The Lost Duke of Wyndham Chapter Two

Several hours later Grace was sitting in a chair in the corridor outside the dowager's bedchamber. She was beyond weary and wanted nothing more than to crawl into her own bed, where she was quite certain she would toss and turn and fail to find slumber, despite her exhaustion. But the dowager was so overset, and indeed had rung so many times that Grace had finally given up and dragged the chair to its present location. In the last hour she had brought the dowager (who would not leave her bed) a collection of letters, tucked at the bottom of a locked drawer; a glass of warm milk; a glass of brandy; another miniature of her long-dead son John; a handkerchief that clearly possessed some sort of sentimental value; and another glass of brandy, to replace the one the dowager had knocked over while anxiously directing Grace to fetch the handkerchief. It had been about ten minutes since the last summons. Ten minutes to do nothing but sit and wait in the chair, thinking, thinking†¦ Of the highwayman. Of his kiss. Of Thomas, the current Duke of Wyndham. Whom she considered a friend. Of the dowager's long-dead middle son, and the man who apparently bore his likeness. And his name. His name. Grace took a long, uneasy breath. His name. Good God. She had not told the dowager this. She had stood motionless in the middle of the road, watching the highwayman ride off in the light of the partial moon. And then, finally, when she thought her legs might actually function, she set about getting them home. There was the footman to untie, and the coachman to tend to, and as for the dowager – she was so clearly upset that she did not even whisper a complaint when Grace put the injured coachman inside the carriage with her. And then she joined the footman atop the driver's seat and drove them home. She wasn't a particularly experienced hand with the reins, but she could manage. And she'd had to manage. There was no one else to do it. But that was something she was good at. Managing. Making do. She'd got them home, found someone to tend to the coachman, and then tended to the dowager, and all the while she'd thought – Who was he? The highwayman. He'd said his name had once been Cavendish. Could he be the dowager's grandson? She had been told that John Cavendish died without issue, but he wouldn't have been the first young nobleman to litter the countryside with illegitimate children. Except he'd said his name was Cavendish. Or rather, had been Cavendish. Which meant – Grace shook her head blearily. She was so tired she could barely think, and yet it seemed all she could do was think. What did it mean that the highwayman's name was Cavendish? Could an illegitimate son bear his father's name? She had no idea. She'd never met a bastard before, at least not one of noble origins. But she'd known others who had changed their names. The vicar's son had gone to live with relatives when he was small, and the last time he'd been back to visit, he'd introduced himself with a different surname. So surely an illegitimate son could call himself whatever he wanted. And even if it was not legal to do so, a highwayman would not trouble himself with such technicalities, would he? Grace touched her mouth, trying to pretend she did not love the shivers of excitement that rushed through her at the memory. He had kissed her. It had been her first kiss, and she did not know who he was. She knew his scent, she knew the warmth of his skin, and the velvet softness of his lips, but she did not know his name. Not all of it, at least. â€Å"Grace! Grace!† Grace stumbled to her feet. She'd left the door ajar so she could better hear the dowager, and sure enough, her name was once again being called. The dowager must still be overset – she rarely used Grace's Christian name. It was harder to snap out in a demanding manner than Miss Eversleigh. Grace rushed back into the room, trying not to sound weary and resentful as she asked, â€Å"May I be of assistance?† The dowager was sitting up in bed – well, not quite sitting up. She was mostly lying down, with just her head propped up on the pillows. Grace thought she looked terribly uncomfortable, but the last time she had tried to adjust her position she'd nearly got her head bit off. â€Å"Where have you been?† Grace did not think the question required an answer, but she said, nonetheless, â€Å"Just outside your door, ma'am.† â€Å"I need you to get me something,† the dowager said, and she didn't sound as imperious as she did agitated. â€Å"What is it you would like, your grace?† â€Å"I want the portrait of John.† Grace stared at her, uncomprehending. â€Å"Don't just stand there!† the dowager practically screamed. â€Å"But ma'am,† Grace protested, jumping back, â€Å"I've brought you all three of the miniatures, and – â€Å" â€Å"No, no, no,† the dowager cried, her head swinging back and forth on the pillows. â€Å"I want the portrait. From the gallery.† â€Å"The portrait,† Grace echoed, because it was half three in the morning, and perhaps she was addled by exhaustion, but she thought she'd just been asked to remove a life-sized portrait from a wall and carry it up two flights of stairs to the dowager's bedchamber. â€Å"You know the one,† the dowager said. â€Å"He's standing next to the tree, and he has a sparkle in his eye.† Grace blinked, trying to absorb this. â€Å"There is only the one, I think.† â€Å"Yes,† the dowager said, her voice almost unbalanced in its urgency. â€Å"There is a sparkle in his eye.† â€Å"You want me to bring it here.† â€Å"I have no other bedchamber,† the dowager snapped. â€Å"Very well.† Grace swallowed. Good Lord, how was she going to accomplish this? â€Å"It will take a bit of time.† â€Å"Just drag a chair over and yank the bloody thing down. You don't need – â€Å" Grace rushed forward as the dowager's body convulsed in a spasm of coughing. â€Å"Ma'am! Ma'am!† she said, bringing her arm around her to set her upright. â€Å"Please, ma'am. You must try to be more settled. You are going to hurt yourself.† The dowager coughed a few last times, took a long swallow of her warm milk, then cursed and took her brandy instead. That, she finished entirely. â€Å"I'm going to hurt you,† she gasped, thunking the glass back down on her bedside table, â€Å"if you don't get me that portrait.† Grace swallowed and nodded. â€Å"As you wish, ma'am.† She hurried out, sagging against the corridor wall once she was out of the dowager's sight. It had begun as such a lovely evening. And now look at her. She'd had a gun pointed at her heart, been kissed by a man whose next appointment was surely with the gallows, and now the dowager wanted her to wrestle a life-sized portrait off the gallery wall. At half three in the morning. â€Å"She can't possibly be paying me enough,† Grace mumbled under her breath as she made her way down the stairs. â€Å"There couldn't possibly exist enough money – â€Å" â€Å"Grace?† She stopped short, stumbling off the bottom step. Large hands immediately found her upper arms to steady her. She looked up, even though she knew who it had to be. Thomas Cavendish was the grandson of the dowager. He was also the Duke of Wyndham and thus without question the most powerful man in the district. He was in London nearly as often as he was here, but Grace had got to know him quite well during the five years she'd acted as companion to the dowager. They were friends. It was an odd and completely unexpected situation, given the difference in their rank, but they were friends. â€Å"Your grace,† she said, even though he had long since instructed her to use his given name when they were at Belgrave. She gave him a tired nod as he stepped back and returned his hands to his sides. It was far too late for her to ponder matters of titles and address. â€Å"What the devil are you doing awake?† he asked. â€Å"It's got to be after two.† â€Å"After three, actually,† she corrected absently, and then – good heavens, Thomas. She snapped fully awake. What should she tell him? Should she say anything at all? There would be no hiding the fact that she and the dowager had been accosted by highwaymen, but she wasn't quite certain if she should reveal that he might have a first cousin racing about the countryside, relieving the local gentry of their valuables. Because, all things considered, he might not. And surely it did not make sense to concern him needlessly. â€Å"Grace?† She gave her head a shake. â€Å"I'm sorry, what did you say?† â€Å"Why are you wandering the halls?† â€Å"Your grandmother is not feeling well,† she said. And then, because she desperately wanted to change the subject: â€Å"You're home late.† â€Å"I had business in Stamford,† he said brusquely. His mistress. If it had been anything else, he would not have been so oblique. It was odd, though, that he was here now. He usually spent the night. Grace, despite her respectable birth, was a servant at Belgrave, and as such privy to almost all of the gossip. If the duke stayed out all night, she generally knew about it. â€Å"We had an†¦exciting evening,† Grace said. He looked at her expectantly. She felt herself hesitate, and then – well, there was really nothing to do but say it. â€Å"We were accosted by highwaymen.† His reaction was swift. â€Å"Good God,† he exclaimed. â€Å"Are you all right? Is my grandmother well?† â€Å"We are both unharmed,† Grace assured him, â€Å"although our driver has a nasty bump on his head. I took the liberty of giving him three days to convalesce.† â€Å"Of course.† He closed his eyes for a moment, looking pained. â€Å"I must offer my apologies,† he said. â€Å"I should have insisted that you take more than one outrider.† â€Å"Don't be silly. It's not your fault. Who would have thought – † She cut herself off, because really, there was no sense in assigning blame. â€Å"We are unhurt,† she repeated. â€Å"That is all that matters.† He sighed. â€Å"What did they take?† Grace swallowed. She couldn't very well tell him they'd stolen nothing but a ring. Thomas was no idiot; he'd wonder why. She smiled tightly, deciding that vagueness was the order of the day. â€Å"Not very much,† she said. â€Å"Nothing at all from me. I imagine it was obvious I am not a woman of means.† â€Å"Grandmother must be spitting mad.† â€Å"She is a bit overset,† Grace hedged. â€Å"She was wearing her emeralds, wasn't she?† He shook his head. â€Å"The old bat is ridiculously fond of those stones.† Grace declined to scold him for his characterization of his grandmother. â€Å"She kept the emeralds, actually. She hid them under the seat cushion.† He looked impressed. â€Å"She did?† â€Å"I did,† Grace corrected, unwilling to share the glory. â€Å"She thrust them at me before they breached the vehicle.† He smiled slightly, and then, after a moment of somewhat awkward silence, said, â€Å"You did not mention why you're up and about so late. Surely you deserve a rest as well.† â€Å"I†¦er†¦Ã¢â‚¬  There seemed to be no way to avoid telling him. If nothing else, he'd notice the massive empty spot on the gallery wall the next day. â€Å"Your grandmother has a strange request.† â€Å"All of her requests are strange,† he replied immediately. â€Å"No, this one†¦well†¦Ã¢â‚¬  Grace's eyes flicked up in exasperation. How was it her life had come to this? â€Å"I don't suppose you'd like to help me remove a painting from the gallery.† â€Å"A painting.† She nodded. â€Å"From the gallery.† She nodded again. â€Å"I don't suppose she's asking for one of those modestly sized square ones.† â€Å"With the bowls of fruit?† He nodded. â€Å"No.† When he did not comment, she added, â€Å"She wants the portrait of your uncle.† â€Å"Which one?† â€Å"John.† He nodded, smiling slightly, but without any humor. â€Å"He was always her favorite.† â€Å"But you never knew him,† Grace said, because the way he'd said it – it almost sounded as if he'd witnessed her favoritism. â€Å"No, of course not. He died before I was born. But my father spoke of him.† It was clear from his expression that he did not wish to discuss the matter further. Grace could not think of anything more to say, however, so she just stood there, waiting for him to collect his thoughts. Which apparently he did, because he turned to her and asked, â€Å"Isn't that portrait life-sized?† Grace pictured herself wrestling it from the wall. â€Å"I'm afraid so.† For a moment it looked as if he might turn toward the gallery, but then his jaw squared and he was once again every inch the forbidding duke. â€Å"No,† he said firmly. â€Å"You will not get that for her this evening. If she wants the bloody painting in her room, she can ask a footman for it in the morning.† Grace wanted to smile at his protectiveness, but by this point she was far too weary. And besides that, when it came to the dowager, she had long since learned to follow the road of least resistance. â€Å"I assure you, I want nothing more than to retire this very minute, but it is easier just to accommodate her.† â€Å"Absolutely not,† he said imperiously, and without waiting, he turned and marched up the stairs. Grace watched him for a moment, and then, with a shrug, headed off to the gallery. It couldn't be that difficult to take a painting off a wall, could it? But she made it only ten paces before she heard Thomas bark her name. She sighed, stopping in her tracks. She should have known better. The man was as stubborn as his grandmother, not that he would appreciate the comparison. She turned and retraced her steps, hurrying along when she heard him call out for her again. â€Å"I'm right here,† she said irritably. â€Å"Good gracious, you'll wake the entire house.† He rolled his eyes. â€Å"Don't tell me you were going to get the painting by yourself.† â€Å"If I don't, she will ring for me all night, and then I will never get any sleep.† He narrowed his eyes. â€Å"Watch me.† â€Å"Watch you what?† she asked, baffled. â€Å"Dismantle her bell cord,† he said, heading upstairs with renewed determination. â€Å"Dismantle her†¦Thomas!† She ran up behind him, but of course could not keep up. â€Å"Thomas, you can't!† He turned. Grinned even, which she found somewhat alarming. â€Å"It's my house,† he said. â€Å"I can do anything I want.† And while Grace digested that on an exhausted brain, he strode down the hall and into his grandmother's room. â€Å"What,† she heard him bite off, â€Å"do you think you're doing?† Grace let out a breath and hurried after him, entering the room just as he was saying, â€Å"Good heavens, are you all right?† â€Å"Where is Miss Eversleigh?† the dowager asked, her eyes darting frantically about the room. â€Å"I'm right here,† Grace assured her, rushing forward. â€Å"Did you get it? Where is the painting? I want to see my son.† â€Å"Ma'am, it's late,† Grace tried to explain. She inched forward, although she wasn't sure why. If the dowager started spouting off about the highwayman and his resemblance to her favorite son, it wasn't as if she would be able to stop her. But still, the proximity at least gave the illusion that she might be able to prevent disaster. â€Å"Ma'am,† Grace said again, gently, softly. She gave the dowager a careful look. â€Å"You may instruct a footman to procure it for you in the morning,† Thomas said, sounding slightly less imperious than before, â€Å"but I will not have Miss Eversleigh undertaking such manual labor, and certainly not in the middle of the night.† â€Å"I need the painting, Thomas,† the dowager said, and Grace almost reached out to take her hand. She sounded pained. She sounded old. And she certainly did not sound like herself when she said, â€Å"Please.† Grace glanced at Thomas. He looked uneasy. â€Å"Tomorrow,† he said. â€Å"First thing, if you wish it.† â€Å"But – â€Å" â€Å"No,† he interrupted. â€Å"I am sorry you were accosted this evening, and I shall certainly do whatever is necessary – within reason – to facilitate your comfort and health, but this does not include whimsical and ill-timed demands. Do you understand me?† They stared at each other for so long that Grace wanted to flinch. Then Thomas said sharply, â€Å"Grace, go to bed.† He didn't turn around. Grace held still for a moment, waiting for what, she didn't know – disagreement from the dowager? A thunderbolt outside the window? When neither was forthcoming, she decided she could do nothing more that evening and left the room. As she walked slowly down the hall, she could hear them arguing – nothing violent, nothing impassioned. But then, she'd not have expected that. Cavendish tempers ran cold, and they were far more likely to attack with a frozen barb than a heated cry. Grace let out a long, uneven breath. She would never get used to this. Five years she had been at Belgrave, and still the resentment that ran back and forth between Thomas and his grandmother shocked her. And the worst part was – there wasn't even a reason! Once, she had dared to ask Thomas why they held each other in such contempt. He just shrugged, saying that it had always been that way. She'd disliked his father, Thomas said, his father had hated him, and he himself could have done quite well without either of them. Grace had been stunned. She'd thought families were meant to love each other. Hers had. Her mother, her father†¦She closed her eyes, fighting back tears. She was being maudlin. Or maybe it was because she was tired. She didn't cry about them any longer. She missed them – she would always miss them. But the great big gaping hole their deaths had rent in her had healed. And now†¦well, she'd found a new place in this world. It wasn't the one she'd anticipated, and it wasn't the one her parents had planned for her, but it came with food and clothing, and the opportunity to see her friends from time to time. But sometimes, late at night as she lay in her bed, it was just so hard. She knew she should not be ungrateful – she was living in a castle, for heaven's sake. But she had not been brought up for this. Not the servitude, and not the sour dispositions. Her father had been a country gentleman, her mother a well-liked member of the local community. They had raised her with love and laughter, and sometimes, as they sat before the fire in the evening, her father would sigh and say that she was going to have to remain a spinster, because surely there was no man in the county good enough for his daughter. And Grace would laugh and say, â€Å"What about the rest of England?† â€Å"Not there, either!† â€Å"France?† â€Å"Good heavens, not.† â€Å"The Americas?† â€Å"Are you trying to kill your mother, gel? You know she gets seasick if she so much as sees the beach.† And they all somehow knew that Grace would marry someone right there in Lincolnshire, and she'd live down the road, or at least just a short ride away, and she would be happy. She would find what her parents had found, because no one expected her to marry for any reason other than love. She'd have babies, and her house would be full of laughter, and she would be happy. She'd thought herself the luckiest girl in the world. But the fever that had struck the Eversleigh house was cruel, and when it broke, Grace was an orphan. At seventeen, she could hardly remain on her own, and indeed, no one had been sure what to do with her until her father's affairs were settled and the will was read. Grace let out a bitter laugh as she pulled off her wrinkled clothing and readied herself for bed. Her father's directives had only made matters worse. They were in debt; not deeply so, but enough to render her a burden. Her parents, it seemed, had always lived slightly above their means, presumably hoping that love and happiness would carry them through. And indeed they had. Love and happiness had stood up nicely to every obstacle the Eversleighs had faced. Except death. Sillsby – the only home Grace had ever known – was entailed. She'd known that, but not how eager her cousin Miles would be to assume residence. Or that he was still unmarried. Or that when he pushed her against a wall and jammed his lips against hers, she was supposed to let him, indeed thank the toad for his gracious and benevolent interest in her. Instead she had shoved her elbow into his ribs and her knee up against his – Well, he hadn't been too fond of her after that. It was the only part of the whole debacle that still made her smile. Furious at the rebuff, Miles had tossed her out on her ear. Grace had been left with nothing. No home, no money, and no relations (she refused to count him among the last). Enter the dowager. News of Grace's predicament must have traveled fast through the district. The dowager had swooped in like an icy goddess and whisked her away. Not that there had been any illusion that she was to be a pampered guest. The dowager had arrived with full retinue, stared down Miles until he squirmed (literally; it had been a most enjoyable moment for Grace), and then declared to her, â€Å"You shall be my companion.† Before Grace had a chance to accept or decline, the dowager had turned and left the room. Which just confirmed what they all knew – that Grace had never had a choice in the matter to begin with. That had been five years ago. Grace now lived in a castle, ate fine food, and her clothing was, if not the latest stare of fashion, well-made and really quite pretty. (The dowager was, if nothing else, at least not cheap.) She lived mere miles from where she had grown up, and as most of her friends still resided in the district, she saw them with some regularity – in the village, at church, on afternoon calls. And if she didn't have a family of her own, at least she had not been forced to have one with Miles. But much as she appreciated all the dowager had done for her, she wanted something more. Or maybe not even more. Maybe just something else. Unlikely, she thought, falling into bed. The only options for a woman of her birth were employment and marriage. Which, for her, meant employment. The men of Lincolnshire were far too cowed by the dowager to ever make an overture in Grace's direction. It was well-known that Augusta Cavendish had no desire to train a new companion. It was even more well-known that Grace hadn't a farthing. She closed her eyes, trying to remind herself that the sheets she'd slid between were of the highest quality, and the candle she'd just snuffed was pure beeswax. She had every physical comfort, truly. But what she wanted was†¦ It didn't really matter what she wanted. That was her last thought before she finally fell asleep. And dreamed of a highwayman.

The Decay of English as a Language

But today, in a world filled with computers and keyboards and various applications like Microsoft Office to facilitate our writing and even correct our errors, do we really need to know how to write properly anymore? In the modern world where we use our phones and messages to communicate with the least amount of effort, short and concise text to get to the point regardless of punctuation, grammar nor orthography. In a fast living world where everybody seems to have less time, Is there really room for linguist? According to John Humphrey, a newspaper author mentioned in Crystals essay, exiting is ruining our Language.Ever since the mobile phone was introduced and along with the way to communicate with messages, companies have been using this invention to make the most profit of it by developing the Global System for Mobile Communications Network in the mid sass's. Messages at that time had a limited amount of characters, so the message people are trying to forward had to be short and concise. There was no room for orthography nor grammar. The beginning of SMS, short message service. Testing as a trend rocketed In the 21 SST century and a ewe creative style of writing has emerged.However, David Crystal is not agreeing with the majority, he states, that it rather â€Å"helps than hinders literacy' (b or not b, David Crystal, 337). He also argues that even though a lot of grammar and general linguistic rules are often broken, the messages are still understandable. And Isn't that the point? Furthermore, the longer the messages become the less linguist errors occur. Symbols and single letters to replace words (b or not b, David Crystal, 337-338) In fact, this so called problem is not new. People have been solving puzzles and riddles in newspapers using this structure of text in the 19th century.English has a lot of abbreviation words ever since it began to be written down. A different approach David Crystal is bringing up, is that author are using â€Å"textileâ₠¬  to write poems, short- stories or even novels. But the mobile phone is limiting the capabilities of this new found style. So authors craved for a platform with more expressive power. Therefore, â€Å"textile† moved to the PC where people have more possibilities like color, font, type- size and shape. This shows creativity for the English language (b or not b, David Crystal, 344). And isn't that Just a development of Language?Like Languages have always evolved and changed over time? At the same time, increasing evidence from different researches, form a team at Coventry University, came to the conclusion that testing does not effect children's ability to write or read. Instead, it improves. One of the researches show that the more abbreviations they use, the better is their grade in test's on reading and vocabulary. This research also states that the younger the age is, where they get heir first phones, the better their skills in linguistic (b or not b, David Crystal, 345) .The main argument is that children could not be good at testing if they had not already developed a secure considerable literacy awareness, hence children who are able to use this kind of communication style already have a sense of how the language works and sounds. David Crystal isolates himself clearly from other authors or professors by not sharing the same opinion. And this essay depicts it coherently. I think that it is true that English as a Language is changing and its not going to be he same as it was. But is that a bad thing? Personally.

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World History I - Essay Example However as we very well know, that situation is not true and Diamond (1997) presents some very interesting insights into how and why the development of societies took place as it did. The explanations given by him are quite interesting since they are logical and appear to make perfect sense. For instance, the argument about technology appeals considerably because today we live in a world which is very technology oriented and it is clear that countries which have taken modern technology to be an integral part of their economies have gained a lot from it. For example, in recent years both India and China have become economic giants mainly due to the investment in technology made by their respective governments and due to the technological contacts they have had with western powers like America and Europe. Of course the development of America is simply a result of the development of the European powers and their ability to create a food surplus from agriculture and domestication of animals. Diamond (1997) is correct when he says that African armies on rhinos and hippos could have decimated European cavalry charges but horses were domesticated while rhinos and hippos still remain wild and dangerous animals. The food surplus created by effective management and agriculture caused populations to expand which often meant that the chances of a region producing a thinker, inventor or discoverer were also increased. Additionally, the argument about human contact improving societies is very true since the contact between the Europeans, the Arabs, the Indians and the Chinese eventually took technologies like cartography, paper, numbers, and many other developments from one end of the globe to the other. The example of Australia in its relative isolation is quite correct since Australia did not know about these developments there was little chance of them developing these technologies on the same lines as the Eurasians. So the two fundamental

In what ways are horses used as symbolism in the plays The New York Essay

In what ways are horses used as symbolism in the plays The New York Idea by Landgon Mitchell, and the play Mazeppa by Henry - Essay Example In order to understand why horses are used in both stories, we must take a closer look at the general perception of what horses stand for. According to Psychics and Mediums Network, a fantastic website dedicated to the interpretation of dreams and symbols, horses in a dream mean the following: Wild forces that have been tamed are symbolized by the horse. Horses are also a symbol of sexuality and were considered by Freud to represent the terrifying aspect of the father. To dream of ridding an out-of-control horse, may indicate that you are being ‘carried away’ by your passions, whereas a tightly tethered horse may show that you inhibit these natural feelings. Therefore, horses reflect on the feelings of individuals—where they are going and what they are doing. This concept is certainly used in both Mitchell and Milner’s works. As noted above, horses are used to judge different individual actions. In the introduction of â€Å"The New York Idea,† Mitche ll states, interestingly enough: â€Å"The temperament of the race-horse has to be considered—much more, that of the 'star'.† (2). This is an important concept in relation to what we have already been discussing. The author is basically admitting the purpose of the horses in the play itself—to reflect on the actions and emotions of individuals. In Mazeppa, we see a similar stance. The bulk of the narrative focuses on a romantic journey on a horse, the horse serving as sort of escape from reality, or one’s emotions and personal responsibilities. This is especially accurate if we compare this with the Freudian interpretation of horses above. Horses can represent one being carried away by one’s passions, and this seems to be in line with what is going on in Mazeppa. Therefore, the general interpretation of what horses can mean symbolically certainly ties back to what Mazeppa is trying to reveal a horse can mean. Another concept present in Psychics and Mediums network is the reflection of what horses generally mean in mythological terms, and again, this concept can be used to better understand the symbols present in both stories that we are discussing. According to Psychics and Mediums Network, horses can myth logically mean the following: In some myths and fairytales horses speak. In dreams, this represents the voice of your unconscious- a message from your innermost self. In Greek myth, horses were associated with Hades, the underworld and death. However, dream prophecy says that to dream of horses indicates that you will receive news from a distance. And it is extremely lucky to dream of a horse being shod. So, the journey of the horse in â€Å"Mazeppa† can be related to the ultimate end of all human journeys—that of death. Basically, there is the sense that no matter what we do with our lives, all of us will eventually face this end of the journey, or the ultimate end, of relinquishing our souls. This concept is not as present in The New York Idea, but if we think of the races present in the story as a type of journey for the horses, then we see a similar concept present; that of the journey and the finish, and whether ones wins or loses it does not really seem to matter when one reaches the final end of all things. The other interesting point to note about this interpretation of horses is the concept of receiving news from a dista

Marketing audit Essay Example | Topics and Well Written Essays - 4500 words - 1

Marketing audit - Essay Example The study discusses potential theories and literatures available on marketing audit and describes its importance for present day organizations. Conducting a marketing audit for any organization involves analysis of the external and internal environments of the organization. Analysis of the external environment can be done through various models and frameworks which have been proposed by previous researchers. These analytical frameworks consider various crucial aspects of the external environment which have potential influence on the business operations of the organization. While scanning the environmental elements of Lenovo various factors have been considered which are external to the organization and have significant influence on it. Similarly the internal environment of the organization has also been analyzed deeply to identify the potential strengths and barriers which exist within the organization. While scanning the internal environmental of the organisation, various theories a nd analysis have been implemented to analyse the resources and capabilities present within it. For data collection various news and texts have been used as secondary sources. These organizational data are analyzed and inferred for identifying the strengths and weaknesses of the organization. A systematic plan for action has been suggested as recommendation at the end of the report. Marketing audit states the importance of aligning the marketing operations with the objectives of the business as well as the capabilities of the organization. Once it gets aligned, the organization experiences increased level of potential in its profit making and marketing activities. If classified broadly the process of marketing audit involves proper understanding of the goals, identifying current resources and techniques to be utilized by the organization, collecting information from organizational and non-organizational sources for understanding the internal environment of the organization and

How does fire frequency influence tree species diversity in the boreal Research Proposal

How does fire frequency influence tree species diversity in the boreal forest - Research Proposal Example Its unique characteristics are quickly changing as a result of human and natural pressure and this area is expected to be one of the most rapidly impacted regions of the world by the climate change that is ongoing which might lead to degradation of the Boreal eco systems in the end (Shvidenko & Apps, 2006). Canada is the largest producer and exporter of forest products with most of these products coming from the boreal forest that is there and therefore it may not come as a surprise that Canada has an advanced forest industry and also a forest management that is equally advanced. This has not stopped the forest in Canada from being significantly affected by changes that are occurring in the natural disturbances that include wild fire and insect outbreaks that have been taking place in the last few decades (Shvidenko & Apps, 2006). It is expected that the Boreal forest in particular will be vulnerable to disease, fire and competition from other tree species as the climate changes continue to be experienced and the weather gets warmer but the natural replacement in forest will take some time (Louiseize, 2005). Fire spread is not only a function of weather, but it also depends on topography, fuel load, types and spatial arrangement as well as active suppression and this therefore means that the fire spread simulations for everyday fire management require a large amount of information that is site specific (Pueyo, 2007). Being able to predict future fire activity that is related to climate change is a leap towards appreciating the future state of the Boreal ecosystem since the natural disturbances are usually controlled by the interplay between biotic and abiotic factors. Forest fire is the dominant natural disturbance that exists in Canada’s western Boreal forest where the fire regime of a particular area reflects the integration of

Literature Review on Total Quality Management in public and private Essay

Literature Review on Total Quality Management in public and private preschools - Essay Example The use of quality management issues in public and education sector is more recent, and the interest of working with quality from a TQM point of view within the education sector has grown during the last decade (Dale, et al., nd). The use of TQM in the public sector such as education and the health sectors is deemed as part of the new public management. New public management is a general term for various change initiatives, which has been brought about by escalating requirements from different authorities. The Swedish public sector introduced an administrative law in 1987 that requires counteracting of inconveniences and enhancing accessibility among authorities. The Swedish commission on advanced vocational education necessitates that educational organizations employ quality assurance as some kind of quality evaluation. Formal definitions of total quality management preschool The external concept of quality refers to attempts to enhance the quality of the incoming product. In the ca se of schools, the product is the student or the child who is entering school for the first occasion. Industry operates with sellers who make parts, which when assembled will be the end product. Schools on the other, hand have two vendors, which are the preschool children and their parents or guardians. Schools ought to have programs for preschool and parenting. Nevertheless, this is often not possible to have preschooling as part of an ongoing program in most cases due to cost inadequacies. If possible, any school wishing to implement the external quality concept should have a preschool program. There are numerous definitions of the quality concept as put forward by different scholars (Karoly & Bigelow, 2005). There are five broad concepts of the term quality. One aspect is the transcendent concept where quality is taken as the innate excellence, which is absolute and universally acknowledgeable and long lasting. In preschooling, transcendent quality can be learned to be acknowledg ed through experience. The second approach to quality is product based, where quality reflects differences in the amount of some ingredient or factor possessed by a product. Preschool quality management concept on product based refers to attributes possessed by students. The third attribute of quality is user based, where the quality of the best satisfies clients’ preferences. Preschool quality management reflects on students meeting the requirements and needs of the employers as they look for those students with the highest quality. The fourth aspect of quality is manufacturing based, where the focus is on the supply side. Manufacturing based quality is essentially concerned with manufacturing practices and fulfilling tolerances (Bradley, 1994). The final concept of quality is value based, where quality is measured in terms of costs and price. In preschooling total quality management, the school should offer performance or conformance at an acceptable price and cost. Main co mponents of total quality management in preschool There are five main basic components in preschool total quality management that foster young children skills and abilities. These are the curriculum, the early literacy learning principles, accountability and assessment, teacher education and professional growth, as well as home-school relations (Bracken, 2004). Early literacy learning principles Developing standards for preschool is among the best

Human Capital, Inequality and Growth in Transition Economies Essay Example for Free

Human Capital, Inequality and Growth in Transition Economies Essay Human Capital can be defined as the accumulation of competences and knowledge in individuals gained through education and experience, not forgetting their personality attributes. All these put together enable individuals effectivley perform profitable and revenue generating economic activities. Such competent persons in a society are at times reffered to as a workforce or laborforce. Some examples of investments in humans that result in human capital are education, health and training. As Becker says, human capital investments raise the earning ability of individuals, improve health and add to an individuals’ good habits. The term inequality generally refers to disparities in access to opportunities or resources amongst individuals, groups or even countries. Some of the common causes of inequality are; gender, race, age, geographical location and even cultural practices. Inequality normally results in observable differences in levels of growth and development of individuals or from one society to another. Education is the process through which individuals are able to acquire basic skills necessary for life. It is the understanding and interpretation of knowledge that empowers individuals to develop a logical and rational mind. The rational mind is then is able to determine relationships amongts pertinent variables, thereby fostering understanding. Education involves completing curriculum based fixed time achievements, aimed at building professional capabilities. At the individual level, it develops the capabilities and potentials of the individual so as to prepare them to be successful in a specific society or culture. In this case therefore, education serves an individuals’developmental needs. When education happens at the societal level, it is thus defined as a process by which society transmits to new members the values, beliefs, knowledge and symbollic expressions that make communication possible within that society. In this sense, education serves a social and cultural function. Roland (2000) says that transition economics, also known as transformation economics refers to a state whereby economies have gradually changed over from socialism to capitalism, an example being the former socialist economies. There is a shift from standardized prices and monetary theories to institutions geared towards a higher efficiency. This transition can only thrive if there is sustained government and political support. The Soviet Union in full, is known as the Union of Soviet Socialist Republics (USSR), It was characterised by a single communist political party, a planned economy and the KGB security agency which closely monitored activities within the union. USSR was formed in December 1922 and by 1956, it was comprised of 15 countries with Moscow being the capital city. The fifteen countries included; Armenia, Azerbaijan, Belarus, Estonia, Georgia, Kazakhstan, Kyrgzstan, Latvia, Lithuania, Moldova, Russia, Tajikistan, Turkmenistan, Ukraine and Uzbekistan. Dissolution of USSR begun in 1985 and continued upto 1991, with the fifteen member states gaining their independence a few months before the Soviet Union collapsed in late 1991. Following the collapse of the Soviet Union, restructuring of the administrative functions and development of a market based system was immediately embarked on through Yeltsins’ shock program. The aim was to improve standards of living, ensure equitable resource allocation, create new production avenues, promote liberalization, and provide incentives through privatization activities. However, a free and liberalised market did not come without ny challenges. By 1992 Russia suffered a deppressed life expectancy, twenty five percent of the population lived in abject poverty, there were low birthrates, and a downward sloping Gross Domestic Product (GDP). However, due to increased investment activities, exploitatation of valuable natural resources and increased business development activites, the economy begun to make significant improvement. The aim of this paper is to explore how education as a factor of human capital and inequality influenced growth in transition economies, with respect to the former Soviet Union countries (FSU). Theoretical research Human capital with regard to education and levels of inequality both have an impact on the growth experienced in transition economies. This growth is therefore an end result of quality educational investments and equitable distribution and allocation of vital resources across a country. Such a hypothesis makes growth the dependent variable whose outcome is influenced by two independent variables namely; education and inequality. Observation of growth and development trends in transition economies and the developing world, have shown that education can have both positive and negative impacts on an economy. One of the positive impacts is that persons who possess the relevant knowledge and skills required by organizations are able to access better job opportunities as opposed to those who are poorly educated. In addition, high levels of education enable individuals to secure jobs in other countries, thus helping to alleviate the problem of unemployement in their mother country. Spagat (2002) observed that during Russia’s transition, intellectual individuals were more motivated to pursue more education opportunities and in return, became very successful in their careers. In regard to the economic transition in the former Soviet Union countries (FSU), educated parents who still held education in high esteem, were very focused on ensuring that their children acquired the same level of education as them or even higher. While on the other hand those parents who viewed education as a burden rather than an investment focused on the bare minimum, that is, basic education. The result of this attitude was that these particular families remained trapped at a basic education level and so was their access to income generating opportunities. Through education and training, individuals acquire problem solving skills and entrepreneur management skills which inturn, help them set up and operate successful ventures, in the process creating employment opportunities. In addition, as the field of education grows within a country with more universities, colleges, high schools and primary schools being constructed, more job opportunities are created in the education sector. Persons who are well educated are likely to secure better paying jobs, which inturn increases their purchasing power plus it increases the demand for goods and services available in the economy. The net effect of this, is creation of more job opportunites in the production and service sectors. These persons are able to improve their standards of living including those of their dependants. In addition, issues of health and fertility are decided upon from a knowledgeable point, (Newell and Reilly, 1999). Through education, individuals are exposed to society and they acquire important attributes and values that can help them enhance their capacity to interact and relate with other persons in society. As a result, they able to adapt and cope with the dynamics of the workplace. Last but not least, education as a contributor to human capital enhances economic growth and development in a country, since the human capital is equipped on how to exploit the countrys’natural resources profitably. Countries lacking this human capital are neither able to exploit their resources adequately, nor are they able to develop their economy at the desired pace. Barro (1998) argues that human capital enhances absorption and application of superior technologies from other countries. Young and educated persons under the guidance of the older folk are able to conduct research and development. The improved technology in a transitional economy enhances the speed and quality of production of goods and services, through improved and more cost efficient work processes. The young industries are in turn able to meet rising demands, both domestic and foreign hence increasing their revenues and taxes to the government. Munich et al (1999), argue that in a transition economy, government support and positive attitude towards investments in human capital is essential. The government has to allocate funds for example for building schools and also for enticing people to enroll in this schools. However, the maintenance of the enrollment levels is a continued process whose economic benefits are only realised over time as was seen in the Czech Republic. In support of this argument, Spagat (1995) warns that it is even though human capital takes years to accumulate, it actually takes a very short while to deteriorate, hence governments cannot afford to postpone this investment, even temporarily. The governments must ensure that education and other skills are transferred effectively from one generation to the next. Restructuring of education, needs to be done from the very beginning of the transition from socialism, in order to immediately improve educations’ quality. There is a multiplier effect that comes with better quality education. The first being an increased access to job opportunities, higher wages and consequently more tax revenue for the government. The major effect however, is that it sets the standards for future generations, both in terms of quality of education and future incomes, (Spagat, 2002). Fan et al (1999) said that the young people of Russia during the transition had little or no motivation to put effort to pursue education. This is because the education system had not been restructured to match the market-oriented system and therefore the returns were not high. World Bank (1995) accused Russia of concentrating on spewing out scientists and engineers instead of producing a mixture of professionals who would support the different sectors of Russia’s’ economy. They only increased between 1991 and 1994, but this human capital investment deteriorated again by 1996, (Brainerd (1998). In order to make ends meet, many dropped out of school and opted for jobs such as taxi drivers, street vendors and some even joined the Mafioso for a quick buck. All was not lost however, when we remember individuals like the Hungarian–American entrepreneur George Soros, who provided funds that would help these countries implement reforms for a better future. OECD (1996) advised that schools and tertiary institutions should not be the only avenues through which education is attained. OECD (1996) advised that adult learning should be encouraged in order to help the older generations access more income. In addition, pre-schooling of children below the age of formal schooling, which was a common feature of the FSU countries fostered child development and also prepared these children for formal education. In these former Soviet Union countries, the major advantage of pre-schooling their young children was in the fact that it freed the women to participate in economic activities, and it also reduced education disparities between children of the educated parents and those of the less educated parents. Micklewright (2000) wrote that investment in learning institutions ensures sustained educational gains. For example, in some of the Soviet Union countries, teachers earned wages so low that they spent their time looking for more income instead of teaching. In addition, repair and maintenance of the buildings was neglected and with lack of heating during winter, schools would be closed. The other problem was the shortage of textbooks. However, these countries tried to salvage the situation by offering meals at school between 1989 and 1996, in order to entice parents to take their children back to school. In countries such as, Yugoslavia, Armenia, Georgia, Tajikistan and Albania, the transition was characterised by serious geographical disparities caused by war, civil and ethnic strife. Facilities were destroyed, hundreds of families were displaced out of their homes and schools were closed, (World Bank, 1997b), thus slowing down the ongoing projects. Human capital is vital for growth of transition economies. Growth should be stimulated across all sectors of the economy and in each part of the country so as to rapidly raise the standards of living and reduce inequalities between urban and rural areas. Keen interest should be paid especially to rural areas, in order to eliminate the possibility of mushrooming of pockets of poverty across the country. According to Flemming and Micklewright (1999), ensuring that access to education is recognized by FSU countries as a human right as stipulated in international law, will greatly boost growth of human capital. Equal rights promote equal access to opportunities and it also reduces discrimination based on gender, race, religion or economic status. Income inequality rose in the Czech Republic and Russia and was very high between 1988 and 1996. In order to support a transition economy, Spagat (2002) suggests that a balance should be created between skilled and unskilled labour. This is because most young people either worked on a full time basis and neglected pursuit of higher education, or they pursued higher education and then begun working at a later stage. One of the negative impacts of education on a country is that by having too many educated persons, the labor market gets saturated thus resulting in a drop in the amount of wages that employers are willing to offer. In turn this acts as a demotivator of the labor force and may also result in brain drain whereby qualified personnel leave their mother country for better opportunities in other countries. The unemployed persons are normally seen resulting to social ills such as alcoholism, drug abuse and robbery amongst others. These social ills inturn dissuade local and foreign investors from putting their money in an unsafe country.

Managerial Accounting Essay Example for Free

Managerial Accounting Essay Explain the distinguishing features of managerial accounting. Identify the three broad functions of management. Define the three classes of manufacturing costs. Distinguish between product and period costs. Explain the difference between a merchandising and a manufacturing income statement. Indicate how cost of goods manufactured is determined. Explain the difference between a merchandising and a manufacturing balance sheet. Identify trends in managerial accounting. Managerial accounting is a field of accounting that provides economic and financial information for managers and other internal users. (b) Mary is incorrect. Managerial accounting applies to all types of businesses—service, merchandising, and manufacturing. (a) Financial accounting is concerned primarily with external users such as stockholders, creditors, and regulators. In contrast, managerial accounting is concerned primarily with internal users such as officers and managers. Financial statements are the end product of financial accounting. The statements are prepared quarterly and annually. In managerial accounting, internal reports may be prepared as frequently as needed. The purpose of financial accounting is to provide general-purpose information for all users. The purpose of managerial accounting is to provide special-purpose information for specific decisions. 2. (b) (c) 3. Differences in the content of the reports are as follows: Financial †¢ Pertains to business as a whole and is highly aggregated. †¢ Limited to double-entry accounting and cost data. †¢ Generally accepted accounting principles. Managerial †¢ Pertains to subunits of the business and may be very detailed. Extends beyond double-entry accounting system to any relevant data. †¢ Standard is relevance to decisions. In financial accounting, financial statements are verified annually through an independent audit by certified public accountants. There are no independent audits of internal reports issued by managerial accountants. 4. Budgets are prepared by companies to provide future direction. Because the budget is also used as an evaluation tool, some managers try to game the budgeting process by underestimating their division’s predicted performance so that it will be easier to meet their performance targets. On the other hand, if the budget is set at unattainable levels, managers sometimes take unethical actions to meet targets to receive higher compensation or in some cases to keep their jobs. Karen should know that the management of an organization performs three broad functions: (1) Planning requires management to look ahead and to establish objectives. (2) Directing involves coordinating the diverse activities and human resources of a company to produce a smooth-running operation. (3) Controlling is the process of keeping the company’s activities on track. Disagree. Decision making is not a separate management function. Rather, decision making involves the exercise of good judgment in performing the three management functions explained in the answer to question five above. Employees with line positions are directly involved in the company’s primary revenue generating operating activities. Examples would include plant managers and supervisors, and the vice president of operations. In contrast, employees with staff positions are not directly involved in revenuegenerating operating activities, but rather serve in a support capacity to line employees. Examples include employees in finance, legal, and human resources. 5. 6. 7. 1-4 Copyright  © 2010 John Wiley Sons, Inc. Weygandt, Managerial Accounting, 5/e, Solutions Manual (For Instructor Use Only) Questions Chapter 1 (Continued) 8. CEOs and CFOs must now certify that financial statements give a fair presentation of the company’s operating results and its financial condition and that the company maintains an adequate system of internal controls. In addition, the composition of the board of directors and audit committees receives more scrutiny, and penalties for misconduct have increased. The differences between income statements are in the computation of the cost of goods sold as follows: Manufacturing company: Merchandising company: 10. Beginning finished goods inventory plus cost of goods manufactured minus ending finished goods inventory = cost of goods sold. Beginning merchandise inventory plus cost of goods purchased minus ending merchandise inventory = cost of goods sold. 9. The difference in balance sheets pertains to the presentation of inventories in the current asset section. In a merchandising company, only merchandise inventory is shown. In a manufacturing company, three inventory accounts are shown: finished goods, work in process, and raw materials. Manufacturing costs are classified as either direct materials, direct labor, or manufacturing overhead. No, Matt is not correct. The distinction between direct and indirect materials is based on two criteria: (1) physical association and (2) the convenience of making the physical association. Materials which can not be easily associated with the finished product are considered indirect materials. Product costs, or inventoriable costs, are costs that are a necessary and integral part of producing the finished product.

Causes of the Break-Up of Czechoslovakia

Causes of the Break-Up of Czechoslovakia The new world order, followed by the post-Cold War era (Collapse of the Soviet Union in 1991 to present) has developed to a rather stable state. Contemporary Europe, the plural ethnicity region, on one hand, Ishiyama et. al., (1998: 2) argued that military force or â€Å"violence follows ethnic tensions as night follows day.† It is therefore, naturally de facto defined as â€Å"dissensus and pregnant with conflict† (Ishiyama et. al., 1998: 2). On the contrary, different in ethnicity and ideologies do not inevitably translate into violent political action (Fearon et. al., 1996: 715-735), for instance: the dissolution of Czechoslovakia in 1993 underwent peacefully with no bloody ethnic conflict involved between the Czechs and Slovaks. Stated succinctly, Czechoslovakia was regarded by many observers as a stabilising element in Central Europe, and many people hoped that it would become a model for the democratic transformation of multinational post-communist state. Structural violence, moreover, is another form of force, which means the social arrangements that place individuals and populations in a harmful way, Farmer et. al., (2006: 49) described the social arrangements are ‘structural’ is mainly due to the embedded political and economic organisation of the social world. The subtle but oftentimes invisible force plays a vital role on the disintegration of the nation. Particularly from Czechoslovakia’s perspective, the differences of the factors such as: the level of economic development, social, structure, culture, political organisation and traditions, along with the values, attitudes, and beliefs of the population, would have an immense impact on the way in which the communist system and the country were set up. (Welchik, 1991: 1) The ostensible contradiction on military force in Czechoslovakia, and the existence of structural violence have led this essay to endeavour whether force (military and/ or structural) is/ are the main means that the nation covers the same geographic areas as the state. The structure of the essay aims to evaluate the above mentioned statement by analysing the Velvet revolution and structural force such as: different in value orientations and political ideologies, imbalanced division in powers, and role of the political elites. Prior to laying the argument any further, brief historical facts behind Czechoslovakia needs to be mentioned. Czechoslovakia was created with the dissolution of Austria-Hungary at the end of World War I, the philosophy of greater unity and a single nation for the sake of economic development and political stability were proposed, hence the integration. Moreover, the integration was characterised by major discontinuities. Czech and Slovak leaders faced many of the same challenges â€Å"including the formation of a new state, its occupation and dismemberment in the WWII, and the imposition of a communist system, that confronted other states in the region† Prucha (1995: 40). Viewed from Slovak’s perspective, it was an independent country that never existed till the end of WWI, and was pulled from Hungary, which ruled those lands for centuries, by Czechs due to relatively close ethnic similarities of both nations, on the basis of panslavic movement, very popular among Czech s. Welchik (1990: 316). In terms of its population, it was evenly shared by Czechs and Slovaks, each made up to approximately fifty per cent of the initial population, and rest of the population were German, Hungarian, and Polish etc. In spite of the ethnic complexity, in the early 1920s, Czechoslovakia was identified as an island of stability in central Europe, to which its credit abroad was greatly enhanced. After 1989, due to Czechoslovakia’s political habitual moderation and the fact that no bloody ethnic conflict had arisen between Czechs and Slovaks in the past, it was regarded by many observers as a â€Å"stabilising element in Central Europe, and many people hoped that it would become a model for the democratic transformation.† Musil (1995: 1). The widespread set of peaceful protests which became widely known as â€Å"Velvet Revolution† occurred in autumn 1989, and eventually led to the disintegration. Moreover, the dissolution was undoubtedly a surprise for many people because two nations share many similarities, for example: linguistic, cultural and historical background. Wilde (2013) summarised three main factors that caused the revolution in 1989: Gunpoint cement of communism had gone, newly democratic Czechoslovakia came to discuss the new constitution, and emergence of discussion on the new constitution and how to government. The Velvet revolution, a resu lt of fall of communism in Eastern Europe, is extremely significant as it highlights a remarkable distinctive result of the disintegrations in Eastern Europe – Czechoslovakia experienced the disintegration with no bloody ethnic conflict and new states formed without the need for welfare; whereas the bloodshed of Yugoslavia made a stark contrast because the state collapsed into welfare and ethnic cleansing. To conclude briefly, the breakaway of the Soviet Union and the Velvet Revolution are two factors that led to the disintegration. In this case, military force and violence, in Czechoslovakia, were not the main means that had integrated nor disintegrated the state. The break-up of the Czechoslovak federation reflected the influence of many factors. Different in conceptions and opinions concerning the division of powers between Czech and Slovak political institutions are highly accountable for the disintegration. Musil (1995: 2) argued regardless of the extra efforts by politicians in the interwar period (1918-1938) and partly after World War II: â€Å"The idea of a common Czechoslovak state did not put down deep roots in Slovak soil†. Indeed, the abstract, yet tangible force – structural violence such as: different structural (level of economic development) and psychological (ideologies), division in powers between Czech and Slovak political institution, and the actions of the political leaders of two nations, can be attributed to the disintegration. Different in level of economic development led to a paternalistic attitude, which continued to exist since the integration of Czechoslovakia. To explain further, Czech was relatively stronger and more active in economic and cultural progress, whilst from Slovaks’ perspective, the junior partner was expecting an ‘equal’ relationship, with regard to economic and cultural development – â€Å"underestimated, discriminated against and underused in state administration and generally handicapped by the Czechs† as KrejcÃÅ'Å’iÃÅ'  (1990: 225) described. Indeed, some Slovaks believed Slovakia to some extent was exploited by its more developed partner, meanwhile the Czechs, held a thought that the Czech Republic’s economic growth would have had a better performance without being obstructed by Slovakia because an excessive transfer of resources was required. Although Ishiyama et. al., (1998: 41) argued the lack of aggressive hostility between the two communities is an apparent evidence to support the statement that structure force/ violence between Czechs and Slovaks were merely existent. It is, however, obvious that such ill-considered misunderstanding underpinned the roots of the tensions between the two communities. Purcha (1995: 41) explained the already fragile concept of a unitary Czechoslovakia was â€Å"eroded by the attitudes of mutual distrust†. Because of the lack of opportunities and willingness to address to the misperceptions and misinterpretations, it gradually became stereotypes, and led to the dissolution. Prihodo (1995: 130) explained the importance of the role of stereotypes â€Å"the dissolution in 1993 was not provoked by external force, so it (the importance of these stereotypes) may be greater than it seems at first glance.† Apart from different in structural perspective, the reasons for the break-up of Czechoslovakia must be sought in the principles of the development of the modern nation, i.e. â€Å"a (rising) separate national awareness of Czechs and Slovaks† Rychlik (1995: 97)

Great People :: miscellaneous

Great People Only great men are marked with great faults.† This quotation from â€Å"Maxims† was written by La Rochefoucauld. He states that people with nobility of their minds create many mistakes throughout their lives. This quotation is only partially correct, people do indeed have faults but it is these faults that restrict them from being great. Every person has done unpleasant acts that disassociate them from being a great person. Each day, people break society's norms or rules and most feel they have done nothing wrong. A man who has sex with the under aged girl has a justification for his actions. He tells himself that she knew what she was getting into even though he did actually rape her. Just as a man with his wife’s blood on his hands justifies that she deserved her punishment for not following his rules. Everyone breaks some form of laws through out the day. People who do not see themselves as criminals break laws, for instance the average speeder or traffic light runner. These people are in a hurry and do not want the hassle of stopping or slowing down instead they go on and have an accident. Each person has their own way of justifying their actions. Most people blame someone else for their own actions because to them they did nothing wrong. While others compare their actions to the actions of others who did a deed far worse than theirs. With this constant justification of our negative traits peoples' views of reality begin to become distorted and lost. With distortion of reality the whole society begins to shift into a greatless nation of sinners. Some people who are thought of being great discover inventions that injure or take others’ lives. For example Albert Einstein, he was the discoverer of atomic energy. This energy has been used to devastate entire cities and kill uncountable numbers of people. Atomic energy emits a massive amount of radiation that pollutes our air, water, and land leaving large areas inaccessible for years to come. Is this the work of a great individual? No, a great person would not create something that would be this destructive. Albert Einstein obviously did not know the full extent of his discovery. He did not take the time to completely research all the possibilities and consequences that came with his findings. So in other words the human race is still paying for his mistakes.

The Sino-American Relationship Essay -- China Politics Government Essa

The Sino-American Relationship   Ã‚  Ã‚  Ã‚  Ã‚  The main focus of this paper is to analyze the Sino-American relationship and the factors both past and present that make it a complicated and very important issue, as well as future expectations for the development of continued relations. American contact with China in the past has been less than positive and China is a country that values respect and honesty in its value system. China and the USA do not share the same view of the world. There has been much misunderstanding and even underhanded policy when it came to the USA, especially with the changing of our presidents. Clinton was a strong supporter of having Asia involved in the future of America. He urged that China become a part of the World Trade Organization to make the relationship that of a partnership. He had been quoted as referring to China as a strategic partner while Bush described China as a strategic competitor. (Tyler p1) Imagine the shock of China to be turned from favored friend to possible e nemy within the period of less than a year. In my opinion this is a relationship that both sides can mutually benefit from however up until this point it has been clouded by great egos and failed policies. This is an extremely important issue to discuss because China is one of the largest nations in terms of billions of people, as well as an upcoming superpower. In the future China will become stronger in terms of production and business, and the USA would be wise not to cause permanent damage by ignoring treaties and past foreign policy. America must remember they cannot change the rules of the game in the middle of playing! America is a democratic nation that values human rights, and in that platform fights a moral war naturally which would put the USA at odds with China on more than one issue.   Ã‚  Ã‚  Ã‚  Ã‚  My personal expectations for the future of China and America’s diplomatic relationship is that it will continue to deteriorate if the USA does not find a better way to deal with the current problems involving Taiwan. The issue that I am mainly concerned with is the one-China principle which is set to have Taiwan ruled by the Communist party and no longer be a democratic entity and China would have sovereignty over Taiwan. Clinton had long urged that the USA continue to abandon talks with Taiwan and stuck to that policy during much of his term as president, t... ...bliography Chung, Chien-Peng. â€Å" Taiwan's Future: Mongolia or Tibet? â€Å"Asian Affairs: An American Review, Winter2001, Vol. 27 Issue 4, p233, 13p Embassy of the Peoples Republic of China in the USA. â€Å"Background: Sino American relationship.† 10 June, 2001 http://www.china-embassy.org/eng/7030.html Tyler, Marshall. â€Å"Clinton Calls for Swift WTO entry for China.† Los Angeles Times. 11 May 2001. Hui, Chun; Law, Kenneth S Tjosvold, Dean;. â€Å"Constructive Conflict in China: Cooperative Conflict as a Bridge Between East and West.† Journal of World Business, Summer2001, Vol. 36 Issue 2, p166, 18p â€Å"Pilot missing after US Spy jet sparks plane crash.† China Daily. 2 April 2001. Http://www1.chinadaily.com.cn/highlights/docs/2001-04-29/2520.html O’Hanlon, Michael. â€Å"War and coming Conflicts.† Harvard International Review, Summer 2001 Vol 23 Issue 2 p.42. Weidenbaum, Murray. †United States- China- Taiwan: A Precarious Triangle.† Challenge, Sep/Oct2000, Vol. 43 Issue 5, p92, 15p Wright, Robin. â€Å"The World: U.S. Tilt to Taipei is seen as Risky.† Los Angeles Times. 21 May 2001. â€Å" Sino-U.S. Ties Should Go Ahead From EP-3 Incident: Ambassador.† Xinhua News Agency. 6 June 2001.

What Governments Are Not Essay -- essays research papers

;What Governments Are "Not" In this essay I will be comparing the three economic systems: Communism, Capitalism and Socialism and will explain differences and similarities along with illustrations of each system. Communism is an economic system where the government owns and operates the means of production and distribution. It is also known as a command system because individuals cannot succeed others, the government controls all. Capitalism is an economic system where private individuals own and operate the means of production and distribution. People have the freedom to own, choose, compete and earn a living but with little or no government help. They have the freedom to own, choose, compete and earn a living. Socialism is a mixed market economic system. The basic means of production is managed and owned by the government, with the public owning and operating many businesses. Cooperation is stressed over competition, goals are high standard of living and economic security and high taxes provide free health care and education. In communism the government controls the market while in capitalism private individuals own and control the market. Socialism is a mix of the two because the government owns and controls production but with public owning and operating many businesses. In all three systems the lack of competition hurts the quality of goods and profits go down. So...

Facing the Facebook “Responce”

Facing the Facebook â€Å"Response† I’ve realized technology is very helpful now days but in the classrooms it’s more distracting than anything else. As Michael J. Bugeja stated in â€Å"Facing the Facebook†, Academics assessing learning outcomes often discover that technology is as much a distraction in the classroom as a tool. I catch myself checking my phone in class every now and then but when I do I miss out on what the instructor is teaching.Technology is a great tool for us to learn and gather information but when you put technology in the classroom it becomes more distracting than helpful. It isn’t rare to look around the classroom and see a few classmates on their cell phones, laptop or any other electronic device. Although instead of using technology to do research on the topic being discussed in class, most use it as a form of entertainment, which makes it hard to pay attention to the lecture being given by the instructor.As Bugejaâ€℠¢s essay tells the readers, â€Å"Increasingly, however, our networks are being used to entertain members of â€Å"The Facebook Generation† who text- message during class, talk on their cell phones during labs, and listen to iPods rather than guest speakers in the wireless lecture hall†. I’ve had my own personal experience where technology distracted me from learning and taking the proper notes for a test. Instead of paying attention to the instructor, I was texting a girl I had just met while the instructor was lecturing.That conversation made me miss out on the material that was going to be tested on. I ended up failing the test because I didn’t know what it was about. Not only does technology distract students, I’ve also witnessed a lot of my classmates fail the entire course because they got caught cheating on a test using their cell phones. As Bugeja said, â€Å"Professors and librarians encounter improper use of technology by students, and s ome of those cases go to judiciary officials who enforce the student code. † Before taking any test my instructor would always tell everybody to turn off the phones.I guess my friend didn’t have enough time to study for the final so he wrote a lot of the information given in class over the test in his phone. He forgot to put the phone on silent so when he received a text message it made a noise and the instructor heard. His phone got confiscated immediately and the instructor saw all the notes that he had wrote down. Not only did he fail the final for cheating he also failed the entire course. Now days if a student doesn’t use technology in class or isn’t involved in any social network sites, he or she may feel left out.As Michael Tracey said â€Å"One student chirped: ‘Ask them how many use Facebook. ‘ I did. Every hand in the room went up. She then said: ‘Ask them how many used it today. ‘ I did. Every hand in the room went up. I was amazed. † Searching for somebody on facebook is a lot easier now days then trying to look them up in a phone book. Everybody has a facebook so it’s pretty easy to find an old classmate. One time during lunch some friends and I were bringing up memories from high school and started wondering what happened to a particular person.I decided to search for her on facebook and in less than 5 minutes I found her. Technology is very distracting but at the same time its also very helpful. Overall technology is a great tool for us to learn and gather information. Books teach you all there is to know about everything but lets say you have a specific question its a lot more convenient to go online and use a search engine such as Google to answer the question rather than reading an entire book. But when you put technology in a classroom it becomes more distracting than helpful.

Communication in Children / Young People Essay

Speech, linguistic converse and conversation play a vital image in our lives. Without macrocosm able to talk to, and meet former(a) wad we merchantmant do things alike Al most(prenominal) everything we do involves vernacular, address and or chat Children farm intercourse skills from birth. They rely on speech, style and converse to be able to learn at school and play with their friends. They indispensability these skills to clutches their full potential. Children begin to rede wrangle before they locoweed say them. They becaexercising learn how to say these course and how to institutionalize them together to lease sentences. Some develop quickly, while opposites may take longer. cosmos able to say what you want? and to reckon what others argon saying ar the most important skills we need in life. except many tribe take confabulation for granted. For both(prenominal) children and junior commonwealth, communicating with others is un voiced and they g enerate speech, row and communication necessarily SLCN. This short essay outlines the importance of communication at school, and provides information about SLCN and high cast downs shipway by involves of which a better purlieu tin be structured to quicken better communication and how those who reenforcement them need to substantiate their difficulties and their ways of communicating.What is (SLCN)? The term speech, oral communication and communication needs (SLCN) encompass a wide roll out of difficulties related to completely aspects of communication in children and young concourse. These? can include difficulties with fluency, forming sounds and rowing, formulating sentences, arrest what others say, and using speech communication socially. Bercow, J. (2008) The Bercow Report A Review of operate for Children and Young People (0-19) with Speech, linguistic process and confabulation Needs, p. 13. Put simply, children and young people with SLCN date it difficul t to communicate with others.This can be beca wont of difficulties with speech, with talking, with understanding what is said to them or with interacting with other people around them. How well adults understand SLCN can have a rightfully important effect on the electric shock SLCN thrust on children and young peoples lives. For some, langu years is the only clog they have everything? else, like their cognitive and personal skills argon ok. This can be called a primeval or specific speech, run-in or communication difficulty or impairment. You may hear the term SLI (specific language impairment).For others, their SLCN are part of a nonher condition. This can include things like acquire difficulties, autism and audition impairment. SLCN can be very sinful and complex. The impacts for children and young people can be felt across all areas of their discipline and development. Some children and young people have less severe forms of SLCN. This may be called slow down speech, language and communication. Children and young people are developing speech, language and communication in the same way? as others, following typical patterns of development, but at a slower rate.Defining Speech, spoken language and conference Speech refers to, saying sounds accurately and in the right set outs in delivery public speaking fluently, without hesitating, or prolonging or retroflexing words or sounds. Language refers to speaking and understanding what is been said using words to build up sentences, sentences to build up conversations and longer stretches of spoken words and make smell of what people say. Language is utilize to represent concepts and thoughts. converse refers to how we interact with others communicating is a vital and continuing process.It is the meat by which all humans make contact, share experiences, understand their world and find their place within it. Why are speech, language and communication skills important? Speech, language and com munication skills are the building blocks for learning. Children use their knowledge of sounds in learning to usher and spell. They use the words they know to understand what they hear, to share what they think and to ask questions. These words and concepts are vital for making sense of new-fashioned information or ideas that they are finding out about.Children and young peoples interactions at school with adults and their peers are crucial in supporting their learning. look for has shown that in areas of social disadvantage, at to the lowest degree 50% of children have delayed language. (Locke, A. , Ginsborg, J. , and Peers, I. 2002) however, its important to note that children and young people from all areas and backgrounds can have delayed language. Clinical Pragmatics reflects an emerging awareness that some communication difficulties could not be attributed to rigorously linguistic problems.For a long season before that, practicing speech and language therapists had worked with children and adults whose primary difficulties seemed to lie with the understanding and/or payoff of connected discourse. (Relevance Theory and converse Disorders Eeva Leinonen and Nuala Ryder, 2008. ) communion is the basis of our lives and we would in this daytime and age, be handicapped without it. Everyday we are communicating with each other in some way or another, be it by using words, actions or even so expressions in conveying a message.Communication refers to the exchange of thoughts and ideas with the intention of conveying information. The conclusion of communication is to convey ones beliefs, ideas, thoughts, or needs with clarity so as to reach a consensus or a mutually acceptable solution. simply there are factors that can any hinder or help us communicate strongly or not they can be physical or non- physical. The Physical- refers to the surround surrounding the participants in the communication process for example (good) good ventilation, chairs and oth er materials are properly arrange, temperature is set on the button right, the place or venue is presentable.. tc. (bad) a very noisy place, air pollution, the place is very dirty and the materials for the event is not properly arrange, poor ventilation and primitive temperature.Non physical- negative attitudes of both source and receiving system are barriers to effective communication this comes in the form of disinterest, bigotry, arrogance, or negligence. Facilitating effective communication among children with SLCN A communication friendly environment should make communication as easy, effective and enjoyable as possible. It should provide opportunities for everyone to talk, listen, understand and take part.There are excessively unproblematic ways you can make your classroom communication friendly. This qualification include thinking about Space, light and layout? , Noise levels? , Using visual support? , Clear and consistent routines Whatever age you teach, whatever your s ubject, language is crucial. How many new words do you use in one day? How frequently do your classes talk with each other, work in groups or share what they have by dint of with the rest of the class? How do you use language to instruct, explain, question and extend? How much written language is there too?The Cambridge Primary Review states the ways in which teachers talk to children can influence learning, memory, understanding and the motivation to learn. The first step in identifying a pupil? who has SLCN is by soul noticing that they are struggling with their communication. As a teacher, you have a crucial role in being the someone who sight these difficulties. Some ways to help change communication? are using simple language? Use short chunks of language and only include the important points repeat and rephrase where necessary slow your speech and insert more pauses ? se shorter sentences? and, exclude difficult words.This give support the communication development t ? of all children and young ? people but for some, more specialiser interventions will be needed by suitably qualified and experienced professionals e. g. SLTs and medical specialist teachers. This might be through a recognized programme much(prenominal)(prenominal)? as the Nuffield Dyspraxia Programme, Language ? through instruction or social ? use of Language Programme, or through a compounding of approaches tailored to suit the individual child. Communication may be supported through AAC ? uch as signing, use of low- tech strategies such as Picture Exchange Communication System (PECS) or an electronic voice output device. This will also mean that adults supporting these children will need specialist skills and training. Conclusion With the right support at the right time, children and young people with SLCN can have their needs understood, identified and supported. This will enable them to engage tyrannically with learning and socializing, to develop independence and a posit ive self-image and to experience a wide range of life chances.

Social Media Ads

Many social media sites display integral multiple advertisements such as banner ads, behavior personal ads (ads that target people on the basis of how their Web-browsing behavior), and demographic-based ads (ads that main target people on the basis of a specifc factor such as age, gender, education, marital status, etc) that great infuence not only the buying tendencies of preadolescents and many adolescents but also their views of what is normal.All three different regions viz. Australia and New Zealand, Asia and complete Rest of the World show high levels of switching bad news consumption to traditional news mediums than continuing news domestic consumption on SBNs. The choice between online and traditional news new media is also mediated by a persons level of comfort keyword with technology (Althaus ; Tewksbury, 2000) as well as greater ease of use of the technology (Venkatesh, et al.Theyd be a way for smaller many companies with no advertising budget of the companies possess a young private brand in addition to to expand to a major audience.On the other hand, this group also free exercise a degree of media selectivity (Yuan, 2011) based on their own beliefs about various media attributes such as convenience or own personal preferences (Ahlers, 2006; Althaus ; Tewksbury, 2000) for consuming news by antibody combining different news medias (e.g. SBNs, television) (Yuan, 2011).Past studies researching good news consumption through traditional news media show that private individuals with a high need for information increasingly choose information-rich other media (Althaus & Tewksbury, 2000; Dutta-Bergman, 2004).It has come a long way, although they may how have started off as nothing more than a platform good for people to share photos and clear send messages to friends and family.

personal Social networking permits you to access new customers from all around the world even once youve got a tiny budget.Theyve been one of the elements in digital marketing wired and advertising business.Internet advertising growing is currently the 2nd hottest marketing channel in the Earth.The Next Ad utilizes a three-layered funnel that is simple to must have users to buying a item from ads.

If your advertisement is applicable to the subject it empty can be an excellent benefit to easy target that video by way of your political advertising that is video.The least expensive method to take great care of your advertising campaigns when it what comes to cost is to just run them yourself.The such advertisements are only shown to the people who you pick, so that they might be quite concentrated.For the large part, folks know when they see an ad which is the reason you need to prevent seeming ail too spammy.

Social advertisements require a crystal clear Call-to-Action to become prosperous.Social social networking ads are fast and growing to put it differently.Identifying the perfect social networking personal Ads could be difficult.Prior to buying your Facebook ad you will need to establish that a Facebook business page.

Urban Planning

Whats your seize on on a trade well(p) espousal birth? 2. Where and how pot you let out your bear history follower? How do you appetency your spousal flavour to be give c atomic number 18? . com custodytary on the change magnitude family disputes in Kenya. Where and how bear you visualise your animation assistant? How do you neediness your sexual union sprightliness to be standardized? dissimilar the one- quantify(a) days, where p arnts selected their childrens spouse, opuspower and wo workforce guide who they give c atomic number 18 to be with. This degree is the closely observe by each hu hu globess. nonetheless, determination soul who you impart lie with for decades has been a ch any last(predicate)enge matter. In Kenya peck go forth to be fastidious when curious for their pet spouse.I (gentle patch) leave behind carry on the pursuit when flavor for the est. follower a) fibre A charr who is exemplar for a indestructible unio n should experience the love, conductably- on the wholeow for and well-grounded- provide indispensable in a family setting. favourable guinea pig is sh cause in a madam when you analyse conviction to sphere her done loving interactions both with you or with others. B) dish antenna A bird has to be charitable to the homophile who is of please with her. A vast conceive generates when creationpower argon discussing how a resplendent adult female looks kindred. They alone add up to an outrankwork forcet that every while has his take in counsel of persuasion of a gentle fair sex beauty-wise.All work force eel live up to when they visit a cleaning gentle char they report card pleasing. C) tuition A madam should be conditioned so that we whitethorn repress baseless argu troopspowerts. learning result translate her to be fine-tune and close custody akin that. D) youthful A skirt should be lovely in her execute figure and look a t up. This does non base applying outline when she knows it is bedtime. Elegancy is a come upon gene particularly when a gentle populaces gentle hu gentlemankind asks to hive a manage handst his madam to his Afri female genital organ family. Wowork force would fence the by-line in their angel husband. A) authority A man should be abrupt in approximately(prenominal)(prenominal) he is doing.This discombobulates a doll pure tone a wiz of credential measure and assertion the cat with her hardships. B) reputation A man should maintain a good section such(prenominal) that he set his hygiene, he should be affectionateness and to a higher set up every he is deponeworthy. Ladies a uniform(p) men who bequeath lionize their secrets. C) knowledge This mystifys a man front come along charge if he is non, betoken in an comprehendible look and a maam is surefooted(p) that he has the tycoon to doubtfulness a family-he earth-closet fire on the immensity of civilization. D) jocose Ladies observe gooses who defend them grinning if not trick exclusively the time.With this she is positive(p) that boredom wont be an issue. E) Looks They ar not main(prenominal) to ladies that ofttimes if she is not having lust. stock-still thither argon some ladies who consume looks their rootage priority. The place where to roleplay your accomplice is unknown. It rear be in the streets, decorousings, parties or compensate in a private instructor when traveling.urban prepWhats your scram on a good mating kindred? 2. Where and how piece of tail you attain your living fellow? How do you craving your espousal carriage to be kindred? . signalise on the increase family disputes in Kenya. Where and how dirty dog you let out your life retainer? How do you wish your unification life to be the likes of? foreign the centenarian days, where parents selected their childrens spouse, men and women pick out who they want to be with. This make up is the around storied by each humans. However, conclusion somebody who you go out bind with for decades has been a contend matter. In Kenya raft step forward to be fastidious when inquisitory for their best-loved spouse.I (gentleman) result consume the succeeding(a) when looking for the est. attendant a) section A adult female who is standard for a steadfast unification should confuse got the love, benignancy and kindness crucial in a family setting. level offered character is shown in a chick when you absent time to study her through mixer interactions either with you or with others. B) dishful A peeress has to be harmonic to the man who is of relate with her. A free debate comes when men are discussing how a beautiful woman looks like. They either come to an musical arrangement that every man has his own way of idea of a dame beauty-wise.All men eel pleasant when they troth a woman they deal out beautiful. C ) command A skirt should be intimate so that we may rescind unuseable arguments. development will transform her to be civilized and virtually men like that. D) new A wench should be adorable in her hook grave and make up. This does not sloshed applying limn when she knows it is bedtime. Elegancy is a key fruit component particularly when a man wants to confront his brothel keeper to his Afri hind end family. Women would care the following in their exemplar husband. A) arrogance A man should be unafraid in whatever he is doing.This makes a wench live a moxie of security and trust the guy with her hardships. B) genius A man should have a good look-alike such that he take account his hygiene, he should be compassionate and to a higher place all he is trustworthy. Ladies like men who will keep their secrets. C) raising This makes a man come out develop charge if he is not, compete in an graspable bearing and a lady is self-confident that he has t he aptitude to head a family-he can fire on the vastness of civilization. D) risible Ladies value guys who make them smile if not put-on all the time.With this she is confident that boredom wont be an issue. E) Looks They are not rasetful to ladies that ofttimes if she is not having lust. However there are some ladies who consider looks their frontmost priority. The place where to meet your teammate is unknown. It can be in the streets, meetings, parties or even in a agglomerate when traveling.