50+ Words That Describe Animals (Including Humans)

50+ Words That Describe Animals (Including Humans) 50+ Words That Describe Animals (Including Humans) 50+ Words That Describe Animals (Including Humans) By Mark Nichol As much as many humans have tried to deny, or have conveniently ignored, that Homo sapiens is just another species of fauna, writers readily use animals or their (sometimes supposed) characteristics to describe people. Words like catty, dogged, foxy, and slothful all attest to the vivid imagery that easily arises when we compare people to various other species. In addition, we speak and write of somebody eating like a bird (to refer to light gustatory habits, though many birds seem downright voracious if you watch them dining), drinking like a fish, or behaving like a bull in a china shop. Some idioms, however, contradict each other, such as â€Å"Work like a dog† and â€Å"(living) a dog’s life.† Simple adjectives such as those in the first paragraph are more useful for narrative descriptions of people than the idiomatic phrases just above, but Latinate terms for animals can be even more helpful in describing people. Among the examples below, some, such as those for references to dogs (â€Å"canine loyalty†) and cats (â€Å"feline grace†), are perhaps too ubiquitous to be effective. Asinine, on the other hand, is more recognizable as a term to describe a human characteristic than in its original usage (in this case, to refer to a donkey), which might spoil it for literary allusion. Yet others, such as anguine, a word for a snake, may be too obscure to be helpful (though its synonyms serpentine and viperine are rich in descriptive force). And how about using taurine to describe a glowering bruiser, or lupine for a predatory lothario, or vulpine for a cunning schemer? You might even go out on an evolutionary limb and use pavonine to refer to a male fashion plate. (Your readers can always look it up.) Alternatively, give your humorous novel a Dickensian flair with a rapacious Mr. Selachian, a harridan named Mrs. Soricine, or a prickly or sharp-tongued person dubbed Miss Hystricine or Master Vespa. If nothing else, simply employ the terms below as inspirations for drawing, in words, your fictional characters or nonfictional subjects: acciptrine (falcon, hawk) anatine, anserine (goose) anguine, colubrine, elapine, serpentine, viperine (snake) apic, apian, apiarian (bee) aquiline (eagle) arachnine, arachnoid (spider) asinine (donkey) batrachian, ranine (frog, toad) bovine (cow, bison) cancrine (crab) canine (dog) caprine (goat) cervine (deer, elk, moose) cetacean, cetaceous (whale) corvine (crow) cygnine (swan) delphine (dolphin, porpoise) dipterous (fly) elephantine, proboscine, proboscidean (elephant) equine (horse) eusuchian (alligator) feline (cat) formic, myrmecine (ant) galline (chicken) gastropodian (snail) helminthic, vermian (worm) larine (gull) leporine, leverine (hare, rabbit) lupine (wolf) murine (mouse, rat) musteline (badger, ferret, weasel) noctillionine, pteropine (bat) ostracine (oyster) otarine, phocine (seal) ovine (sheep) passerine (bird) pavonine (peacock) pieridine, pierine (butterfly) piscine (fish) porcine (pig) sciurine (squirrel) scyphozoan (jellyfish) simian (ape, monkey) soricine (shrew) taurine (bull) testudine (tortoise) ursine (bear) vespine (wasp, hornet) vituline (calf) vulpine (fox) Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Vocabulary category, check our popular posts, or choose a related post below:7 English Grammar Rules You Should Know16 Misquoted QuotationsList of 50 Compliments and Nice Things to Say!

Srebrenica - July 13 to July 18 1995, one of the worst massacres in the late twentieth century

Srebrenica - July 13 to July 18 1995, one of the worst massacres in the late twentieth century According to Sabrina Ramet "From June 1991 to December 1994 between 200.000 and 400.000 people had died as a result of the war between Serbs and non Serbs in Bosnia and Herzegovina" (Balkan Babel, 269). During the same period of time, at least 2.7 million people have been reduced to refugees. Arguably, one of the worst massacres in the late twentieth century took place from July 13th to July 18th 1995 in Srebrenica. Within these five days, approximately 8000 defenseless civilians were executed by the Serbian military. The vast majority of the survivors experienced extensive physical and mental abuse. Brutal torture, psychological hardship and the images of ruthless assaults onto unarmed civilians have forced survivors to live in constant fear and agony for the rest of their lives.English: Skull of a victim of the July 1995 Srebre...Srebrenica is located in the central East part of Bosnia and Herzegovina, where the population mostly consisted of Muslim believers. The people of this to wn surrendered all their weapons to the UN military, in return to be protected by the UN forces if they were attacked by the Serbian army. There has been much controversy as to what really happened when Srebrenica was attacked by the Serbian military and the UN soldiers, who were suppose to protect them, stood-by without taking any action. The armed, merciless Serbian army attacked this vulnerable town and murdered children, women and men, whom were unarmed and posed no threat, in cold blood. For those who were not killed in this vicious rage, they were taken prisoner and sent to different locations without knowing what their destiny held. These hostages were physically tied up and beaten until they laid lifeless on the concrete pavement where they were left for days without any food or water. The captives that were extremely wounded were left for several...

Immigration Studies Essay Example | Topics and Well Written Essays - 1250 words

Immigration Studies - Essay Example With the strong determination of the Chinese immigrants to start a new life, the new Chinatown in Los Angeles was created. The transformation of the old Chinatown to a new and better one opened a number of possibilities and opportunities to Chinese businessmen and residents. The new Chinatown became one of the global economic centers in the entire United States due to industrialization and emergence of a number of businesses and trades within the area. These were also added by the establishment of Chinatown art scene in the late 1990s. The Chinatown art scene showcased the rich history, beliefs, traditions, and cultures of Chinese which attracted a number of local and international tourists to visit and witness various cultural heritage of Chinese. Museums and galleries had been made to house these cultural attractions which give tourists broader knowledge and understanding on Chinese culture. Consequently, the tourism industry in China town grew and developed. This further allows Ch inese immigrants to have another means of living/ earn extra income. ... The place is known to be the â€Å"ideal home city and the residential center for industrial workers† (Sides 584) which attracted and encouraged a number of Californians to migrate in the Compton for them to have greater chances of having white-collar jobs and to experience suburban tranquility and peacefulness. The industrialization of the city further benefited all its residents as it gave a more comfortable environment to work and live in. The place was highly dominated by white Americans who strongly restrict black Americans to enter or to even cross over Compton mainly because of their negative perceptions that â€Å"black are both unnecessary and evil† (Sides 585). Stereotyping in the entire city can greatly be observed which can be manifested on the resistance of the white Americans of the construction of Compton’s housing complex for it was considered as â€Å"Negro housing† (Sides 585). They further engaged into harassing African American motorist s who dared to cross in the boundaries of Compton. However, due to the results on the case of Shelley v. Kramer and Barrows v. Jackson, the Supreme Court finally decided to abolish â€Å"racially restrictive housing covenants† (Sides 585) allowing black Americans to freely own a land and a house especially in Compton. After which, there was a growing number of Black American families who had acquired chances to have double income, opportunities to have blue and white collar jobs, as well as the privilege to be in an urban community which is highly industrialized. On the other hand, the perception of white Americans on blacks remained the same. They do not want to live in a community with a number of blacks surrounding them. Thus, most of them decided to sell their houses and properties to

Analyse Hitlers speech Essay Example | Topics and Well Written Essays - 1000 words

Analyse Hitlers speech - Essay Example Correctly estimating the Western Power’s reluctance to face another war, Hitler combined a series of brilliant and opportunistic strategic alliances with bold territorial acquisitions to further his aims. In 1935, Hitler began the remilitarization of Germany. This was endorsed by Great Britain, which entered into the Anglo-German Naval agreement of 1936. In the same year, Hitler formed the Axis with Italy and Japan. He exploited the resentment of the German public towards what they considered to be the unfair terms of the Treaty of Versailles to carry them along with him. A long series of provocative measures, such as Germany’s annexation of the Rhineland in March 1936, the takeover of Austria in the Anschluss of March 1938 and the annexation of the Sudetenland in September 1938, culminated in the invasion of Czechoslovakia in March 1939 (History World web site, n.d.). In the course of all these rapidly unfolding developments, Poland remained a crucial factor in Hitlerà ¢â‚¬â„¢s calculations. The document under study is an extract from the text of the speech given by Adolf Hitler to the Reichstag, or German Parliament, on 28 April 1939. Hitler’s tone regarding German-Polish relations is belligerent in the extreme. He begins by invoking the German perception of the unfairness of the Treaty of Versailles which ended World War I. According to the terms of this treaty, the German Army and Navy were limited to a token force and her Air Force was completely disbanded. Germany’s colonies were appropriated by the victorious Allies as the spoils of war. War reparations of 33 billion dollars were imposed on Germany. These terms rankled in the German psyche and were exploited by Hitler to drum up public support for his aggressive policies. A very contentious issue was the establishment of a Polish Corridor which provided Poland with access to the Baltic Sea, by linking Poland to

Should economic efficiency be the primary consideration and priority Essay

Should economic efficiency be the primary consideration and priority for the enforcement of competition law - Essay Example This research considers both sides of the debate and emphasises EU competition law and policies. It is concluded that there is no real dominant theme as between economic and non-economic policies and purposes in the enforcement of competition law. This is as it should be, since, the social, political and economic aspects of competition law and policies are equally important to the efficient operation of the market. It is argued that economic efficiency cannot be obtained unless, the political and social objectives of competition laws are achieved. Table of Contents Abstract 2 Introduction 4 The Purpose of Competition Law 5 Non-Economic Purposes and Policies of Competition Law 7 Economic Purposes and Policies of Competition Law 10 Non-Economic Factors as the Main Consideration in the Enforcement of Competition Law 11 Economic Efficiency as the Main Consideration in the Enforcement of Competition Law 15 Conclusion 17 Bibliography 19 Introduction Governments have introduced national com petition laws reflecting a growing trend toward a general consensus that competition laws are primarily aimed at promoting economic efficiency in the market (Lloyd, 1998, p. 1129). Non-economic policies are also reflected in competition laws which are divided between social and political concerns (Baker, 2013, p. 2176). ... 93). Economists tend to favour the economic efficiency of competition law while legal scholars are not comfortable with this view (Kerber, 2009, p. 93). Lianos (2013) presents the two sides of the debate in terms of the economic welfare perspective versus the normative perspective (p. 7). The economic welfare perspective views economic efficiency as the main objective of competition laws. In this regard, economic efficiency refers to enabling consumption choices and the fairer distribution of production permitting freer market entry (Lianos, 2013, 7). The normative perspective refers to the promotion of innovation and democracy in the market for the social and political efficiency of the market (Lianos, 2013, p. 13). This paper analyses both sides of the debate and determines that while economic efficiency appears to be the main consideration and priority for the enforcement of competition law, non-economic factors should have equal consideration. In making this argument, this paper is divided into three parts. The first part of this paper presents the economic and non-economic policies of competition law. The second part of this paper analyses the non-economic arguments and the final part of this paper analyses the economic arguments. The Purpose of Competition Law The purpose of EU competition law can be gleaned from Article 101 of the Treaty on the Functioning of the European Union (Consolidation Edition) 2012 (hereinafter TEFU). Article 101 in general bans any agreement or collusion calculated to distort trade and competition in the market (TEFU, Article 101). A list of the applicable activities include, price fixing, production restrictions or controls, sharing markets or

Benefits Of Distributed Leadership Education Essay

Benefits Of Distributed Leadership Education Essay Leadership is not all down to the Head teacher, the head of department or, in the classroom the teacher. If it is, nobody is learning anything at all about leadership. The first rule about leadership is that it is shared. (Brighouse and Woods, 1999:45) Most often administrative leadership is viewed as different from any kinds of leadership in school. The roles might be different since most managerial roles are completed outside the classrooms while teachers leadership is exercised within the classroom. Nevertheless in school, teachers, administrators, Learning Support Assistants (LSAs), parents and students can all work together towards the improvement of Distributed Leadership (DL). That is why Sergiovanni states that, If leadership is a practice shared by many then it must be distributed among those who are in the right place at the right time and among those who have the ability. (2006:189-190) In this section, literature will be organised and focused round the following questions: What are the benefits of distributed leadership in a secondary school? To what extent is leadership shared among all stakeholders in Sunflower School? How far can distributed leadership facilitate learning? How effective to the schools improvement and success can distributed leadership be? What are the benefits of distributed leadership in a secondary school? A successful leader is classified as such, when s/he manages to involve others in the process of leadership. According to Sergiovanni, when principals share leadership, they get more power in return (2006:185). DL also enables those involved to develop their own leadership skills. With DL, Principals are helping their colleagues by boosting their self-confidence, and to make their own decisions (Nicholls, 2000). Recently, Mifsud found that Maltese Heads practise shared decision-making to ensure widespread ownership (2008:7). Thus all teaching-staff (Teachers and LSAs) will become more autonomous, while abiding with the School Development Plan (SDP) and curriculum. Sharing leadership with all stakeholders involves dedicating time to achieve good results (Brighouse and Woods, 1999). The pure type of collegiality (Bush, 1995:52) works its best, when the institution is formed by a small number of staff. Having a large number of teaching-staff will surely make DL difficult. Although in our schools context we have a large number of staff, DL can still work since the teaching-staff is divided into smaller groups. Likewise, Brighouse and Woods say that, The smaller the school or teaching unit, the more leadership, as well as work, can be shared (1999:45). According to Leithwood et al DL helps teachers to be satisfied with their work, increases their sense of professionalism, stimulates organisational change, increases efficiency and encourages cross-interactions between teaching-staff (1999:115). Although, Blase and Blase argue that entrusting teachers with self-autonomy and empowerment makes them feel satisfied, motivated and confident and they are likely to give their utmost in their job (1994:29); this sometimes may also lead the teaching-staff to overpower the Principal like it happens in our school. Yet, Blase and Kirby (1992) found that when teachers are empowered through autonomy, their attitudes and performance will get better. Moreover, even when leadership is shared among teaching-staff and students, this creates an attitude of respect between them, especially when they are so directly involved. Having a democratic leader helps gain attentive listening from subordinates, which in turn will also help improve relationships. When teachers working in democratic schools but had previous experiences in other schools which have authoritarian leaders were interviewed Blase and Blase (1994) concluded that teachers classroom autonomy enable them to have class control. An autocratic style called by Brighouse and Woods north pole-north pole leadership will lead teachers to work to rule and nothing more (1999:51). In contrast having a democratic style called north pole-south pole where leadership is shared among all stakeholders, will unlock enormous surges of energy and effort among professionals (Brighouse and Woods: 1999:51). They also argue, that sharing leadership will relieve Heads form some leadership stress. Thus DL, leads to sharing of responsibility which will not remain a burden on the Heads shoulders. Until recently, according to Cauchi Cuschieri (2007), leadership in Maltese Church Secondary Schools was seen as the Head teachers job. However, the style used nowadays is much more DL amongst stakeholder s. In our school this is not the case, since from its founding, it was believed that DL enables sharing ideas and responsibility which finally leads to the schools improvement. Duke et al, (1980) established, that the school is democratic one when the teaching-staff, is involved in the process of decision making. Likewise, Blase and Blase argue that increasing teacher access to decision making is essential to empowering teachers (1994:33). Also, Churchfields secondary school study shows, that teachers feel the need to participate in the schools management as it gives better results in the decision making process (Bush, 1995). Finally, when a decision is taken, it is the teaching-staffs responsibility to put it into action. So, being involved leads the staff to make a decision (Bush, 1995). Rivalland (1989 cited in Wolfendale 1992:57) presents a number of benefits that can be achieved from parental involvement in schools: They work for a better learning environment since it is for their own childs interest; Whatever is needed to be done in school, and whatever parents are able to do, they do it and they offer themselves as human resources to the school; They create the learning connection between schools and students respective homes; With their presence in school, they will become aware of what the school needs from time to time. Although, Wolfendale (1992) argues, that having parents involved in the study and formulation of schools behaviour and discipline policy will give a good result; this may not be applicable in our school since it seems that the Parents and Teachers Association (PTA) tackles only social issues and personal concerns of parents. However, this will be investigated later on in this study. King states that students leadership is mostly exercised in the prefectorial system (1973:141). However, this does not seem to be the only solution for our school, since leadership is also exercised through the students council. It is true that the ultimate responsibility of decision-making in schools is in the hands of the Principal. Nonetheless, as Frost claims Schools can also be enriched by students contributions to decision-making and curriculum development (2008:356). Moreover, when students are consulted in certain matters such as finance they are taught some of the hard lessons of democracy (Colgate, 1976:123). Prefects and councillors are students particularly chosen to help in school control and decision making. If their appointment is successful they may also serve as role models for other students (King, 1973). Contrary to all the benefits of involving all stakeholders, one has to say that collegiality is an intense activity since it entails work after school hours. Likewise, Smylie and Denny (1990) argue that the involvement of the teaching-staff in leadership may be time consuming and may have an effect on the students needs. The time for training and the funding allocated for these functions are not enough, argues White (1992). These problems make DL more difficult to succeed. However since all teaching-staff in our school have free periods during the day, this may not be a problem. Adding to this, having a large number of participants might create problems in communication, even when having a wide range of different views from all participants (Bush, 1995). To what extent is leadership shared among all stakeholders in Sunflower School? Leadership is not a one man job, because to be successful this must be shared. Moyo writes that: The concept of distributed leadership is the idea of sharing leadership amongst all stakeholders. These stakeholders, as stated earlier include head teachers, middle leaders, teachers, parents and students. (2010:25) It is not leadership if a person orders, requires, seduces, or threatens anothers compliance, (Sergiovanni, 2006:192). So true leadership is when it is shared among all those having the ability to be involved in it. Similarly, Brighouse and Woods emphasise that: One person may be key but leadership is shared among pupils, teachers and other staff and members of the community (1999:48). Likewise, Leithwood et al (1999) refers to DL as a key element of many SDPs. Until recently the Head teacher in Maltese schools was seen as the schools ultimate authority (Mifsud, 2008). Rather than having an autocratic school, having a democratic one entails having a DL (Bush, 1995). With collaboration, and exchange of ideas, problems can be solved collegially, while individual qualities are developed further (Leithwood et al, 1999). This is what Bush calls collegiality (1995:52), and claims that there are two different types of collegiality, one is the restricted, meaning that a number from the staff are chosen to participate in the process of decision making, while the other called pure is the process which involves everyone equally (Bush, 1995:52). Teachers, LSAs, parents and students who are enormously committed to children and school life (Brighouse and Woods, 1999:49) are perfect for participating in DL, because they are more approachable, more trusted, and their main goal is school improvement. In one of the interviews carried out in Blase and Blases (1994) study, a teacher describes best what a shared governance principals attitude should be like, that is, to guide not to dictate. Teachers interviewed could make comparisons of past and present principals. Although its ideal to involve everyone in the process of decision making, in the context of our school, there should be a person that leads both the discussion, and assumes responsibility for taking the final decisions, which should be the Principal or a delegate. About this, Blase and Blase state that principals are compelled to assume full responsibility over all school matters (1994:78). Dunford et al also maintain that whilst the Head will remain the leader, others will need to add a leadership role to their management responsibilities (2000:5). Weick (1976, cited in Blase and Blase 1994:135) claims that now schools have developed into organisations, in which administrators and teachers work separately and independently. This does not appear to be our schools situation, as the stakeholders all seemed to be involved in teamwork. In contrast, Blase and Blase (1994) research presents principals under study as being open to others opinions, collegiality and DL. When this issue of DL was introduced, most Senior Management Team (SMT) members were being involved. Arguing this Dunford et al (2000) say that particularly having more SMT members in a secondary school, leads to the shared responsibility and the establishment of different roles. Leithwood et al (1999:121) in their study found that teachers were most likely involved in school planning and school structure and organisation while the principals leadership is more focused to management issues. In our school this is not the case as in school planning the Principal is the Chairperson. Normally, people think that teacher leadership is exercised only within the classroom. However, in democratic schools like ours, teachers are involved in all aspects of the school, even when taking decisions. Blase and Blase also state that, Successful shared governance principals show trust in teachers capacity for responsible involvement in both school-level and classroom-level decision making. (1994:27) Similarly Leithwood et al argued that there are two forms of teacher leadership; one is the formal style for leadership of class control, or an informal one: By sharing their expertise, volunteering for new projects and bringing new ideas to the school helping their colleagues to carry out their classroom duties, and by assisting in the improvement of classroom practice, (1999:117). Brighouse and Woods (1999) concluded that because teachers are leaders in classes they dont like to be followers, and so expect to participate more in school leadership. Moreover, they also say that: Successful Headsà ¢Ã¢â€š ¬Ã‚ ¦ are men and women with ideals and the ability to share those ideals with those whom they lead. (1999:54). Therefore, through the sharing and openness of ideas, leadership is shared and decisions taken will hold much more. However, in the context of our school, if leadership is to be shared and if teachers are to work in different groups, they are to be monitored either by the Principal or assistant principal. Moreover Leithwood et al, (2000) claim that the number of people involved in DL varies according to different tasks. Most effective distribution of leadership functions would vary the numbers of people providing leadership in response to the complexity of the tasks to be performed-more in the case of complex tasks and fewer in response to simple tasks (2007:58). Research shows that in Malta, Practically all schools have teachers involved in one team or another (LIE, 2009:176). The benefits of DL indicate that Maltese schools are trying to work hard on it. Since 1980, the Education Act in England ensured parental representation on school governing bodies (Wolfendale, 1992:62). Likewise, the Maltese Education Act that was reformed in 2006 states that the Maltese Directorate for Educational Services, Should promote, encourage and monitor the democratic governance of schools through School Councils with the active participation of parents, teachers and students. (GOM, 2006:7) Thus the PTA and Students Council were introduced in Maltese Schools so that they may participate actively in school leadership and decision making. As Wolfendale (1992) said, the aim for parents participation is to represent other parents, to discuss common interest issues and to inform other parents of decisions taken through written circulars or school meetings. It is also described as a forum for teachers and parents to meet and engage in social and perhaps fundraising activities (Wolfendale, 1992:74). Furthermore, research in Malta confirms that parents are indeed involved in policy decision making and practice (LIE, 2009). Parents are always keen to participate in school leadership for the benefits of their own children and for the schools improvement (Wolfendale, 1992). In our school, this may not be the situation, since there are those who are passive and do not participate in any activities or meetings even if it regards their own childs interests. In most of the Maltese schools or colleges, only a small percentage of parents are involved through the PTA committee, while others get involved only through activities organized by the school or the PTA. Some parents are called upon by the schools to offer their expertise where necessary (LIE, 2009:175). However, Wolfendale (1992) notes, that sometimes teachers do not feel the benefit of parental involvement in school. Harding and Pike (1988 cited in Wolfendale, 1992:59) suggest ways in which parents can be directly involved in the school. This can be done through: Personal contact with the school and staff; Written communication; PTA or other parental groups within the school; Their involvement in school matters and learning. In contrast, in primary schools the rate of parental involvement in the PTA is higher than in the secondary. This most probably happens because secondary schools are much larger in number and more teachers are involved, so the rapport between parents and teachers may not be that strong. These issues have been called by Wolfendale as difficulties to set up and maintain teacher-parent initiatives in secondary schools (1992:58). The development of the School Development Plan was one of the main activities where DL was exercised in Maltese schools with the intention of including all stakeholders in planning and discussion. As the aim was for the schools improvement and improved learning for all students, it was noticed that students were not included in any of the discussion. This issue was later tackled firstly by a students school council (LIE, 2009) and then by an Ekoskola committee, which takes care of the environment (Bezzina, 2007). Since, students are the final achievers of the educational institution, they should have space and opportunities to share their views and talk about their needs. Bell and Harrison (1998) state that it is of mutual importance for the school to work in collaboration with students and encourage them in teamwork. Likewise, Brighouse and Woods (1999) stress the importance of involving children in leadership roles within the school, to make them more responsible and prepare them for the world of work. However, there are two types of student leaders and these must be clearly distinguished. There are those called bullies, who use their power to intimidate others and as a result push away all other students. The other group is called unofficial leaders (Brighouse and Woods, 1999:48), who somehow always attract others. Moreover, they may be trusted and given a number of leadership duties to carry out as they are seen by teachers as capable and responsible pupils. To distinguish between these kinds of leaders, the school can organise a socio-gram test at the beginning or at the end of the scholastic year. How far can distributed leadership facilitate learning? Leithwood et al (1999) argue that there is a challenge between leadership practice, and the research that points out ways in which leadership affects students and their learning. In contrast, Spillane claims that: What matters for instructional improvement and student achievement is not that leadership is distributed, but how it is distributed (2005:149). However, Leithwood et al (2006b) maintain that after classroom teaching, leadership is next to influence students learning. Lately, Leithwood and Massey emphasised that Leadership is a major cause for the improvements in student achievement. (2010:79) Principals and other SMT members are encouraged to work hard towards creating a better environment for better learning. This means that they are to ensure that the school atmosphere is good both for teachers to work in and for students to learn. This does not refer only to the physical environment, but also to the distribution of leadership and teachers autonomy. Principals acceptance of trust and DL within their school means that they let the teaching-staff choose their ways and means of teaching that is best applicable for the students under their responsibility (Blase and Blase, 1994). This also can be done through encouraging teamwork between teachers and LSAs. Similarly, Bezzina claims that Only by involving all stakeholders and respecting differences can we give birth to new ideas (2006:86) and thus create a better atmosphere for better learning. Moreover, Brighouse and Woods highlight that DL and collaboration among all staff will result in: raising the achievement of pupils (1999:83). Christopher Bezzina conducted a case study in one of the Maltese Church schools, where the academic achievement was not so high. The schools Head, having had experiences in different schools introduced the issue of DL for better learning. Teaching-staff, parents and students were encouraged to participate in the schools matters and decision making programmes. The result was successful concluding that quality improvement initiatives placed a great emphasis on the leadership of the organisation (Bezzina 2008:23). Thus, one can conclude that having DL in a school has a great impact on learning. According to Moyo, DL has an effect on students learning through teachers, who are the closest leaders in contact with students and their learning; But in order to achieve this, teachers need to be involved and motivated by the leadership, (2010:23). Teachers having a personal view of DL, help children to learn more. This is done by involving them in leadership practice inside and outside the classroom. Brighouse and Woods (1999) note that even the type of teacher-student relationship has an influence on students learning. Moreover, having autocratic leadership style in class does not help in creating a learning atmosphere for students. The teacher with good student relationship encourages pupils to never give up, and aim high in life for the future. As stated by Blase and Blase (1994), teachers autonomy is when they are free to decide their own ways and means, to carry out their work. In Malta, teachers autonomy is mostly linked with the classroom; where they are free to design their lesson plans, with their own resources, while also having autonomy to students control, which Blase and Blase (1994:73) call it disciplinary matters. This kind of DL will also influence students learning. Besides this type of autonomy in the classroom, new methods and techniques should be tried and encouraged. This so called innovation facilitates learning for all students, as education becomes not just one size fits all, but adapted especially to the pupils needs (Blase and Blase 1994:75) through the organisation of differentiated learning. In school, this entails teamwork, reinforces collegiality and sharing of the resources within. For teachers to improve students learning, they must first share their ideals with others and then work together towards that ideal. It is the job of the management to bring those ideals together into common set of objectives, (Brighouse and Woods, 1999:54). Parents are considered as the first educators, great contributors of all aspects of learning, and always interested in helping their children to learn better. Wolfendale (1992:60) argues that, parents as educators, can make a significant contribution to childrens acquisition of reading and literacy skills. Moreover, Leithwood et al argue that: No matter what the student population, involving parents primarily in the teaching of their own children is most likely to contribute to childrens learning (2006a:102). The study by HMI (Her Majestys Inspectors) showed that Parents involvement in schools, lead to students success (1991, cited in Wolfendale, 1992:56). Its interesting to study ways in which parents can help both teachers and students in relation to learning. However, one must also take note of the relationship that exists between parents and teachers and not cause any job meddling. Usually, we only think of academic results when it comes to students learning. However, research shows that through their participation in leadership, students gain more knowledge and acquire new skills. These skills are needed for their future in society. Frost claims that students participation in leadership also helps them acquire other non-academic achievements; greater self-esteem, heightened self-confidence, interpersonal and political skills, and self-efficacy when students have opportunities to exercise responsibility (2008:356). When given certain leadership roles, students set their own targets for learning through that experience (Brighouse and Woods, 1999), which might also be of help to other students. Brighouse and Woods (1999) argue that a teacher can give responsibility to students to help those in need in a certain matter. Through each others support, those that have less academic abilities will achieve and learn more. Research shows that pupils have so much to say about their learning, and as such they should be consulted for the benefit of their learning, and the methodology used by teachers in class (Morgan, 2011). How effective to the schools improvement and success can distributed leadership be? Fink sees schools as living systems where: Leadership is distributed across the various cells that affect a school such as students, teachers, parents, unions, social services, County Hall, and local communities. (2010:44) Bezzinas study carried out in a Maltese Church School revealed, that when teachers were involved in DL the majority of staff felt responsible for determining the way forward (2008:24). He then concluded that school improvement and success can be achieved, with hard work, sacrifice and commitment expressed by the Head teacher, the senior leadership team, pupils, parents and teachers, (Bezzina, 2008:26). LIE maintains that when a policys decision making process involves all stakeholders in a school including, SMT, teachers, students and parents; Then the values which are held dear by the school will be on the road to success because they would have been owned by all (2009:176) Brighouse and Woods (1999:45) confirm that research done in the past and again lately by OFSTED shows that, leadership in schools is the key factor in improvement and success. They also argue that, A key ingredient to school success is the extent to which the values of school life are shared among all the members of the community, (Brighouse and Woods, 1999:55) According to Telford (1995) collaboration between all stakeholders within a school brings about school improvement. She argues that the following points which lead to school improvement affect both the individuals within the school and the institution itself; Development of the educational potential of students, professional development of teachers, good organizational health, institutionalization of vision (Telford, 1995, cited in Bell and Harrison 1998:14). It is interesting to note that it is much easier for principals to control goals rather than humans. To gain control for the accomplishment of a goal, leadership must be shared (Sergiovanni, 2006). Little (1981, cited in Sergiovanni, 2006:186) found that when principals work through collegiality with teachers, the school will improve. It is of importance to equalize the principal and teachers opinions in a discussion, since no one should be preferred to the others as everyone is sharing from his/her own knowledge, for the schools best interest (Blase and Blase, 1994). Similarly, Nicholls (2000) argue that leadership is best carried out when a number of people having the same values and aims challenge each other for getting better results. In other words, one can say that school leadership is best fulfilled when all those involved in the institution, share their thoughts without being considered as superior to one another. Thus, including group activity liberates leadership and provid es the framework we need for widespread involvement in improving schools (Sergiovanni, 2006:186). In successful schools, when a debate crops up on school improvement, the staff should work on: Involving pupils, parents and governors (Brighouse and Woods, 1999:83). Likewise, Davies and Davies (2010) also claim that it is crucial to involve others in school leadership as it leads to school improvement and success. Moreover, they say that: Engaging all the staff in discussions about where the school is, where it needs to go and hence the skills and knowledge we need to learn to achieve progress is a uniting factor. (Davies and Davies, 2010:15) Shared leadership might bring about changes which are required for school improvement to take place. The best change is usually one generated from something or someone within the school because it Recharges energy in participants and embraces the greatest likelihood of improvement in teaching and learning styles, simply because it is so localised, (Brighouse and Woods, 1999:60). Changes for school improvement are gained faster, when teachers are involved in the process of decision making (Bush, 1995). Furthermore, Brighouse and Woods, (1999) argue that when change for school improvement is required, time has to be allocated in the schools diary, since the staff needs time to work on the implementation process. In their study Leithwood et al concluded that teachers consider their participation in leadership, as a step for the school to be more effective and innovative (1999:121). Moreover, when teachers are involved in the decision making they are less likely to have adverse reactions to principals expectations. According to Dunford et al (2000) when the decision making process involves those who are closest to its impact it gives a positive attitude towards school improvement. In addition, they say that if secondary schools want to be effective, leadership must be shared at least among senior staff. Furthermore, Sergiovanni (2006) emphasises that in schools where power is shared among principals, teachers, parents and others, work is done autonomously towards schools aims for school improvement. Likewise, Nicholls (2000) claims, that a shared vision is indispensable for school improvement. Trusting teachers through empowerment may lead principals to achieve their desired goals without imposing them. Building trust is critical to empowering teachers, (Blase and Blase, 1994:29). They also claim that this shows that the principal demonstrated great faith in them and valued them as experts and professionals, (Blase and Blase, 1994:77). Teachers involved in different leadership roles are expected to work for the improvement of the decision-making process (Leithwood et al, 1999). This collegial process of involving others in the decision making process is exercised through discussion and shared power in the institution. In a collegial, collaborative environment, principals consistently concentrate on enabling others to examine and redesign schools for improved learning, and teachers learn to share power and work as a team. (Blase and Blase, 1994:33) Leithwood et al (2007) concluded that when DL is implemented and when opportunities are offered, staff will be much more motivated to work towards school improvement. From their research Leithwood et al established that: Informal leaders had more involvement with creating high-performance expectations and motivating others than formal school leaders, while formal leaders had more to do with identifying and articulating a vision. (2007:57) With informal leaders we can include both parents and pupils. When students are at home most of them speak about their school experience with their siblings and through this parents get to know their thoughts and feelings. Hence, parents might be another link between schools and children. Parental involvement in schools may bring about changes which will finally lead to school improvement. Similarly, Wolfendale argues that, parental opinion can be mobilized to bring about significant changes (1992:63). Conclusion Schools success lies in the skills and attitudes of the professional staff, not merely within the leadership capabilities of the principal. (Blase and Blase, 1994:28) Thus DL is needed for growth and development because the Principal sometimes is in need of other staff members to solve certain problems. According to Bezzina, DL calls for an extension of that power vertically downwards to involve all members of staff, (2000:305). Moreover, the final result of school success is a job that belon

Blacks Attempt To Achieve Equality :: United States History Historical Essays

Blacks' Attempt To Achieve Equality The second amendment of the Constitution guarantees the right of American citizens â€Å"to bear arms shall not be infringed† by the United States government (2nd Amendment). Robert Williams understood how significant this right was to the protection of Black lives which were targets of racism and violence. He advocated the use of violence as a means of self defense and organized local blacks into a â€Å"rifle club with a charter from the National Rifle Association† (60). Skip Curtiss defends this position saying, â€Å"any steps that (Williams) had to take in order to prevent his family and his people from being slaughtered like cattle were completely within his rights† (Curtiss). This is certainly true regarding Williams right to own guns, as explained above, but below the surface of Curtiss’ statement, lie many questions regarding the results the threat of violence has produced. Retaliating against racism with violence actually produces effects whi ch are detrimental to the integrationist movement. Whites felt threatened by Williams militaristic statements, which caused them to hold onto their power with a increasingly tighter grip. Non violence has moral superiority to, is more logically sound than and has produced much more favorable results than armed self defense, and is thus a much better method in the struggle to achieve equality. The most famous advocate of non violence was Rev. Dr. Martin Luther King Jr. In his essay â€Å"A Letter From a Birmingham Jail† he articulates the position of non violence. Justified is King in his civil disobedience because certain laws treat people unequally, and are therefore immoral. He demonstrates out of protest of these laws, but knows that by breaking laws he must accept certain penalties. King feels that resorting to violence only equates the abused with the abuser. Thus in the fight for a morally just cause, Blacks must not resort to immoral tactics else they becomes victims of hypocrisy. The major problem with armed resistance to protect Black’s lives is that it is does not have a means to produce the ends, which is equality. Williams Asserts that â€Å"the basic ill is an economic ill, (Blacks are) denied the right to have a decent standard of living† (40). No one can logically disagree with this, but threatening to use violence is not a solution. As Williams found out, his position actually made matters worse. Blacks' Attempt To Achieve Equality :: United States History Historical Essays Blacks' Attempt To Achieve Equality The second amendment of the Constitution guarantees the right of American citizens â€Å"to bear arms shall not be infringed† by the United States government (2nd Amendment). Robert Williams understood how significant this right was to the protection of Black lives which were targets of racism and violence. He advocated the use of violence as a means of self defense and organized local blacks into a â€Å"rifle club with a charter from the National Rifle Association† (60). Skip Curtiss defends this position saying, â€Å"any steps that (Williams) had to take in order to prevent his family and his people from being slaughtered like cattle were completely within his rights† (Curtiss). This is certainly true regarding Williams right to own guns, as explained above, but below the surface of Curtiss’ statement, lie many questions regarding the results the threat of violence has produced. Retaliating against racism with violence actually produces effects whi ch are detrimental to the integrationist movement. Whites felt threatened by Williams militaristic statements, which caused them to hold onto their power with a increasingly tighter grip. Non violence has moral superiority to, is more logically sound than and has produced much more favorable results than armed self defense, and is thus a much better method in the struggle to achieve equality. The most famous advocate of non violence was Rev. Dr. Martin Luther King Jr. In his essay â€Å"A Letter From a Birmingham Jail† he articulates the position of non violence. Justified is King in his civil disobedience because certain laws treat people unequally, and are therefore immoral. He demonstrates out of protest of these laws, but knows that by breaking laws he must accept certain penalties. King feels that resorting to violence only equates the abused with the abuser. Thus in the fight for a morally just cause, Blacks must not resort to immoral tactics else they becomes victims of hypocrisy. The major problem with armed resistance to protect Black’s lives is that it is does not have a means to produce the ends, which is equality. Williams Asserts that â€Å"the basic ill is an economic ill, (Blacks are) denied the right to have a decent standard of living† (40). No one can logically disagree with this, but threatening to use violence is not a solution. As Williams found out, his position actually made matters worse.

Promotion and Price Analysis

The product chosen for its promotion campaign analysis is instant coffee Nescafe produced by Nestle. Before analyzing the promotion campaign, it is important to determine the target audience of Nescafe. In the major part coffee is usually preferred by both male and female at the age of   20 to 45 approximately. Children are usually not allowed to drink much coffee, since caffeine is believed to provoke special hyper reaction. Older people, in turn, are trying to avoid coffee because at this age they are taking special care for their health.Thus, the typical segmentation in the sector can be represented in the following way:Demographic characteristics:men and women from 20 to 45;single/married/married with children;elderly people who prefer decaffeinated coffee.Economic: low, middle and premium segments;Consumption habits:regular buyers, random buyers;those who prefer to drink coffee at coffee bars/ those who prefer to drink coffee at home / those who prefer take-outs;  those who prefer to drink coffee alone/ in a company;psychographical characteristics:people who lead active style of life/passive style of life;people who prefer status/price/taste/convenience;businessmen/students/working people. (Cateora, 1990, p.116)As for Nescafe its target segments are:1. Married and married with children people who prefer to drink coffee alone at home and buy instant coffee on a regular basis. It is caused by the fact that those people are oftentimes busy and they do not have time to brew their coffee. Moreover, those who have children usually face the problem that if they leave the coffee in the coffee machine, their children might tempt to drink it.2.Students who simply do not have coffee machines and prefer instantaneous coffee, which they can easily make at any given time.Thus, we can see that Nescafe is aimed for younger audience as its core segment.  Ã‚   Targeting the younger audience as its core segment, it is very important for the company with such a strong b rand as Nescafe to distinguish the core values for this type of customers. Such values are individuality, independence, pleasure, self-confidence.Thus, the brand is positioned as the one, which has extraordinary taste that you want to enjoy every day. The slogan sounds like â€Å"Don’t let anyone prevent you from enjoying your favorite taste†. The company emphasizes both functional qualities of the product, as well as special feelings that it gives to the customers – pleasure, comfort, and the whole imaginary world that you want to enjoy over and over again. Nescafe is really aimed to be â€Å"Your favorite taste,† as another slogan states. Thus, we can see that Nescafe is professing more individualistic values.However, Nescafe is still perceived as a caring, charming brand, though it gives self-confidence and assures good taste. People choose this brand as they trust its long-standing reputation and think this brand is very reliable. Moreover, it is quit e affordable as well. Since it cares about people, Nescafe, as it was mentioned before, presents something for everybody – a wide range of choice from different type of product to different sizes and prices.Having analyzed the positioning of Nescafe, it is easier to determine the key messages that are being delivered via different channels of communications. The first channel of communication is television with large-scale advertising. The key message that are being delivered is that Nescafe is a wonderful taste that needs to be enjoyed and enjoyed. Global commercial portraying woman in a peculiar garment trying to become unnoticed by her husband to be able to enjoy Nescafe alone is the best proof of that.Thus, we can see that brand managers of Nescafe are emphasizing physical qualities of the product, specifically its taste. However, the TV with its ability to show the wide range of colors, sounds and images is also chosen to make people feel and understand the sophisticatio n of Nescafe’s taste. It was already mentioned that Nescafe is positioned as a premium segment coffee (despite subbrand Nescafe classic). That is why it is crucial to transmit to the audience the very special qualities, the originality of the brand.Thus, on of the original feature of Nescafe appears to be its sophistication, its elite taste. The commercial is trying to convey that if you drink Nescafe, it means that you belong to the chosen circle of people who have exceptional taste, namely elite.The second channel of communication is Internet. In fact, Nescafe has its own web-site separate from the site of the producer Nestle. Nescafe site was created in order to give its target audience ampful information about the product and the brand in particular. It has the description of all the existing types of Nescafe (subbrands), about the new products that appears in the product line. It also tells about the coffee as a physical substance, about its nutrition etc.Thus, the main message that is being delivered via Internet (including Internet advertising) is that brand Nescafe is so diverse, that everyone can find something that suits him/her the best wether it is Necafe Colombie or Nescafe Gold. The message stimulates to try Nescafe and to match the desire with the available product brand.Finally, the third channel of communication is publicity. The latter is achieved by creating different kinds of informational grounds. It can be sponsorship of certain events that are covered by different types of media. It can be informational articles discussing the problem of coffee-drinking. It can also be different special events that are also covered in media.   For instance, in 2004 in England there was a contest the winners of which could experience a luxury balloon flight and stay in the country hotel house.The evnts was transmitted via TV. This was a great informational ground and thus the cause of publicity. The main message that is delivered via publicity is that Nescafe is a reliable trustworthy and responsible brand. Thus, drinking Nescafe one can be sure of its exceptional quality. In other words, publicity is aimed to ensure good reputation of Nescafe and ultimately to form a strong brand loyalty of customers.As for pricing, it is not dependent on the life cycle of the product. Coffee is a product with an extended life-cycle since the taste and the quality of it are unique, and the customers are usually loyal to the brand that can ensure the same quality taste over and over again. Therefore, the pricing of Nescafe is based upon its segmentation. Simply saying the premium segment brands such as Nescafe Gold, Nescafe cap Colombie, Nescafe Alta Rica cost more. They are aimed at elite target audience with more than average level of income.Similarly, there is also an offer for the lower income level people who cannot afford buying premium segment products.   This offer is called Nescafe Classic, which is substantially cheaper than bra nds mentioned before. Thus, we see that Nescafe pricing strategy is more of a marketing tool that allows to cover more of a target audience. Yet, the key target audience for Nescafe still remains people with more than average income segment that can afford buying elite products.In conclusion, it is important to say that Nescafe is aimed to embrace as big audience as possible. However, its primary focus is on younger people with middle and high income, who are self-confident, active and enjoy pleasure. The company positions its brand as the one giving tempting taste that you want to enjoy. Since the brand is designed to embrace wide circle of customers, the company uses differentiation while pricing the product, giving its customers the opportunity to choose from different types and sizes.The key messages that Nescafe is trying to deliver depends on the channel of communication. yet, the main messages emphasize Nescafe’s exceptional taste, reliability of the brand and its pecu liarity varying on the subbrand, so that everyone can find something that suits him/her best.ReferencesApplbaum K. â€Å"The Marketing Era† Routledge, New York, 2004 Brown S. â€Å"Imagining Marketing: Art, aesthetics and the avant-garde† Routledge, London, 2000 Cateora P. †International Marketing†, 7th ed. Irwin, Homewood, IL, 1990 Laforet S. (1999)  «Managing Brand Portfolios: Why Leaders Do What They Do† In Journal of Advertising Research, vol.39, p.23 Parsons A. (1996) â€Å"Nestle; The visions of local managers† In The McKinsey Quarterly, no.2, pp.21-22

Meanings of the Spanish Word Papel

Meanings of the Spanish Word Papel The Spanish word papel is a cognate of the English word paper and often has the same meaning. Papel also has an important and frequently used meaning not associated with the English word, that of a role, such as in a play or job. Papel With Meanings Related to Paper When referring to paper, papel can refer to paper in general or to a single sheet or piece, although hoja de papel can also refer to a sheet: Una bola de papel puede ser un buen juguete para tu gato. (A wad of paper can be a good toy for your cat.)Las dimensiones de un papel A4 son 297 mm x 210 mm. (The dimensions of an A4 sheet of paper are 297 millimeters by 210 millimeters.)Aunque de inicio no lo creas, una hoja de papel simple puede soportar un peso significativo. (Although at first you may not believe it, a single sheet of paper can support a significant weight.)El papel de arroz se usa en la cocina asitica. (Rice paper is used in Asian cooking.)El papel se ha convertido en uno de los productos emblemà ©ticos de nuestra cultura. (Paper has become one of the products characteristic of our culture.)Ayer yo necesitaba un papel para anotar algo. (Yesterday I needed a sheet of paper in order to write something down.) Papel in singular or plural can refer to documents of various kinds: No necesito un papel para confirmar que estamos juntos. (I dont need a document to prove that were together.)Me dijeron que necesito firmar algà ºn papel de prà ©stamo. (They told me I need to sign some loan document.)Si no tiene papeles de estadà ­a legal y es arrestado, tiene derecho a guardar silencio y pedir un abogado. (If you dont have residence documents and are arrested, you have the right to remain silent and ask for a lawyer.) Papel Referring to Roles Papel frequently refers to an acting role: La modelo venezolana es conocida por su papel de Rosita. (The Venezuelan model is known for her role as Rosita.)Hollywood sà ³lo tiene un papel para los actores rabes. (Hollywood has only one role for Arab actors.)Alejandro tenà ­a un papel pequeà ±o en una escena en la pelà ­cula. (Alejandro had a small role in one scene in the film.) More broadly, papel can refer to almost any kind of role, for both people and things: La universidad tiene un papel importante porque forma valores. (The university has an important role because it forms values.)La iglesia tuvo un papel crucial en la Europa medieval. The church had a crucial role in medieval Europe.Los cientà ­ficos desempeà ±arà ­an un papel central en este proceso de reforma ambiental. Scientists played a central role in this process of environmental reform.La Cmara siempre entendià ³ que el presidente tiene un rol importante en estos asuntos. (The House always understood that the president has an important role in these matters.) Papel in Phrases Among the phrases and idioms that use the word papel are these: asumir el papel - to assume the rolehacer el papel, interpretar el papel - to play the rolepapel blanco, papel en blanco - blank sheet (can be used figuratively)papel cuchà © - glossy paperpapel de aluminio, papel de estaà ±o, papel de plata - aluminum foil (the latter two literally refer to tin and silver foil but are nevertheless sometimes used to refer to aluminum foil)papel de embalar - wrapping paper (such as for a gift)papel higià ©nico - toilet paper, bath tissuepapel moneda - paper moneypapel perià ³dico - newsprintpapel picado  - a type of decorative perforated paper popular in Mexico as a decorationpapel pintado - wallpaperperder los papeles - to lose self-controlsobre el papel - in theory, on papertomar un papel - to take a roletrozo de papel - piece of paper Etymology of Papel Like the English word paper, papel comes from the Latin papyrus, which came from the Greek papyros, referring to a plant from which paper was once made. The meaning of papel as a role comes from the roll of paper that actors roles once were written on. (Despite the different spelling, the English role also comes from that usage.) The Spanish rol is often used synonymously for that meaning. Key Takeaways Papel is often synonymous with the English paper and can be used for different kinds of paper and documents.Papel also can refer to various kinds roles played by people or objects.

Free Essays on The Souls Of Black Folks

â€Å"The Souls of Black Folk† W. E. B. Du Bois uses metaphors frequently in his writings to describe the feelings and life of being black. He discusses how people were treated, how they were looked at by white Americans, progression of the changing world, and how a Negro would not change, doing so by using metaphors. Du Bois discusses this in the four following metaphors. One metaphor in Du Bois’s writing is â€Å"shut out from their world by a vast veil.† This metaphor is referring to the black Americans and white Americans being different. The black Americans were treated differently. The black Americans think that they are as unimportant as the whites’ think they are. Also, meaning that the white Americans cannot accept the blacks as Americans because of their skin color. The blacks did not have a chance to show the withes who they really were or show Americans what they could offer them. The second metaphor is â€Å"of measuring one’s soul by the tape of a world.† This means that the blacks could not act the way they wanted to. The blacks had to act the way the whites wanted them. They did not have the chance to form their own opinions because what ever it was it was probably wrong in a white Americans eyes. The blacks had to look through their eyes as them being a Negro. They had to look at themselves as not being Americans even if they wanted to. They had to deal with their conscious pulling them from one world to another. Another metaphor that Du Bois wrote is â€Å"another pillar of fire by night after a clouded day.† This metaphor could mean different things to different people. It could mean that after not having freedom or seeing any progression in their life for so long that it was finally looking better. A â€Å"clouded day,† meaning ugly, nasty day and â€Å"a pillar of fire by night,† meaning progression or seeing that things are changing for the better. The blacks lived the way white Americans w... Free Essays on The Souls Of Black Folks Free Essays on The Souls Of Black Folks â€Å"The Souls of Black Folk† W. E. B. Du Bois uses metaphors frequently in his writings to describe the feelings and life of being black. He discusses how people were treated, how they were looked at by white Americans, progression of the changing world, and how a Negro would not change, doing so by using metaphors. Du Bois discusses this in the four following metaphors. One metaphor in Du Bois’s writing is â€Å"shut out from their world by a vast veil.† This metaphor is referring to the black Americans and white Americans being different. The black Americans were treated differently. The black Americans think that they are as unimportant as the whites’ think they are. Also, meaning that the white Americans cannot accept the blacks as Americans because of their skin color. The blacks did not have a chance to show the withes who they really were or show Americans what they could offer them. The second metaphor is â€Å"of measuring one’s soul by the tape of a world.† This means that the blacks could not act the way they wanted to. The blacks had to act the way the whites wanted them. They did not have the chance to form their own opinions because what ever it was it was probably wrong in a white Americans eyes. The blacks had to look through their eyes as them being a Negro. They had to look at themselves as not being Americans even if they wanted to. They had to deal with their conscious pulling them from one world to another. Another metaphor that Du Bois wrote is â€Å"another pillar of fire by night after a clouded day.† This metaphor could mean different things to different people. It could mean that after not having freedom or seeing any progression in their life for so long that it was finally looking better. A â€Å"clouded day,† meaning ugly, nasty day and â€Å"a pillar of fire by night,† meaning progression or seeing that things are changing for the better. The blacks lived the way white Americans w...

Assignment # 7 Example | Topics and Well Written Essays - 500 words - 1

# 7 - Assignment Example b) The amount of profit generated by the company per dollar of sales: Net profit margin. It is profitability ratio. A company should have higher value for the ratio because it indicates high profitability. c) This ratio gives a measure of the number of days it takes a company to collect on sales that it sells on credit: Days sales outstanding. Efficiency/Asset Utilization ratio. A lower value for the ratio is favourable as a company collects cash faster from customers, it has good collection procedures. d) This ratio is used to determine how easily a company can pay interest expenses on outstanding debt: Times interest earned. It is a leverage ratio. A higher value for the ratio is favourable; the company has more cover for finance costs hence low business risk. e) This ratio specifies the number of days it takes for the company’s inventory to be converted to sales, either as cash or accounts receivable: Days in inventory. Efficiency/Asset Utilization ratio. A lower value for the ratio is more favourable as the company is converting its inventories into cash faster; hence the inventory is more liquid. f) This ratio indicates how profitable a company is over on accounting period (typically 12 months) without regard to how it is financed: Return on assets. Profitability ratio. A higher value for the ratio is required because it indicates that the company is more profitable. g) A ratio that further refines the liquidity by measuring the amount of the most liquid current assets there are to cover current liabilities: Acid test ratio. It is a liquidity ratio. A company should have higher value for the ratio to be able to meet its short term obligations with lots of ease. h) This ratio compares the amount of interest-bearing debt in a company’s capital structure to its total assets: Debt-to-total asset ratio (leverage ratio). A lower value for the ratio is required because it indicates less leverage and less risk. i) This ratio is a measure of

What I can do for RWU community if I was a vice president for them Essay

What I can do for RWU community if I was a vice president for them - Essay Example The most efficient means of gathering data from the chosen sample of students would be using questionnaires or surveys and semi-structured interviews. Questionnaires and surveys enable the capture of a lot of information in a non-threatening way especially if the questionnaire is elaborate, accurate and clear. (Carter, 2010) However, in the event of improper wording in the questionnaire, student responses can be biased and might not give the needed information. Therefore, this method needs to be complemented with semi-structured interviews, which would provide more information especially when it is conducted as if it is a conversation making interviewees feel relaxed. The next group of stakeholders of RWU community is the employees. The interests of RWU’s employees can be collected from them through the use of observational techniques and questionnaires. Through observation, the information regarding the conditions that the employees work in and the systems or operations they have to undertake on a daily basis can be easily acquired. This information can be evaluated and the needs of these important stakeholders reviewed and analyzed. However, the behavior of employees during the observation might not reflect their true normal behavior hence the need to use questionnaires which would help in collecting the required information quickly. (Carter, 2010) The questionnaires would have to be very detailed and clarity enforced in each question. For employees, their interests may be of a very personal nature therefore confidentiality must be guaranteed in order for the employees to reveal their opinions and interests in depth. The interests of the local community in Bristol, Rhode Island where RWU is situated must also be taken into consideration. For this to be done, focus groups can be used to collect the opinions of the people. Sampling of the local community needs to be done in a proper demographical scale to cater for the needs of all