Qubecs quiet revolution essays

Qubecs quiet revolution essays Quebec's Quiet revolution: What is it? How has it changed Quebec's society? How has it affected Confederation? The English-French relations have not always been easy. Each is always arguing and accusing the other of wrong doings. All this hatred and differences started in the past, and this Quiet revolution, right after a new Liberal government led by Jean Lesage came in 1960. Thus was the beginning of the Quiet Revolution. Lesage had an excellent team of cabinet ministers which included Rene Levesque. The Liberals promised to do two things during the Quiet Revolution; one was to improve economic and social standards for the people of Quebec, and the other was to win greater respect and recognition for all the French people of Canada. The Liberals started a program to take control of hydro-electric power companies. French-Canadian engineers from all over Canada returned to Quebec to work on the project. Slogans during these times were "we can do it" and "masters in our own homes". The government also started to replace programs the Church previously ran, which included hospital insurance, pension schemes and the beginning of Medi-Care. For these programs, the Quebec Liberals had to struggle with Ottawa for a larger share of the tax dollars. One of the greatest reforms was the modernization of the entire school system. The Church used to own the schools of Quebec. Most of the teachers were Priests, Nuns and Brothers. They provided a good education but Quebec needed more in business and technology. Lesage wanted a government-run school system that would provide Quebec with people in engineering, science, business and commerce. With the new freedom of expression, lots of books, plays and music about French culture were all developed in Quebec. French contemporary playwrights were very famous during that time. However, not all was going well in Quebec. The French-English relation was going bad. Many studies showed that French-C...

Soil Erosion in Africa

Soil Erosion in Africa Soil erosion in Africa threatens food and fuel supplies and can contribute to climate change. For over a century, governments and aid organizations have tried to combat soil erosion in Africa, often with limited effect. The Problem Today Currently, 40% of soil in Africa is degraded. Degraded soil diminishes food production and leads to soil erosion, which in turn contributes to desertification. This is particularly worrisome since, according to the UNs  Food and Agriculture Organization, some 83% of sub-Saharan African people depend on the land for their livelihood, and food production in Africa will have to increase almost 100% by 2050 to keep up with population demands. All of this makes soil erosion a pressing social, economic, and environmental issue for many African countries. Causes for Erosion Erosion happens when wind or rain carry topsoil away. How much soil is carried away depends on how strong the rain or wind is as well as the soil quality, topography (for example, sloped versus terraced land), and the amount of ground vegetation. Healthy topsoil (like soil covered with plants) is less erodible. Put simply, it sticks together better and can absorb more water. Increased population and development put greater stress on soils. More land is cleared and less left fallow, which can deplete the soil and increase water run-off. Overgrazing and poor farming techniques can also lead to soil erosion, but it is important to remember that not all causes are human; climate and natural soil quality are also important factors to consider in tropical and mountainous regions. Failed Conservation Efforts During the colonial era, state governments tried to force peasants and farmers to adopt scientifically approved farming techniques. Many of these efforts were aimed at controlling African populations and did not take into account significant cultural norms. For instance, colonial officers invariably worked with men, even in areas where women were responsible for farming. They also provided few incentives - only punishments. Soil erosion and depletion continued, and rural frustration over colonial land schemes helped fuel nationalist movements in many countries. Not surprisingly, most nationalist governments in the post-independence era tried to work with rural populations rather than force change. They favored education and outreach programs, but soil erosion and poor output continued, in part because no one looked carefully at what farmers and herders were actually doing. In many countries, elite policymakers had urban backgrounds, and they still tended to presume that rural peoples existing methods were ignorant and destructive. International NGOs and scientists also worked off of assumptions about peasant land use that are now being called into question. Recent Research Recently, more research has gone into both the causes of soil erosion and into what are termed indigenous farming methods and knowledge about sustainable use. This research has exploded the myth that peasant techniques were inherently unchanging, traditional, wasteful methods. Some farming patterns are destructive, and research can identify to better ways, but increasingly scholars and policymakers are emphasizing the need to draw the best from scientific research and peasant knowledge of the land. Current Efforts to Control Current efforts, still include outreach and education projects, but are also focusing on greater research and employing peasants or providing other incentives for participating in sustainability projects. Such projects are tailored to local environmental conditions and can include forming water catchments, terracing, planting trees, and subsidizing fertilizers. There have also been a number of transnational and international efforts to protect soil and water supplies. Wangari Maathai won the Nobel Peace Prize for establishing the Green Belt Movement, and in 2007, the leaders of several African states across the Sahel created the Great Green Wall Initiative, which has already increased forestation in targeted areas. Africa is also part of the Action against Desertification, a $45 million program that includes the Caribbean and Pacific. In Africa, the program is funding projects that will protect forests and topsoil while generating incomes for rural communities. Numerous other national and international projects are underway as soil erosion in Africa gains greater attention from policymakers and social as well as environmental organizations. Sources Chris Reij, Ian Scoones, Calmilla Toulmin (eds). : Indigenous Soil and Water Conservation in AfricaSustaining the Soil (Earthscan, 1996) Food and Agriculture Organization of the United Nations, Soil is a non-renewable resource. infographic, (2015). Food and Agriculture Organization of the United Nations, Soil is a non-renewable resource. pamphlet, (2015). Global Environmental Facility, Great Green Wall Initiative (accessed 23 July 2015) Kiage, Lawrence,  Perspectives on the assumed causes of land degradation in the rangelands of Sub-Saharan Africa.  Progress in Physical Geography Mulwafu, Wapulumuka. : A History of Peasant-State Relations and the Environment in Malawi, 1860-2000.Conservation Song (White Horse Press, 2011).

Cross-Cultural Management - Davinci Apps Essay Example | Topics and Well Written Essays - 2000 words

Cross-Cultural Management - Davinci Apps - Essay Example Italy is a masculine society that is highly success oriented and competitive. The society believes in winner attitude and children are taught to compete in the world right from school. So, competition among employees of companies is also high, which facilitates organizational development to a great extent. On comparing masculinity factor of Italy and UK, it is observed that the society of UK is less masculine compared to that of Italy. This signifies that there are higher competition and stress upon success within the Italians, which help them to achieve greater success. The manager needs to become more goal-oriented and be confident of successfully providing cultural training in Italy. Her motivation will be able to direct her toward the success of the training program and DaVinci Apps, as a whole. This particular dimension relates to the way in which society deals with uncertain situations in future. This dimension measures whether or not one should control occurrences of the futur e. It is noticed that different cultures have the capability to deal with uncertain situations in own unique ways. Hence, this indicates the degree to which members of a particular society is threatened by unknown situations. Italy scores high in avoiding uncertainty, which implies that the Italians are not at all comfortable in encountering uncertain situations. It is noted that formality is quite necessary. The civil and penal code of Italy is very complicated with a number of clauses and codicil.

Week two questions Assignment Example | Topics and Well Written Essays - 750 words

Week two questions - Assignment Example In the process of considering what to put into market, besides having business growth in mind it is also very important to establish the suitability of the product to the customer. In that line, the organization might be forced to constantly seek the opportunity to introduce new products and new procedures to invade new markets and also to create new organizational forms. Establishing good ideas from bad ideas is one major factor in establishing a market niche. Being able to relate what the customer expectations are in regard to a particular product especially the final product quality whether high or low does not depend on the price elasticity of demand. Rather, it associated more with the specific needs that the particular product is meant to satisfy. This is a concept that is proposed to understand a pattern among successful advertising companies. It states that campaigns made unique propositions to the customer and this convinces producers to switch brands. In other words, it means any aspect of an object that differentiates it from other similar objects. Example of a product with an excellent unique selling proposition is the Bata shoes from Bata Company. Purchasing a pair from their stores definitely leaves a customer satisfied. They have a convenient and customer friendly online store for which they sell shoes and other accessories. They have excellent services since they offer free shipping and free return shipping for the purchased shoes that customers don’t want. This sometimes works in favor of Bata Company when the customers keep the purchased pairs of shoes. But in the case when the customers refuse to take the pairs of shoes and opt to ship them back, it cuts into the margin of the company and this lowers the net profits. Besides all these, Bata is known as the convenient, customer friendly, and most trusted way to purchase shoes online. This has made

Cash Budget Essay Example for Free

Cash Budget Essay There are several reasons why Cash Budget is so vital to the company. The purpose of statement of cash flow is to report cash receipts and cash payouts during a period. This includes separately identifying the cash flows related to operating, investing and financing activities. Information in this statement helps users how to obtain its cash, where does a company spend its cash and explains the change in the cash balance. Information about cash flow helps users decide whether a company has enough cash to pay its existing debts as they mature. External users want to assess a company’s ability to take advantage of new business opportunities. Internal users use cash flow to plan day-to-day operating activities and make long-term investment decisions. 4. There are five basic principles of cash management that a company can flow in order to improve its chances of having adequate cash. They are: 1. Increase of receivable of collections. The more customers pay the more quickly company can use their funds to run the business or invest. 2. Keep inventory levels low. Inventory is costly to keep and storage in warehouses. Company needs to use techniques to reduce the inventory on hand thus conserving their cash. 3. Monitor payment of liabilities. Company needs to keep track of bills due and do not pay them early as well. The company needs also to take a discount on earlier pay bill and save some money. 4. Plan the timing of major expenditures. To make business grow company needs to make major expenditures. This procedure often requires help form outside investing. The company has to carefully consider the timing in operating cycle. 5. Invest idle cash. Cash on hands earns nothing. It’s important that company invests any excess cash.

Ambiguity in Coovers Quenby and Ola, Swede and Carl :: Quenby and Ola, Swede and Carl Essays

Ambiguity in Coover's Quenby and Ola, Swede and Carl    Ambiguity occurs often in writing, and readers often choose to fill in the blanks with facts, which are not from the text. By filling in spaces in the story, the reader creates a plot, which fits into their understanding. In Coover's "Quenby and Ola, Swede and Carl," the plot is ambiguous. Many of these ambiguities are subtle and are easily overlooked, leading the reader to make assumptions about the text. Simple words, phrases, or the language leads the reader to a plot, which almost fits the text. As a reader, I was not satisfied that there was no definitive plot in which I could understand the story. I read the story several times and came up with three different realities; none of them agreed completely with the text. My first conclusion of the story was that the story took place over the course of a week, and that all pieces of the story occurred. My second understanding was that the two sex scenes were both fantasies and that the other pieces took place over the cou rse of the week. Finally, the last conclusion I drew was that everything had happened, but during different years. Each of these plots, which I created out of the story's ambiguity, is invalid if you include all of the text and don't disregard some textual evidence and language. Thus the ambiguity causes the reader to fill in blanks and disregard textual discrepancies. By filling in the blanks and creating an understanding for themselves, the reader is destroying the text.    My understanding of the story after the initial reading was that all of the parts took place while Ola was fourteen. I fit the pieces in order of dinner (which leads to the living room), the story, the sex with Quenby, the sex with Ola, and Swede and Carl on a stagnant boat. In this plot, the story opens with all four people eating a bass dinner and then moving into the living room to sit in front of the empty fireplace. Ola then proceeds to tell the story while Carl describes "... her flowering breasts under the orange shirt, her young hips packed snugly in last year's bright white shorts, her soft girlish thighs, slender calves: these were not Swede's" (152).

Learning strategies Essay

Learning or instructional strategies determine the approach for achieving the learning objectives and are included in the pre-instructional activities, information presentation, learner activities, testing, and follow-through. The strategies are usually tied to the needs and interests of students to enhance learning and are based on many types of learning styles (Ekwensi, Moranski, &Townsend-Sweet, 2006). Thus the learning objectives point you towards the instructional strategies, while the instructional strategies will point you to the medium that will actually deliver the instruction, such as elearning, self-study, classroom, or OJT. However, do not fall into the trap of using only one medium when designing your course. . . use a blended approach. Although some people use the terms interchangeably, objectives, strategies, and media, all have separate meanings. For example, your learning objective might be â€Å"Pull the correct items for a customer order;† the instructional strategies are a demonstration, have a question and answer period, and then receive hands-on practice by actually performing the job, while the media might be a combination of elearning and OJT. The Instructional Strategy Selection Chart shown below is a general guideline for selecting the learning strategy. It is based on Bloom’s Taxonomy (Learning Domains). The matrix generally runs from the passive learning methods (top rows) to the more active participation methods (bottom rows. Bloom’s Taxonomy (the right three columns) runs from top to bottom, with the lower level behaviors being on top and the higher behaviors being on the bottom. That is, there is a direct correlation in learning: Lower levels of performance can normally be taught using the more passive learning methods. Higher levels of performance usually require some sort of action or involvement by the learners. Instructional Strategy Selection Chart Instructional Strategy Cognitive Domain (Bloom, 1956) Affective Domain (Krathwohl, Bloom, & Masia, 1973) Psychomotor Domain (Simpson, 1972) Lecture, reading, audio/visual, demonstration, or guided observations, question and answer period 1. Knowledge 1. Receiving phenomena 1. Perception 2. Set Discussions, multimedia CBT, Socratic didactic method, reflection. Activities such as surveys, role playing, case studies, fishbowls, etc. 2. Comprehension 3. Application 2. Responding to phenomena 3. Guided response 4. Mechanism On-the-Job-Training (OJT), practice by doing (some direction or coaching is required), simulated job settings (to include CBT simulations) 4. Analysis 3. Valuing 5. Complex response Use in real situations. Also may be trained by using several high level activities coupled with OJT. 5. Synthesis 4. Organize values into priorities 6. Adaptation Normally developed on own (informal learning) through self-study or learning through mistakes, but mentoring and coaching can speed the process. 6. Evaluation 5. Internalizing values 7. Origination The chart does not cover all possibilities, but most activities should fit in. For example, self-study could fall under reading, audio visual, and/or activities, depending upon the type of program you design Instructional Skills: What are Instructional Skills? Instructional skills are the most specific category of teaching behaviors. They are necessary for procedural purposes and for structuring appropriate learning experiences for students. A variety of instructional skills and processes exist. Explaining Demonstrating Questioning Questioning Techniques Levels of Questions Wait Time Explaining The teacher spends much classroom time explaining or demonstrating something to the whole class, a small group, or an individual. Student resource materials typically do not provide extensive explanations of concepts, and students often need a demonstration in order to understand procedures. Demonstrating The teacher spends much classroom time explaining or demonstrating something to the whole class, a small group, or an individual. Student resource materials typically do not provide extensive explanations of concepts, and students often need a demonstration in order to understand procedures. Questioning Among the instructional skills, questioning holds a place of prominence in many classrooms. When questioning is used well: a high degree of student participation occurs as questions are widely distributed; an appropriate mix of low and high level cognitive questions is used; student understanding is increased; student thinking is stimulated, directed, and extended; feedback and appropriate reinforcement occur;students’ critical thinking abilities are honed; and, student creativity is fostered. Questioning Technique The teacher should begin by obtaining the attention of the students before the question is asked. The question should be addressed to the entire class before a specific student is asked to respond. Calls for responses should be distributed among volunteers and non-volunteers, and the teacher should encourage students to speak to the whole class when responding. However, the teacher must be sensitive to each student’s willingness to speak publically and never put a student on the spot. Levels of Questions While the need for factual recall or comprehension must be recognized, teachers also need to challenge students with higher level questions requiring analysis, synthesis, or evaluation. The consideration of level is applicable at all grade levels and in all subject areas. All students need the opportunity to think about and respond to all levels of questions. Teacher probes or requests for clarification may be required to move students to higher levels of thinking and deeper levels of understanding. Wait Time  Wait time is defined as the pause between asking the question and soliciting a response. Providing additional wait time after a student response also allows all students to reflect on the response prior to further discussion. Increased wait time results in longer student responses, more appropriate unsolicited responses, more student questions, and increased higher order responses. It should be noted that increased wait time is beneficial for students who speak English as a second language or English as a second dialect. Instructional Strategies: 1. Direct instruction 2. Indirect instruction 3. Interactive instruction 4. Independent study 5. Experiential learning 1. What is Direct Instruction? The Direct instruction strategy is highly teacher-directed and is among the most commonly used. This strategy is effective for providing information or developing step-by-step skills. It also works well for introducing other teaching methods, or actively involving students in knowledge construction. Possible Methods Structured Overview Lecture Explicit Teaching Drill & Practice Compare & Contrast Didactic Questions. Demonstrations Guided & Shared – reading, listening, viewing, thinking What is Structured Overview? Structured Overview is verbal, visual or written summary or outline of a topic. It can occur at the beginning of a unit, module or new concept, or it may be used to help relate a learned idea to the big picture. A Structured Overview distills difficult or complex idea into simple definitions or explanation, and then shows how all the information relates. It is the process of â€Å"organizing and arranging topics† to make them more meaningful. What is Lecture? Lecture is a valuable part of a teacher’s instructional repertoire if it is not used when other methods would be more effective. If the presenter is knowledgeable, perceptive, engaging, and motivating, then lecture can stimulate reflection, challenge the imagination, and develop curiosity and a sense of inquiry. Criteria for the selection of the lecture method should include the types of experiences students will be afforded and the kinds of learning outcomes expected. Because lecture is teacher-centred and student activity is mainly passive, the attention span of students may be limited. Many students, because of learning style preferences, may not readily assimilate lecture content. In addition, lectured content is often rapidly forgotten. What is Explicit Teaching? Explicit teaching involves directing student attention toward specific learning in a highly structured environment. It is teaching that is focused on producing specific learning outcomes. Topics and contents are broken down into small parts and taught individually. It involves explanation, demonstration and practise. Children are provided with guidance and structured frameworks. Topics are taught in a logical order and directed by the teacher. Another important characteristic of explicit teaching involves modeling skills and behaviours and modelling thinking. This involves the teacher thinking out loud when working through problems and demonstrating processes for students. The attention of students is important and listening and observation are key to success. What is Drill & Practice? As an instructional strategy, drill & practice is familiar to all educators. It â€Å"promotes the acquisition of knowledge or skill through repetitive practice. † It refers to small tasks such as the memorization of spelling or vocabulary words, or the practicing of arithmetic facts and may also be found in more supplicated learning tasks or physical education games and sports. Drill-and-practice, like memorization, involves repetition of specific skills, such as addition and subtraction, or spelling. To be meaningful to learners, the skills built through drill-and-practice should become the building blocks for more meaningful learning. What is Compare & Contrast? Compare and Contrast is used to highlight similarities and differences between to things. It is a process where the act of classification is practiced. It is effectively used in conjunction with indirect instructional methods, but can also be used directly to teach vocabulary signals, classification, nomenclature and key characteristics. It is often presented in either written text paragraphs or a chart. Its most common use is as a graphic organizer of content. What are Didactic Questions? Didactic questioning offers the teacher a way to structure the learning process (McNeil & Wiles, 1990). Didactic questions tend to be convergent, factual, and often begin with â€Å"what,† â€Å"where,† â€Å"when,† and â€Å"how. † They can be effectively used to diagnose recall and comprehension skills, to draw on prior learning experiences, to determine the extent to which lesson objectives were achieved, to provide practice, and to aid retention of information or processes. Teachers should remember that didactic questions can be simplistic, can encourage guessing, and can discourage insightful answers or creativity. However, effectiveness of this method can be increased by the appropriate addition of â€Å"why† questions, and the occasional use of â€Å"what if† questions. What is Demonstration? A method of teaching by example rather than simple explanation What are Guided and Share? Prioritizes intrinsic motivation and helps students to become more engaged in learning experiences through connecting their beliefs and life goals to curricular requirements 2. What is Indirect Instruction? In contrast to the direct instruction strategy, indirect instruction is mainly student-centered, although the two strategies can complement each other. Indirect instruction seeks a high level of student involvement in observing, investigating, drawing inferences from data, or forming hypotheses. It takes advantage of students’ interest and curiosity, often encouraging them to generate alternatives or solve problems. In indirect instruction, the role of the teacher shifts from lecturer/director to that of facilitator, supporter, and resource person. The teacher arranges the learning environment, provides opportunity for student involvement, and, when appropriate, provides feedback to students while they conduct the inquiry (Martin, 1983). Possible Methods Problem Solving Case Studies Reading for Meaning Inquiry Reflective Discussion Writing to Inform Concept Formation Concept Mapping. Concept Attainment Cloze Procedure What is Problem Solving? There are two major types of problem solving – reflective and creative. Regardless of the type of problem solving a class uses, problem solving focuses on knowing the issues, considering all possible factor and finding a solution. Because all ideas are accepted initially, problem solving allows for finding the best possible solution as opposed to the easiest solution or the first solution proposed. What are Case Studies? Case studies are stories or scenarios, often in narrative form, created and used as a tool for analysis and discussion. They have a long tradition of use in higher education particularly in business and law. Cases are often based on actual events which adds a sense of urgency or reality. Case studies have elements of simulations but the students are observers rather than participants. A good case has sufficient detail to necessitate research and to stimulate analysis from a variety of viewpoints or perspectives. They place the learner in the position of problem solver. Students become actively engaged in the materials discovering underlying issues, dilemmas and conflict issues. What is Reading for Meaning? Children become curious about printed symbols once they recognize that print, like talk, conveys meaningful messages that direct, inform or entertain people. By school age, many children are eager to continue their exploration of print. One goal of this curriculum is to develop fluent and proficient readers who are knowledgeable about the reading process. What is Inquiry? Inquiry learning provides opportunities for students to experience and acquire processes through which they can gather information about the world. This requires a high level of interaction among the learner, the teacher,the area of study, available resources, and the learning environment. Students become actively involved in the learning process as they: act upon their curiosity and interests; develop questions; think their way through controversies or dilemmas; look at problems analytically; inquire into their preconceptions and what they already know; develop, clarify, and test hypotheses; and, draw inferences and generate possible solutions. Questioning is the heart of inquiry learning. Students must ask relevant questions and develop ways to search for answers and generate explanations. Emphasis is placed upon the process of thinking as this applies to student interaction with issues, data, topics, concepts, materials, and problems. What is Reflective Discussion ? Reflective discussions encourage students to think and talk about what they have observed, heard or read. The teacher or student initiates the discussion by asking a question that requires students to reflect upon and interpret films, experiences, read or recorded stories, or illustrations. As students question and recreate information and events in a film or story, they clarify their thoughts and feelings. The questions posed should encourage students to relate story content to life experiences and to other stories. These questions will elicit personal interpretations and feelings. Interpretations will vary, but such variances demonstrate that differences of opinion are valuable. What is Writing to Inform? Writing that reports information to others can vary greatly in content and format. Many learning experiences culminate in expository or informative writing activities. Students must have opportunities to read a variety of resources and printed materials for information. During writing, students can apply their knowledge of the structures and formats of these materials to organize and convey information. What is Concept Formation ? Concept formation provides students with an opportunity to explore ideas by making connections and seeing relationships between items of information. This method can help students develop and refine their ability to recall and discriminate among key ideas, to see commonalities and identify relationships, to formulate concepts and generalizations, to explain how they have organized data, and to present evidence to support their organization of the data involved. What are Concept Maps? A concept map is a special form of a web diagram for exploring knowledge and gathering and sharing information. Concept mapping is the strategy employed to develop a concept map. A concept map consists of nodes or cells that contain a concept, item or question and links. The links are labeled and denote direction with an arrow symbol. The labeled links explain the relationship between the nodes. The arrow describes the direction of the relationship and reads like a sentence. What is Concept Attainment? Concept Attainment is an indirect instructional strategy that uses a structured inquiry process. It is based on the work of Jerome Bruner. In concept attainment, students figure out the attributes of a group or category that has already been formed by the teacher. To do so, students compare and contrast examples that contain the attributes of the concept with examples that do not contain those attributes. They then separate them into two groups. Concept attainment, then, is the search for and identification of attributes that can be used to distinguish examples of a given group or category from non-examples. What is Cloze Procedure? Cloze procedure is a technique in which words are deleted from a passage according to a word-count formula or various other criteria. The passage is presented to students, who insert words as they read to complete and construct meaning from the text. This procedure can be used as a diagnostic reading assessment technique. It is used: to identify students’ knowledge and understanding of the reading process to determine which cueing systems readers effectively employ to construct meaning from print to assess the extent of students’ vocabularies and knowledge of a subject to encourage students to monitor for meaning while reading  to encourage students to think critically and analytically about text and content 3. What is Experiential Learning? Experiential learning is inductive, learner centered, and activity oriented. Personalized reflection about an experience and the formulation of plans to apply learning to other contexts are critical factors in effective experiential learning. The emphasis in experiential learning is on the process of learning and not on the product. Experiential learning can be viewed as a cycle consisting of five phases, all of which are necessary: experiencing (an activity occurs);sharing or publishing (reactions and observations are shared); analysing or processing (patterns and dynamics are determined);inferring or generalizing (principles are derived); and, applying (plans are made to use learning in new situations). Possible Methods Field Trips Narratives Conducting Experiments Simulations Games Storytelling Focused Imaging Field Observations Role-playing Model Building Surveys What are Field Trips? A field trip is a structured activity that occurs outside the classroom. It can be a brief observational activity or a longer more sustained investigation or project. While field trips take considerable organization, it is important to: be clear about what the field trip will accomplish prepare students for the learning have a debriefing session for students to share their learning when they return to the classroom What are Narratives? Narrative essays are told from a defined point of view, often the author’s, so there is feeling as well as specific and often sensory details provided to get the reader involved in the elements and sequence of the story. What are Conducting Experiments? Is an orderly procedure carried out with the goal of verifying, refuting, or establishing the validity of a hypothesis. Experiments provide insight into cause-and-effect by demonstrating what outcome occurs when a particular factor is manipulated. What are Simulations? A simulation is a form of experiential learning. Simulations are instructional scenarios where the learner is placed in a â€Å"world† defined by the teacher. They represent a reality within which students interact. The teacher controls the parameters of this â€Å"world† and uses it to achieve the desired instructional results. Simulations are in way, a lab experiment where the students themselves are the test subjects. They experience the reality of the scenario and gather meaning from it. It is a strategy that fits well with the principles of constructivism. Simulations promote the use of critical and evaluative thinking. The ambiguous or open ended nature of a simulation encourages students to contemplate the implications of a scenario. The situation feels real and thus leads to more engaging interaction by learners. They are motivating activities enjoyed by students of all ages. What are Games? Is structured playing, usually undertaken for enjoyment and sometimes used as  an educational tool. Games are distinct from work, which is usually carried out for remuneration, and from art, which is more often an expression of aesthetic or ideological elements. What is Storytelling? Is the conveying of events in words, and images, often by improvisation or embellishment. Stories or narratives have been shared in every culture as a means of entertainment, education, cultural preservation, and instilling moral values. Crucial elements of stories and storytelling include plot, characters, and narrative point of view. What is Focused Imaging? Imaging, the process of internally visualizing an object, event, or situation, has the potential to nurture and enhance a student’s creativity (Bagley & Hess, 1987). Imaging enables students to relax and allow their imaginations to take them on journeys, to â€Å"experience† situations first hand, and to respond with their senses to the mental images formed. What are Field Observations? The process of filtering sensory information through the thought process. Input is received via hearing, sight, smell, taste, or touch and then analyzed through either rational or irrational thought. What is Role Playing? In role playing, students act out characters in a predefined â€Å"situation†. Role playing allows students to take risk-free positions by acting out characters in hypothetical situations. It can help them understand the range of concerns, values, and positions held by other people. Role playing is an enlightening and interesting way to help students see a problem from another perspective. What is Model Building? What is Survey? is a peer-reviewed open access scientific journal that publishes papers related to the development and application of survey techniques. 4. What is Independent Study? Independent study refers to the range of instructional methods which are purposefully provided to foster the development of individual student initiative, self-reliance, and self-improvement. While independent study may be initiated by student or teacher, the focus here will be on planned independent study by students under the guidance or supervision of a classroom teacher. In addition, independent study can include learning in partnership with another individual or as part of a small group. Possible Methods Essays Computer Assisted Instruction. Journals Learning Logs Reports Learning Activity Packages Correspondence Lessons Learning Contracts Homework Research Projects Assigned Questions Learning Centers What is Essay? is generally a short piece of writing written from an author’s personal point of view, but the definition is vague, overlapping with those of an article and a short story. Essays can consist of a number of elements, including: literary criticism, political manifestos, learned arguments, observations of daily life, recollections, and reflections of the author. What is Computer Assisted Instruction? Computer-assisted instruction (CAI) refers to instruction or remediation presented on a computer. Computer programs can allow students to progress at their own pace and work individually or problem solve in a group. Computers provide immediate feedback, letting students know whether their answer is correct. If the answer is not correct, the program shows students how to correctly answer the question. Computers offer a different type of activity and a change of pace from teacher-led or group instruction. Also, computer-assisted instruction moves at the students’ pace and usually does  not move ahead until they have mastered the skill. What is Journal Writing? Journal writing is a learning tool based on the ideas that students write to learn. Students use the journals to write about topics of personal interest, to note their observations, to imagine, to wonder and to connect new information with things they already know. What are Learning Logs ? Learning logs are a simple and straightforward way to help students integrate content, process, and personal feelings. Learning logs operate from the stance that students learn from writing rather than writing what they have learned. The common application is to have students make entries in their logs during the last five minutes of class or after each completed week of class. The message here is that short, frequent bursts of writing are more productive over time than are infrequent, longer assignments. What are Reports ? Written reports are documents which present focused, salient content to a specific audience. Reports are often used to display the result of an experiment, investigation, or inquiry. The audience may be public or private, an individual or the public in general. Reports are used in government, business, education, science, and other fields. Learning Activity Packages Correspondence Lessons What are Learning Contracts ? Learning contracts provide a method of individualizing instruction and developing student responsibility. They permit individual pacing so that students may learn at the rate at which they are able to master the material. Learning contracts can be designed so that students function at the academic levels most suitable to them and work with resource materials containing concepts and knowledge that are appropriate to their abilities and experiences. Although this method focuses on the individual, learning contracts also provide an opportunity for students to work in small groups. The teacher may select this approach for some students to support them as they learn to work independently. What are Homeworks ? Refers to tasks assigned to students by their teachers to be completed outside the class. Common homework assignments may include a quantity or period of reading to be performed, writing or typing to be completed, problems to be solved, a school project to be built (such as a diorama or display), or other skills to be practiced. What is Researching? Research projects are very effective for developing and extending language arts skills as students learn in all subject areas. While doing research, students practice reading for specific purposes, recording information, sequencing and organizing ideas, and using language to inform others. A research model provides students with a framework for organizing information about a topic. Research projects frequently include these four steps: 1. determining the purpose and topic 2. gathering the information 3. organizing the information. 4. sharing knowledge. What are Assigned Questions ? Assigned questions are those prepared by the teacher to be answered by individuals or small groups of students. Students discuss their responses among one another or with the teacher. Particular positions or points-of-view should be supported by evidence. In some instances, it may be desirable for students to generate their own set of questions. What is Learning Center? There are eight basic learning centers in an early childhood/elementary classroom, according to the Stephen F. Austin State University Charter School program, each structured to expand the students’ experiences in a variety of meaningful and effective ways. Each center is constructed to encompass numerous objectives, including state and federal standards, school standards, and community standards. The learning centers approach focuses on student autonomy and learning style by giving each student an opportunity to explore his learning environment hands-on in a developmentally appropriate classroom 5. What is Interactive Instruction? Interactive instruction relies heavily on discussion and sharing among participants. Students can learn from peers and teachers to develop social skills and abilities, to organize their thoughts, and to develop rational arguments. The interactive instruction strategy allows for a range of groupings and interactive methods. It is important for the teacher to outline the topic, the amount of discussion time, the composition and size of the groups, and reporting or sharing techniques. Interactive instruction requires the refinement of observation, listening, interpersonal, and intervention skills and abilities by both teacher and students. The success of the interactive instruction strategy and its many methods is heavily dependent upon the expertise of the teacher in structuring and developing the dynamics of the group. Possible Methods Debates Role Playing Panels Brainstorming Peer Partner Learning Discussion Laboratory Groups Think, Pair, Share Cooperative Learning Jigsaw Problem Solving Structured Controversy Tutorial Groups Interviewing Conferencing What is Debating? Debating is a structured contest of argumentation in which two opposing individuals or teams defend and attack a given proposition. The procedure is bound by rules that vary based on location and participants. The process is adjudicated and a winner is declared. What is Role Playing? In role playing, students act out characters in a predefined â€Å"situation†. Role playing allows students to take risk-free positions by acting out characters in hypothetical situations. It can help them understand the range of concerns, values, and positions held by other people. Role playing is an enlightening and interesting way to help students see a problem from another perspective. What is Panelling? Panel discussions, however, differ from team presentations. Their purpose is different. In a team presentation, the group presents agreed-upon views; in a panel discussion, the purpose is to present different views. Also in a team presentations, usually speakers stand as they speak; in panel discussions, usually speakers sit the whole time. In panel discussion each speaker prepares separately, the other speakers here one another for the time at the session itself. What is Brainstorming? Brainstorming is a large or small group activity which encourages children to focus on a topic and contribute to the free flow of ideas. The teacher may begin by posing a question or a problem, or by introducing a topic. Students then express possible answers, relevant words and ideas. Contributions are accepted without criticism or judgement. Initially, some students may be reluctant to speak out in a group setting but brainstorming is an open sharing activity which encourages all children to participate. By expressing ideas and listening to what others say, students adjust their previous knowledge or understanding, accommodate new information and increase their levels of awareness. What is Peer Partner Learning? Peer partner learning is a collaborative experience in which students learn from and with each other for individual purposes. Students reflect upon previously taught material by helping peers to learn and, at the same time, develop and hone their social skills. What is Discussion ? A discussion is an oral exploration of a topic, object, concept or experience. All learners need frequent opportunities to generate and share their questions and ideas in small and whole class settings. Teachers who encourage and accept students’ questions and comments without judgement and clarify understandings by paraphrasing difficult terms stimulate the exchange of ideas. What is Laboratory Groups? What is Think, Pair, Share? Think-Pair-Share is a strategy designed to provide students with â€Å"food for thought† on a given topics enabling them to formulate individual ideas and share these ideas with another student. It is a learning strategy developed by Lyman and associates to encourage student classroom participation. Rather than using a basic recitation method in which a teacher poses a question and one student offers.

Cheerleading Is a Sport Essay

Cheerleading started as a male endeavor in 1898, when a University of Minnesota football fan led the crowd in verse in support of their team. It was not until World War II, when men shipped out to war, that women took over. Then cheerleaders came to represent the American ideal of femininity: wholesome apple pie with washboard stomachs, perfect teeth, and flawless complexions. Stereotypes cast them as blond, petite, and impossibly perky. â€Å"From its humble beginning cheerleading has blossomed into a competitive athletic activity with a serious image problem† (Forman 52). But today’s post-feminist youth have put a new, diverse face on cheerleading. Cheerleading in America is no longer a matter of waving pom-poms, a cute smile and being overly perky. Calling themselves athletes, not eye candy, cheerleaders are pushing harder for recognition as participants in an official sport. Today, cheerleading involves skills which require the strength of football, the grace of dance, and the agility of gymnastics. Complex maneuvers are performed which challenge the limits of the body. Safety organizations such as the American Association of Cheerleading Coaches and Administrators were formed to develop safety rules to guide programs in the safe performance of cheerleading gymnastics, which include jumps, partner stunts, pyramids and tumbling. With the risks involved today, cheerleading should receive statewide recognition as a sport. Opposition to making cheerleading a sport, continually say, cheerleaders are not athletes. Confirmation of this lies in the position paper of Women’s Sports Foundation, â€Å"any physical activity in which relative performance can be judged or quantified can be developed into a competitive sport as long as (1) the physical activity includes the above defined elements and (2) the primary purpose is competition versus other teams or individuals within a competition structure comparable to other athletics’ activities†¦Cheerleading in its current format, does not meet the second criteria listed above. The primary purpose is not competition, but that of raising school unity through leading the crowd at athletic functions. † (Forman 51) Yet, as sports like football, basketball, and wrestling become more popular, so does the cheerleaders. Nay-Sayers of the movement are content to have cheerleaders just be the â€Å"back-up dancers†. Not understanding that cheerleaders are just as important as the sports teams they cheer for. Challengers say cheerleaders do not have the same time commitments as other sports teams. While they also do not recognize the physical strain put on cheerleaders bodies and the increased risk for injuries. The long-held view of cheerleading as merely another school activity is also a concern. If the athleticism of cheerleading is not recognized, the supervision will continue to fall to teachers that are not qualified to adequately supervise. Additionally, existing advisors will not receive the training necessary to provide adequate supervision of an increasingly athletic activity. Cheerleading has all the elements of a sport: competition, practice skills, teamwork, and training. It also has a year round commitment. â€Å"An important movement in the world of cheerleading is the struggle to legitimate the activity in the eyes of the public, said Laura Grindstaff, assistant professor of sociology and cultural studies at the University of California-Davis†(Coman â€Å"Cheerleading is now risker†). Cheerleaders are struggling to gain the recognition and respect they deserve for their sport. Although some colleges offer cheerleading scholarships, cheerleaders still face discrimination in high school and college athletics. It is alarming considering all the new risks involved that it has yet to be mandated in all states as a sport. Twenty six state athletic organizations have deemed cheerleading should be recognized as a sport, but what about the other twenty five? â€Å"Cheerleading was excluded as a sport when Title IX was passed, which forbids sex discrimination in educational institutions that receive federal funding† (Rondon 98). Title IX was supposed to be legislation that mandated that boys and girls receive equal sporting opportunities. But even certification only requires that coaches pass an online test; there’s no requirement for training in gymnastics or spotting techniques. † (Ebersole â€Å"Thrills and Spills†). And only about a dozen states regulate cheer according to the rules set by the National Federation of State High School Associations (NFHS). For high school football, on the other hand, all states follow the NFHS rulebook except Texas, which uses the NCAA college-level rules. â€Å"Soccer, hockey, basketball, and gymnastics cannot compete when it comes to serious back problems, fractures and, in grave cases paralysis†(Forman 51). Cheerleading is not considered a sport, so none of the safeguards that other sports have developed applies†(Forman 52). In the two states where cheerleading is classified as a sport, cheerleaders are subject to the same rules as athletes, regarding practice and travel restrictions, safety, camps, and coaching certification. Cheerleaders need th e guarantee of proper training room, proper medical care, and proper checks and screenings for participants. If properly recognized teams would be provided better training facilities, coaches would be properly trained, injuries would decrease and funding for the programs would increase. With every aspect of cheerleading becoming increasingly difficult cheerleading deserves the state-wide recognition as a sport just as any other physical sporting activity. In the words of Kane of the Tucker Center, â€Å"when the culture starts rewarding cheerleading in the same way in which it rewards women and men sports with economic parity and scholarships, not simply regulated to the sidelines, then I think we’re onto something† (Rondon 99). No longer content to just cheer on the sidelines, cheerleaders are now demanding the respect they so rightfully deserve.

Sufism Mysticism in Islamic Religion Essay

Sufism Mysticism in Islamic Religion Essay Islamic Mysticism Essay Example Islamic Mysticism Essay Example The term Islamic Mysticism can be defined as the consciousness that is in harmony with the reality. Islamic mysticism is commonly referred to as Sufism in the Islamic world (Nicholson, 1963). The origin of the term Sufism can be derived from the Arabic word Sufi, which means wool. The word sufi was applied to Muslim mystics and ascetics because they wore clothes that were made out of wool (Ahmed, 2008). Sufism also referred to as the Islamic mysticism deals the unique and special powers that are contained in the Holy Book of Qur’an. Sufism can be described as a philosophical approach that strives to portray a condition in which a person unifies with the nature and feels accordant with God. It is vital to understand that a Sufi strives to unite his personal will with God (Weismann, 2011). The term Sufism represents a new dimension in the Islamic religious way of life. Various Muslim clerics, lawyers, and theologians have viewed this particular aspect with much skepticism and suspicion in the recent past (Ahmed, 2008). Their key concern is that some of the Sufism characteristics and statements occasionally appear or feel blasphemous. The source of this skepticism is that Sufism propels a person into feeling completely close with God such that they at one point in time lose their personal identity and ultimately act as God in the process. Also importantly, the goal of Sufi is to absorb completely an individual into God through following a series of religious practices that lead to higher levels of the ecstatic state. It is every Sufi’s aspiration to elevate to such conditions in which they have a direct communication with God. The Sufi History The fundamental scope of this particular essay is to evaluate the Sufism dimension critically in the Muslim religion. The essay will assess the origin of Sufism mysticism and the spread of the Islam religion. Also importantly, the paper will confer with the Sufi teaching, making a comparison with those of Muhammad Ghazi Arabi ideas and concepts. Islamic mysticism can be traced as early as the eighth century. The three principal regions that were associated directly with the Islamic mysticism were central Asia, Mesopotamia, and North Africa. The fundamental orders that emerged from these particular areas were rifa ‘yeah, kbrawiyyah, suhrawardiyyah, and qadiriyyah. All these Sufi orders were founded in the twelfth century and spread beyond the three principal regions (Ohlander, 2010). Sufism was spread to Egypt, Syria, Tunisia, Morocco, Algeria, and part of the sub- Saharan region in West Africa. Later on, the Islamic mysticism was spread to Turkey and the central Asia region. It happened in the thirteenth and fourteenth centuries. The Characteristics of Sufism or Islamic Mysticism The al-basri, al-adawiyaa, and other orders attracted various followers who shared some of the common ideas that they had learned from those particular cultures and regions. These individuals, in turn, attracted new students or disciples of their own. Through this, the ideas of absolute devotion and asceticism to God spread through the Islamic community, culture, as well as faith. One of the fundamental characteristics of the Islamic mysticism is that there is nothing more vital than the Gods Presence in the world. The Sufis saw that the life they led was a journey in which they had to seek continuously and consistently the direct relation and experience with God. Most of them fundamentally believed that the best way to see God’s experience and attract Him into one’s life was to read consistently and continuously the Koran and Hadith. In addition to that, most of them practiced praying as often as possible. In short, the best way to experience God was to live the simple and disciplined life of a staunch and devout Muslim. However, other orders of Sufis disagreed with this particular position. They felt that, despite always praying, studying the Koran, and performing other regular Muslim duties were of the essence to lead a religious life, and these particular things were not enough. The second characteristic of the Islamic mysticism is that all Muslims should seek direct and emotional experience from God. The Sufis developed fundamental ideas and rituals, which they practiced in informal study groups in homes and mosques. As early as the tenth century, most Sufi centers had been established. A Sufi master was put in charge and acted as a teacher and leader. Later on, some of the students and followers would go on to become teachers and leaders in the Sufi centers. By the end of the twelfth century, Sufi centers would be found in almost all major cities and rural towns throughout the North and West Africa regions as well as the Middle East and Central Asia regions. These centers included schools, hostels and mosques, where most students would find a place to eat and sleep. Arabi’s Teaching and Concepts Ibn Arabi is considered an enigmatic figure in the medieval Sufi culture and tradition. In addition to that, he is considered a controversial exponent of the Islamic mysticism teaching that is also referred to as the unity of being. Ibn Arabi perception and beliefs of the Sufism requires a careful analysis of the concept of Islamic mysticism. Ibn Arabi thinking and teaching area encompassed with God, the human kind and cosmos. All these dimensions are incorporated together through a set of viewpoints. Ibn Arabi work comprises of various types of upward, outward, downward and inward immensity until there is a broad comprehension of all the three realities (Knysh, 1999). Ibn Arabi words are fluid and constantly changing. His world can be defined in literal terms as imaginary. Everything that he discusses is more of an illusion or image that is vague in the eyes of a new reader. In addition to that, Ibn Arabi’s sensibility and resonances portray shamanic viewpoint. For an individual who seeks to understand the concepts and teachings of Ibn Arabi, he or she will be faced with immense mystery and miracles. In addition, they will meet shape-shifting and shamanic teachings that go back and forth across doors where the world does not touch. I will focus here on Ibn Arabi mystical ideas, concepts and teachings as discussed in his book and include the following: The Divine Reality Concept Ibn Arabi teaching is concerned with what is referred to as the divine reality and the individual experience of it. Ibn Arabi communicates to his students that an individual is a part of the system that strives to be in accordance with the Lord and that all people should translate to definitive works that glorify the Lord. The Concept of Origination of the World from Mercy Ibn Arabi teaches that the world originated from the absolute mercy and one day to mercy shall the world return. He emphasizes that any wretchedness and pain is temporary. Ibn Arabi mentions in various places that the Throne of God has four fundamental pillars and that it is held aloft by four bearers in this world and that as the world progresses they shall become eight bearers. Each of these bearers supports the throne, which is indeed the entire universe or what is defined as the kingdom of Allah. The throne bearers are known as the archangels, and some of the prophets are in human forms. The throne bearing is considered part of the honorable jobs. Ibn Arabi declares that he has been honored by Allah to be one of the supreme bearers of a pillar. The pillar he holds is the pillar of treasury and mercy. Ibn Arabi declares that Allah has made him merciful despite all his knowledge of suffering and hardship. Due to this factor, Ibn Arabi teaches that the world originated from mercy and pity the world shall return (Arberry, 1950). The Unification or Tawhid Concept Ibn Arabi teaches the basis of universality, the oneness of the self-existing one and unique essence and the one and only infinite existence. Ibn Arabi introduces the concept of tawhid. Arabi teaches that there is only one being and that that there is no other being other than the one and only being that is self-subsistent. Ibn Arabi and his followers believe that tawhid is not just a matter of understanding the meaning of the term. He emphasizes on following the act and progressing towards the fulfillment of such actions and knowledge to a state of union. Tawhid teaches individuals the concept of unique or absolute existent (Baldick, 1989). The Realms of Responsibility in Ibn Arabia’s Teaching Arabi teaches the concept of taklif that is a term that is used to denote all the total of all the religious duties and obligations that an individual has towards God. God has willingly imposed upon his servants. Throughout his teaching, Ibn Arabi refers to his fellow believers as Mukallafun, which, when translated, means those who have been burdened with the command. Arabi teaches his students that the divine command comes to an end when the believer dies or when all his veils have been lifted or have turned out to be true (Baldick, 1989). The Concept of Tuliba Arabi teaches his followers that the world is held responsible by God for his strict observance of what he refers to as his due. Arabi teaches his followers that God acts as the great governor who is responsible to his superiors for the proper behaviors, morals and well-being of all his subjects. He teaches that all the human beings are answerable to God for their actions. He also states that God plays a fundamental role in keeping all his members from committing acts that might contradict the divine law. He teaches that if any true believer of God fails to restrain himself or herself from committing illegal acts, then God shall abandon him and forfeit his position as a believer (Schimmel, 1975). Therefore, people should always seek to follow the will of God at all times. In addition, Arabi states that believers should carefully weigh their actions on a given scale of divine law in order to achieve certain aspects of divine equilibrium. Arabi teaches his followers that their lives are continuous tests of their ability to remain faithful to God. He emphasizes that the believers can always rely on the guidance of the divine law in order to achieve the salutary equilibrium between the personal dispositions and the divine commands given to the followers by God. Arabi believes that it is the duty of each follower to carry the burden of taklif (Baldick, 1989). The Concept of Haqq Arabi translates the concept of truth to his followers. He reveals that all created things have their truth and that this particular truth has a normative dimension. This particular nature makes various demands for each and expects that we should treat appropriately every created being. The creation as a whole makes what is known as a claim to each, establishing duties and obligations to each. Through this particular arena, God tests each by giving them various tasks to accomplish (Schimmel, 1975). The concept of Sufism and Islamic mysticism is at the core of the Muslim religion. However, there exists so many fundamental inconsistencies with the teachings of Ibn Arabi such that an individual may not get a clear understanding of the teaching. Arabi teaching stands in one particular tradition while at the same time strives to offer other differing perspectives of a number of other valid and invalid religious concepts. The work of Ibn Arabi does not have the unqualified approval of all Sufis. Many Sufi masters hinder their students from studying the works of Ibn Arabi for the fear of misuse and misunderstanding. Moreover, people should understand that just like any other religious teachings, Sufism strives to unite people but not cause conflicts and misunderstanding. Lastly, Sufism focuses on the heart, mind and the body, developing an infinite capacity to plumb the world consciousness and guide individuals towards self-understanding of God because most people are ignorant of the existence of God. Some do not believe that God exists, hence Sufism should be encouraged to aid people understand who God is to them.

Which Type of US Visa Is Right for You

Which Type of US Visa Is Right for You Citizens of most foreign countries must obtain a visa to enter the U.S. There are two general classifications of U.S. visas: nonimmigrant visas for temporary stays, and immigrant visas to live and work permanently in the U.S.   Temporary Visitors:  Nonimmigrant US Visas Temporary visitors to the U.S. must obtain a nonimmigrant visa. This type of visa allows you to travel to a U.S. port-of-entry. If you are a citizen of a country thats part of the Visa Waiver Program, you may come to the U.S. without a visa if you meet certain requirements. There are a number of reasons why someone would come to the U.S. on a temporary visa, including tourism, business, medical treatment and certain types of temporary work. The State Department lists the most common U.S. visa categories for temporary visitors. These include: Australian (E-3) in Specialty OccupationBorder Crossing Card - Mexican TravelersBusiness, Tourist, and VisitorsChile Free Trade Agreement (FTA) ProfessionalDiplomats and Government OfficialsExchange VisitorsFiancà ©(e) to Marry U.S. Citizen/SpouseInternational Organizations NATOMedia JournalistsMexican and Canadian NAFTA Professional WorkerReligious WorkersSingapore Free Trade Agreement (FTA) ProfessionalStudentsTemporary Workers OverviewTreaty Traders Treaty InvestorsVisa Renewals Living  and Working in the U.S. Permanently: Immigrant US Visas To live permanently in the U.S., an immigrant visa is required. The first step is to petition the U.S. Citizenship and Immigration Services to allow the beneficiary to apply for an immigrant visa. Once approved, the petition is forwarded to the National Visa Center for processing. The National Visa Center then provides instructions regarding forms, fees, and other required documents to complete the visa application.  Learn more about  US visas  and find out what you need to do to file for one. The major immigrant US visa categories include: Immediate RelativesSpecial ImmigrantsFamily-sponsoredEmployer-sponsored Source: The U.S. Department of State

Integrated Marketing Communications Essay Example | Topics and Well Written Essays - 3500 words

Integrated Marketing Communications - Essay Example These marketing mixes will adopt and modify the product, the price, the place, packaging, the people and the promotional elements in to a combined mixture that will best suit the needs and desired of the consumers in each targeted segment. To ensure that consumer choose the company’s product from available alternatives, the first step it to gain a position in the consumer’s mind. This position in the mind of the consumer should be a favorable image of the product that would influence the consumer choice. Therefore positioning becomes a critical aspect of the strategic marketing process. Effective positioning can be achieved through conveyance of the desired image of the product to the consumer through an effective promotional mix. Branding is the key vehicle that would carry the elements of the promotional mix to the mind of the consumer and mediums of promotions should be treated as the roads through which this brand â€Å"vehicle† can travel to reach the â€Å"destination† that is the mind of the consumer. Successful branding and positioning depends on how the company link all aspects of marketing communications to convey the same desired image. In today’s market, consumers are becoming more and more sophisticated in terms of their needs. With the diversity of the global consumer as well as the global suppliers, the markets become more and more complex where the organizations need to identify the specific customer groups, which is to be focused upon to maximize both efficiency and effectiveness. It is of utmost importance that a firm use its segmentation and targeting process to drive the positioning strategy so that there is a cohesive and integrated approach to the total marketing strategy. However in the process of targeting a consumer group with specific product or service solutions to meet their needs, the organizations should

Diabetes Essay Example | Topics and Well Written Essays - 500 words - 4

Diabetes - Essay Example Additionally, it is caused because the produced insulin do not work properly commonly referred to insulin resistance. The disease is developed when the proper amount of glucose cannot enter the cells of a body to be utilized as fuel. This happen when there is limited insulin helpful in unlocking the cells or if there is no enough insulin to work in a proper manner(Matthews, 2008). Diabetes is caused by bacterial or viral infection, chemical toxins found within the food, and unidentified components that cause autoimmune reaction. The above named causes are termed as autoimmune reaction or autoimmune causes, this is because the body attack themselves. The second types of diabetes are normally multifactorial. This type of obesity is caused by living sedentary lifestyle, increasing age, poor diet, and obesity. Diabetes can also be caused by other illness and pregnancy. The symptoms of diabetes are typical. However, those with type 2 diabetes have symptoms that can go unnoticed. Some of the conventional symptoms for diabetes include urinating often, feeling thirsty, feeling hungry though you are eating, extreme fatigue and restlessness, blurry vision, bruises and cuts that are slow to heal, weight loss despite eating, and numbness, pain, tingling on hands. When detected early and treated early, can reduce the risk of complicating the disease (Stehouwer, 2009).   People with diabetes need to change their lifestyle. Normally, they need addition treatment like medication in controlling their blood pressure, blood fats, and diabetes. Medication cannot be substituted to taking regular exercise and healthy diet. Therefore, one needs to take diabetes medication, transplant of Islet cell, and use of insulin. When diabetes medication is carried out the blood glucose, level will lower and there are various different types that work in different ways. People with diabetes will medication and treatment such as insulin. Some of the