Trees Water Pollution and Natural Air Filter Essay Example

Trees: Water Pollution and Natural Air Filter Paper Trees clean the air. Tree foliage works as a natural air filter of particulate matter such as dust, micro sized metals and pollutants such as ozone, nitrogen oxides, ammonia and sulfur dioxides. Trees take in carbon dioxide and produce oxygen. Combined with the cooling effect of trees, these processes can have a significant impact on reducing smog and overall air pollution. Trees improve water quality. A healthy urban forest can have a strong influence on our regions water quality. Tree canopies and root systems slow ND reduce storm water runoff, flooding and erosion. Trees also help filter water runoff reducing potential sources Of water pollution into our rivers and storm drains. Trees save energy. Trees cool the air naturally in two ways: through water evaporating from the leaves and direct shade. Homes shaded by trees need less energy for cooling which means lower monthly utility bills in summer and a reduced need for utilities to increase power generation to meet peak load demand. Trees raise real estate value. Shaded neighborhoods and well-landscaped arid have a positive economic influence on real estate values, timeliness of house sales and neighborhood desirability. Studies report that landscaping speeds the sale of a home by four to six weeks. We can save trees by * reducing the consumption of products made from trees (e. G. Paper) providing alternate fuel to rural poor for cooking (e. G. Ii gas) so as to reduce cutting of trees for fuel wood * avoiding indiscriminate disposal of plastic products (especially thin plastic pick up bags) so as to allow rain water to recreate into ground and prevent erosion of soil to save the root system of * planning new projects (especially Hyde power projects/water trees storage reservoirs) not involving deforestation/ submergence of forests under water * avoiding any human activity that may cause forest fires * making tours echo friendly * creating awareness among people about importance of trees and need for their conser vation. We will write a custom essay sample on Trees: Water Pollution and Natural Air Filter specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Trees: Water Pollution and Natural Air Filter specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Trees: Water Pollution and Natural Air Filter specifically for you FOR ONLY $16.38 $13.9/page Hire Writer

How to Deal with Peoples Language Barriers

How to Deal with Peoples Language Barriers Since there are hundreds of languages, it is not rare to come across people with difficulties in speaking your native language during travel, trade, or while carrying out other daily duties. However, in spite of language barriers, it is not impossible to communicate effectively.Advertising We will write a custom essay sample on How to Deal with People’s Language Barriers specifically for you for only $16.05 $11/page Learn More Effectual communication is a talent that can be learned. The steps for getting your points across can easily be understood by individuals who have self-confidence and understanding of the basics (Janzen 21). When you meet a person with difficulties in speaking your language, first, try communicating using other languages. Many people are multi lingual. You may come across a person in the US, for instance, who cannot speak Korean, but if both of you can speak English, you can talk with much ease. Concurrently, read the body langu age closely and try to understand the intentions of the person. Use gestures to express universally acceptable concepts. You can smile to show that you have good intentions. This is an effective method of breaking the ice, which according to Lee, helps to make communication easy. After making communication easy, it is advisable to use the language of the listener to say, â€Å"I don’t speak much of that language.† Do not fear to use signs. In case of further difficulties, draw pictures on a note pad if possible (Lee). At the same time, exercise patient and pronounce words properly to find out if the other party understands the basic vocabularies. Avoid using exaggerated pronunciations, as it may result to more confusion. Nevertheless, be attentive to learn if you need to articulate certain words as your listener does (Lee). It is highly commendable to choose this method if the suitable accent is dissimilar from the non- native accent. Additionally, it is commendable to avoid turning up the volume thinking that it would enhance communication. Further, avoid hiding your mouth since the other party will be interested in studying your mouth as you utter each word. It is also improper to use baby talk or improper language.Advertising Looking for essay on languages? Let's see if we can help you! Get your first paper with 15% OFF Learn More It can puzzle the non-native speaker and send the wrong notion regarding your level of proficiency. Moreover, avoid using running words together. This is because listeners often face the challenge of determining the last part and the beginning of words. It is, therefore, necessary to give a pause between words to help them understand the words without struggling (Caputo et al. 13). The listener may indicate that he/she is still struggling to communicate with you, and in this case, opt for simple words instead of complex ones. The simpler the word is, the enhanced the probability that the liste ner will appreciate it. For example, opt for the word big instead of enormous or make instead of manufacture. Note that sometimes, the ‘complex’ words are easier to understand than the ‘simpler’ ones (Caputo et al. 13). For example, Romance language speakers find certain ‘complex’ English words easy to understand since they are rooted in Latin. When communicating with Somalia people, one should use the complex Swahili words since they are rooted in Arabic. After identifying your listeners’ native language, you will encounter little difficulty deciding whether to use the simple or complex words. Your choice of verb phrases is also important. Use verb phrases whose meanings are easy to understand and do not pronounce as the listener’s language. Lee says that it is advisable to use simple phrases instead of the confusing verb phrases. â€Å"Look out† sounds almost the same as â€Å"look for.† Using any of the verbs is n ot helpful to the listener. Therefore, instead of opting for â€Å"look for† it is better to opt for ‘search for’. Moreover, instead of saying ‘look out’, it is best to say ‘be careful’. Further, is better to avoid using filler and colloquialisms. Words such as ‘um†¦Ã¢â‚¬â„¢, ‘yeah’, and’ totally’ do not help in making communication easy. You should avoid these words.Advertising We will write a custom essay sample on How to Deal with People’s Language Barriers specifically for you for only $16.05 $11/page Learn More Non-native speakers, particularly those with poorer levels of proficiency, commonly suppose that fillers are vocabularies that they do not have in their native languages. Colloquialism is equally difficult to understand. Some of them are not easy to look up for in most dictionaries since they are not universal y accepted items of language. Patience is spec ial virtue that may make communicating with non-native speakers. This is because you may be asked a number of times to repeat something. When asked, repeat it as you said it the initial moment because it is possible that your listener did not hear you. However, if your listener still demonstrates difficulty in understanding, modify a few important words in the sentence, as they could have encountered problems in understanding some of the words. When repeating a sentence, repeat the entire sentence and not simply certain few words. Handling this is time consuming, but it is essential in eliminating confusion (Janzen 20). You should put in mind that your dialect may be different from what the listener learnt in school, and therefore while paraphrasing, try using other similar words that you might have known. In addition, use long forms of words. It is difficult for non- native speakers to determine the difference between short and long forms of words. Be explicit. You should say †˜yes’ or ‘no’ but not â€Å"Uh-huh† or â€Å"Uh-uh.† The words are confusing since they are not in grammar books. Outstandingly, for communication to be effective, both parties should understand each other. Therefore, listening is very important. Listen and refrain from making up your mind while the other party is still talking. Keep patience until the other person is done. This will help you to give useful information based on the information he/she have provided. At the same time, you should be conscious that certain customs have diverse norms concerning matters such as touching, personal space, and eye contact. The awareness will help you to tell whether an individual is trying to offend or not. Someone standing far away or not maintaining eye contact due to obedience to his/her cultural norms is not offending.Advertising Looking for essay on languages? Let's see if we can help you! Get your first paper with 15% OFF Learn More On the other hand, a person who behaves in the same manner but has sufficient justification may be trying to offend. You should device better strategies to improve your communication. Remember to be relaxed and have satisfactory control of your communication (Caputo et al. 13). Conclusively, dealing with people who do not speak your language is challenging, but one can learn the apposite communication basics and overcome the barriers. Patience and showing emotional attachment are important elements for making communication with such persons effective. An effective communicator should put into practice all the basic steps. However, apart from putting the steps into practice, he/she should exercise creativity and innovativeness. Caputo, John S., Jo Palosaari, Kenneth Pickering, and John Nicholas. Effective communication. Twickenham, Eng.: Dramatic Lines, 2003. Print. Janzen, Joy. Teaching English language learners in the content areas. Review of Educational Research 78.4 (2008): 1010 -1038. Lee, Peter. How to Communicate with Non-Native Speakers of English | CultureLink International. CultureLink International. N.p., 1 Jan. 2009. Web.

CONDOM USE IN KENYA Assignment Example | Topics and Well Written Essays - 500 words

CONDOM USE IN KENYA - Assignment Example The distribution of the visual aids in the brochures will involve the use of famous Kenyan Musicians. Music has been used to create awareness on condom use in adults. The use of famous musicians will attract the attention of several adults thereby leading to increased condom use awareness to several residents of Kisumu. The awareness raising will be done through road shows and vernacular radio talk shows. Vernacular Radio talk shows will be effective in reaching adults in the remote rural areas who cannot be accessed through road transport. Importantly, local and famous musicians who understand the native language will be appropriate in delivering the message to the adults who may not be able to read and understand English and Kiswahili (national languages). The visual aids should have the information concerning right and consistent use of condoms, consequences of not using condoms, and the perceived barriers. Members of the public must lean how to use condoms correctly. Most adults normally use condoms in the first sex encounter but later ignore the usage. In addition, women must also be made aware of their role in making decisions concerning condom use. Women must ensure that men use condoms whenever they engage in sex. The Health Belief Model suggests that simple knowledge and awareness about HIV will not necessarily reduce risky behavior that lead to high prevalence of HIV/AIDS. Every individual must know that he or she is susceptible to the virus. In addition, individuals must learnt HIV infection is a serious health hazard, and learn the benefits of taking preventive actions. Consequently, individuals must learn that potential barriers to taking preventive action are outweighed by potential benefits (Volk and Koopman, np). The use of local and famous musicians in delivering the message ensures that local perceptions are explained. These musicians are more familiar with the culture of Kisumu people; communication of culture bias

A Growing Level of Financial Engineering and Risk Management Research Paper

A Growing Level of Financial Engineering and Risk Management - Research Paper Example The renowned theory by Lon Fuller that is titled the â€Å"inner morality† of the Rule of Law clearly stipulates that a legal system will fail if laws presented within the system are obscure, and contradicting. Therefore, to ensure that Islamic banking maintains its unique nature it has been critical to devise a legal framework that ensures efficient functioning of Islamic banking, which is in conformity with Islamic teachings. We can look into the key elements that are contained within a legal framework to support the efficient functioning of Islamic banking. Aldohni stated that under the Islamic banking act, Islamic banking business is described as a banking business whose operations and objectives only contain elements that have been approved by the Islamic religion and in particular, the Shariah laws (63-65). Therefore, the main elements within the legal framework for the efficient functioning of Islamic banking draw their origin to the Islamic religion. The most predomina nt element of the legal framework for Islamic banking is the prohibition of the issuance of interests on all forms of transactions within Islamic banks. This element within the legal framework ensures the efficient functioning of Islamic banking in a manner that conforms to Islamic teachings and it helps in differentiating Islamic banks from the other commercial banks (Aldohni, 68-71). This differtiation would lead to figuring out to the public the equitability and avoidance of Ghara in Islamic banking as compared to conventional system conventional banking legal and regulatory framework.

Strategic Plan For Your Organization Statistics Project

Strategic Plan For Your Organization - Statistics Project Example This paper will explore the strategic plan for GetWell, a pharmaceutical company that sells prescription medicine (Cravens & Piercy, 2008). GetWell possesses sufficient information about the target market. The demand for pharmaceutical products is high and keeps increasing every day (Callahan, 2006). The firm will use this information to serve consumers better. The customer base includes medical doctors, trainers, physical therapists and chiropractors. Most customers buy the medications for pain management and relief. The medical industry is under pressure to reduce costs for medical purchases. Insurance companies are exerting pressure on various medical institutions to buy low-priced but quality medicine. The number of people with drug plans is high especially for elderly people who have no medical coverage. The market for prescription medicine is expected to grow by 6% annually. Many pharmacies sell prescription drugs in cities that GetWell operates in but few offer low prices like GetWell. Competitors rarely advertise in print or digital media. The increase in the number of athletes and sports trainers ordering pain management medicine is encouraging (Brukner & Khan, 2008). GetWell aims at increasing its market share by targeting new customers and becoming the market leader for pharmaceutical sales in the region. The firm plans to reduce the market share of competitors by taking most of their walk-in customers and making more deliveries. GetWell plans to achieve financial growth of 15% for every year. GetWell is aiming at providing customers with the best medicine at discounted prices. GetWell aims at increasing the number of repeat customers by 9% in each quarter. The firm aims at increasing customer awareness about the various stores in the two states. GetWell plans to reduce client acquisition costs by 10% every year. Another objective is taking a majority share in supply of medicine to

Observe and describe two separate play activities

Observe and describe two separate play activities While referring to literature and play theories, criticallly analyse the play episodes observed. Play can take many different forms and can have various aims. Play can be solitary, in pairs, parallel, in a group and communicative among other things. The aim can be simply fun, to learn physical motor skills, to learn to be imaginative and creative, to build teamwork, to learn communication skills and problem solving. Studies show that all young animals play to acquire the necessary skills for life. Play has an enormous impact on the childs development. Many believe that it is one of the primary needs of a child and is often said to be a childs work (Tassoni Hucker, 2005, p. 1). It helps the child for his development in: Social skills, Physical skills, Emotional skills, Language skills and Cognitive development Play can be either structured or free. Most of the time, the structured play is organized by an adult or an older peer. It is usually guided and planned, and very often theres only one way to do it. In the meantime, free play is often self-initiated which encourages the child to be creative and imaginative. Play involves exploring feelings, ideas, materials, relationships and roles, making connections between one experience and another and representing ideas, objects and environments. (Pound, 2000, p. 74) The Observations of the Structured and Free Play activities took place in a classroom environment. The class consists of twenty four children, the teacher and a Learning Support Assistant. This is an inclusive school and there is one child with special needs. At the time all twenty four children in the class were playing with the same things. They are all girls and aged between 4 years and 5 years. Six children were observed during these two activities. The sessions lasted between 20 minutes and half an hour each. Photos were taken of the children playing. The person observing the children sat to the side and did not participate in the play. Communication with the children was kept to a minimum and the childrens actions and some dialogue were noted. Structured Play In Structured play activities the adult usually has a high profile role (Tassoni Hucker, 2005, p. 74) and the child has a more passive role. The adult teaches or demonstrates to the child how the activity must be done and the child follows instructions. Very often the activity can only be carried out in one way, for example completing a puzzle or painting a specific art project and the children tend to be less involved in structured play and loose interest more quickly. However there are benefits in structured activities. They allow the adult to focus childrens attention on a specific concept, skill or knowledge(Tassoni Hucker, 2005, p. 73) and by using structured activities the adult can also ensure that the child is developing specific skills like hand and eye coordination and fine motor skills. Observation of a Structured Play Activity Wooden jigsaw puzzles of varying difficulty were used for this activity. Aims Improve hand and eye coordination Fine motor skills Attention span Develop reasoning and problem solving skills Understand shapes and colours Spatial awareness The teacher put out a number of jigsaw puzzles for the children to choose from. The puzzles were put in the middle of a large table and the children were able to choose at will and encouraged to share and swop puzzles when ready. The children started playing by picking a puzzle each and tipping the pieces on the table. The teacher said that this was not the first time they have played with these puzzles so they were confident in their actions and did not need her to guide them in what they were doing. The teacher walked around the classroom supervising their play. After a few minutes of playing the children were observed talking about the puzzles they had picked out for themselves and commenting about which ones were difficult and which were easy. FA and P wanted to play with the puzzle L had picked so, after a short discussion, they came to an agreement; once L finished playing with her puzzle, she would give it to P to play with and when she was ready from playing with it she would then pass it on to FA. This sort of negotiation can be described as social play since almost every aspect of play in a social group involves negotiation and conversation over the ownership of bikes and blocks (Riley, 2007, p. 46). TD also wanted the same puzzle so the teacher intervened and told her that she must wait for the others to finish playing with it and then it would be her turn. TD accepted this compromise and continued playing with the puzzle she had originally chosen. Although this play activity could be quite solitary with each child having their own puzzle, in reality the children were observed sharing, discussing and cooperating in their play. K was helping TD and P as they had similar puzzles and some of the pieces were mixed up. She showed them which pieces fit in which puzzles and they continued to complete their puzzles following her instructions. This was a good example of scaffolding where more knowledgeable others provide assistance to learners (Wood Attfield, 2005, p. 94). R and FA were playing parallel to each other without any communication at first, and then they started to talk and joined their play by comparing puzzle pieces and discussing the characters on them. The children played with the puzzles in a structured way for about ten minutes. Suddenly the play activity did not remain structured any more as one of the children started to use the jigsaw pieces in symbolic play. Symbolic play occurs when the child either pretends to be something that he or she is not or uses a material as something that it is not normally used for (Charlesworth, 2008, p. 73). In this case P started to pretend to eat the pieces of the puzzle she was playing with (her puzzle was of a bear). The teacher played along with this and asked her what it tasted like and P replied of a bear. She then continued with her symbolic play and pretended she was baking the puzzle pieces in the oven. The table she was playing on took on the symbolic role of the oven and P started putting the completed wooden puzzle underneath the table. P, who seemed to be a very popular girl, took on the role of leader and it was observed that she was very creative. Within a couple of minutes some of the other children took up the idea and R and FA started baking their jigsaw puzzles underneath the table too. P then changed the game and tried to encourage the other girls into a competition by having a race. Lets see whos going to be the fast one! she said. However the other girls either ignored her or were too busy thinking about their play and nobody took on her challenge. FA changed her play. She was neither cooking nor putting the pieces in their place. She was making the puzzle pieces stand up. Her puzzle portrayed a construction site complete with people and machinery. She used the pieces in a type of small world play, where the figures became characters in an imaginary world (Tassoni Hucker, 2005, p. 274). At one point FA became a bit worried as her pieces kept falling down so she asked for Ps help, who then joined in the game. After a few minutes of playing in this way, they changed their play again. This time it changed into celebratory play. This type of pretend play represents a form of celebration whether a birthday, a feast, or a holiday. In this case the two girls began to pretend that the puzzle pieces were the candles on a birthday cake. They pretended to blow out the candles and FA started singing the Happy Birthday song while the other girls round the table; R, P and K joined in. Another girl who has special needs and who was playing on another table heard the enthusiasm of the group and came to join them too. It is worth noting that just before this play occurred some older children from another class came to our classroom with pieces of a birthday cake to offer to the teacher and LSA. The teacher said that this is a common occurrence which the younger children are used to, she also said that it is a tradition for all children to bring a cake to school on their birthday and celebrate with their class friends. Free Play Aims Communicative skills Developing the imagination and creativity Personal and social development Very often during free play, children imitate life situations and take part in role play. Adults can provide play opportunities and make suggestions. They can organise material and equipment as well as listen and take part in the play, however only if they are asked to. It is important that adults support free play or the children will get the idea that free play is not as important as structured play and end up associating play with work-related activities, which destroys the whole experience for the child (Tassoni Hucker, 2005 p. 5). Free play is also very important for the childs self esteem and for his overall development (Tassoni Hucker, 2005). This is because when two or more children are given the opportunity to self-initiate play, they will be encouraged to communicate between themselves and develop their socially interactive skills, which helps to gradually develop their self-concept. Moreover being allowed to play freely, gives them the opportunity to make decisions and choices for themselves, which enhances a positive self-esteem. Above all, communication between them leads to the increase of their vocabulary from their peers and from the adults watching or taking part in their play. Usually during free play, the children concentrate longer as the play and the ideas are chosen by themselves (Bruce, 2004). Very often during the self-initiated play, children tend to play by using their imagination which includes pretending, fantasy play and symbolic play (Tassoni Hucker, 2005). In our observation, pretend play was the most common one together with the symbolic play. Fantasy play was not rehearsed in our observation. It was very clear that all the play was part of their life experience, what they encountered when they were at home or when they were with their mothers or other relatives. The imaginative play develops self expression as well as giving children the opportunity to explore their experiences. (Tassoni Hucker, 2005, p. 10). Sometimes this is noted when the child expresses anger or maternal care during their play. Observation of a Free Play Activity Six girls were observed playing in the various areas of the classroom. These areas were the home corner, the reading area and the toy box area. The children used various items in their imaginative play and their role play. They moved from one play scenario to another fluidly and had no problem changing roles as they went along. They used the items in their playing areas symbolically to represent something else according to their play like a small doll used as a hairdryer. The adult observing sat to the side. The teacher told the girls that they could play wherever they wished. Some girls who were sitting at the same table got up and went to the reading area. TC pretended it was her birthday. The other girls joined her in associative play where they played with each other and came together because they shared an interest. They gave her books from the reading area, which were symbolically changed into presents. One of the wooden puzzles that they had been playing with earlier, was turned into a birthday cake. FP went round with the puzzle pieces pretending to give cake to the rest of the girls. The girls pretended they were having a party and the teacher was invited to sit down and join in the play. The girls brought cups and plates to the teacher who sat down near them. They pretended to give her all kinds of food, the teacher took part in their play by pretending to eat what she was given and asking questions about the food, aiming to introduce new vocabulary during their play. J was mixing the imaginary food using a cup and a spoon. Then she poured it in the teachers plate for her to eat. MC pretended that it was her babys birthday party and used a book to represent the cake. MB, who was cooking, pretended to drop sauce on the teacher, who played along by pretending she was a mess and needed to get cleaned up. This comment made the girls change their play. While the teacher sat on the same chair in the same place, the girls started to put cream and make up on her face. Glitter was also mentioned. They used Teletubby plastic toys as their tools and started styling the teachers hair. J imagined having a hair dryer in her hand and styled the teachers hair while making a humming sound. Another girl associated a toy in the box with the play scenario and got a toy hairdryer and started doing the same motions. In the meantime C and FP went to the library area where they found a large plastic box and sat in it pretending it was their cot. They imagined they were babies, and one of them said Trid tirrabja mieghi? Int il-mummy! MB pretended to put nail polish on the teachers nails and then she started painting the teachers hand. The teacher explained that during the school bazaar, which was held the month before, some children were allowed to have their face painted and other parents preferred that their children have just their hands painted instead of their face, so that is what this girl was doing to her teacher using the Teletubby toy as her tool. At the same time MC and TC were playing doctor and patient. MC was lying on two chairs while TC was checking her back with a toy toaster which she symbolically used as a medical instrument. During the observation it had been noted that during free play the students were playing imaginatively and preferred using the provided toys symbolically rather than using them with their original play intentions; like the teletubby toy being a hairdryer and the toy toaster being a medical instrument. The theme of a birthday celebration was observed in both the structured and free play activities. The children were fascinated by the festive environment; the gifts, the food and above all the cake. They were engrossed in their pretend play and the teacher could use this to great advantage by planning learning activities around this idea. The teacher could use the birthday theme and provide many opportunities for literacy, numeracy, creative and social skills. She can do this by preparing activities such as painting, story telling, encouraging children to write cards to each other, as well as preparing the classroom environment to suit her purpose.

COP 3530, Discrete Data Structures and Algorithms, Summer 1999, Homework 1 :: UFL Florida Computer Programming Homework

Class Notes: Data Structures and Algorithms Summer-C Semester 1999 - M WRF 2nd Period CSE/E119, Section 7344 Homework #1 -- Solutions (in blue type) Note: There have been many questions about this homework assignment. Thus, clarifications are posted below in red type. When you answer these questions, bear in mind that each one only counts four points out of 1000 total points for the course. Thus, each one should have a concise answer. No need to write a dissertation. * Question 1. Suppose you want to find the maximum of a sequence or vector a of n distinct integers. Write an algorithm to do this in O(n) time, for any sequence of n distinct integers. max = very large negative number input(a) for i = 1 to n do if a[i] > max then max = a[i] endfor output(max) * Question 2. You could assume that you know the maximum value of a before you search for it. That is, if a has values in the interval [0,101], then the maximum would be 101. The best case (least work) in the preceding algorithm would occur when the maximum of the n-element sequence is the first element of the sequence. Where is the maximum located for the (a) worst case, and (b) average case? Support each answer with a proof, not just an example. Alternatively, you could assume that the maximum was not known beforehand, and a)-b), above might be easier...Either assumption is o.k. o Case 1: Maximum unknown a priori -- You have to search through the entire array to find the maximum. Thus, there is no worst case or best case if you consider the work as comparisons (dominant cost) only. o Case 2: Maximum known a priori -- This becomes a linear search problem (find the maximum).

Othello Prelim Essay

When the aspirational values of an individual become all-consuming, the relationships of those close to them are destroyed, through the corruption of loyalty and trust. Both Shakespeare's Othello and Geoffrey Sax's Othello portray many elements of tragedy, by exploring the relationship of Othello and Iago/Jago, and the way his manipulations distort Othello's mind. Iago's zealousness in Shakespeare's play Othello reflect the elements of a fatal flaw in an individual, and the disruption of the Chain of Being, both being key features of a tragedy.Iago's words, â€Å"Men should be what they seem†, are ironic, as he hides his true self from Othello, who trusts him completely, in order to gain what he desires. His rejection, and pursuit, of the job of Othello's lieutenant eventually causes his demise, hence becoming his ‘fatal flaw'. Iago's continued pursuit of his goal leads to the deaths of many, which provides a metaphor for all audiences of the destruction our aspirations can cause.The imbalance in the Chain of Being is corrected in the conclusion of Shakespeare's Othello, however, Sax's Othello results in Ben Jago becoming successful, and achieving the position of Police Commissioner. Sax's Jago psychologically manipulates and abuses his victims, in contrast to the original play, where many are physically killed. Our modern audience expects this, however, because we, as well as Jago, realise that for him to achieve his goals, he has to be subtle in order to avoid detection in our age of fingerprinting and DNA sampling.In this way, Sax's Jago has to prepare his plans a lot more than Shakespeare's Iago, which leads to him gaining the position he wanted, rather than being captured. However, both have very similar plans, revolving around manipulation, especially Othello's mind and emotions. Othello's trust, thereby his loyalty, relies on his knowledge of the individual, particularly their past. In both texts, his slight uncertainty with his trust in Des demona/Dessie is due to their fast marriage and lack of knowledge of their lives before he met them.In Shakespeare's Othello, Desdemona's and Othello's sudden marriage, which finalises their relationship, is accentuated by Iago asking Othello â€Å"But I pray sir,/ Are you fast married? † This leaves us confused as to how these characters became truly familiar with each other before their marriage, and foreshadows what is to later come. Sax portrays Othello's niggling doubt towards Dessie as due to her silence about her boarding school days, when she met Lulu. However, Dessie defends herself against his accusations of her being secretive, by shouting, â€Å"It's always you talking and me listening!†This frame is a close-up, overhead shot of Dessie, emphasising how vulnerable she is to Othello, and foreshadowing the circumstances of her death. Othello's distorted trust enables Iago's plan to succeed, because he puts his loyalties in the wrong hands. Sax portrays Ben Jag o as a police officer, who we and also Othello, expect to be just and honest, as police uphold and enforce the law. Similarly, Shakespeare's Iago held a position that was expected to be trusted, as a part of the army who were assigned the role of protecting their country.This fallibility of Othello's trust and loyalty allowed Iago to manipulate him such that he was able to isolate him, and destroy his relationships with others. The relationship breakdowns in both versions of Othello cause vast amounts of chaos, because the Chain of Being is broken. Shakespeare's Othello decides that Desdemona is guilty before even consulting her, as seen when Iago tells him, â€Å"She did deceive her father, marrying you†, and he replies, â€Å"And so she did.†His truncated sentence bluntly expresses his view, implying that he has made up his mind, and nothing can change it. Similarly, Sax depicts Othello as already concluded that Dessie is guilty, by him saying, â€Å"You tell me wha t I want to know†¦ Tell me the truth bitch! † These words are accompanied by a low shot, looking up at a close-up of Othello's face, indicating the power Othello has over Dessie, and makes the viewer empathetic towards her, by feeling weak and insecure. However, we have recurring scenes that show how Desdemona is trying to keep their relationship together.Sax shows this by representing Dessie as a woman in a domestic violence household, especially when she says, â€Å"He needs me. † Similarly, Shakespeare characterises Desdemona as a dutiful wife, â€Å"It was his bidding†¦ We must not displease him. † Desdemona/Dessie's loyalty to her husband infuriates Othello more, as he believes it is more of a lie to keep the secret from him, rather than tell him outright, and it is the worst thing that Desdemona could do to him, â€Å"She's like a liar gone to burning hell.†All these little aspects of Desdemona/Dessie and Othello's relationship, in both Sha kespeare's and Sax's Othello, combine to cause the destruction of it, upon which the whole play is hinged upon. The end of a relationship is caused by many varying factors, but mostly a diminished sense of trust, whether it has a basis to be there, or whether someone values it so lowly that they put their own selfish desires over it.This is true in the case of Shakespeare's Othello, and the modern adaption Othello, directed by Geoffrey Sax. Iago/Jago's aspirations cause him to manipulate many people, with the purpose of destroying Othello's relationships, mainly with Desdemona/Dessie, to achieve the position that was â€Å"wrongly† given to someone else. This holds a mirror up to both the Elizabethan and our modern societies, critiquing our nature and values.

The Law of Conservation of Energy Defined

The Law of Conservation of Energy Defined The law of conservation of energy is a physical law that states energy cannot be created or destroyed but may be changed from one form to another. Another way of stating this law of chemistry is to say the total energy of an isolated system remains constant or is conserved within a given frame of reference. In classical mechanics, conservation of mass and conversation of energy are considered to be two separate laws. However, in special relativity, matter may be converted into energy and vice versa, according to the famous equation E mc2. Thus, its more appropriate to say mass-energy is conserved. Example of Conservation of Energy If a stick of dynamite explodes, for example, the chemical energy contained within the dynamite changes into kinetic energy, heat, and light. If all this energy is added together, it will equal the starting chemical energy value. Consequence of Conservation of Energy One interesting consequence of the law of conservation of energy is that it means perpetual motion machines of the first kind are not possible. In other words, a system must have an external power supply to continuously deliver unlimited energy to its surroundings. Its also worth noting that its not always possible to define conservation of energy because not all systems have time translation symmetry. For example, conservation of energy may not be defined for time crystals or for curved space times.

Why The Most Human Company Wins With Mark Schaefer

Why The Most Human Company Wins With Mark Schaefer Are you dependent on technology? Rely on it to get you through the day? Suffer from shiny object syndrome? What would marketers do without technology? The hope is that technology helps marketers connect with customers in a more personable way. In reality, it’s killing marketings impact. Today, my guest is Mark Schaefer, author of Marketing Rebellion: The Most Human Company Wins. Mark shares how marketing should create amazing experiences at specific moments to help customers authentically connect with brands. Ready for a wake-up call? Traditional marketing strategies don’t meet customer expectations today Customers Takeover Control: Marketers are losing control of brand’s story, voice, and customer journey Where the action is: Shift focus from relying on technology and automation to actually talking to customers Human-centered Marketing Approach: Resonate with consumers and remove barriers by remembering what it’s like to be a customer Purpose of Marketing: Build emotional connections by bringing people together Experiential Marketing: Create encounter worthy of consumers giving brands their attention and sharing their story Testimonial Stats: Content about a brand created by a consumer gets 600% more engagement than content created by brand Taking Social out of Social Media: Easy button for automation and technology is opposite of what customers want; marketers have a way of ruining every medium Hurdles to Overcome: Organizational, cultural, leadership, and measurement Meaning is the New Marketing: Consumers want brands that represent values Levels of Loyalty: Shared Values: Take a stand to connect in a way that pushes loyalty Show up and Represent: Unifying and uplifting to display beliefs Dangerous Territory: Not every company needs to take stand/political view Words of Wisdom: Remember what its like to be a customer Be more human in everything you do Links: Mark Schaefer Marketing Rebellion: The Most Human Company Wins Marketing Companion Podcast The new battleground for marketing-led growth Talk Triggers by Jay Baer Tesla An Emotional Connection Matters More than Customer Satisfaction Earth Day Habitat for Humanity Nike Nearly Dropped Colin Kaepernick Before Embracing Him Write a review on iTunes and send a screenshot of it to receive cool swag! If you liked today’s show, please subscribe on iTunes to The Actionable Content Marketing Podcast! The podcast is also available on SoundCloud, Stitcher, and Google Play. Quotes by Mark Schaefer: â€Å"Two-thirds of our marketing is occurring without us. The customer is in control. Advertising, loyalty, and the sales funnel are sort of in decline or, they’re gone.† â€Å"Marketing is about building emotional connections. Its hard to create an emotional connection to an ad, or a logo, or to a branded content; create connections to people.† â€Å"Wed rather not have a human voice in our company. Wed rather use personas and do automated messaging. Our social media presence has become soulless.† People want to know what you stay in for, what do you do, how do you treat your employees.

Exercise 6-1 Remote Power System Exercise Assignment

Exercise 6-1 Remote Power System Exercise - Assignment Example These two units are found at the first level and the breakdown of the units goes into the second and third levels. Moreover, there are other units such which are the core of the project and cannot be placed in the second or third level (Schwalbe 76). Level 2 is mainly made up of deliverables that are clearly tangible and recognizable. The other levels consist of activities and tasks that build up on the project. The remote control unit is used in controlling the Remote Power Motor System (RPM) through the use of different components. The major project milestones are put together in level two of the project. In the case of our project we put together the following sections: Training, Budget Control, Data Management and Project Management. These sections are must be implemented using a bottom up approach. The Project Manager is responsible for the control and overall supervision of the project (Haugan 61). Therefore, he/she is general in charge of project management which is placed at level 2 of the project. Other important services that should be placed at level 2 include data management, budget control and training. However, in our case we should concentrate on the two levels that are categorized into the Remote control and the Vehicle units. These two important levels control the remote power mower into moving and operating at optimal levels. The deliverables in this project are constituted of several important components. For instance, the remote control unit is made up of antenna, transmitter and the battery. While the Vehicle unit is made up of the receiver, console among other components. The assembly of all the components is done through various tasks. Some of the tasks that could be utilized in this project include system engineering, development test, operational test and evaluation (MiloÃ… ¡ević 82). The tasks make up important part of the project and all tasks

Asias Slowdown and British Consumers Essay Example | Topics and Well Written Essays - 2000 words

Asias Slowdown and British Consumers - Essay Example Table 1 below shows China’s trade balance for the gap difference of ten years; 2001-2011 (Techau 2014) Obviously, for the strategy to work, the lifestyle for people in Asia has to increase in quality prompting them to adapt to the economic changes; however, the current position of states such as China and Hong Kong makes it hard for this to happen, as it requires them to fail in some of the leading ventures (Knight 2013). Largely, if Asia experienced bankruptcy, especially in countries such as China, it is a prediction that the whole world would feel the pinch, but some continents such as Europe would experience a blow. The idea that Asia has the ability to reduce the pace of development without affecting trade partners, foreign investors or even local companies is more of a fantasy because the recession is uncontrollable, as proved by past studies. The best tactic would be for China to initiate a long-term strategy that will prepare the possible victims as they look for other ways out of the situation; however, this would also require countries in Asia to liaise with the international policymakers. China seems to have a good idea, and one would think that this is going to be easy for them especially with the current economic status, but after evaluating the forecasts of the target growth rate with the current one, it requires more efforts (Pilkington 2014). Essentially, China aims at reducing its growth to slightly below 8%.