Tuesday, December 10, 2019

Atrribute of God Essay Example For Students

Atrribute of God Essay Truth an Attribute of GodThe definition of truth according to Websters is conformity to fact or actuality, reality, actuality. Ryrie defines truth as agreement to that which is represented it includes veracity, faithfulness, and consistency. To say that God is true is to say that he is consistent with himself. He is all that he should be; he has revealed himself as he really is. His revelations are completely reliable. For man to understand that truth is knowable to him and life does make sense, he should first understand that all truth is known to God regardless of if it is found in the Bible or other sources. Therefore, it should be called Gods truth because Colossians 2:3b says, are hid all treasures of wisdom and knowledge. People think that God has hid his truth from them, making it inaccessible to man so they cannot understand Gods truth. Men do not practice good exegesis when the word hid is taken out of context and means, to some people, that God is hiding his truth from them. I think that Paul is trying to say that the truth about Christ is the focal center to which all other truth about everything in creation is connected. That is to say, God is truth. We are totally dependent upon God to know truth because God is the creator of all things. He is our source for knowledge. God revealed both grace and truth to us by incarnating himself. Truth is unchanging and universal; it is not relative but is absolute. (Holmes 8)The Old Testament term for truth is emeth. This is primarily ethical rather epistemological term. Truth depends on unchanging reality, is personal, cannot change, and remains the same for every time and place in creation. It is absolute. To say these things is to say that Gods knowledge is complete and perfectly true. Truth is the implication that God exist. So one cannot believe in truth and believe that God is non-existence. We need a renewed commitment to the truth as found in the Scriptures and as summarized in theological and doctrinal propositions. (Phillips 26)When Pilate ask the question what is truth, the Lord answered this in the upper room when he said I am the way the truth and the life. No one should deny to Christ a personal identification with truth. Before we say we hold Christ and the Bible as central to education, we need to do some serious thinking about Gods Truth. Every word that Christ spoke and every act he performed depend solely on his identification with affirmation. God came to this earth to teach men and minister to their needs. He then died for them. This influence should outweigh all the philosophers ideas and writings about Christ. For this act, men should see once and for all his truth. (Gaebelein 19)Truth also compromises finite things. Miguel de Cervantes Saavedra says in The Adventures of Don Quixote, Where the truth is, in so far as it is truth, there God is. Those of us who proclaim the Bible and God as wholly undeniable truth must always use proper exegesis when preaching sermons or quoting from the Bible. In Revelation 19:11, the Bible has an unmistakable emphasis on truth. John says, And I saw heaven opened, and behold a white horse; and he that sat upon him was called Faithful and True. We can look also in Psalms 19 to see more evidence of Gods truth. Verses 1 thru 6 tell of heaven, firmament, day, night, and the sun, and verses 7 thru 14 tell of Gods written word. We can see evidence of Gods truth in many aspects of our daily lives and cultures such as religion, education, music, literature, art, architecture, humanitarian and philanthropic movements. How could someone ever really begin to stop trying to evaluate the evidences of Gods truth? The phrase, God is Truth is found in the Bible 23 times. The first time is in Deuteronomy 32:4 when it says, He is the Rock, his work is perfect: for all his ways are judgment: a God of truth and without iniquity, just and right is he. The Bible tells of Gods truth .u84f5f42fc88ce08eb781a304c6630f1a , .u84f5f42fc88ce08eb781a304c6630f1a .postImageUrl , .u84f5f42fc88ce08eb781a304c6630f1a .centered-text-area { min-height: 80px; position: relative; } .u84f5f42fc88ce08eb781a304c6630f1a , .u84f5f42fc88ce08eb781a304c6630f1a:hover , .u84f5f42fc88ce08eb781a304c6630f1a:visited , .u84f5f42fc88ce08eb781a304c6630f1a:active { border:0!important; } .u84f5f42fc88ce08eb781a304c6630f1a .clearfix:after { content: ""; display: table; clear: both; } .u84f5f42fc88ce08eb781a304c6630f1a { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u84f5f42fc88ce08eb781a304c6630f1a:active , .u84f5f42fc88ce08eb781a304c6630f1a:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u84f5f42fc88ce08eb781a304c6630f1a .centered-text-area { width: 100%; position: relative ; } .u84f5f42fc88ce08eb781a304c6630f1a .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u84f5f42fc88ce08eb781a304c6630f1a .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u84f5f42fc88ce08eb781a304c6630f1a .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u84f5f42fc88ce08eb781a304c6630f1a:hover .ctaButton { background-color: #34495E!important; } .u84f5f42fc88ce08eb781a304c6630f1a .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u84f5f42fc88ce08eb781a304c6630f1a .u84f5f42fc88ce08eb781a304c6630f1a-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u84f5f42fc88ce08eb781a304c6630f1a:after { content: ""; display: block; clear: both; } READ: Are recovered memories from child abuse reliable Essay

Monday, December 2, 2019

The Educational Theory of Lev Vygotsky Essay Example

The Educational Theory of Lev Vygotsky Paper Born in Czarist Russia in 1896, Lev Vygotsky lived a relatively short life, dying of tuberculosis in 1934. Because he was Jewish, the law limited his higher education options. He was, however, one of the 5% maximum of Jews permitted admission to a university. He was, however, not permitted to fulfill his ambition to pursue training as a teacher. In consequence, between the years of 1913 and 1917, Vygotsky studied medicine, philosophy, history, and law. [1] Vygotsky began teaching in his home city almost immediately after the 1917 Communist Revolution. However, he was disappointed if he anticipated that this upheaval would result in greater overall freedom. The ascension of Joseph Stalin to power in 1922 meant that all of Vygotskys scholarly work was to be accomplished in an ever more repressive police state. Vygotskys investigations of child development and educational psychology were influenced by his own Marxism – a philosophy that emphasizes the importance of ones social origins and place in the scheme of production. [2] Vygotskys works, consisting of more than one hundred books and articles, were not published until after his death in 1934. Just two years later they were suppressed. This suppression endured for two decades during which time his works were held in a secret library that could only be accessed by permission of the Peoples Commissariat for Internal Affairs — commonly known as the NKVD. [3] Despite this prolonged attempt to suppress his ideas, Vygotskys work survived and, particularly after the Cold War, came to wield considerable influence in the field of educational psychology. [4] I. Theory of Value: What knowledge and skills are worthwhile learning? We will write a custom essay sample on The Educational Theory of Lev Vygotsky specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on The Educational Theory of Lev Vygotsky specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on The Educational Theory of Lev Vygotsky specifically for you FOR ONLY $16.38 $13.9/page Hire Writer What are the goals of education? Vygotskys stresses the importance of looking at each child as an individual who learns distinctively. Consequently, the knowledge and skills that are worthwhile learning varies with the individual. The overall goal of education according to Vygotsky is to generate and lead development which is the result of social learning through internalization of culture and social relationships. [5] He repeatedly stressed the importance of past experiences and prior knowledge in making sense of new situations or present experiences. Therefore, all new knowledge and newly introduced skills are greatly influenced by each students culture, especially their family environment. Language skills are particularly critical for creating meaning and linking new ideas to past experiences and prior knowledge. According to Vygotsky, internalized skills or psychological tools are used to gain mastery over ones own behavior and cognition. [7] Primary among these tools is the development of speech and its relation to thought. [8] Vygotsky maintained that language plays a central role in cognitive development. He argued that language was the tool for determining the ways a child learns how to think. That is because complex concepts are conveyed to the child through words. Learning, according to Vygotsky, always involves some type of external experience being transformed into internal processes through the use of language. [9] It follows that speech and language are the primary tools used to communicate with others, promoting learning. Vygotsky promoted the development of higher level thinking and problem solving in education. If situations are designed to have students utilize critical thinking skills, their thought processes are being challenged and new knowledge gained. [10] The knowledge achieved through experience also serves as a foundation for the behaviors of every individual. [11] II. Theory of Knowledge: What is knowledge? How is it different from belief? What is a mistake? A lie? According to Davydov and Kerr, it was a momentous occasion in the history of psychology when Vygotsky asserted specific functions are not given to a person at birth but are only provided as cultural and social patterns. [12] Vygotsky saw intellectual abilities as being much more specific to the culture in which the child was reared. [13] Through observation and study Vygotsky came to understand that people adapted to their surrounding environment based on their interpretations and individual perceptions of it. [14] Thus, humans are not born with knowledge nor is knowledge independent of social context. Rather, one gains knowledge as one develops by way of social interactions with peers and adults. Vygotsky does not make as drastic a distinction between knowledge and belief as some other heorists do. For him, knowledge is obtained through past experiences, social situations, as well as ones general environment. In similar manner, beliefs are instilled into an individual via culture and parental upbringing. Mistakes are crucial in Vygotskys theory of learning. In the course of development, mistakes are made during the process of concept formation. They are important in that they impact future learning. [15] From Vygotskys perspective, A concept emerges and takes shape in the course of a complex interaction aimed at the solution of a problem [A] concept is n active part of the intellectual process. [16] We see, then that, for Vygotsky, concept formation is a dynamic, ever-changing activity during which the child relies on their own perception to make sense of objects that appear to them to be unrelated the child creates his or her own subjective relationships between objects and then mistakes his or her egocentric perspective for reality. [17] This stage of development is known, paradoxically, as incoherent coherence. [18] During this stage, the making of mistakes is an integral part of a childs development. Also at this time, the childs organization schema becomes less egocentric and begin to incorporate additional information gained from experience into his or her thought processes. [19] In this way, mistakes can be corrected and new knowledge gained. Therefore mistakes are developmentally necessary, resulting from the role of social interaction in transformation of prior knowledge. [20] Tentatively one might infer that Vygotsky would view a lie as something that occurs as a result of the desire to conform to social norms. For example one might feel one way but report a more socially acceptable reality. III. Theory of Human Nature: What is a human being? How does it differ from other species? What are the limits of human potential? According to Marxist theory, The essence of man is no abstraction inherent in each single individual. In its reality it is the ensemble of the social relations. [21] Vygotsky would agree that we develop as humans through the ways we interact with those around us. His view of human nature fits with his Marxist ideology. Human beings can only be understood within the context the time period and the part of the world in which they live. Human nature cannot be understood as never-changing and universal, but as always depending on its specific social and historical formation. This principle does not leave out biological factors. [22] To be human, however, means that you have surpassed a level of functioning that your biological traits would otherwise dictate. [23] Although some animals have the ability to create and use material tools, humans have the ability to utilize psychological tools. In other words, human beings are differentiated by their ability to develop psychological tools that are used to gain mastery over ones own behavior and cognition[24] that other forms of life are not capable of developing. Some psychological tools include: language, different forms of numeration and counting, mnemotechniques, algebraic symbolism, works of art, writing, schemes, diagrams, maps, blueprints, etc. [25] In his theories, Vygotsky placed great emphasis on the importance of spoken language, arguably the most critical tool that sets us apart from other species. He asserts that speech is a very powerful psychological tool that lays the foundation for basic structures of thinking later in ones development. [26] Vygotsky further explains that speech is the first psychological tool used by children to communicate with others who share the environment. Naturally, this is continued through adulthood, as speech is a primary tool used for learning. Vygotsky insists that humans learn best in cooperation with other humans. [27] Vygotsky contended that, unlike animals who react only to the environment, humans have the capacity to alter the environment for their own purposes. It is this adaptive capacity that distinguishes humans from lower forms of life. The animal can only be trained. It can only acquire new habits. It can through exercises and combinations perfect its intellect, but is not capable of mental development through instruction in the real sense of the word. [28] Vygotskys concept of the zone of proximal development (ZPD) posits that human potential is theoretically limitless; but the practical limits of human potential depend upon quality social interactions and residential environment. This zone of proximal development is the distance between the actual developmental level as determined by independent problem solving and the level of potential development as determined through problem solving under adult guidance or in collaboration with more capable peers. [29] In theory, then, so long as a person has access to a more capable peer, any problem can be solved. IV. Theory of Learning: What is learning? How are skills and knowledge acquired? According to Piaget, learning is what results from both mental and physical maturation plus experience. 30] That is, development preceded learning. In contrast Vygotsky observed that learning processes lead development. [31] Vygotsky maintained that learning is a necessary and universal aspect of the process of developing culturally organized, specifically human, psychological functions. [32] In other words, learning is what leads to the development of higher order thinking. According to Vygotsky the two primary means of learning occur through social interaction and language. Language greatly enhances humans ability to engage in social interactions and share their experiences. The most important fact uncovered through the study of thought and speech is that their relationship undergoes many changes. [33] Initially, a childs new knowledge is interpsychological, meaning it is learned through interaction with others, on the social level. [34] Later, this same knowledge becomes intrapsychological, meaning inside the child, and the new knowledge or skill is mastered on an individual level. [35] The previously mentioned idea of the zone of proximal development (ZPD) is central to Vygotskys view on how learning takes place. He described this zone as, the distance between the actual development level as determined by independent problem solving and the level of potential development as determined through problem solving under adult guidance or in collaboration with more capable peers. [36] Vygotsky maintained that learning occurs just above the students current level of competence. [37] It follows then, that the copying student will have a higher performance when working with a more capable student. The zone of proximal development works in conjunction with the use of scaffolding. Scaffolding is a six-step approach to assisting learning and development of individuals within their zone of proximal development. [38] Knowledge, skills and prior experiences, which come from an individuals general knowledge, create the foundation of scaffolding for potential development. At this stage, students interact with adults and/or peers to accomplish a task which could possibly not be completed independently. The use of language and shared experience is essential to successfully implementing scaffolding as a learning tool. 39] V. Theory of Transmission: Who is to teach? By what methods? What will the curriculum be? Vygotsky defined those who are to teach as the More Knowledgeable Other. The MKO is anyone who has a better understanding or a higher ability level than the learner, particularly in regards to a specific task, concept or process. [40] Traditionally the MKO is thought of as a teacher or an older adult. However, this is not always the case. Other possibilities for the MKO could be a peer, sibling, a younger person, or even a computer. The key to MKO is that they must have more knowledge about the topic being learned than the learner does. [41] Teachers or more capable peers can raise the students competence through the zone of proximal development (ZPD). Vygotskys findings suggest methodological procedures for the classroom. In Vygotskian perspective, the ideal role of the teacher is that of providing scaffolding (collaborative dialogue) to assist students on tasks within their zones of proximal development. [42] During scaffolding the first step is to build interest and engage the learner. Once the learner is actively participating, the given task should be simplified by breaking it into smaller subtasks. During this task, the teacher needs to keep the learner focused, while concentrating on the most important ideas of the assignment. One of the most integral steps in scaffolding consists of keeping the learner from becoming frustrated. The final task associated with scaffolding involves the teacher modeling possible ways of completing tasks, which the learner can then imitate and eventually internalize. Vygotsky recommended a social context wherein a more competent learner would be paired with a less competent one, so that the former can elevate the latters competence. This social context promotes sustained achievement and cognitive growth for less competent students. [44] Accordingly, students need to work together to construct their learning, teach each other so to speak, in a socio-cultural environment. In-class opportunities for collaboration on difficult problem-solving tasks will offer support to students who are struggling with the material. By interacting with more capable students who continue to mediate transactions between the struggling students and the content, all students will benefit. [45] The implications of Vygotskys theories and observations for educators are several and significant. In Vygotskys view, the teacher has the collaborative task of guiding and directing the childs activity. [46] Children can then solve novel problems on the basis of a model he [sic] has been shown in class. [47] In other words, children learn by solving problems with the help of the teacher, who models processes for them and his or her eers, in a classroom environment that is directed by the teacher. In essence, the child imitates the teacher through a process of re-creating previous classroom collaboration. [48] It is important to note that the teacher does not control the class with rule and structure; rather, the teacher collaborates with the students and provides support and direction. [49] Assignments and activities that can be accurately completed by a student without assistance, indicate that the student has previously mastered the necessary prior knowledge. In the majority of classrooms this would be the conclusion of a unit; however, this is Vygotskys entry point. However, as previously mentioned, the teacher must carefully group the student that can potentially develop in collaboration with a more capable person. [50] In our research, we found limited references to Vygotskys specific views on curriculum content. One exception involves the teaching of writing to preschoolers. According to Garton and Pratt, Vygotsky argued for shifting the teaching of writing to preschool. They explain that Vygotsky differentiated between two forms of speech: spoken and written. Vygotsky, as cited by Garton and Pratt, asserts that a child develops an understanding that spoken speech can be symbolized in writing by progressing from drawing things to drawing speech. [51] Vygotsky suggested then that the preschool curriculum should be designed so that it was organized to ease childs transition from drawing things to drawing speech. [52] Learning to master tools and technologies should also be included in the curriculum. Students should be taught how to use tools such as the computer, resource books, and graphs in order to better utilize these tools in the future. [53] In this way, students will benefit as these tools and technologies influence the individuals thinking (along with the development of language). [54] In sum, Vygotskys findings suggest that the curriculum should generally challenge and stretch learners competence. [55] The curriculum should provide many opportunities to apply previous skills, knowledge and experiences, with authentic activities connected to real-life environment. [56] Since children learn much through interaction, curricula should be designed to emphasize interaction between learners and learning tasks. [57] VI. Theory of Society: What is society? What institutions are involved in the educational process? According to Vygotsky, society is the bearer of the cultural heritage without which the development of mind is impossible. [58] This society allows the learner to develop cognitively through social interactions. As a result, the use of language makes it possible for a child to communicate and share the environment from within their society. Every function in the childs cultural development appears twice: first, on the social level, and later, on the individual level; first, between people (interpsychological) and then inside the child (intrapsychological). [59] Perhaps Vygotsky was comfortable generalizing about society in this way because he was living in post-revolutionary times. The revolution had been accomplished in Russia, and the New Soviet Man, was emerging in the Soviet Union, and the dictatorship of the proletariat was at hand. So far as the institutions involved in the educational process are concerned, Moll reports that Vygotsky considered school the best laboratory of human psychology. [60] He noted: At first glace, it may be easily seen that no special educational environment is needed, that education may be accomplished in any environment whatsoever. It is not very hard to conclude that no sort of artificial educational environment has to be created, that life educates better than any school. This view is wrong, however. [61] For Vygotsky, society (and therefore social interaction) happens in schools. Schools are incorporated into the larger society and have that as their context, so that some of their activity settings are determined by this larger contextuality. [62] For Vygotsky the classroom is also a social organization that is representative of the larger social community it is the social organization that is the agent for change in the individual. [63] Fhis statement was not meant to imply that informal education was not important. [64] Rather, as we stated before, for Vygotsky informal education is used by children through speech and language to develop higher mental functions. He stressed that childrens learning begins long before they attend school. Any learning a child encounters in school always has a previous history. [65] VII. Theory of Opportunity: Who is to be educated? Who is to be schooled? Vygotsky repeatedly asserts that it is within the social environment that learning takes place. Since no individual is able to escape their social surroundings, all within a society are inadvertently being educated.

Wednesday, November 27, 2019

Chromotography Experiment for Chemistry

Chromotography Experiment for Chemistry Free Online Research Papers Purpose / Objective: The purpose of chromatography is to separate small amounts of dissolved solids. In this experiment it used to separate the dyes in food coloring. Materials:  · Ruler to measure the 2 cm from the bottom of paper and to help draw a straight line.  · Pencil to draw the line.  · Water to put in the beaker hence to soak in the chromatography paper to separate the dyes in the food coloring.  · Beaker to put in the water and the chromatography paper.  · Food Coloring to be separated  · Capillary Tube to put small dots of food coloring on the chromatography paper.  · Chromatography Paper to put the dots of food coloring on. To let the water soak up it to separate the dyes in the food coloring. To get the final result.  · Scissors to cut the chromatography paper to fit upright in the beaker. Procedure:  · We got a chromatography paper and drew a pencil line 2cm from the bottom.  · We drew four x’s on that line.  · Then we got a capillary tube and on each of the x’s we put a dot of food coloring.  · On the four x’s we put four colors. Blue, red, green, and a mixture.  · Then we got a beaker and placed the chromatography paper inside it after cutting it to fit in, and placed less than 2cm of water in the beaker.  · We left the water to soak up until near the top.  · We took the chromatography paper out and left it to dry. Data collection: After the chromatography paper dried we looked at our results:  · The blue food coloring was a mixture of blue and red.  · The red food coloring was just red.  · The green was mixture of yellow and blue.  · The mixture was a mixture of red and blue. Conclusion: After finishing this experiment I realized that the red food coloring was a substance unlike all the others which contained different dyes. Research Papers on Chromotography Experiment for ChemistryLifes What IfsThe Masque of the Red Death Room meaningsThe Hockey GameAnalysis Of A Cosmetics AdvertisementGenetic EngineeringEffects of Television Violence on ChildrenThe Effects of Illegal ImmigrationResearch Process Part OneAssess the importance of Nationalism 1815-1850 EuropeMarketing of Lifeboy Soap A Unilever Product

Saturday, November 23, 2019

Free Essays on Future Of Aviation In India

Future of Aviation Industry in India More than half a century has gone, when JRD Tata first took off in his own airplane. He added a new chapter in the Indian history. This was the beginning of aviation industry in India. But very soon the government took over his aviation company, and thus that nationalized company was named, Indian Airlines. Almost the next fifty years no competition was to follow for the Indian Airlines, as it remained the only airline company in India. But in the last decade and a half or so, things changed. A handful of airline companies came into existence, some backed by big business houses, and some being collaboration between international airline giants and local business houses. Some of these companies were not a success story and had to shut down operations. Besides this limited competition the growth of this industry has been more or less a linear one. After 1992, Indian Economy has witnessed a sea change. The first success story being IT industry, then the more recent one being Telecom industry. Then the crossover of Indian companies to international standards, and making their presence felt at the international level. But probably the most dramatic and visible change is yet to come. Aviation industry is going to witness an exponential growth in next five to ten years. It is heading towards north, and will keep doing so for a long time to come. India today is the most happening place, in terms of foreign investment. All big companies want to have their presence in India. More than half of the Fortune 500 companies have their offices in Bangalore city, which speaks for itself. With the pouring of all these big MNCs, and crossover of Indian companies to international standards, to find a person earning more than Rs. 50,000/- a month is not a big deal anymore. Work culture has also changed profoundly. Today a professional is supposed to work for at least 12 hrs. a day. Today, and more so in the f... Free Essays on Future Of Aviation In India Free Essays on Future Of Aviation In India Future of Aviation Industry in India More than half a century has gone, when JRD Tata first took off in his own airplane. He added a new chapter in the Indian history. This was the beginning of aviation industry in India. But very soon the government took over his aviation company, and thus that nationalized company was named, Indian Airlines. Almost the next fifty years no competition was to follow for the Indian Airlines, as it remained the only airline company in India. But in the last decade and a half or so, things changed. A handful of airline companies came into existence, some backed by big business houses, and some being collaboration between international airline giants and local business houses. Some of these companies were not a success story and had to shut down operations. Besides this limited competition the growth of this industry has been more or less a linear one. After 1992, Indian Economy has witnessed a sea change. The first success story being IT industry, then the more recent one being Telecom industry. Then the crossover of Indian companies to international standards, and making their presence felt at the international level. But probably the most dramatic and visible change is yet to come. Aviation industry is going to witness an exponential growth in next five to ten years. It is heading towards north, and will keep doing so for a long time to come. India today is the most happening place, in terms of foreign investment. All big companies want to have their presence in India. More than half of the Fortune 500 companies have their offices in Bangalore city, which speaks for itself. With the pouring of all these big MNCs, and crossover of Indian companies to international standards, to find a person earning more than Rs. 50,000/- a month is not a big deal anymore. Work culture has also changed profoundly. Today a professional is supposed to work for at least 12 hrs. a day. Today, and more so in the f...

Thursday, November 21, 2019

Domino's Assignment Example | Topics and Well Written Essays - 250 words

Domino's - Assignment Example This provides a representative data on her market share trends. In its behavioral paradigm, Domino is able to meet the demands of its marketing by basically employing online services. This has proved instrumental since a wide variety of people are reached. It also ensures populous numbers are informed on the same in a span of a very short duration. Domino has an international presence as one of the strategies to reduce the debts that are tied to the company. This debt is to the tune of $ 1.5 Billion, whereas her financial standing as regards her assets is only estimated at $ 450 million. The market share in favor of Domino is based on the price sensation amongst Pizza consumers. Those that need a quick cheap Pizza will be favored by Domino’s Pizza. This makes them focused simply to delivery contrary to services offered in restaurants. However, for a long time, poor taste has been a derailment of her trade. To address this, two strategies have been deployed, that is, using trial periods as a tool to maintain the customers after presenting them with a better alternative. The other strategy is the projection of her future growth and implement the means to do so. This can be achieved by maintaining loyalty as well as expanding her presence in China, where her current standing is at 5-times-customer-orders per year against a 17-times-customer-order per year by Quick-Service Pizza. The market share for Domino in totality stands at 18.4 % in the United States which is a leading franchise globally. In China, Domino’s standing percentage against Pizza Hut’s is 3.7 % which is quite

Wednesday, November 20, 2019

Check the attachment Assignment Example | Topics and Well Written Essays - 500 words

Check the attachment - Assignment Example The aim of this paper is to analyze colour combination or application techniques based on three images (Foo Fighters Wasting Light Album cover, SMH Fletcher Jones advertisement and Interior). Considering the given images, several techniques of colour combination or scheme are evident. The first picture (Foo Fighters) indicates an extensive use of analogous-complementary colour scheme. This combination technique combines colours that are primarily comparable in hue by adding a small fraction of contrasting colour (Feisner, 2000). In the said image â€Å"Foo Fighters†, colours that are primarily comparable in hue are red-purple-green. These complementary colours contrast and due to their full saturation on the image, they create a vibrant look (Nita, 2008). According to Livingstone (2002), this design can be enhanced by initiating a warm brogue color flanking a cool corresponding colour. Alternatively, a cool accent color can be merged with a warm colour. This analogy is evident in the image where the accent colours harmonize the designs (Ryan and Conover, 2004). The second image (SMH Fletcher Jones advertisement) is an example of a monochromatic colour combination technique. This technique is characterized by one single color or varying intensities of a particular color such as taupe and light taupe (Albers, 1963). Compared with other colour combination techniques, the effect of this technique on the given image is extremely quieting. This effect is apparent because of the dark background featured on the image. Despite this evaluation, this technique is considered by many as the easiest (Delamare and Guineau, 2000). However, for advertising purposes this technique is not recommended because it hardly catches the attention of people. It can find meaningful application in movie theatres. The third picture (Interior) is characterized by use of hue-similarity combination technique. In this image, the

Sunday, November 17, 2019

Macbeth Servant Diary Entries Essay Example for Free

Macbeth Servant Diary Entries Essay Dear diary, as I am a servant in Thane Macbeths castle I have noticed a sudden change in his behaviour. I have always thought of Macbeth as a courageous, honest loyal man, however I have witnessed many events that have forced me to think otherwise. When Macbeth returned from battle, he was greeted by Lady Macbeth in the Castle. I was cleaning the floors in the room next door to ensure that everything was presentable for the arrival of King Duncan. Lady Macbeth seemed very excited to see him and Macbeth looked just as happy. They seemed to be having a pleasant short conservation. Nevertheless, whilst I was going out to fetch some clean water I overheard Lady Macbeth say something very strange to Macbeth. She said Your hand, your tongue: look like the innocent flower but be the serpent undert. I replayed this over and over in my head yet I could not understand what it could have meant. Macbeth had always been loyal and truthful. What actions were he going to take that were so evil that they would reveal the serpent inside him? All these questions remained unanswered, well not for long anyway Dear diary, I went to the courtyard of the castle with Macbeth. There we met Banquo and Fleance. Banquo was feeling rather uneasy about going to sleep because he was fearing that he will dream of three, weird sisters. Macbeth persuaded Banquo to talk about the things he was seeing in his dreams with him sometime. After they had finished talking, everyone left leaving Macbeth alone in the courtyard. I decided to observe his actions therefore I hid in the shadow. Macbeth started talking to himself about how he can see a dagger before him. He seemed really confused about whether or not the dagger was really there or if it was just a vision in his mind. What was he going on about? I was standing right there as well and I could see everything in his view. There was nothing there; not a dagger in sight! What I could not understand was why he as acting so crazy all of a sudden? Normal people do not imagine seeing daggers before their eyes. Perhaps the fact that the object was a dagger may be related to something that was on his mind. I can just tell from the abnormalities in Macbeths behaviour that something is going on which is going to lead to tragedy. Dear diary, King Duncan has been murdered! I was startled to hear the ringing of the alarm bell this morning. I ran out of my bed and heard Macduff announce the murder. I could not believe it happened, right under our very noses. Through all the hustle bustle, I kept a close eye on Macbeth who had reacted very strangely in the situation. I would have expected him to be in deep grief as he had a great relationship with King Duncan and they were thought of as good friends. Instead he killed the servants that had supposedly murdered King Duncan and claimed he acted out of great fury and without thinking. Personally, I dont think that the servants killed King Duncan as they had no motive whatsoever. Macbeth has become a changed man and he should be watched in everything he does. The thruth will always come out and whoever murdered King Duncan will pay the price for doing so.