Lovelace King Lear Henry IV: Part I Twelfth Night The Tempest â€Å"A Valediction†, â€Å"The Canonization† â€Å"The Good-Morrow† â€Å"Virtue†, â€Å"Pulley†, â€Å"Collar† â€Å"To His Coy Mistress†, â€Å"Garden† â€Å"To Althea From Prison† To Lucasta, Going Beyond the Seas† Unit 3 Unit 4 Unit 5 Paper IV Unit 1 Unit 2 Unit 3 Unit 4 English Literature of the Seventeenth and Eighteenth Centuries—I Background Allegory; Neo-Classicism; Epic; Rise of the English Novel Poetry John Milton Paradise Lost (Bks I & IX) Poetry John Dryden Absalom and Achitophel â€Å"Mac Flecknoe† Fiction Daniel Defoe Robinson Crusoe Henry Fielding Joseph Andrews Prose John Dryden Essay of Dramatic Poesy (Up to â€Å"Examen of ‘The Silent Woman’†) Preface to Shakespeare (Up to the paragraph Samuel Johnson beginning â€Å"So careless was this great poet†¦Ã¢â‚¬  3 Unit 5 Department of English University College of Arts & Social Sciences Osmania University, Hyderabad Paper V Unit 1 Unit 2 Unit 3 English Literature of the Seventeenth and Eighteenth Centuries—II Background Pastoral Poetry; Restoration Comedy; Satire; Sentimental Comedy Poetry Alexander Pope Poetry William Blake â€Å"The Rape of the Lock† (Canto I) â€Å"An Essay on Criticism† (Part I) Songs of Innocence (â€Å"The Lamb†, â€Å"Holy Thursday†, â€Å"The Chimney Sweeper†) Songs of Experience (â€Å"The Tyger†, â€Å"Holy Thursday†, â€Å"The Chimney Sweeper†, â€Å"London†, â€Å"A Poison Tree†) â€Å"Elegy Written in a Country Churchyard† The Way of the World The Rivals â€Å"Sir Roger in Church† â€Å"The Aims of the Spectator† â€Å"Mr. Bickerstaff on Himself† â€Å"The Spectator Club† Unit 4 Unit 5 Thomas Gray Drama William Congreve R B Sheridan Prose Joseph Addison Richard Steele 4 Department of English University College of Arts & Social Sciences Osmania University, Hyderabad MA (Previous) Semester II—(Papers I to V) Paper I Unit 1 History, Structure and Description of English—II a) Word Formation in English b) Change of Meaning a) Levels of Language Description: Syntax b) Varieties of Language: Dialect, Idiolect, Register, and Style a) Word Stress in English b) Properties of Connected Speech: Weak forms/Elision and Intonation a) Behaviourist and Cognitivist Approaches to Language Learning/Teaching; Differences between First Language Acquisition and Second Language Learning b) Role of English in India and the Objectives of Teaching English at the College Level a) Techniques of Teaching Prose, Poetry, Grammar, and Vocabulary b) Language Testing Unit 2 Unit 3 Unit 4 Unit 5 Paper II Unit 1 Unit 2 English Literature of the Nineteenth Century—I Background Romanticism; Fancy and Imagination; Gothic; Historical Novel Poetry William Wordsworth S T Coleridge Poetry P B Shelley John Keats â€Å"Intimations Ode†, â€Å"Tintern Abbey† â€Å"Rime of the Ancient Mariner† â€Å"Ode to the West Wind†, â€Å"To a Skylark† Odes: â€Å"On a Grecian Urn,† To Autumn,† â€Å"To a Nightingale† Emma Wuthering Heights Unit 3 Unit 4 Fiction Jane Austen Emily Brontà © 5 Department of English University College of Arts & Social Sciences Osmania University, Hyderabad Unit 5 Prose Charles Lamb William Hazlitt â€Å"Dream Children†, â€Å"Old China† â€Å"The Indian Juggler†, â€Å"The Fight† Paper III Unit 1 English Literature of the Nineteenth Century—II Background Science and Religion; Pre-Raphaelites; Dramatic Monologue; Realism and Naturalism Poetry Alfred Lord Tennyson Robert Browning Poetry Elizabeth Barrett Browning â€Å"Ulysses†, â€Å"Lotos Eaters† â€Å"My Last Duchess†, â€Å"Andrea Del Sarto† Unit 2 Unit 3 G M Hopkins Matthew Arnold Unit 4 Fiction Charles Dickens Thomas Hardy Prose Matthew Arnold John Ruskin Sonnets from the Portuguese 21 (â€Å"Say over Again †¦Ã¢â‚¬ ) 32 (â€Å"The first time that †¦Ã¢â‚¬ ) 43 (â€Å"How do I love thee †¦Ã¢â‚¬ ) â€Å"Pied Beauty†, â€Å"God’s Grandeur†, â€Å"Windhover† â€Å"Dover Beach† Hard Times Tess of the d’Urbervilles â€Å"The Study of Poetry† Unto This Last (Section I) Unit 5 Paper IV Unit 1 Unit 2 English Literature of the Twentieth Century—I Background Modernism; Dada and Surrealism; Symbolism; Stream of Consciousness Poetry W B Yeats T S Eliot â€Å"Easter 1916†, â€Å"Second Coming†, â€Å"Byzantium† The Waste Land 6 Department of English University College of Arts & Social Sciences Osmania University, Hyderabad Unit 3 Fiction D H Lawrence Joseph Conrad Prose Virginia Woolf E M Forster Drama G B Shaw J M Synge Sons and Lovers Heart of Darkness A Room of One’s Own â€Å"Art for Art’s Sake† (from Two Cheers for Democracy) Saint Joan Riders to the Sea Unit 4 Unit 5 Paper V Unit 1 Unit 2 English Literature of the Twentieth Century—II Background Postmodernism; Impressionism; Existentialism; Movement Poetry Poetry Ted Hughes Phillip Larkin Seamus Heaney Fiction William Golding Graham Greene Drama Samuel Beckett Tom Stoppard Short Story Roald Dahl A S Byatt â€Å"Thought Fox†, â€Å"Hawk Roosting† â€Å"Churchgoing,† â€Å"Toads† â€Å"Digging†, â€Å"Punishment† Lord of the Flies The Power and the Glory Waiting for Godot Indian Ink â€Å"Lamb to the Slaughter† â€Å"The Umbrella Man† â€Å"Sugar† (from Sugar and Other Stories) Unit 3 Unit 4 Unit 5 7 Department of English University College of Arts & Social Sciences Osmania University, Hyderabad Syllabus of M A (English) (With effect from 2009-10) MA (Final) Semester III—(Papers I-V) Paper I Unit 1 American Literature—I Background American Frontier; American Renaissance; American Transcendentalism; American Puritanism Poetry Phyllis Wheatley Walt Whitman â€Å"On Being Brought from Africa to America† â€Å"When Lilacs Last in the Door-yard Bloom’d†, â€Å"Out of the Cradle Endlessly Rocking†, â€Å"Crossing the Brooklyn Ferry† â€Å"I taste a liquor never brewed†, â€Å"She sweeps with many-colored brooms†, â€Å"After great pain a formal feeling comes† The Scarlet Letter The Adventures of Huckleberry Finn The Hairy Ape Death of a Salesman â€Å"The American Scholar† â€Å"Civil Disobedience† Unit 2 Emily Dickinson Unit 3 Fiction Nathaniel Hawthorne Mark Twain Drama Eugene O’Neill Arthur Miller Prose Ralph Waldo Emerson Henry David Thoreau Unit 4 Unit 5 8 Department of English University College of Arts & Social Sciences Osmania University, Hyderabad Paper II Unit 1 Indian Writing in English—I Background Indian Nationalist Movement; Use of English for political awakening; Reform Movements; Rise of the Indian Novel Poetry (Selections from Indian Poetry in English. Ed Makarand Paranjape. Macmillan, 1993) Sri Aurobindo â€Å"I have a hundred lives† â€Å"The Golden Light† â€Å"Thought the Paraclete† Toru Dutt â€Å"Sita†, â€Å"Our Casuarina Tree† Sarojini Naidu â€Å"The Pardah Nashin†, Ghanashyam† Fiction Krupabai Satthianandhan Mulk Raj Anand Fiction Raja Rao R K Narayan Prose Rabindranath Tagore B R Ambedkar Kamala: a Story of Hindu life Untouchable Kanthapura The Man-Eater of Malgudi â€Å"Nationalism in India† (from Nationalism) â€Å"The Annihilation of Caste† (Collected Works of B R Ambedkar, Vol III) Unit 2 Unit 3 Unit 4 Unit 5 Paper III Unit 1 Unit 2 Postcolonial Literatures Background Colonialism-Imperialism; Postcolonialism; Nationalism; Diaspora Poetry Christopher Okigbo Edward Brathwaite Judith Wright â€Å"Heaven’s Gate†, â€Å"Death lay in Ambush† â€Å"Didn’t He Ramble†, â€Å"Calypso† â€Å"Eve to Her Daughters†, â€Å"Bullocky† Things Fall Apart The Edible Woman Unit 3 Fiction Chinua Achebe Margaret Atwood 9 Department of English University College of Arts & Social Sciences Osmania University, Hyderabad Unit 4 Drama Wole Soyinka Derek Walcott Prose V S Naipaul Ngugi wa Thiong’o Kongi’s Harvest Dream on Monkey Mountain Unit 5 â€Å"Indian Autobiographies† (from Literary Occasions: Essays) â€Å"The Language of African Literature† (from Decolonizing the Mind) Paper IV: ENGLISH LANGUAGE TEACHING Unit I History of English Language Teaching in India: Some important landmarks: a) Critique of Macaulay’s Minute; b) Landmarks of English Education in India after Independence: Kunzru Committee, the three language formula and Kothari commission. c) Ramamurthy Commission Report d) Curriculum and its components; Syllabus/ Paper Design; materials development Major Approaches, Methods and Syllabi: a. Traditional methods – Use of the Grammar Translation method, Direct method, Reading method; b. Structural Approach: Audio-Lingual Method, Types of syllabi: structuraloral-situational, notional-functional; linguistic competence and communicative competence; Error analysis and Remedial teaching c. Communicative approach, Krashen’s Monitor Model (Natural method); task based syllabus d. Humanistic Approaches: Community Language Learning, Suggestopaedia Classroom Techniques: a. Lecture mode; classroom discussion; Peer and pair work; b. Role play; Team teaching; Teaching large classes. c. Teaching Aids: Use of the Blackboard, flip charts, , OHP, audio visual tools, Television, d. Traditional and digital Language Lab; the Computer and the Internet. Teaching of Language skills: a. The teaching of listening, speaking, reading, writing and related study skills b. Teaching of literature c. Stylistic approach to the teaching of literature (norm, deviation, and foregrounding); d. Teaching of language through literature. 10 Unit II Unit III: Unit IV: Department of English University College of Arts & Social Sciences Osmania University, Hyderabad Unit V: Testing and Evaluation: a. Importance of Testing, traditional testing methods; Different types of tests b. Group Discussion (GD) c. Interview d. Course Evaluation Paper V : Inter –Disciplinary ID-I : Writing for Academic and Professional Purposes Unit 1: Language CompetenceA. Communicative Grammar: Nouns, articles, prepositional phrases, tenses subject verb agreement, modal verbs, difference between spoken & written language B. Sentence structure, kinds of sentences-statements, interrogatives, question tags passive constructions, reported speech; use of conditionals, compound & complex sentences C. Academic Reading : read to write- focus on the gist, idiom, rhetoric, style and genre specific features in different texts ; intensive & critical reading, note making Unit 2: Organization of writing A. Guided writing, expansion, use of connectives, sequencing, writing a paragraph free writing, mind mapping. Paraphrasing, summarizing, writing an abstract Writing letters, resume and email ( e-mail etiquette) B. C. Unit 3: Academic Writing A. B. C. proposals, SOPs ( statement of purpose) structure of a report, report writing Writing an essay; (descriptive, argumentative and scientific) Unit 4: Professional Writing A. Inter office memos, professional reports( business, survey, minutes of a meeting) B. Editing, writing a review, creative writing (Ad writing, slogan writing and writing headlines). C. Technical writing; product and process writing, writing a user manual SEMINAR PRESENTATION 11 Department of English University College of Arts & Social Sciences Osmania University, Hyderabad MA (Final) Semester IV—(Papers I-V) Paper I Unit 1 Unit 2 American Literature—II Background American Dream; Multiculturalism; Lost Generation; American Comedy Poetry Robert Frost Wallace Stevens Robert Lowell Unit 3 Fiction Ernest Hemingway Saul Bellow Drama Lorraine Hansberry Neil Simon Short Fiction Henry James William Faulkner Issac Asimov â€Å"West Running Brook†, â€Å"Home Burial† â€Å"Sunday Morning† â€Å"The Emperor of Ice-Cream â€Å"For the Union Dead† â€Å"At a Bible House† The Old Man and the Sea Seize the Day Raisin in the Sun Sunshine Boys â€Å"The Middle Years† â€Å"Go Down Moses† â€Å"The Bicentennial Man† Unit 4 Unit 5 12 Department of English University College of Arts & Social Sciences Osmania University, Hyderabad Paper II Unit 1 Indian Writing in English—II Background Decolonization; Counter DisPapers; Partition Literature; Myth and Literature Poetry (Selections from Indian Poetry in English. Ed Makarand Paranjape. Macmillan, 1993) Nissim Ezekiel Kamala Das A K Ramanujan Unit 3 Fiction Salman Rushdie Shashi Deshpande Drama Girish Karnad Mahesh Dattani Short Fiction Bharati Mukherjee â€Å"Enterprise† â€Å"Poet, Lover, Birdwatcher† â€Å"An Introduction† â€Å"The Old Playhouse† â€Å"A River†, â€Å"Love Poem for a Wife-I† Unit 2 Midnight’s Children The Binding Vine Hayavadana Final Solutions â€Å"A Wife’s Story†, â€Å"Management of Grief† (both from The Middleman and Other Stories, 1989) â€Å"The Accompanist† â€Å"A Devoted Son† (both from Games at Twilight, 1978) Unit 4 Unit 5 Anita Desai 13 Department of English University College of Arts & Social Sciences Osmania University, Hyderabad Paper: III: (Specializations) A) Women’s Writing B) Indian Literatures in Translation C) Modern Classics in Translation Paper III A) Women’s Writing Unit 1: Background The Woman Question: New Woman; Women’s Liberation Movement; Feminism; Re-reading the Canon Prose Mary Wollstonecraft Unit 2: Vindication of the Rights of Women (Introduction and Chapter 2) The Second Sex (Essay on Biology) Simon de Beauvour Unit 3: Poetry Elizabeth Barret Browing Sylvia Plath Margaret Atwood Grace Nichols Anne Stevenson Fiction Virginia Woolf Nadine Gordimer Drama Carly Churchill Alima Ata Aidoo â€Å"A Curse for a Nation† â€Å"Lady Lazarus† â€Å"Circle† – Mud Poems â€Å"Making Poetry†, The Spirit is too Blunt an Instrument Unit 4: Mrs Dalloway July People Unit 5: Top Girls Anowa Paper III (B): INDIAN LITERATURES IN TRANSLATION Unit 1: i) ii) Background Types of Natya (Nataka, Prakarana, and Prahasana) and Theory of Rasa and Kavya Indian Concept of Translation (from Translation as Discovery by Sujit Mukherjee, Chapter 2 & 3) Scope of Comparative Literature (â€Å"Comparative Literature in India: A Perspective† by Bijay Kumar Das from Comparative Indian Literature ed. Rao & Dhawan) 14 iii) Department of English University College of Arts & Social Sciences Osmania University, Hyderabad iv) Dalit Aesthetics (â€Å"Dalit Literature and Aesthetics† from Towards an Aesthetics of Dalit Literature by Sharavan Kumar Limbale) Poetry Sangam Poety – from Poems of Love and War Trans by AK. Ramanujan, Akam Poems – â€Å"Kurinci† (page 15), â€Å"Neytal† (page 41),†Palai† (page 53), â€Å"Mullai† (page 81), â€Å"Marutam† (page 97), Puram Poems – â€Å"King Killi in Combat† (page 123) Gurram Joshua – I was one of them†, The Bat Messenger† (From Twentieth Century Telugu Poetry. An Anthology ed. By Velcheru Narayan Rao, OUP 2002) Jibananda Das – â€Å"Banalata Sen†, The Naked Solitary Hand† (From Signatures ed by Satchidanandan, Sahitya Academi, New Delhi) Drama Kalidas Unit 2: i) ii) iii) Unit 3 i) Abhgnana Shakuntalam from The Plays of Kalidasa by Barbara Stoller Miller, Ed Columbia University Press, 1984 Silence! the Court is in Session (OUP) ii) Unit 4: i) Vijay Tendulkar Fiction Premchand Godan; a novel of peasant India Tans by Jai Ratan and P. Lal Bombay: Jaico, 1979 ii) U.R Anantha Murthy Smakara: A Rite of Dead Man Trans by A.K. Ramanujan (OUP) Short Fiction Unit 5: i) Folktales – â€Å"Bopoluchi† (A Punjabi Folk Tale), â€Å"Why the Fish Laughed† (A Kashmiri Folk Tale), Folktales from India selected and ed. By A.K. Ramanujan, Penguin Books India, 1994. Ismat Chugtai – â€Å"Chauti Ka Jowra† from Inner Courtyard. Ed Lakshmi Holmstrom, Rupa, 2002. Mahasweta Devi – â€Å"Shishu† from Women’s Writing, Vol II Ed by Tharu & Lalitha, OUP, 1991. ii) iii) 15 Department of English University College of Arts & Social Sciences Osmania University, Hyderabad Paper III (C) : Modern Classics in Translation Unit 1: Background Enlightenment; Bourgeois Experience; Epic Theatre ; Magic Realism. Poetry Charles Baudelaire : The Sick muse, Even She was called Bautrice By Many Who knew Not Wherefore, The Remorse of the Dead Pablo Neruda: What Spain was Like, The Heavenly Poets, Opium in the East Joseph Brodsky: Odysseus to Telemachus, Nune Dimmittis, Nature Morte Unit 3: Fiction Gustav Flaubert: Milan Kundera: Drama Anton Chekhov Betrolt Brecht Unite 2: Madame Bovary Book of Laughter Forgetting Unit 4 The Cherry Orchard Mother Courage Unit 5: Short Fiction Franz Kafka Gabriel Garcia Marquez PROJECT WORK Metamorphosis No one Writes to the Colonel PAPER IV Paper V: Inter-Disciplinary (ID-II) Literature and Film Unit1: Background: a) Elements of a narrative: Theme, Plot, Structure, Setting, Character, Point of View b) Narrative devices : genres, montage, film noir, flashback, special effects Unit 2: Drama and Film a) George Bernard Shaw – Pygmalion (1913) b) George Cukor (Director) – My Fair Lady (1964) Unit 3 : Novel and Film a) EM Forster – A Passage to India (1924) b) David Lean (Director) – A Passage to India (1984). Unit 4: Short Fiction and Film a) Ruskin Bond – â€Å"The Blue Umbrella† b) Vishal Bhardwaj (Director) – â€Å"The Blue Umbrella† (2007) 16 Department of English University College of Arts & Social Sciences Osmania University, Hyderabad Suggested Reading Beja, Morris. Film & Literature, an introduction, Longman, 1979. Bluestone, George. Novels into film, Johns Hopkins Press, 1957. Boyum, Joy Gould. Double Exposure : Fiction into Film, Seagull Books, 1989. Corrigan, Timothy, ed Film and Literature: An Introduction and Reader. Prentice Hall, 1999. Das Gupta, Chidananda. Talking about films. Orient Longman, 1981 Deborah Cartmell and Imelda Whelehan, eds. Adaptations: from text to screen, screen to text. Routledge, 1999. Elliott, Kamilla. Rethinking the novel/film debate. CUP, 2003. Literature –Film Quarterly. McFarlane, Brian. Novel to film: an introduction to the theory of adaptation. OUP, 1996. Ray, Satyajit. Our Films, Their Films. Orient Longman, 1976. Reberge, Gaston. The Subject of Cinema, Seagull Books, 1987. Stam, Robert and Alessandra Raengo, eds. A Companion to literature and film. Blackwell Pub., 2004. SEMINAR PRESENTATION

Keurigs Competitive Advantage

The question is: Surge's competitive advantage? Be prepared to discuss your assessment, and provide illustrative data to support your view With the Kerri brewing technology, GAMER has a unique product and changed the way Americans brew coffee at home and in the office. GAMER maintained strategic relationships with coffee brands such as Caribou, Dunking Donuts, Folders, Newsman's Own Organics, and Cataracts to attract new consumers.Though patents have expired, GAMER depends on consumer loyalty and their ability to meet and exceed expectations. Kerri had a competitive advantage by delivering a product that mimics the coffeehouse experience because before this product, home brewing had been inferior. Kerri has speed and ease In producing high-quality cups of coffee, making it appealing to American consumers. The â€Å"away from home† strategy focused on offices and hotels.Growth Strategy for Kerri New Brewer Technology (Cold Brewing) New Beverage Categories (tea, fruit beverages) New Brands (Snapped, Taco, Celestial) New Channels K-Cup allowed consumers to use own coffee In machine, which reduced the trash created. GAMER formed new strategic relationships with brands such as Snapped, Taco, Celestial Competitive advantage In comparison to Engineers, which only has en brand to choose from and only brews espresso The business model of Kerri combines retail Beverage Company with an appliance company.It offers a wide variety of brand and caters to different consumers differ needs. Usuries Competitive Advantage By Samaritan-Amended been inferior. Kerri has speed and ease in producing high-quality cups of coffee, K-Cup allowed consumers to use own coffee in machine, which reduced the trash Taco, Celestial Competitive advantage in comparison to Engineers, which only has

Miranda vs. Arizon essays

Miranda vs. Arizon essays Ernesto Miranda, a 23 year old truck driver was arrested and charged for kidnapping, robbery and rape, in the year of 1966. Throughout the 1930s police were using force and not reading people their rights as we are used to in this day in age. Force was not as bad as it had been in the past but was still there and was conflicting with peoples rights. In a 5-4 decision the Supreme Court overturned Mirandas conviction. His conviction was overthrown because it was not right that prosecutors used statements made by defendants while in police custody, unless the police had already advised them of their rights; thus it was called the Miranda Rights. This case was later re-tried, and Miranda was convicted on the basis of other evidence, having nothing to do with his earlier trial. In the end, he served 11 years in prison. Since this case, the Supreme Court determined that criminal suspects cannot be arrested without being advised of their constitutional rights and what their responsibilities are. Police, before questioning, must warn the suspect or suspects that they have a right to remain silent. Also, any statement that they make can and probably will be used against them in a court of law. When being questioned they have the right to have an attorney present with them, and if the defendant cant afford an attorney one will be appointed to them without charge. In conclusion, the Miranda versus Arizona case made a significant difference in the police and court system in the United States. To think of it, if you are not read your rights, you could confess, but your confession would be meaningless because your rights were not read. Thus, even if you did the crime you could get away with it because you were not read your rights. ...

Free Essays on How Colors Affect The Mind

Outline Thesis Statement: Colors can affect a person’s mood or behavior. The Mind and Colors I. History of Colors II. Room Colors and Mood A. Green B. Yellow C. Red D. Blue E. Purple III. Applications A. Feng Shui B. Trivia 1. Green 2. Blue 3. Yellow IV. Testing Densmore 1 The eye can see 7,000,000 colors. Certain colors and relationships can be eye irritants, cause headaches, and wreak havoc with human vision. Other colors and color combinations are soothing. Consequently, the appropriate use of color can maximize productivity, minimize visual fatigue, and relax the whole body (Morton â€Å"Color and Vision† Yahoo) . Colors can affect a person’s mood or behavior. The color of kings was purple. For people of power red carpets were rolled out. Some cultures believed that certain colors were thought to have specific healing or energizing powers (Koncius 25). For example, a painting by Jan Van Eyeck (1434) shows a bride in the Renaissance Period wearing a gown of green to show her willingness and fertility to bear children. The Green Man was the god of fertility in Celtic myths. In the present, American culture has changed the signification of green to â€Å"heightened sexuality.† Green was a sacred color to the Egyptians representing the hope and joy of spring. It is also a sacred color to the Muslims. Japanese Emperor Hirohito’s birthday is celebrated as â€Å"Green Day† because he loved to garden (Morton â€Å"Color and Culture† Yahoo). A million years ago, when our earliest ancestors were searching for food, blue, purple, and black were â€Å"color warning signs† of potentially lethal food. Yell ow is a symbol of deity in many global religions. In China brides may not wear white to their weddings. It is thought that this color shows mourning. Similarly in India a bride wearing white shows that they are inviting widowhood ... Free Essays on How Colors Affect The Mind Free Essays on How Colors Affect The Mind Outline Thesis Statement: Colors can affect a person’s mood or behavior. The Mind and Colors I. History of Colors II. Room Colors and Mood A. Green B. Yellow C. Red D. Blue E. Purple III. Applications A. Feng Shui B. Trivia 1. Green 2. Blue 3. Yellow IV. Testing Densmore 1 The eye can see 7,000,000 colors. Certain colors and relationships can be eye irritants, cause headaches, and wreak havoc with human vision. Other colors and color combinations are soothing. Consequently, the appropriate use of color can maximize productivity, minimize visual fatigue, and relax the whole body (Morton â€Å"Color and Vision† Yahoo) . Colors can affect a person’s mood or behavior. The color of kings was purple. For people of power red carpets were rolled out. Some cultures believed that certain colors were thought to have specific healing or energizing powers (Koncius 25). For example, a painting by Jan Van Eyeck (1434) shows a bride in the Renaissance Period wearing a gown of green to show her willingness and fertility to bear children. The Green Man was the god of fertility in Celtic myths. In the present, American culture has changed the signification of green to â€Å"heightened sexuality.† Green was a sacred color to the Egyptians representing the hope and joy of spring. It is also a sacred color to the Muslims. Japanese Emperor Hirohito’s birthday is celebrated as â€Å"Green Day† because he loved to garden (Morton â€Å"Color and Culture† Yahoo). A million years ago, when our earliest ancestors were searching for food, blue, purple, and black were â€Å"color warning signs† of potentially lethal food. Yell ow is a symbol of deity in many global religions. In China brides may not wear white to their weddings. It is thought that this color shows mourning. Similarly in India a bride wearing white shows that they are inviting widowhood ...

Psychology Essay Example | Topics and Well Written Essays - 2500 words - 2

Psychology - Essay Example They will behave aggressively if put in a group of aggressive people. This perspective views human behavior as a result of the manner in which people interact with the environment as well as their reaction to it. The circumstances in which a child grows largely affect his/her behavior. Exposure of a child to antisocial behavior may lead to development of similar behavior in him/her (HJelle, & Ziegler, 1992). According to Barbara (2006), the behavior of people is variable depending on the situation in which they are in. The situationalists consider human behavior to be based on time and space as well as the continuous activities of other people. This perspective is often overlooked by the society. People fail to understand the impact of external factors on the behaviors of individual. For example, the cultural and ethnic backgrounds present situations that are unique within different social settings. Hofsted defines culture as a tool that the mind applies to guide a person’s day to day activities and interactions with others. He believes that culture is a collective aspect of a population that has occupied a particular social environment where individuals learn unique norms and also develop standards that guide their behavior. These behaviors make a distinction between cultures since all individuals in a particular culture share norms and customs (Hofstede, 1991). Culture generate s circumstances that shape the behavior of humans. In essence, if all people grew up under the same cultural background, they are likely to develop similar behaviors. If they grow separately, they tend to be different as regards their actions, behaviors as well as their way of thinking. In contrast, the personality side of the debate argues that people really are different, and even given the best possible situation, people’s outcomes will be different. Personality is a term that represents the typical patterns of personal judgment, mind-set and actions

Bureaucracy Essay Example | Topics and Well Written Essays - 1250 words - 1

Bureaucracy - Essay Example The characteristics of the work in bureaucracies may be defined as being impersonal, rule based, goal oriented and promotion of officials only on the base of merit and performance. The concept of bureaucracy goes down to a rich history coming from the Chinese and the Industrial Revolution. Despite the various changes that exist in the power and government forms throughout, the one word that has not lost its power and is still holding the authority to exercise power is ‘bureaucracy’. Even before the term came up officially, many countries followed the concept as it literally means to ‘rule by office’. The Confucianism has a certain philosophical element in the authority of the bureaucracy, as it adds to the early facets of the Chinese culture and social structure (Jacoby 53). In a more modern sequence, there was much from the bureaucracies that we saw in the social culture. The local labour problems had started to be solved by the unions as individual locals. Since the locals themselves lacked confidence and strength to negotiate with the corporations held nationally, the locals were compelled to affiliate nationally and in effect formed a parallel bureaucratic structure. The structure sooner became an entity of its own right as the voice of individual locals was diminished and taken over by the national body. Today, the bureaucracy is perceived as most closely associated with the government, and even lobbyists against excessive government red tape. Social scientists also argue that private bureaucratic development had been developed before the government. Traditionally there were hierarchies of offices defining their different areas of responsibility which was considered as a criterion for a bureaucracy. Another key component for the bureaucracy was to regulate and service other’s property rather than one’s own. With the coming of the Industrial Revolution, the concept of bureaucracy changed. The development took place and with a keen