Swirling Colors :: Essays Papers

Twirling Colors Mental exploration has demonstrated various hues to excite or represent various feelings or perspectives. In a shading response test, the warm hues, most altogether red, yet in addition yellows and oranges, were found to speak to a functioning perspective. The cooler hues, most fundamentally blue and green, and furthermore purple, were progressively uninvolved and quieting. â€Å"warmth means contact with nature, coolness connoting withdrawal into oneself.† (Sasaki) Red explicitly can likewise represent hostility, cautioning, or peril, or cause an upset condition of feeling. Moreover, green can represent resignation, or security. Blue can imply blame, and violet or purple a feeling of smoothness and settlement. The most restricting of these two are red and green, hues complimentary to one another because of their opposite situations on the shading wheel. In Hitchcock’s Vertigo, every one of these hues assume a job in character advancement, complexity, and imagery, each character having a shading with which they are related, with a striking accentuation on the differentiation among red and green, and a later ubiquity of blue. Midge, one of the principal characters seen after the initial pursue scene, is related with yellows and oranges, the hues wherein her condo is beautified, and furthermore wearing red glasses. This implies Midge is in contact with her condition, as per Sasaki. The following scene is in Elster’s office, with tones of red and rosy tones. This is a fitting shading for the portrayal of Elster, who, however once in a while observed, is the one individual in any situation of genuine control in the film, however once his story is played out, he vanishes altogether. The primary prologue to the character of Madeline, paying little heed to her actual personality, is her in a green dress appeared differently in relation to the curvaceous red rich dividers of the eatery. Whenever she is seen is getting into her vehicle, fittingly green, finishing for the watcher the relationship of this shading with that character. All through the film she is among green things, for example, the green box in the bloom shop she enters. She even notices that she adores the green of the trees, incidentally in the Redwoods, another striking complexity of the two hues, however just verbal. The shading plays into the secret and fraud of the story more to trick the peruser just as Scottie as this is a shading connoting latency.

Executed Activity Plan with detailed Evaluation Essay

Executed Activity Plan with nitty gritty Evaluation - Essay Example The conduct of Tina as to will in general evade or overlook runs just as the capacity to partake all the more unreservedly in the action was the primary directing variable, when this was mapped on the EYFS, to build up a momentary arrangement for her movement since her case was one of little subtleties of disregarding rules. Tina’s age, formative needs just as different interests were additionally figured in. The arrangement created for Tina, as prior characterized, was a present moment. Transient arrangement is one that is much of the time drawn and changed all the time and is pointed and recognize improvement in a particular idea or viewpoint (Department for Children, School and Families 2008). The momentary arrangement should be possible on an every day or week by week premise and will endeavor to survey the pace of coordination of recently learnt ideas by a kid. In planning and building up a perfect youth improvement plan, that is powerful, it was significant that it follo ws a particular rule which would guarantee all the targets in that, were accomplished. The framework or plan so created had the option to consistently screen the enhancements, stagnation or decrease in the advancement of the kid. A superior arrangement is what gives checks or screening modalities which will have the option to distinguish any irregularities when they happen (Education, E. C, 2010). In this manner, the framework should be sufficiently complete, and have the option to utilize data or perceptions noted, in settling on instructional choices coordinated towards improving the child’s advancement bend. Thusly, the arrangement utilized in enacted kid improvement ought to be one that is predictable across settings, however, might be adjusted to contain explicit needs and requests of a given youngster. The advancement of the youngster ought not be explicit yet ought to incorporate all the parameters of improvement too. During perception of the youngsters participating i n the foot painting movement, different basic focuses created to join in the arrangement. Over the span of the play, Tina had demonstrated an enthusiasm for working with the paints and controlling hues which was really a child’s own drive. It was along these lines essential to keep the enthusiasm of the kid while directing the kid to adhere to guidelines and rules of the exercises (Moyles 1998). The guidelines and directions are the obligation of grown-ups in the advancement of the youngster since they give and guarantee the principles are followed. The explanation the guidelines were not followed was most likely in light of the fact that there was no sharp tuning in or the message of the directions were not decoded effectively. The job of the grown-ups in the playing movement was to set the physical condition and keep wounds from happening. They likewise needed to guarantee the playing rules were followed. Kids attempt to find their capacities as they endeavor to be better t han one another. In this action, adult’s job was to clarify the principles and guidelines to be followed to the youngsters. The tables were set with everything the youngsters required and in the correct arrangement, so they would acquire them absent a lot of troublesome. The youngsters were guided by responding to their inquiries (McLachlan and Fleer, 2010). Portions of the principles were likewise disclosed to the youngsters who didn't comprehend while permitting them to chip away at their own. Exhibits were led to show the youngsters, particularly on account of Tina, to help in accomplishing certain subtleties in their demonstrating which they didn't have a clue. Guidelines were given at each

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Early Action Decisions Wednesday 12/16 MIT Admissions plans to make Early Action decisions available online on Wednesday, December 16 at 9pm EST. When decisions are released, simply visit decisions.mit.edu and log in using the same username and password that you use to log into your MyMIT account. There are no interim screens, so you should be sure you are ready to receive your decision online before logging in to decisions.mit.edu. To ensure that you will receive a decision online, please visit decisions.mit.edu and enter your username and password. Decisions.mit.edu will be available through the decision date for applicants to confirm their login ability and decision eligibility. If youve forgotten your MyMIT password, you may use our automated system to reset it. Simply visit my.mit.edu and click on the lost password link. There is a similar link for forgotten usernames. If youre having trouble using our automated username/password recovery process, please email [emailprotected] with your full name and mailing address. Admissions decisions will be available exclusively online. Decisions will not be released via email, snail mail, carrier pigeon, or Nekobasu special delivery. Following the release of admissions decisions, however, we will be mailing necessary materials to admitted students, cylindrically. I wish you all the best!

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Early Action Decisions Wednesday 12/16 MIT Admissions plans to make Early Action decisions available online on Wednesday, December 16 at 9pm EST. When decisions are released, simply visit decisions.mit.edu and log in using the same username and password that you use to log into your MyMIT account. There are no interim screens, so you should be sure you are ready to receive your decision online before logging in to decisions.mit.edu. To ensure that you will receive a decision online, please visit decisions.mit.edu and enter your username and password. Decisions.mit.edu will be available through the decision date for applicants to confirm their login ability and decision eligibility. If youve forgotten your MyMIT password, you may use our automated system to reset it. Simply visit my.mit.edu and click on the lost password link. There is a similar link for forgotten usernames. If youre having trouble using our automated username/password recovery process, please email [emailprotected] with your full name and mailing address. Admissions decisions will be available exclusively online. Decisions will not be released via email, snail mail, carrier pigeon, or Nekobasu special delivery. Following the release of admissions decisions, however, we will be mailing necessary materials to admitted students, cylindrically. I wish you all the best!

Hitler Was A Man Of The People - 1564 Words

Hitler was a man of the people. He was a great orator and was talented at public speaking. Using that gift he was able to rally a crippled Germany behind him to become one of the world’s strongest super powers pre WWII. Hitler was loved by his people and feared by his enemies. His following of those early philosophers was how he founded the Nazi party. He would have pleased Machiavelli with his ability to be both the fox and the lion. Hitler was cunning and smart, he was able to turn himself around from seemingly homeless to the head of the German state. He was also able to rally the Germans behind him, he was courageous and strong and that appealed to the German people. â€Å"Extinguish the line of Princes† was a quote from Machiavelli meaning that the new Prince, in an effort to maintain his position, should remove anyone who posed a threat to his power. Hitler did just that when he elected himself Dictator and dissolved the parliament beneath him. He gave himself ult imate control over Germany. Hitler would have disappointed Machiavelli by being reckless. All of Machiavelli’s work boils down to a Prince gaining power and using any means necessary to keep it. The German war machine, while would have been impressive, caused Hitler to fall to exactly what Machiavelli warned against. Machiavelli is quoted saying â€Å"He who is blinded by ambition, raises himself to a position whence he cannot mount higher, must thereafter fall with the greatest loss.† Such a quote is very fitting ofShow MoreRelatedCauses and Consequences of World War II777 Words   |  3 PagesII started after Adolf Hitler signs the Treaty of Versailles. Hitler shortly attacks Poland, not keeping his promise. Shortly after the attack France and Britain declare war on Germany. Hitler was the cause of World War II since he broke the treaty causing other countries like Britain and France to declare war. Hitler kept all the Jews in concentration camps because he thought they were not humans but animals. Hitler was labeled as a supremacist to all other races. He was seeing Jews as the faultRead MoreHitler s Influence On Society883 Words   |  4 PagesTwo was filled with many different leaders, who all carried different leadership tactics that supported the efforts of the war in various ways. Two leaders that had a huge impact on the outcome of the war were Joseph Stalin and Adolf Hitler. These two leaders were most commonly known for their negative impact on society; however, I am choosing to compare the good that these two leaders did for their country during their time in leadership. Hitler took control of Germany in 1933. While Hitler is commonlyRead MoreAdolf Hitler : A Good Leader863 Words   |  4 Pagesmany dictators in different countries found throughout the world, Adolf Hitler being one of the most prominent in history. Hitler was not mentally stable or considered normal, and is now considered a monster in today’s society. I believe that Hitler knew what he was doing even though he was not mentally sound. There are no excuses for the things this man made his country do to the Jewish people. Although Adolf Hitler was considered mentally ill, this does not excuse him for his actions ofRead MoreA Comparative Study of Nelson Mandela and Adolf Hitler Essay1160 Words   |  5 PagesA Comparative Study of Nelson Mandela and Adolf Hitler Adolf Hitler and Nelson Mandela are vastly different men, however in many ways through out their lives they both held a huge influence over their countrymen, the politics of their country and inevitably they both shaped the course of history for better or worse. Their fight, was not won without a struggle, but was helped by their masterful oratorical skills and the willingness of their followers to do anything forRead MoreThe Treaty Of Versailles Was A Peace Treaty921 Words   |  4 PagesAdolf Hitler was born on April 20, 1889 in Austria. Hitler was a German politician and the leader of the Nazi Party. Adolf Hitler was a decorated veteran from World War I. The Treaty of Versailles directly affected the German people and Hitler. The Treaty of Versailles was a peace treaty set in place at the end of World War I to end the war. One of the most crucial and contentious problems with this treaty was it required that the country of Germany to disarm, take guilt and pay apologies toRead MoreA Comparative Study of Nelson Mandela and Adolf Hitler1502 Words   |  7 PagesAdolf Hitler and Nelson Mandela are vastly different men, however in many ways through out their lives they both held a huge influence over their countrymen, the politics of their country and inevitably they both shaped the course of history for better or worse. Their fight, was not won without a struggle, but wa s helped by their masterful oratorical skills and the willingness of their followers to do anything for the cause. Following the First World War Germanys economy began to fail, the GermanRead MoreHitler s Influence On The World War II1690 Words   |  7 PagesAdolf Hitler was a very impressive man in some people’s eyes, but his life took one major roller coaster before he gained the power that he had. As a young child Hitler seemed to not want to join the military, but once he, did he found a path leading to his future. Hitler worked his way through the war and seemed to start gaining power. Once Hitler was at the top, he started to terminate people by sending them to concentration camps scattered around the country, quickly killing thousands. Hitler’sRead MoreThe Importance Of Adolf Hitler1480 Words   |  6 PagesEver wonder how a man can rise in power and almost take over the world? Hitler almost took over the world and did it ruthlessly to get where he got. How do you get to be a supreme leader from being a lowly citizen? It may seem impossible, but if you’re in the rig ht place at the right time, speaking your mind and others agree, you could rise to the top. Adolf Hitler did just that and became to be one of the most corrupt and malicious dictators of all time. Hitler’s leadership was vitally importantRead MoreHitler Adolf Hitler is possibly the most infamous name in history. Undoubtedly the first thing1100 Words   |  5 PagesHitler Adolf Hitler is possibly the most infamous name in history. Undoubtedly the first thing that appears in one’s head at the sound of this horrible name is a swastika, or his mustache. That extremely fashionable way to style one’s facial hair was so easily ruined by one man alone: Hitler. He was a truly evil man. The clearest villain in modern history. How did someone as evil as Hitler rise to power? Surely someone would have stopped him before he rose all the way to emperor of Germany. WeRead More Postion Paper: Who Was More Carzed Stalin Or Hitler1586 Words   |  7 Pages Who was more Crazed: Stalin or Hitler? nbsp;nbsp;nbsp;nbsp;nbsp;The obviously more crazed man was Joseph Stalin. Stalin was more crazed because over his time and rule, he killed millions upon millions more people that Hitler. Joseph Stalin is also more crazed because he did not kill other people he was racist against, but simply because he wanted to kill. The book Hitler and Stalin: Parallel Lives, states quot; Adolf Hitlers actions can not even be compared to the monstrous actions of Joseph

Why it is important to have emotional intelligence in the...

Why Emotional Intelligence Is Important To Have In The Workplace MGMT 201 11/21/2013 Introduction There are many different characteristics a person needs to possess in order to be an effective leader and to be an asset to a company. Besides having a high IQ a leader must be able to evaluate a business environment, manage tasks efficiently, promote strategic thinking and innovation, and manage change. All the traits just mentioned are extremely important, although, recent studies have showed one of the more important characteristics a leader must possess in order to be effective is emotional intelligence. What is Emotional Intelligence? Imagine if everyone in the workplace was not able to†¦show more content†¦An individual can learn this skill through practice and will help them reach goals in a positive way. Furthermore, studies have showed that taking anger management courses greatly impacts a person’s ability to acquire emotional intelligence. Empathy is the last skill an individual should retain when dealing with emotional intelligence. Empathy is the ability to understand the feelings of others. The more empathetic an individual is towards others feelings the better that individual will be dealing with situations. The skills needed when dealing with emotional intelligence will help an individual connect with coworkers more effectively and ultimately be a leader in the marketplace (Novick). Attaining Emotional Intelligence in the Office A recent study conducted by the Consortium for Research revealed that the majority of corporations all agree that having emotional intelligence in the workplace is extremely essential when it relates to being successful. Some companies referred to salespeople who have the attribute of emotional intelligence were able to connect with customers better by better understanding their needs, which successively assisted them in building a trusting relationship with them. They also referred to customer service employees who also had emotional intelligence to handle aggressive situations with angry customers more effectively than those employees who lacked this trait. Furthermore,Show MoreRelatedEmotional Intelligence On The Workplace1528 Words   |  7 PagesEmotional Intelligence in the Workplace When most people think of emotional intelligence (EI), they are unsure about what exactly that phrase means. Is it someone who is very emotional? Someone who is very smart? What is it and why is it important in the workplace? Emotional intelligence is a phrase that encompasses many different traits that a person could have as far as maintaining control in the workplace and also how to read people and different things they may be feeling. Emotional intelligenceRead MoreEmotional Intelligence And Psychological Intelligence1493 Words   |  6 PagesHave you ever thought about how many emotions you have in one single day? Now think about how many emotions you have had just at work alone. Emotions are extremely important and can rule our lives daily. We make decisions off of them, choose activities based on them and the way we react in situations can depend on them. When digging deeper you will find a concept called â€Å"emotional intelligence† which puts you in tune with n ot only your emotions but the emotions of others as well. This paper willRead MoreEmotional Intelligence And Personal Intelligence1571 Words   |  7 Pagesthe task to explain emotional intelligence, and give two (2) example of the concept. Second, to examine, the concept of â€Å"emotional quotient† compared to traditional â€Å"intelligence quotient.† Third to suggest two to three (2-3) reasons why leaders’ need emotional intelligence to manage today’s workforce, as well as to speculate on at least two (2) possible consequences should a leader not possess emotional intelligence. Fourth, to explore the elements of emotional intelligence that leaders must beRead MoreEmotional Intelligence And Human Resource Management1144 Words   |  5 Pagesyears, many people have written about emotional intelligence role in the workplace. Experts belong to emotional intelligence (EI) field provides many models and definitions to understand the concept and meaning of emotional intelligence and its effects on individual’s (Employees, managers, supervisors) performance. As the world is becoming organizational world and as the time passes change is occurring in almost every field. Thus Organizations (public and private sector) have to manage change effectivelyRead MoreWhat Really Matters For Success1090 Words   |  5 Pageslife long achievements is a definite set of emotional skills† (Goleman). Observations indicate that organizations seek the same set of competencies; emotional intelligence, good judgement, integrity, global mindset, resilience and learning agility (Chamorro-Premuzic, 2015). These competencies, are an intrinsic aspect with regard to workplace performance and success in business. Having an in-depth understanding of my skills is important for effective workplace performance. In this portfolio, I examineRead MoreEmotional Intelligence and Leadership1065 Words   |  4 Pagesï » ¿ Emotional Intelligence and Leadership Introduction What is Daniel Golemans Theory of Emotional Intelligence? How does Golemans theory relate to leadership in the workplace or in the political milieu? Why is image management important for leadership? Answers to these and other issues will be presented in this paper. Emotional Intelligence and Leadership Daniel Goleman uses an analogy to present his theory on emotional intelligence; he notes that it was Super Bowl Sunday, and the game wasRead MoreThe Achievement Of Emotional Balance And Customer Retention1323 Words   |  6 PagesMost books on human relations in the workplace contain strategies on effective workplace practices. Developing and maintaining a strategic plan is the responsibility of a leader. The use of appropriate strategies improves not only the atmosphere of the work environment but also productivity. Leaders should understand the implications of developing and maintaining a productive workplace. Focusing on developing improved lines of communication between co-workers and management will lead to job satisfactionRead MoreEmotional Inelligence Essay examples1669 Words   |  7 Pagesyears emotional intelligence has become one of the hottest topics between organizations. Researches have been working on this topic for time to time, to demonstrate or refute the import ance of feelings. In the beginning common thoughts from managers and or supervisors were; emotions are in the way; emotions try to keep us from making good decisions; emotions increase a lack on focusing. Fortunately, an indeed research takes emotional intelligence to an ultimate ideal in which intelligence is basedRead MoreThe Importance of Emotional Intelligence In Kreamer ´s Article Go Ahead - Cry At Work1296 Words   |  6 Pages For decades men have dominated the work force of America. It was not until recently that women began entering the business world and to this day they continue to battle for equality in the workplace. Leadership positions and salary negotiations are what normally come to mind when discussing the obstacles that women face at work. An article that appeared in Time Magazine called â€Å"Go Ahead- Cry at Work†, by Anne Kreamer, discusses Kreamer’s personal challenges with expressing her emotions at work,Read MoreEmpathy and Understanding wit h Emotional Intelligence743 Words   |  3 Pagesthis understanding and management of emotions that is the basis for Emotional Intelligence, or simply â€Å"EI†. In its simplest terms, EI is â€Å"the capacity to reason about emotions, and of emotions to enhance thinking† (Mayer, Salovey and Caruso, lines 47-48). Emotional Intelligence helps us understand and empathize with a tribulation or problem that other people are facing. Though many psychologists believed that the IQ was more important, new research suggests that EI is more critical for daily life because

Is Hamlet Mad Research Essay - 971 Words

Is Hamlet Mad Research Essay Although he is depressed, Hamlet is a sane man pretending to be mad for a very specific purpose, to solve the murder of his father. The beginning of the play Hamlet gives the impression he is insane. Anytime he interacts with the characters he acts out of control and mad. On the other hand, when Hamlet has his alone time or with Horatio he is composed and sane. Furthermore, Hamlet is not mad, he is acting as though he is mad to formulate his feelings, new plans, and to gain evidence. It is important to first observe the causes of young prince to act up this way and let his anger overcome his emotions. Shakespeare analysis of the prince hurtful emotion explained in the following way: Hamlet is broken up over his father’s death, the hasty marriage of mother and Claudius. â€Å"She married. O, most wicked speed, to post with such dexterity to incestuous sheets! It is not nor it cannot come to good: But break, my heart; for I must hold my tongue.† (1.1.1555). Even though he feels his mother betrayed his father by marrying his uncle, Hamlet would not hurt his mother because he still love her but hate her at the same time for the choices she made. At this moment in the play, he does not indicate any signs of madness, only sorrow. â€Å"The funeral bak’d meats did coldly furnish forth the marriage tables.† DiYanni (1.1.1555). Afterwards, Hamlet good friend Horatio comes to inform him that he has seen the king Hamlet father yesternight. H oratio directShow MoreRelatedThe Pretended Madness of Hamlet in Hamlet Essay761 Words   |  4 PagesIn Shakespeare’s Hamlet, the main character Hamlet is believed to have gone insane after the death of his father. There is much evidence in the play that causes one to believe that Hamlet is in fact crazy. However, there are also indications to the contrary, Hamlet only feigns madness for the purpose of carrying out his mission. He rehearses his pretend madness first with Ophelia for even if he fails to convince her , that failure would not cause him any harm. The language he uses is clearlyRead MoreHamlets Fatal Flaw Essay688 Words   |  3 PagesShakespeare’s Hamlet is an interesting play in many ways. The character Hamlet is particularly intriguing in regards to his fatal flaw. Hamlet’s fatal flaw is a specific trait that forces him to postpone killing the king and it is this trait that drives Hamlet mad (Shakespeare 1.4.23-38). This Shakespearean trage dy is open to many interpretations of Hamlet’s fatal flaw. Two recent film productions of the play, Kenneth Branaugh’s Hamlet and the Zeffirelli’s Hamlet, each show a different fatal flawRead MoreFather-Child Relationships in Hamlet and Fences1223 Words   |  5 PagesFather-Child Relationships in Hamlet and Fences In both William Shakespeares Hamlet and August Wilsons Fences, the emphasis placed on parent-child relationship is vital, as family plays an important role in developing a characters values as well as his or her upbringing does. While Ophelia, Laertes, and Hamlet show loyalty to their fathers unconditionally, Cory, even though looks up Troy as a figure, eventually exhibits disrespect to him. The relationship that Ophelia shares with her fatherRead More Sanity: Boundaries of the Mind Essay1493 Words   |  6 Pagesnbsp;nbsp;nbsp;nbsp;nbsp;The mind is a beautiful thing. The boundaries that someone can extend their rationality is different in each and every person. In Shakespeare’s Hamlet, the balance of sanity and madness is tested. Hamlet’s way of thinking is changed, but in a way that his personality is only a front. By looking at the different events that Hamlet overcame, we can observe the passion for acting that many readers do not come across; knowing the importance of acting is imperative when questioning Hamlet’sRead More Vengeance in Shakespeare’s Hamlet and Emily Bronte’s Wuthering Heights2442 Words   |  10 PagesVengeance in Shakespeare’s Hamlet and Emily Bronte’s Wuthering Heights Love, betrayal and revenge play leading roles in both Shakespeare’s Hamlet and Emily Bronte’s â€Å"Wuthering Heights.† Both works feature doomed relationships, a ghostly haunting, and death. The court at Elsinore, despite its luxurious setting, almost mirrors the seclusion of the Yorkshire moors of Wuthering Heights — making both settings almost prison like. But, it is not setting that makes both works interesting: it is theRead MoreFeminist Theory Applied to Hamlet2809 Words   |  12 PagesDesolation Row, to Cannon Mills, which has named a flowery sheet pattern after her, is in inverse relation to her invisibility in Shakespearean critical texts. Why has she been such a potent and obsessive figure in our cultural mythology? Insofar as Hamlet names Ophelia as â€Å"woman† and â€Å"frailty,† substituting an ideological view of femininity for a personal one, is she indeed representative of Woman, and does her madness stand for the oppressio n of women in society as well as in tragedy? FurthermoreRead MoreThe Tragedy Of Hamlet By William Shakespeare2594 Words   |  11 Pagesmost renowned tragedies is Hamlet. In this classic tragedy the protagonist, Hamlet, pursues revenge and seeks justice against the antagonist, Claudius, for the murder of King Hamlet. As a result of his pursuits, Hamlet, his family, and most of his acquaintances all meet the same demise: death. Through the characters in Hamlet, Shakespeare incorporates the concept of how often the thoughts and actions of people can be contradictory to their true motives. Shakespeare?s Hamlet contains the reoccurringRead MoreTheme of Madness and Causes: Hamlet and Ophelia Essay1788 Words   |  8 PagesIn Shakespeares Hamlet, there are two characters that display qualities of insanity. Specifically, Hamlet and Ophelia, although they both appear to be mad at times, their downfall (or supposed downfall) is quite different. Ophelias madness seems complete while Hamlet s is questionable throughout the play. Hamlets madness comes and goes; Ophelias does not. Ophelia tells no one that she is mad; on the other hand, Hamlet shows everyone about his madness. Hamlet turns his madness on and off dependingRead MoreEssay The Central Question of Hamlet2409 Words   |  10 PagesThe Central Question of Hamlet  Ã‚      Hamlets tragedy is a tragedy of failure-the failure of a man placed in critical circumstances to deal successfully with those circumstances. In some ways, Hamlet reminds us of Brutus in Shakespeares Julius Caesar. Hamlet and Brutus are both good men who live in trying times; both are intellectual, even philosophical; both men want to do the right thing; both men intellectualize over what the right thing is; neither man yields to passion. But here theRead MoreSAT Top 30 Essay Evidence18536 Words   |  75 PagesP age |1 Top 30 Examples to Use as SAT Essay Evidence An exclusive special report from eSATPrepTips.com By Christian Heath P age |2 Table of Contents Introduction ................................................................................................................................................. 4 Adventurers and Explorers: Amelia Earhart (Female Aviation Pioneer) ................................................................................................ 5 Christopher

Democracy and High Level Corruption free essay sample

Studies of the Effect of Democracy on Corruption Shrabani Saha and Neil Campbell Department of Applied and International Economics Massey University, Palmerston North New Zealand Corresponding author: Shrabani Saha Email: S. [emailprotected] ac. nz Phone: 64 (6) 350 5999 Extn. 2663 Fax: 64 (6) 350 5660 Prepared for the 36th Australian Conference of Economists ‘Economics of Corruption Session’ Tasmania, Australia, 24-26 September, 2007 Draft: Please do not cite without authors’ permission. 1 Abstract This paper studies the influence of democracy on the level of corruption. In particular, does democracy necessarily reduce a country’s level of corruption? The growing consensus reveals that there is an inverse correlation between democracy and corruption; the more democracy and the less corruption. This study argues that a simple ‘electoral democracy’ is not sufficient to reduce corruption. The role of sound democratic institutions, including an independent judiciary and an independent media along with active political participation is crucial to combat corruption. To illustrate the ideas, this study develops a simple model that focuses on the role of democratic institutions, where it assumes that the detection technology is a function of democracy. Under this assumption, the active and effective institutions lead to careful monitoring of agents, which increases the probability of detection and punishment of corrupt activities and reduces the level of corruption. Keywords: Corruption; Bribery; Democracy; Development JEL classification: D73; K42 2 1. Introduction Corruption is viewed as one of the most severe bottlenecks in the process of economic development and in modernizing a country particularly in developing countries. Recent empirical research on the consequences of corruption confirms that there is a negative relationship between corruption and economic growth. High level of corruption lowers the ratio of total and private investment to GDP, and, consequently, lower economic growth (Mauro, 1995). However, very little is known for sure what causes corruption and why some countries are more corrupt than others. This study attracts attention to the causes of corruption and in particular the focus is on the influence of democracy on the level of corruption. The growing consensus reveals that there is an inverse correlation between democracy and corruption; the more democracy and the less corruption. This study argues that a simple ‘electoral democracy’1 is not sufficient to reduce corruption. A simple ‘electoral democracy’ manifests multi-party system regularly competing for power through (relatively) free and fair elections but deficient in many important aspects that define a liberal democracy2. Many electoral democracies, under the mask of political participation political elites continue to manipulate the electoral process to legitimize their retention of power and use of the state machinery in pursuit of their own interests (Doig, 2000). The role of sound democratic institutions, including an independent judiciary and an independent media along with political participation is crucial to combat corruption, because the sound democratic institutions and healthy political competition can significantly contribute to accelerating anti-corruption reform. The histories of countries where once-high levels of corruption have fallen support this view. To illustrate the ideas, this study develops a simple model that focuses on the role of democratic 1 2 Tronquist, O. , Politics and Development (London: Sage, 1999), 98. Liberal democracy secures the rule of law, a separation of powers and protection of liberties. See the link: http://en. wikipedia. org/wiki/Democracy. 3 institutions, where it assumes that the detection technology is a function of democracy. Under this assumption the active and effective institutions ead to careful monitoring of agents which increases the probability of detection and punishment of corrupt activities and reduces the level of corruption. In other words, well-functioning institutions where law and enforcement are a potential threat to corruption can restrain the level of corruption. The idea that democracy has a negative impact on corruption is indisputable. However, the degree of influence of democratic refor m on corruption levels is not straightforward and uniform. Early work on democracy and corruption shows the contradictory findings. The main reason for the disagreement among researchers resides in the multidimensionality characteristics of â€Å"democracy† or â€Å"democratization†. The empirical analyses mostly support the negative corruption-democracy association (Goldsmith, 1999; Sandholtz and Koetzle, 2000; Treisman, 2000; Montinola and Jackman, 2002; Sung, 2004; Bohara, Mitchell and Mittendorff, 2004). Yet, some of these studies differ in directions of the impact of democratic reforms on the level of corruption. Democracy viewed as freedom of speech nurtures an investigative journalism that exposes and deters corrupt public activities (Giglioli, 1996). Other studies find the non-linear relationship between corruption and democracy. Despite the eruptions of corruption among intermediate democracies, the consolidation of advanced democratic institutions eventually reduced corruption. Ultimately, the initial political conditions and the final democratic achievements determined the magnitude of political corruption (Montinola and Jackman, 2002; Sung, 2004). While the current degree of democracy was not significant, long exposure to democracy predicted lower corruption (Treisman, 2000). In contrast, Ades and Di Tella, (1999) find political rights had no significant impact on 4 corruption because countries like Hong Kong and Singapore experience very low corruption even though they have low political rights. The transformation from authoritarian regime towards democracy is complicated. Autocratic countries can not become mature consolidated democracies overnight. Democratization is a slow process. Moreover, intermediate regimes are the most conflictprone, which possess inherent contradictions as a result of being neither democratic nor autocratic (Herge, Ellingsen and Gates, 2001). Numerous observations of renewed corrupt practices induced by political liberalization in South East Asia and former Soviet Republic (Cohen, 1995; Harris-White and White, 1996) add disturbances in a linear and negative democracy-corruption association and provide evidences for high level of corruption during democratization. Examples of a negative connection between democracy and corruption abound. However, there are numerous examples where this negative correlation between democracy and corruption does not exist. Consider, for example, the case of India. India, the largest liberal democratic nation as well as one of the most corrupt nation in the world. According to Transparency Internationals report for 2001, India is the 72nd most corrupt country in the world, out of 90 countries surveyed. Democracy simply viewed as political participation does not ensure protection of liberties and public interest. Existence of high level of corruption in India can be explained by Gunnar Myrdal’s3 notion of India as a â€Å"Soft State† where, law is there but the enforcement is poor. In other words, lack of enforcement against corrupt activities flourishes corruption in India. On the other hand, country like Singapore, corruption was wide spread in the 1950s, but the situation is totally different today. Singapore is widely recognized as a squeaky clean government 3 Myrdal, G. (1968). Asian Drama: An Inquiry into the Poverty of Nations. New York: Pantheon, vol. I, pp. -66. 5 with very little corruption (Klitgaard, 1988). Singapore establishes representative democracy4, representatives retain the freedom to exercise their own judgment as how best to do so. However, the enforcement seems almost ludicrously strict, which accounts for Singapore’s success in controlling corruption. This study explores the hypothesis that a simple electoral democracy does not necessarily reduce a country’s level of corruption. Only well-functioning democracy with sound institutional background can deter corruption, where the probability of being caught acting corruptly is high. A fully-formed democracy is, of course, more than a democratically elected government. It requires effectively operating institutions particularly, judiciary, police force and press and active political participation. 2. Theory behind the democracy-corruption association Theoretically, autocratic systems are characterized by the monopolization of power in the hands of the small elite, with few or no constraints to prevent the small elite exercising their own interest and thus, the high level of corruption prevails in the autocratic regime. In contrast, democratic systems are characterized by diffuse authority, where the executive branches of government is balanced by an elected parliament and an independent judiciary, and where open elections allow actors alternate in power, which act as a threat to the corrupt political elites and has a lowering effect on the corruption level. The transformation from autocratic regime towards democracy through political liberalization is often presumed to reduce the level of corruption. However, the generally agreed increase in corruption levels in transition countries is not consistent with view that democracy has a negative impact on the level of corruption. The increased corruption Representative democracy involves the selection of government officials by the people along with few binding restrictions. See the link: http://en. wikipedia. org/wiki/Democracy 4 6 evel in transition countries can be best described as ‘decentralized corruption’ by Shleifer and Vishny, (1993), where transformation towards democracy represents a transformation from joint monopoly power to individual monopoly power of the political elites. The transformation towards individual monopoly power increases the amount of bribe charged by each government official. Accordingly, countries in East Asia, Latin America and Eastern Europe exper ience high level corruption during democratic transition the late 1980s and early 1990s. The weak institutional framework in the newly democratized countries also increases the opportunities of high level of corruption. The newly democratized countries are mostly categorized as electoral democracies and they are more likely to score in the low-end of ‘free’ category of nations as tracked by the Freedom House5. Dahl, (1971), argues that democracy without participation is an absurdity but participation without an effective institutional framework would be futile and chaotic. Democracy represents institutional arrangements to secure rule of law, participation of the people in the activities of the state, and, the institutional embodiment of a concern with the identification and realization of public interest (Doig, 2000). In democracies, government officials derive their authority from and serve the interests of the public, at least in principle. Furthermore, the citizenry possesses more, and more effective, means of detecting and punishing corruption in a democracy than it does in more autocratic forms of government. Basic democratic freedoms, like those of assembly, speech, and press, allow people and groups to uncover information, demand inquiries, and publicize their discoveries. Corrupt acts are by their nature secret, and secrets are harder to keep in an open society. Once the public is aroused over a corruption scandal, the organs of 5 See Freedom House (2003). 7 government have powerful incentives to prosecute and punish miscreants or at least to be seen to do so. A fully developed democracy is an ideal state with well-functioning and effective institutions along with active participation of the people. It describes a situation, where, combination of free media, an independent judiciary, an active and efficient police force, and people’s participation portray a viable threat to the corrupt behaviour which has a negative effect on corruption. Thus, the more extensive democratic freedoms and the more effective democratic institutions are the less the level of corruption. Accordingly, in well-functioning and institutionally consistent democracies rule of law and enforcement of law work side by side and leading to the dampening effect on corruption. Despite of the increase in the level of corruption in the early stage of democratization, a consolidated well-functioning democracy is able to reduce corruption level of a country. 3. The model To illustrate the ideas about the effect of the transformation from dictatorship towards a well advanced democracy has on the extent of corruption, the study considers the simple model of a bureaucracy regulating the private agents in the economy. The bureaucrat has the power either to issue new permits or licenses to operate private economic activities, or, regulating the conduct of private firms in the economy. The bureaucrat has the opportunity to restrict the quantity. If the bureaucrat is corrupt, then he collects bribes6 in return for providing the permits. Corruption, as defined here, is the amount of bribe Any extra payment on top of the actual price made to the bureaucrat by a private agent for getting permits or licenses will be termed a â€Å"bribe. † 6 8 payment demanded from the private agents for providing permits or licenses by the bureaucrats. We assume that the money associated with bribe b is defined as: b = k1 + k2 el (1) where k1, k2 ? 0. The bribe b is a function of level of corruption l and db/dl gt; 0. The level of corruption in a country reflects the corrupt behaviour (i. e. , bribes demanded by government officials and, or, bribes offered to government officials by the private agents) of that country. High levels of corruption mean greater overall rents extracted by the state. The level of corruption also varies with the bureaucratic hierarchy (RoseAckerman, 1978). At the low-level, because of more competition among bureaucrats the magnitude of bribes per decision or quantity is far less. In contrast, high-level bureaucrat faces less competition, which raises the magnitude of bribes per decision. The bribe function is structured to capture the existence of corruption even if the countries are declared as corruption free according to corruption perception index. Even though k1 is very small but still it is positive. Think of a country like New Zealand. Transparency International’s 2005 corruption index confirms the squeaky clean image of New Zealand as it scores 9. 6 and tied for the second place with Finland. The Corruption Index7 is constructed on a perceptions scale of zero to 10 with zero indicating the most corrupt and 10 indicating the most honest. However, despite the country’s reputation, cases involving bribery and corruption of officials continue to come before the courts8. The total volume of bribe m collected by the corrupt bureaucrat is the number of permits or licenses issued by the bureaucrat, n, times the amount of bribes collected per permit or license b, i. e. , m = n * b = n (k1 + k2 el) 7 8 (2) http://www. transparency. rg/policy_research/surveys_indices/cpi/2005. New Zealand Herald Story, 16 September 2000. 9 Now, consider the key assumption of this analysis, that being the probability of detection ? increases with the advancement of democracy and once the corrupt bureaucrat is detected he gets punished immediately. For the purpose of this study, we think of a democracy index, d, that runs from 10 to 0, where 10 is full dictatorship and 0 is full democracy. In a situation of full dictatorship, there are no legal, or, other, constraints to prevent the dictator exercising his will. Thus, the probability that the dictator will be caught acting corruptly is negligible, even zero. In contrast, with full democracy, all institutions, associated with the modern democratic state, operate effectively. Thus there is a high probability even one, that a corrupt act will be detected and punished. Therefore, the probability of detection will be formalized by a function represented as: ? = c1 + c2 e – d (3) where, 0 ? d ? 10, and, 0 ? c1, c2 ? 1. The detection function is formulated based on the idea that the democracy index d mostly depends on independent judiciary (j), police (p), free and active media (m). The democracy index d can be expressed as: d = e1 j + e2 p + e3 m (4) where, 0 ? e1, e2, e3 ? 1, and, 0 ? j, p, m ? 1. The detection function ? also depends on an informed and educated population and the degree of political participation in the country. In other words, the detection of corrupt activities is determined by how likely that the population knows that corruption is occurring and how able they are to do something about it, which is captured in the detection function as c1. Now, we assume that the bureaucrat is paid the ongoing wage w. If corrupt, he receives his wage w plus the total volume of bribes income m with probability (1- ? ), and with 10 probability ? , he loses everything subject to the limited liability9. Hence, the utility of the corrupt bureaucrat is given by Ub = ( w + m ) ( 1- ? ) Substituting the value of m and ? , the utility function can be rewritten as: Ub = [ w + n ( k1 + k2 el )] ( 1- c1 c2 e d ) (6) (5) The utility of the corrupt bureaucrat depends on the level of corruption, as well as the level of democracy. For a given level of democracy, the utility ncreases with the level of corruption. Likewise, for a given level of corruption, the utility increases with less democracy. The relationships between utility and level of corruption and democracy are shown in figure 1: Figure 1: (a) Relationship between utility and level of corruption (b) Relationship between utility and democracy d=10 d=1 d=0 l=4 l=1l=0 l (a) (b) d The figure 1(a), shows the direct relationship between utility and level of corruption. For a given level of democracy utility level increases with level of corruption and as the 9 See Acemoglu and Verdier (2000). 11 values of d increases the curve shifts upward which indicates that for a given level of corruption utility level increases as democracy level decreases and the probability of detection decreases. Similarly, as democracy level decreases or d increases, the utility level increases in figure 1(b) and for higher levels of corruption the curve shifts upward to the left indicating that the higher the level of corruption the higher is the level of utility. The corrupt bureaucrat maximizes this expected utility function by choosing l with a given level of d. Thus, the bureaucrat’s expected utility maximization problem can be expressed as: Maxl,d [ w + n ( k1 + k2 el )] ( 1- c1 c2 e d ) (7) Now, one unit increase in the level of corruption and the democracy level changes the utility level of the bureaucrat which can be determined by the total differentiation of the utility function as follows: dUb = dUb / dd * (-? d) + dUb / dl * ? l (8) The negative sign of ? indicates a one unit increase in the democracy level, because the higher value of d represents the lower level of democracy. dUb = (w + n ( k1 + k2 el ))( c2 e- d ) * ( -? d ) + ( 1-c1 c2 e- d ) n k2 el * ? l The first order condition for maximization requires dUb = 0, which gives: ? l = [ w + n (k1 + k2 el )] ( c2 e- d ) ? d ( 1- c1 c2 e d ) n k2 el (10) (9) The sign of the numerator and the denominator is positive from the fact that the wage rate w and the number of c orrupt deals n cannot be negative. Therefore, the sign of (? /? d) is positive. The positive relationship between d and l follows from the fact that the less 12 democracy in a country, the more the corruption is. In other words, there is an inverse relationship between the democracy level and the level of corruption. The higher the democracy level, the lower the level of corruption, because the high level of democracy in a country provides less opportunity for the government officials to extract more bribes. However, the rate of change of level of corruption and democracy is not uniform. The slope of (? l / ? d) is given by the equation: ? 2l = [(1- c1 c2 e d ) n k2 el ] * [- d{w + n (k1 + k2 el )} ( c2 e- d )] [w + n (k1 + k2 el )] ( c2 e- d ) * (dc2 e d n ? d2 [(1- c1 c2 e d ) n k2 el ]2 k2 el ) (11) The sign of (? 2l / ? d2) is negative. The negative slope of (? l / ? d) indicates that the rate of change of corruption level decreases as d increases. For example, the change of corruption level at the high value of d, say, from d = 10 to d = 9 is negligible. In contrast, with a lower value of d, say, from d = 2 to d = 1, i. e. , at the high level of democracy the change of the level of corruption is big enough to reduce corruption of a country. Thus the situation expresses the view that when a country moves towards democracy from autocracy, the corruption level remains almost at the high level and democratization at the stage of bud does not help to reduce corruption at all, even the chaotic situation provides more favourable conditions to flourish corruption. However, with the continuous process of democratization a country can reach in a level of democracy, where all the institutions like judiciary, police force and press operate effectively and efficiently. Democratisation is thus not simply ‘electoral democracy’ where the visible and formal trappings of political participation mask the continuing control of the state by rulers and ruling elites who manipulate the electoral process to legitimize their retention of power and their continuing use of the state machinery in pursuit of their own interests. The purpose of democratization is to engage the participation of the public in the activities of the state, and ‘the state is seen as the institutional embodiment of a concern 13 with the identification and realisation of public interest, with a rational analysis of norms in a disinterested and benevolent manner’10. There may be no single checklist of a democracy, however, the common lists involve political legitimacy for the state through universal suffrage and regular elections, the peaceful transfer of power, an effective political opposition and representative government, accountability through transparency of decision making and the provision of information, separation of powers, human and civil rights, association, expression and movement, impartial and accessible criminal justice systems and the absence of arbitrary government power11. A fully-formed democracy with the above characteristics, where the value of d closes to zero, increases the probability of detection to almost one and only that state is capable of deterring corruption. 3. Democracy, Corruption and Income In examining the hypothesis on democracy-corruption association, it is important to focus on the average income of a country. In countries where incomes are relatively low, the economy generates minimal wealth for the fast majority of citizens. Low average incomes create certain structural incentives for corrupt behaviours. Countries where incomes are low, the marginal value of money is higher than it is in wealthy countries12. The high utility attached even to small income supplements affects both givers and takers of bribes: paying a bribe can be worth the expense and risk if it is likely to result in greater gains in income; receiving a bribe produces a direct boost in income. Indeed, a government job that offers the possibility of extra legal income supplements would be especially attractive. Thus government positions themselves can become the objects of 10 11 Dyson, K. F. The State Tradition in Western Europe (Oxford: Martin Robertson, 1980) 208, 275. Doig, A. , ‘In the State We Trust? Democratisation, Corruption and Development’, in A. Doig and r. Theobald, Corruption and Democratisation (London: Frank Cass, 2000). 12 See Sandholtz, W. and Koetzle, W. , (2000). 14 corrupt activities and the underpaid bureaucrats are more likely than well-paid ones to enrich themselves via corrupt tran sactions. Accordingly, it is expected that relatively low average incomes increase the propensity both to offer and to accept corrupt payments and thus average income will correlate inversely with the level of corruption. The equation (11) shows that a well-functioning democracy ie, when d moves towards zero, a country is able to deter corruption at the highest level. However, it also confirms that relatively higher value of w accelerates the rate of decrease of the level of corruption when a country moves towards well-functioning democracy. This typically implies that very high wages of the bureaucrats can be used as an incentive for deterring corruption. The Transparency International Perceived Corruption Index 200513, generally supports the theoretical expectations about the correlations among corruption, democracy and income. Almost without exceptions, the countries seen as least corrupt are those nations that are known to be well developed democracies with full functioning institutions, and are highly integrated economy. Nations that fall on this end of the corruption spectrum include Denmark, Finland, Iceland, Canada, New Zealand, and Sweden. In contrast, the countries that are viewed as most corrupt are those traditionally seen as authoritarian and are less integrated economy. Examples of most corrupt nations include Bangladesh, Indonesia, Kenya, and Nigeria. The country like Singapore is viewed as most developed and very low levels of corruption, in spite of the fact that Singapore does not have the same level of political freedoms found in many countries perceived as more corrupt. However, the well functioning institution and enforcement of laws made it achievable14. Unlike Singapore, 13 14 See Table 1 in the Appendix. See Klitgaard, R. (1988). 15 India, which has been a democracy for more than fifty years, is seen as quite corrupt due to low economic development and lack of enforcement of laws. It quite evident from the Table1 that countries those are known to be well developed democracies are also economically highly developed. The direct relationship between well developed democracies and economic development is straight forward. Low income countries do not have enough resources, which constrain the government’s ability to commit resources for the development and functioning of democratic institutions. Resource constraints restrain monitoring and detection activities in poor countries. In addition, high levels of corruption mean greater overall resources extracted by the state aggravate the economic situation of poor countries severely. 4. Conclusion This study examines the importance of well functioning institutions of democracy to deter corruption. It is hypothesized that a well-functioning democracy can deter corruption, where the probability of being caught acting corruptly is high. A fully-formed democracy is, of course, more than a democratically elected government. It requires effectively operating institutions particularly, judiciary, police force and press. Under the assumption that detection technology is an increasing function of democracy, the active and effective institutions lead to careful monitoring of agents which increases the probability of detection and punishment of corrupt activities and reduces corruption. The widely accepted axiom in Western Europe and the democratic world is: Eternal Vigilance is the Price of Democracy, may lead to lower levels of corruption. 16 References: Acemoglu, D. , Verdier, T. (2000). The Choice between Market Failures and Corruption. American Economic Review, 90(1), 194-211. Ades, A. , Tella, R. D. (1999). Rents, Competition, and Corruption. The American Economic Review, 89(4), 982-993. Bohara, A. K. , Mitchell, N. J. , Mittendorff, C. F. (2004). Compound Democracy and the Control of Corruption: A Cross-Country Investigation. The Policy Studies Journal, 32(4), 481-499. Cohen, A. (1995). Crime and Corruption in Eurasia: A Threat to Democracy and International Security. Washington, DC: The Heritage Foundation. Dahl, R. A. (1971). Polyarchy: Participation and Opposition. New Haven: Yale University Press. Doig, A. (2000). In the State We Trust? Democratisation, Corruption and Development. In A. Doig R. Theobald (Eds. ), Corruption and Democratisation. London: Frank Cass. Dyson, K. F. (1980). The State Tradition in Western Europe. Oxford: Martin Robertson. Freedom House. (2003). Freedom in the World 2003: The Annual Survey of Political Rights and Civil Liberties. New York: Freedom House. Giglioli, P. P. (1996). Political Corruption and the Media: The Tangentopoli Affair. International Social Science Journal, 48, 381-394. Goldsmith, A. A. (1999). Slapping the Grasping Hand: Correlates of Political Corruption in Emerging Markets. American Journal of Economics and Sociology, 58, 865-883 Harris-White, B. , White, G. (1996). Liberalization and New Forms of Corruption. Brighton: Institute of Development Studies.

The Secret to Marketing to Millenials - The Writers For Hire

MARKETING TO MILLENNIALS I’ve been seeing this term more and more often – â€Å"The Millennials,† the new generation that’s replacing Gen X-ers. It seems a lot of companies are trying to rope in the support of this generation – desperately. What’s the big deal about the Millennials? Well, they’re the second largest generation group, over 70 million of them born between 1980 and 2000; the Baby Boomers are the only ones to beat them out with 77 million. And they’re representing a huge shift in the job market, the economy, and the American philosophical climate. What’s more: They’ve got ample spending money. So getting the attention of Millennials has become important to a lot of companies, and those companies are doing a little re-branding in the process. I’ve condensed a few marketing strategies here: it’s a little bit about who the Millennials are, what they want, and how to get the new golden generation to buy your product. Here we go: They’re Connected. Facebook, Twitter, Instagram, Snapchat, YouTube, Pinterest – Millennials are the kings of social media. If you’re going to compete, you need to get your brand up and running on one of these sites. But don’t get too in-your-face: Millennials will shut you out if your marketing campaigns are too insistent or resemble spam. Be sure to read some of our other posts about effective blogging techniques and social media marketing plans. They’re selfish. Well, not exactly selfish, but they’ve been groomed to believe they’re the best. They’re awesome. This is the generation that grew up with self-esteem boosting curriculum in the classroom, multiculturalism, and very attentive parents. This means that your copy needs to be highly-targeted, outlining benefits and features that relate specifically to them and make them feel, well †¦ special. They’re selfless. Again, not exactly. But they don’t always need personal incentives to support or buy something: social incentives count. That’s how American Apparel – which is known for paying their garment workers a living wage, well above the industry norm, and has branded themselves as Sweatshop Free – is able to sell plain-colored T-shirts for $20+. If your product is environmentally friendly, makes donations to a charitable cause, or is somehow productive beyond the product’s actual value, Millennials will eat it all up, so be sure to highlight any of these attributes in your copy. They’re fun-loving. They are, in fact, one of the busiest generations ever, having grown up with action-packed schedules that continue into their adult lives. But they look for things that are fun, funny, out of the ordinary, and eye catching when they want to take a break from the daily grind. So don’t be afraid to break the mold and grab their attention. Even nostalgia counts when it comes to Millennials: for example, see Canadian Club’s â€Å"Damn Right Your Dad Drank It† campaign. Aesthetics count. Think about the sleek design that made the iPhone so popular. No more cluttered, messy, mismatched, or boring marketing materials for these guys – they want a high-quality product that looks cool, too. Make sure that your copy is well-integrated with design in order to really get their tails wagging. Want a little more reading to get to know the Millennials? Try starting here: Forbes: â€Å"6 Things to Know About Marketing to Millennials MR Report: Marketing to Millennials

Thomas Edison Speech essays

Thomas Edison Speech essays You get in your car on a Saturday night. You turn on the light in your car so that you can read the directions to the movie theater. Once you find out where to go you enter the theater and watch a movie. Following the movie, you get into your car and listen to your favorite album as you leave the theater. Now imagine a world without these things, and many more too. This is a world without Thomas Edison, one of the greatest inventors of all time. Thomas Edison was the man who brought light to the shadows. He was the man that made pictures move and talk. He was the man that brought music all over the world. He was the man that made the impossible possible. He was the man that made dreams realities. Thomas Edison was always a bright individual. He received his education from his mother until the age of twelve and exhibited extremely innovative behavior at a very young age. This innovative behavior led Thomas Edison to become one of the true geniuses of our time and it was apparent even in his young teens that Edison would change the world forever. The true marvel of Thomas Edison's brilliance was his keen understanding of complex mathematics and science, despite the fact that he stopped his schooling at the age of twelve. Despite this, Edison had a keen understanding of calculus and physics. Ask yourself this, what kind of math were you doing in sixth grade? However, his understanding of complex subjects such as these came second to his incredibly innovative mind. Edison is quoted saying, "I never pick up an item without thinking of how I might improve it." However, it takes a lot more then an idea to be a great inventor like Thomas Edison. No matter how smart a person may be, it means nothing without the perseverance and determination to meet their full potential. Edison is a shining example of this, no one worked as hard to reach their goals as Thomas Edison. Thomas Edison was born into a life or hardships. ...

Coteminas. Organizational structure Essay Example | Topics and Well Written Essays - 750 words

Coteminas. Organizational structure - Essay Example The company has set roots in the north (Great River), United States, Argentina, and Mexico. From these ventures, it is evident that the company uses admirable strategies to penetrate the market. In reference to the company’s financial records, it is evident that a larger percentage of the revenue is from external ventures. Its expansions are resulting from mergers and acquisition. One of the significant acquisitions is the amalgamation of Spring Industries. The company has been working on extending its global reach through the creation of global spring. This is by the formation of joint ventures with other textile companies. 10 years after its establishment, Cotminas’ capital increased from US$ 40 million to over US$ 496. From this growth, it became difficult to manage the company, leading to it becoming a public company. In relation to its financial records, the company has been experiencing steady growth, resulting from quality management skills (Walter 12). In refere nce to poly-centralization, which means development of infrastructure, housing, and urban land, the company is leading in opening up remote areas. This is because its leading branches are in the under developed areas. With this, the company ends up enhancing development and creation off employment in the rural areas. It also enhances extension of other services such as banking, security, and other welfare (Jay 23). Decision making processes It is evident that Coteminas uses mergers and acquisition to expand its dominance. An ideal example is the merger with the Wentex textile. This is a company that dominates the manufacture of t-shirts in china. Chinese prefer the products of the company because they are cheap, and the same time they are of quality. This has led the company to expand to the extent of making US$ 600 million in a single financial year. These are the financial records of 1995. These are the financial records that enticed Conteminas’ joint venture (Institute of Textile Technology 45). Conteminas decisions are on the availability of raw materials. The joint venture with Wentex exists on the fact that the firm had access to cheap raw materials. This made it produce quality products on a competitive ground because its products would reach the markets on favorable terms. These raw materials are polyester which it access on 11% cheaper than the prevailing price in china, and cotton. The company is also fast is producing t-shirts. It produced four times more efficient than the average speed of its competitors (Gary 34). The company also targets areas with low cost of labor. This is evident from its venture in the northern region of Brazil. The area fully depends on the relief aid from the government. It is also under developed thus offering chances of low labor. This is the reason behind the success of the venture in Paraiba, northern region of Brazil. The wages in the region are below the average wages paid on the southern region of the country . The cost of other resources such as electricity and waters is also cheap in reference to other regions in the country. This has led the company to making admirable profits resulting from the low cost of production. This is the reason behind the location of three main branches in Brazil, a Termeletrica plant, located in Christmas, The Great River of the North, and a hidreletrica of the situated in Minas Gerais. On the other hand, the company has centralized its administration and commercialization in a central region, in the country. The company’s has these capabilities from the extended partnership with other multinationals. This is a strategic tool to ensure that a sustainable environment prevails (Icon Group International 23). The company has been working on building it basis

Five Skills that a Forensic Accountant Needs to Possess Research Paper

Five Skills that a Forensic Accountant Needs to Possess - Research Paper Example The country’s top accredited organization of accountants, AICPA (American Institute of Certified Public Accountants) made a study on what are the top skills for a forensic accountant needs to possess to become effective with his or her job. The respondents of the study were academics and practitioners. a. Analytical and detail oriented Their study revealed that a forensic accountant has to be analytical. Both the academics and practitioners that a forensic accountant must have the analytical proficiency that would provide an invaluable insight to the practitioner in its engagements than the regular auditing and problem solving skills (AICPA a, nd). Frauds are deliberately concealed and uncovering them requires analytical skills and dedication to details in addition to the usual auditing and problem solving skills of accountants. b. Interpretive skills or intuitive investigative skills The ability to interpret data and simplify them were also ranked as the second among accounta nts and academics (AICPA a, nd). They complement the analytical skill of a forensic accountant for this skill allows the practitioner to determine the usefulness of such data. Other respondents called this intuitive investigative skills or the ability to intuitively associate information for it to be useful in any forensic accounting investigation (AICPA a, nd). c. Soft skills/effective oral communicator The ability to communicate effectively was deemed important in the practice of forensic accounting. This is both oral and written communication. This skill is essential for a forensic accountant to possess because the nature of the work requires the practitioner to provide an expert opinion either orally (i.e. giving expert opinion in court of laws, providing consultancy advise to clients) or in a form of a formal written report (AICPA a, nd ). Forensic accounting is such a complex discipline and the ability to simplify information and language that can be easily understood by verif ier of facts or clients is an essential skill. d. Skepticism In the study, some respondents wrote it as â€Å"skepticism† which is essential for an investigative work. This became an important skill of a forensic accountant in cases where the practitioner is tasked to uncover or investigate fraud. e. Ethical Being ethical is ranked as one of the top five skills of a forensic accountant because this skill is â€Å"consistent with the mission of the forensic accountant† (AICPA a, and pg. 11). In plain language, forensic accountants are the antidote to frauds and scams and if they themselves are susceptible to unethical behaviors which they are tasked to investigate and uncover, the general public will be left with nothing to shield them from such undesirable financial practices. In addition to these five skills that a forensic accountant must profess, the practitioner must also have the ability to review large volumes of financial statements and documents. A forensic acc ountant must also be grounded on the various business models that companies use. The practitioner must also be able to prepare and dispense expert reports under a strict timetable (Owojori and Asaolu, 2009).  

Variations of Squat Techniques

Variations of Squat Techniques The Ultimate Exercise The smell of sweat, rubber and rust swirl through the air as an athlete prepares to step under a squat bar loaded with the next weight he is about to move. As the athlete steps under the bar, he thinks about his position and form. Then removes the weight and using proper technique, moves the weight for multiple repetitions before returning the weight back to the rack. The squat is a movement that is extremely useful for people of all ages or gender. This is because it is a natural movement that is found in everyday life. It also has other health benefits that can help improve things like joint pain, muscle mass and tone, as well as cardio vascular health. With proper technique and form, the squat can improve multiple aspects of life. There are many different styles of squatting. Although at the core of it they all are the same motion, each squatting style has its own benefits compared to the others. Some different examples of squat styles include the style most people think of when they think of squatting. This is back squat. There is also front squat and overhead squat. Within each of these styles there are also different variations to these motions to create improvements in different aspects of life. The back squat is the most recognizable form of the squat. This style in itself has many benefits, but to unlock these benefits you must make sure that you have the proper form and technique. This is imperative for your health and safety. According to Dariusz Czaprowski, Ryszard Biernat, and Agnieszka Kà ªdra in their article â€Å"SQUAT – RULES OF PERFORMING AND MOST COMMON MISTAKES Squat – methodology of teaching,† they break down learning the squat into three stages Stage one talks about reshaping the body so that the movement starts with a â€Å"hip hinge (Czaprowski 4).† Czaprowski also states that when people begin their attempt at a squat, they usually begin with bending their knees. This causes â€Å"shearing and compression forces† on the knee. This is why the hip hinge should be the first action when completing the squat. (3) The motion of the squat is the next important stage. This motion is best described in â€Å"Back Squat Exercise: A Primer† by John M. Cissik. He breaks done the motion of the squat into three different phases. These phases are broken down into â€Å"Start, Descend, and Ascend† (Cissik 29). Cissik starts talking about the Start position by saying, At the beginning of the back squat, the barbell is positioned on the squat rack. The athlete should step underneath the bar so that it rests on the back of his/her shoulders. The bar should be positioned where it is comfortable or the athlete. The athlete should stand up and step out of the squat rack. The feet should be even and between hip width and shoulder width apart with the weight on the athlete’s heels. The athlete should look straight ahead or slightly up. Before beginning the descent, the athlete should inflate the chest and pull the shoulders back, this action tightens the muscles along the spine helping to protect the lumbar vertebrae. (29) By performing the steps given here by Cissik, the athlete will have a very safe starting position. One the athlete is in the start position, Cissik then explains step by step the safe way of descending with the weight. This is very important because improper form, as stated before, can take away from the benefits of the exercise as well as increase the possibility for injury. The second phase is the descend. This phase is described by Cissik by saying, From the start position, the athlete descends by pushing the hips back and unlocking the knees. As this is done, the weight remains on the heels. The athlete should squat down until the thighs are parallel to the floor, unless there is an injury that would modify this. As the athlete is descending, the chest needs to remain inflated with the shoulders pulled back. (29) At the bottom of the descend phase immediately starts the third and final stage of the squat the Ascend (Cissik 29). At this point in the squat the athlete is at their lowest point. The article then explains how to perform the Ascend phase: Once the athlete has reached the bottom position, the athlete should reverse directions and stand up. As this is done, the hips and shoulders need to rise up at the same speed to prevent the athlete from toppling forward. The athlete needs to remember to keep the chest inflated and the shoulders back throughout the ascent. (Cissik 29) After the completion of the Ascend phase the athlete has then completed the entire squat. With an understanding of the form and motion of the back squat, why would someone want to add this into their workout program? There are multitudes of benefits that are cited in multiple articles and journals including increased mobility, strength, functional strength, as well as many other benefits to be described later in this paper. The main benefits that many people, men and women, should be interested in are that the squat increases functional strength as well as an increase in flexibility and strength. These will benefit not only in moving weight at a weight room, but also in doing daily activities. The squat motion is an extremely primal motion that has been used since human beings have been on the earth. They have used this motion to hunt food, gather food items such as berries and vegetables, and move obstacles. This is why when an athlete does a squat they not only work their lower body, but they also are working the nervous system (Vales). The squat is also found throughout our day. The functionality of this movement allows us to do things like lift heavy objects and jump to reach an object. The squat also aids in creating proper posture (Cohen). Although men are normally viewed as the type of athlete that would perform a squat, there are also many benefits for women. These include (but are not limited to) aiding in conception and the birthing process, weight loss, muscle toning, and improve balance (Daniel). Squatting in the later weeks of pregnancy helps in the birthing process by opening the pelvic area. This creates a shorter delivery time. It also creases a safer environment for a woman and her baby. Squatting increases balance and leg strength. Gains in these areas decrease the risk of falls protecting both the woman and child (Martinez). Some of the main benefits of a squat come for an athlete or someone trying to become fit. The squat not only helps with the functionality of daily live but also helps with muscle growth, increases testosterone production, increases speed as well as vertical jump, and tones abs and muscles (Vale). Other than the well-known back squat there many other variations of squatting you can incorporate into a workout to activate different muscle groups for specified training. The main squat variations other than your typical back squat include the Front Squat, Over-Head Squat, Zercher Squats, Anderson Squats, Bulgarian Split Squats, and One-Legged Squats. Each of these squats use the same general motion, but all have different techniques to improve your specific areas of fitness (Smith). The first variation most typically used after the Back Squat is the Front squat. This style of squatting consists of holding a barbell across the shoulders on the front side of the body. Placing the bar here trains the quadriceps, core, and the upper back more by putting a greater emphasis on these areas. This squat is also much easier to perform correctly due to the position of the center of gravity. By including this lift into a workout regimen, athletes will gain greater strength in the core and upper back as well as increase balanced leg strength (Smith). The front squat is also a better alternative for people struggling with some back problems. This is because the Front Squat decreases spinal compression as well as spinal flexion and Torque (Behar). The author, Jeff Behar, explains in his article â€Å"7 Benefits of Front Squats† by explaining â€Å"The difficulty of the exercise [The Front Squat] results in less weight being able to be used. Less weight on the bar, equals less spinal compression.† He also tells readers that â€Å"By carrying the bar in the front, you reduce spinal flexion. This makes the Front Squats a safer leg exercise for your back† (Behar). After the Front squat in popularity is the Over Head Squat. This movement helps increase balance, mobility and muscular control by holding a barbell over the head. Also, this variation of the squat helps perfect the Snatch lift. Smith explains this by saying â€Å"The overhead squat strengthens the midpoint of the barbell snatch and is essential to mastering that particular lift.† This lift also emphasizes hip mobility more than any other variation of the squat (Smith). Another squat style that can help you in other aspects of lifting exercises is the Zercher Squat (Smith). In the article, Smith explains the motion of the squat by saying â€Å"With your elbows bent at your side, place the barbell in the crook of your bent elbows. Squat until your elbows go between your knees or the bar touches your thighs. Thats one advantage of the Zercher: It tells you when you reach depth.† This movement is accepted by many lifters that do deadlift due to the similar base of a deadlift movement (Smith). After performing many of these styles, athletes may notice that they â€Å"Bounce† at the bottom of the movement. The Anderson Squat was designed to take away this bounce and create a more honest lift from the bottom of the squat. This lift also helps with control at the bottom of the squat movement. This will help with your other squat movements (Smith). The motion is explained by the author when he says Simply place the barbell on the safety pins in a rack at a height that would be at or near the bottom position of your squat. Be sure to pause between reps with the bar on the safety pins. This will ensure you dont cave to the temptation to bounce for assistance. (Smith) All of the variations of the squat motion talked about so far have required the use of both legs activating at the same time. The last two are different in the fact that you use one leg at a time. The One-Legged squat and Bulgarian Squat both require balance and strength to be performed, but when mastered they both train balance (Smith). This is because your body is more stable when you stand on two legs. The Bulgarian Split is performed similarly to the back squat with position of the barbell. The difference comes when you place one foot behind you. The squat motion is explained by Smith in his article by saying â€Å"Place one foot a few feet behind you on a bench or raised platform. Keeping an upright torso, begin by pushing your hips back, like in a back squat. Allow your back leg to bend at the knee.† This squat uses unilateral movement to correct imbalances between the right and left side of the body. This style of squat can also be done using a Front Squat bar position (Smith). The final squat variation is the One-Legged Squat. This is described by Smith as â€Å"The ultimate test of unilateral strength like the one-armed push-up or pull-up.† This is because the athlete is squatting their bodyweight on a single leg. This variation is very useful in developing balance. Once this motion is mastered, the athlete can then perform the movement while holding light weights (Smith). Although there are many forms and variations to the squat, they all are the same basic motion at its core. This is why the squat is essential to any fitness program. With so many benefits, the squat is so essential to the holistic health and fitness of any athlete at any fitness level. Works Cited Behar, Jeff. 7 Benefits of Front Squats.MuscleMagFitness.com. N.p., n.d. Web. 25 July 2014. http://www.musclemagfitness.com/fitness-and-exercises/weight-lifting/7-benefits-of-front-squats.html. Cissik, John M. Back Squat Exercise: A Primer.Modern Athlete and Coach(2011): 29-31.UF OneSearch. Web. 25 July 2014. http://metis.findlay.edu:2113/eds/pdfviewer/pdfviewer?sid=da7d75bd-90ab-4944-a0c0-7d198225b8c0%40sessionmgr110vid=2hid=115. Cohen, Ron. A New Persective on Squats, Lunges, and Living Life.Contemplative Fitness. N.p., 6 Mar. 2010. Web. 25 July 2014. http://contemplativefitness.me/2010/03/06/a-new-persective-on-squats-lunges-and-living-life/. CZAPROWSKI, DARIUSZ, RYSZARD BIERNAT, and AGNIESZKA KÊDRA. SQUAT – RULES OF PERFORMING AND MOST COMMON MISTAKES Squat – methodology of teaching.Polish Journal of Sport Tourism19 (2012): 3-7. Web. 23 July 2014. http://metis.findlay.edu:2113/eds/pdfviewer/pdfviewer?sid=95bf5c29-9499-438b-88cb-6403cb194804%40sessionmgr115vid=2hid=115. Daniel, Harri. Benefits of Squats for Women.BenefitOf.com. N.p., 8 June 2011. Web. 25 July 2014. http://benefitof.net/benefits-of-squats-for-women/. Martinez, Eliza. Squats Exercise for Pregnant Women.The Nest. Demand Media, n.d. Web. 25 July 2014. http://woman.thenest.com/squats-exercise-pregnant-women-1072.html. Smith, Christopher. Meet The Squats: 7 Squat Variations You Should Be Doing.BodyBuilding.com. N.p., 10 July 2013. Web. 25 July 2014. http://www.bodybuilding.com/fun/meet-the-squats-7-squat-variations-you-should-be-doing.html. Vales, John. The 15 Benefits of Squats.Outlaw Fitness. N.p., 2014. Web. 25 July 2014. http://www.outlawfitnesshq.com/the-15-benefits-of-squats/.

Alcohol and College Students Essay examples -- Drinking Research Under

Alcohol and College Students Introduction:  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  I decided to research alcohol, because of the large numbers of lives that alcohol ruins not only in the short run but also for the rest of peoples lives. Growing up I have witnessed many people who have developed alcohol problems at a young age and allowed it to take control of the way that they live their lives. It is obvious that alcohol has become a dangerous problem for college students in and out of the classroom. Research Methods:   Ã‚  Ã‚  Ã‚  Ã‚  To understand why alcohol is a problem for college students, I decided to survey a random sample of 26 students here at State U. I designed the survey to be a quick and effective way to obtain the drinking habits of college students in order to discover where possible alcohol problems may arise. I chose to survey a random sample of students in order to get a complete response from older students as well as some of the younger students.   Ã‚  Ã‚  Ã‚  Ã‚  The first questions I asked in my survey where how many days of the week do you drink, and what is your favorite drink. I asked these 2 simple questions just to get a feel for how often this person goes out and what this person usually drinks. I then wanted to find out whether or not students pre-game before they go out and party, so that was my next question. This will be an important question, because when students pre-game, they usually get hammered, then they will go out to a party and drink even more. In order to find out if students are also getting into drugs, I asked if a student has ever mixed alcohol with drugs. This question will be helpful in showing why students become attached to alcohol easily. Drugs will only make the need for alcohol increase. Drinking to relieve depression and to relax are also key points that go along with alcoholism, so it was almost necessary to ask those questions as well. Once a person begins to drink because of depression, it can swallow him/her right up, because alcohol will seem like the only way out for a person who is depressed. When students want to get drunk quick, they will usually use a beer bong to drink as many as 2 beers at a time. In order to find out which students do this, I asked how many students have ever used a beer bong.   Ã‚  Ã‚  Ã‚  Ã‚  Finally, my last 2 questions involve drinking and driving as well as receiving an underage. As everybody knows, drinking and driving... ...nses as well as the responses to my interview, I?ve decided that there are 2 main reasons why students develop dependence towards alcohol. The first and probably most important reason is that people start drinking extremely too early in their lives. As stated previously from the interview, the average person starts drinking at age 13. If a person starts drinking at age 13 then they most likely will revert to alcohol to help solve their problems. When students get older and are in college, the stress level increases. If a student is stressed out and has been drinking since age 13 then obviously the problem will only get worse from here. My research has showed that students do drink when they are depressed or stressed out, so I believe that keeping kids away from alcohol at a young age is the first step in solving alcoholic problems in college students. Conclusion:   Ã‚  Ã‚  Ã‚  Ã‚  To conclude, I?ve decided that no matter what, students will drink. The problem cannot be solved overnight either. However, we need to be able to recognize when a friend has a problem. If dependence does occur then it needs to be taken care of immediately. Alcohol is never the answer, nor is it ever going to be.

Principles of the early years framework Essay

Essay about the purposes and principles of the early years framework. The legal regulations under section 39 of the childcare act 2006 gives the early years foundation stage (EYFS) , that came into force in Sept. 2008 and providers are required to use the EYFS to ensure a flexible approach to children’s learning and development so that children will achieve the five every child matters outcomes which are : * Staying safe* Being healthy * Enjoying and achieving * Making a positive contribution * Achieving economic well- being In 2012 the EYFS was revised and made simpler and came into force on 1st sept, it made a number of changes and one of these was to make a stronger emphasis on the 3 prime areas which are the most important to a child’s healthy development these areas are: * Communication and language development* Physical and personal development * Social and emotional development The statutory framework for the EYFS give clear legal requirements to relate to learning and development and also relating to safeguarding and promoting children’s welfare, suitable people i.e. keyworkers, suitable premises, environment and equipment and organisation and documentation. The learning and development requirements have legal force by EYFS order 2007 from section 39(1) (a) of the childcare act 2006. The welfare requirements are given legal force by section 39(1) (b) of childcare act 2006. Together they form the legal basis of the EYFS and have statutory virtue of section 44(1) of the childcare act 2006. Practice guidance for the early year’s foundation stage gives practitioners guidance on how to meet the necessary requirements to the EYFS framework. It provides advice and information on how to support children’s learning and development and welfare. Also you can get guidance for children’s development in a section called development matters and this gives help and information to help practitioners to understand and support children in development pathways which are: * Personal, social and emotional development * Communication, language and literacy * Problem-solving, reasoning and numeracy * Knowledge and understanding of the world * Physical development * Creative development * Every child is different they are all individual in their own right and all children varied needs. Meeting every child’s needs can be difficult even though they are grouped with other children their age. Many children will meet their development needs expected for their age but others will have needs which are characteristic of much younger or older children. We must recognise the child’s needs and meet children’s development needs to help them achieve. We must consider each child’s physical maturity, intellectual abilities, emotional development, social skills, past experiences and relationships. Respecting children and help them to develop in a positive, caring, nurturing and responsive childcare environment. Throughout history we have had people that stood up and fort for young children’s needs and these people have influenced the UK current early years provisions. * Fred Froebel (1782-1852) founded the first kindergarten and learned that it was important for children to get involved in real experiences which meant being physically active. He believed that everything was linked and called the principle of unity and also principle of opposition or ‘gifts’. * Maria Montessori (1870- 1952) worked with children with learning difficulties in Rome Italy. She spent hours observing children and found that children go through sensitive periods of development when they are particularly receptive to particular areas of learning. She saw children as active learners. * Rudolf Steiner (1861-1925) believed in three phases of childhood. The will, 0 to 7 years he said the spirit fuses the body at this stage. The heart, 7 to 14 years a rhythmic system of the beating heart and the chest that respiratory system meant that felling was important during this time. The head, 14 years and onwards was the time for thinking. * Margaret McMillan (1860-1931) believed I first-hand experience and active learning she said that relationships, feeling and ideas were all physical aspects of moving and learning, she believed children would become whole people through play which helped them apply knowledge and understanding. * Susan Isaacs (1885-1948) valued play she believed it gave children freedom to think, feel and relate to others. She said that children can’t in just classrooms sat at tables and write they need to move around and explore to learn too. * The Reggio Emilia approach had a number of key features that attracted worldwide attention these were: Community support and parental involvement. Administrative policies and organisational features. Teachers as learners. The role of the environment. Long-term projects as vehicles for learning. The hundred languages of children. * The highScope approach encourages children to make their own choice of activities. It encourages active and independent learning by involving children in the planning, doing and reviewing. They still have some adult- directed activities such as story- time and PE but they work around the plan – do – review cycle of planning its key features are Active learning Personal initiative Consistency Genuine relationships Building a strong partnership with parents Appropriate curriculum.

How To Tell Time in Spanish

You can tell time in Spanish if you can count to 29 and learn a handful of words. Its that easy. Basic Rules for Telling Time in Spanish The basic way of telling time in Spanish is to use the singular form of ser (to be), which is es, for one oclock and the plural form, son, for other times. Minutes can be stated simply by separating them from the hour using y, the word for and. Es la una. (It is 1:00.)Es la una y dos. (It is 1:02.)Son las dos. (It is 2:00.)Son las tres. (It is 3:00.)Son las seis y cinco. (It is 6:05.)Son las siete y diez. (It is 7:10.)Son las once y diecinueve. (It is 11:19.) To indicate the half hour, use media (a word for half). Use cuarto (meaning fourth) to indicate the quarter hours. Es la una y media. (It is 1:30.)Son las cuatro y media. (It is 4:30.)Es la una y cuarto. (It is 1:15.) It is customary to use menos (a cognate of minus) to tell time during the second half of each hour, stating the number of minutes until the following hour. Es la una menos diez. (It is 12:50. It is 10 until 1.)Son las cinco menos cinco. (It is 4:55. It is 5 until 5.)Son las diez menos veinte. (It is 9:40. It is 20 until 10.)Son las ocho menos cuarto. (It is 7:45. It is quarter until 8.) Key Takeaways: Telling Time in Spanish The most common way of telling time on the hour in Spanish follows the pattern of es la una for 1:00 and son las [number] for later times.For incremental times, add y [number of minutes up to 29] after the hour and menos [number of minutes up to 29] before the hour.You can also use media and cuarto for the half-hours and quarter-hours, respectively. How To Include Time Periods of the Day In most of the Spanish-speaking world, both 12-hour and 24-hour clocks are used, the latter being common in schedules and similar printed materials. To indicate time of day when using the 12-hour clock, use de la madrugada for the wee hours of the morning, de la maà ±ana from then until noon (mediodà ­a or el mediodà ­a), de la tarde between noon and early evening, and de la noche from evening to  midnight (medianoche or la medianoche). Es la medianoche. (Its midnight.)Son las siete y cuarto de la maà ±ana. (Its 7:15 a.m. It is 7:15 in the morning.)Es el mediodà ­a. (Its noon.)Son las cuatro menos cinco de la tarde. (Its 3:55 p.m. It is 5 before 4 in the afternoon.)Son las ocho y media de la noche. (Its 8:30 p.m. It is 8:30 at night.) The abbreviations a.m. (from the Latin ante meridiem) and p.m. (from the Latin post meridiem) can also be used as in English. Son las 4 y media a.m. (It is 4:30 a.m.)Son las 2 p.m. (It is 2 p.m.) Time in the Past, Future, and Subjunctive When talking about the time that events took place, use the imperfect tense of ser. Era la una y cuatro de la madrugada. (It was 1:15 in the morning.)Era la medianoche. (It was midnight.)Eran las once de la noche. (It was 11 at night.) The simple future tense or periphrastic future can be used if the event has yet to occur: El funeral serà ¡ el mediodà ­a del mià ©rcoles. (The funeral will be at noon on Wednesday.)Pronto van a ser las tres de la maà ±ana. (Soon it will be 3 a.m.)La hora local serà ¡ las cuatro de la tarde. (The local time will be 4 p.m.) The subjunctive mood can also be used as needed: Esperamos que sea la una. (We hope its 1 oclock.)Tengo miedo que sean las seis y media. (Im afraid it is 6:30.)Jenny ansiaba que fueran las tres de la tarde. (Jenny was worried that it was 3 p.m.) Other Time Expressions Here are time-related expressions and words that can be useful: Son las tres y cuarto en punto. (Its 3:15 exactly.)Son las seis y media mà ¡s o menos. (Its about 6:30.)Salimos a las nueve. (We are leaving at 9:00.)Buenos dà ­as. (Good day, good morning.)Buenas tardes. (Good afternoon, good evening (until about 8 p.m.).)Buenas noches.(Good evening, good night (as either a greeting or a farewell).) ¿Quà © hora es? (What time is it?) ¿A quà ©Ã‚  hora ...? (At what time ... ?) ¿Cuà ¡ndo ...? (When ... ?)el tiempo (time)el reloj (clock)el despertador, la alarma (alarm clock)el reloj, el reloj de pulsera (wristwatch) Sample Sentences Los Bombers de Mallorca llegaron a la zona a las dos y media de la tarde. (The Mallorca Bombers arrive in the area at 2:30 p.m.) Era mà ¡s oscuro que la medianoche. (It was darker than midnight.) La clase comienza a las 10 de la maà ±ana y termina a mediodà ­a. (The class begins at 10 a.m. and ends at noon.) El sà ¡bado tengo que levantarme a las cinco y media de la maà ±ana. (On Saturday I have to get up at 5:30 a.m.) Eran las siete de la tarde y no habà ­a nadie. (It was 7 p.m. and there was nobody there.)