8 interview tips for your first nursing job

8 interview tips for your first nursing job You’ve worked so hard in nursing school and on your exams, and now here you finally are: ready to embark on your nursing career. Interviews are nerve wracking in any situation, but particularly early on your career for a job that really excites you. Here are 8 tips about what to emphasize, what to ask, and what not to forget to say.1. Pay attention.Take a few moments to absorb what you are seeing in the atmosphere around you. What sense can you get of the work culture? What dynamics can you see playing out? Pay attention also to the kinds of questions your interviewer asks. Distinguishing a vibe in the air or a common thread to the questioning can really help you tailor your answers.2. Look the part.Preparation isn’t just coming up with answers beforehand to anticipated questions. It also means presenting yourself professionally and neatly and having an extra resume on hand, plus a notebook and a pen for jotting notes down. Be sure to have two forms of ID in case the fa cility in question requires it. And, please,  leave your phone off and tucked away!3. Talk about what makes you special.The most important things to emphasize are the skills that make you uniquely suited for the open job. Everyone applying for these jobs will have the proper credentials. What do you have that they don’t? Talk about your special talents, the diversity of your life experiences, or how low maintenance you are.4. Ask questions.This is crucial. First of all, as in all interviews, you will be asked if you have any questions for the interviewer. Have a few ready- there’s nothing more uninspiring than a candidate with nothing to ask. You can ask about the fine print- questions about overtime and scheduling- or about the work culture. Ask what their ideal candidate looks like (this will help you show them how you’re it, or help them see you as a solid alternative to their ideal).5. Know the logistics.Make sure you know where you’re going, how to get there, how long it will take, and who you’ll be speaking with. This will take a lot of the stress out of the process so you can focus on performing well once you arrive.6. Take care of yourself.You’ll be no use if you show up exhausted, frazzled, nervous, or unprepared. Make sure to do your homework, get a good night’s sleep, eat well, and hydrate before the interview. Wear something that is comfortable, but that also makes you feel confident. Feel as polished and professional as possible and you’ll do great.7. Take your time.Acing an interview isn’t about rattling off rote answers to questions instantaneously. It has a lot more to do with considering what you are saying and making sure you’re representing yourself in your best light. Rather than thinking of it as an oral exam, think of it as more of a conversation. And don’t forget to breathe.8. Do your homework.Learn everything you can in advance about the employer you are inte rviewing with- their facilities, their staff, the management, their policies, etc. Consider your strengths and weaknesses as they pertain to this particular job and be prepared to discuss them intelligently.

Should You Take AP English Literature or AP English Language

Should You Take AP English Literature or AP English Language SAT / ACT Prep Online Guides and Tips Are you considering taking an AP English class at some point during high school? You might have noticed that AP offers two English courses – AP English Literature and Composition and AP English Language and Composition. (Those titles are a mouthful, so we’ll just refer to them as AP Literature and AP Language in this post.) So what are some of the differences between the two classes? Is one class harder than the other? Should you take both or just choose one? In this guide, we'll explain the similarities and differences between the two courses to help you decide which option is best for you. AP Literature vs. AP Language Overview Some schools offer AP Literature and AP English Language as a sequence, with AP Language and Composition as a sophomore or junior course, and AP Literature as a junior or senior course. But some schools only offer the courses during senior year, and students have to choose between them. Or your school might not have strict requirements at all, and you might be wondering if you should take both, one, or none. First we will reveal which course is more difficult. Then we'll discuss the similarities between the two courses as well as the differences. Finally, we will ask you some guiding questions to help you decide between the two classes. Which Is Harder: AP Literature or AP Language? You’re probably wondering...out of the two AP English courses, which one is harder? Well, it turns out both AP Literature and AP Language are not super easy to pass, and quite difficult to get a 5 (the highest score) on. (For more on AP test scoring, see our post.) Both exams have low pass rates and very low 5 rates. AP Literature has a pass rate of about 52%, while AP Language's pass rate is about 55%. This makes them the making them the 7th and 10th lowest-passed AP exams in 2017(out of the 38 total exams). Their 5 rates are also low. AP Language has a 9.1% 5 rate. AP Literature has just a 6.8% 5 rate. To put that in context, on other AP exams, it’s typical for between 10% and 20% of students to earn a 5. There are a few factors that could explain why both AP English exams have low pass rates and low 5 rates. The first is the fact that they are both very popular exams. AP Language is the number one most popular AP exam – nearly 580,000 students took the test in 2017 alone! AP Literature is the third most-popular AP exam, withover400,000 exams taken in 2017. This means that both tests have a very wide pool of exam-takers, which suggests there might be more students who take the exam who are unprepared. However, the fact that their 5 rates are so low suggests that both exams are more difficult than average to do well on. Given that the difference in pass rates is so small between the two tests, it’s unlikely one AP English class is dramatically harder than the other. Which test is harder for you will depend on your strengths and weaknesses, as both AP English classes have different readings and goals. Instead, to figure out which exam is best for you, we'll compare the two classes and the content they cover. First, we will note how the classes are similar, and then we will explain what makes each AP English class unique. What’s the Same for AP Language and AP Literature? So what are the similarities between AP Literature and AP Language? We will compare both the AP tests and the classes. The Exam The exam format is very similar for both AP English classes. The first part of AP Literature has 55 multiple-choice questions, and the first part of AP Language has 52-55 multiple choice questions. On both tests section I is worth 45% of your total score. These questions mainly have you read passages and analyze them. The AP English Literature questions focus on literary devices, character, and theme while the AP English Language questions focus on rhetorical strategies and tone. However, both tests include comprehension questions and require you to be able to read complex passages quickly and understand them. The second part the exam is worth 55% and has three essay questions. This means that both exams also require very fast writing skills. You need to plan, outline, write, and edit three essays in two hours, or in about 40 minutes per essay. Both exams also require you to be able to very quickly read and analyze a text by writing an essay, since the essay questions often ask you to analyze a piece of writing. The only major difference in exam format is that the AP Language exam has a 15-minute reading period before the free-response section, while AP Literature does not. This is to give you time to prepare for the synthesis question, which is unique to the AP Language test. The synthesis question has you incorporate several different sources into a coherent argument. To sum up, the format of the two AP English exams is very similar. You can expect the AP exam for either class to be quite challenging. The Class Both AP English classes are English courses and thus will mainly consist of reading and writing assignments. In particular, both emphasize writing clear, analytical essays. This is very different than just summarizing a book or writing your own stories like you might have in done previous English classes. Since both classes are meant to teach the same skills as an introductory college English class, the emphasis is on analyzing and writing about texts, rather than just reading, summarizing, and creating your own work. However, even though the exam and class formats are quite similar, the subject matter they tackle is very different. Next we will explore which makes each AP English course unique. What Sets the Two Classes Apart? There are some key differences between AP Language and AP Literature. This means that one AP English class might be more useful for you than the other. In this section we'll explain five of the main differences between the two classes. Looking at examples of actual prompts for both classes can also help you get a sense of how they differ. For AP Language, you can readall of the recent past free-response topics here, and you canread all the recent past AP Literature free response questions here. Difference 1: AP Language Is Broader Than AP Literature The main difference between the two courses is thatAP Literature focuses mostly on analyzing literature and poetry, while AP Language has a much broader scope. APEnglishLanguage and Composition teaches you to deconstruct arguments and rhetorical strategies in mostly non-fiction works.Non-fiction is a broad term, and can include journalism, memoirs, essays, satire, comics, and even photography.In other words, you will read (and watch!) material that is likely much more far-reaching than your past English classes. For AP Lang, you will also do lots of writing, learning to maximize your argument and/or effectiveness across different forms, from persuasive essays to memoir writing. As an example, in my AP Language course,our writing assignments included persuasive essays, reports on current events, memoir writing, and keeping a nature journal,a la Henry David Thoreau inWalden. (If you don’t know who that is, you probably will after taking AP Language!) For AP Literature, the works you read will be much less broad. They will be primarily literature, although the class will also include some poetry. You'll primarily be reading novels and plays, and the texts you read will be less broad compared to what you read in AP Language. Difference 2: AP Literature Is More In-Depth Than AP Language APEnglishLiterature teaches you to read and analyze works of literature and poetry with different lenses - for example, characterization, tone, or description. In that sense,it has less breadth but more depth than AP Language. You will work to discover a work’s theme or intent via use of literary devices, as opposed to analyzing its argument or effectiveness. Your essays for AP Literature will be mainly analytical. For example, you will explain how a novel achieves a certain tone by closely analyzing quotations. In most cases, you won’t be arguing for a point or saying how good or bad something is. You will simply read literature closely and try to figure out what makes it tick. For AP Language, you typically won't be diving so deep into one source; you'll instead be making broader comparisons and arguments for a variety of texts. You won't be referring to specific quotes as often as you would in AP Lit because you're taking more of a high-level look at the texts. Difference 3: AP Language Is More Applicable for Other Subjects Than AP Literature The skills you learn in AP Language are broadly applicable to not only the humanities, but to the social sciences as well.If you’re interested in political science, sociology, or economics, the skills you learn in AP Language will be directly applicable to your college coursework. AP Language is also a good choice if you are interested in natural science or engineering, since learning to break down arguments and read non-fiction texts will likely be more helpful in your chosen field than analyzing poetry and literature. In any field, having strong writing skills is very helpful. The essays on the AP Language exam are designed to â€Å"test your skill in composition and require close reading, thoughtful rhetorical analysis, andpurposeful argumentation.† As we mentioned above,AP Language has a synthesis prompt that requires you to pull together several different sources and write a cohesive argumentative essay.The synthesis prompt is similar to the Document-Based Question you’ll find on AP history exams. For AP Literature, you'll gain writing skills useful in any field, but this class has a very specific humanities/fine arts focus.You'll be studying primarily fiction texts, including poetry and literature. You'll spend more time studying how literary pieces are composed and how literary devices are used. Even if you rarely read newspapers anymore, you might encounter them in AP Language! Difference 4: You'll Likely Do More Reading in AP Literature You'll have to do a fair amount of reading for both classes, but AP Literature is generally a more reading-intensive course. For AP Literature,you need to read several books just to prepare for the AP exam, so expect regular reading assignments.For example, my class read several novels, including very long ones likeCrime and Punishment, as well as plays, short stories, and poetry. We also had to read six full-length books the summer before the class even started. You'll also be doing reading for AP Language, but the readings will often be shorter, and many won't be full-length novels or plays. If you're worried about having enough time to complete the required reading, it's an important factor to consider when deciding between the two classes. Difference 5: The Final AP Literature Prompt Is Especially Difficult Many students find the final prompt on the AP Literature exam to be especially challenging. For the last prompt, the AP Literature test does not give you relevant quotes or summaries of the works you can write about. This means you have to be familiar with at least a few books and be able to write about them without having the books with you when you take the exam. As an example, here is the 2014 open response prompt: The prompt gives you a wide variety of books and plays that you could write about, but also allows you to analyze any work of â€Å"comparable literary merit.† (Twilight isn’t going to cut it.) But the prompt doesn’t give you any more info than the work’s title – you need to be able to supply the evidence from that particular work based on memory. Some students memorize important quotes and page numbers to be prepared for this question, but this isn't essential if you have a strong grasp of the plot, characters, tone, themes, motifs, and so on.Furthermore, to write these essays well, you need to know literary devices, like allegory and hyperbole, to name a couple, and be able to use them as evidence. In contrast, the AP Language exam provides most of the sources for you to analyze. Just one essay asks you to consider outside sources, but it doesn’t require specific books, and in fact allows you to draw from your own experience. Again, this shows that you'll have to do a lot more reading for AP Literature so that you have a wide pool of books you can potentially use for the final essay prompt. How Do You Decide Which AP English Class to Take? Both AP English classes have key similarities – like exam structure – and differences, like the type of reading you’ll do. So how will you pick which one to take? Consider each of the following factors before making your decision. What Are You Planning on Majoring In? As a general rule, AP Language has a broader focus and will be more directly applicable to your work in various college majors, while AP Literature is a great choice if you are interested in the arts or humanities. For example, if you know for sure you want to pursue engineering in college, then AP Language is probably the best choice. You’ll pick up some writing skills but not be overloaded with tons of reading – saving you time for other challenging courses in math and science. But if you know you want to study the humanities – including philosophy, history, English or World Literature – the depth of reading you’ll do in AP Literature will give you a solid base of knowledge to build on in college. But what if you have no clue what you want to study in college? Keep reading! What Do You Like To Read? AP Literature and AP Language have very different focuses and reading lists. So think about what you tend to enjoy reading! If you like the reading for a class, you are much more likely to complete it all and be interested in the assignments – meaning you’ll get a better grade. For example, if you follow the news, read lots of blogs or magazines, and enjoy non-fiction books, you’ll probably enjoy the AP Language reading. If you read fiction books for fun and enjoy writing your own stories, you might prefer AP Literature. Sure, you won’t be doing lots of creative writing, but studying what makes literature great will help you be a better writer. Who Teaches These Classes at Your School? Preferences and future major aside, your experience in the class will really depend on how it’s taught at your school and how good the teacher is. If you can, get a syllabus from both of this year’s classes. There isn’t required reading for either course, although AP Literature has many suggested authors, so teachers have a lot of freedom in designing their reading lists. You might be much more interested in one class’s reading than another, and that will help you decide. You can also ask upperclassman and your guidance counselor about the reputation and pass rate of the different classes at your school. Chances are, both AP English teachers will be pretty good, if not excellent. But if, for example, everyone raves about the AP Literature class and say that they learned a ton and loved the teacher, consider taking it even if you’re leaning towards AP Language. Never underestimate the effect of an amazing teacher! Is It Possible to Take Both AP Language and AP Literature? If you really can’t decide, see if it’s possible to take both classes. Colleges want to see that you are taking a challenging course load based on what’s available at your school. That could mean fitting in both AP English courses, but if that causes you to have to sacrifice other AP classes or an extracurricular, taking one is plenty. Again, this will also depend on your intended major. For example if you’re a future engineer, taking both AP English classes won’t vastly strengthen your college applications,while fitting in both AP Calculus and AP Physics will. But if you are interested in the humanities, it would make sense to take both. Personally, I took both AP English classes: AP Language in 10th grade, and AP Literature in 11th grade. They were both challenging, but I liked taking them in that order, since Language was broader and gave me an introduction to writing AP essays. I was able to use the skills I developed in Language to do well in Literature. For me, Literature was more challenging, mainly because I had to know a few books and plays inside and out to be ready for the free-response section of the AP test. I found both test’s multiple-choice sections equally challenging. I found the skills I built in both classes to be incredibly useful to me across a range of college classes – from economics to political science to English. Don't choose just one path! Bottom Line: AP Lang vs AP Lit Both AP English classes will improve your writing skills. Both AP English classes have challenging exams. The main difference between the two is what types of reading they focus on. Hopefully reading about the two classes gave you an idea about which one you are leaning towards. If not, make an appointment to talk to your guidance counselor to discuss which class is best for you. What’s Next? Whether you decide to take AP Literature, AP Language, or both, you might also be wondering how many AP classes total you should take in high school. See our guide to choosing the right number of AP classes. Also studying for the SAT or ACT? Learn which reading section is harder, and get tips for an 800 SAT Reading score from our full-scorer. Still deciding between the SAT or ACT? Find out for sure which you will do the best on. Also read a detailed comparison between the two tests. Want to improve your SAT score by 160 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Integrated Marketing Communication Assignment Example | Topics and Well Written Essays - 250 words

Integrated Marketing Communication - Assignment Example f the products which need to be addressed through effective advertising and marketing methods or channels that may influence customers’ purchase behavior. The integrated marketing communication that employs flexible tools becomes vital ingredient of market strategies for marketers. The alternatives methods of marketing evolve as powerful facilitators for reaching target customers and positively impacting their views about the products and services. Integrated marketing programs exploit changing consumer behavior by identifying and evaluating their changing preferences across diverse populace. In global marketing, the adaptation approach analyses local demand and uses appropriate marketing tools and methods to influence customers’ purchase behavior. Globally integrated marketing communication coordinates and integrates broad range of tools, avenues and sources into ‘seamless program to maximize impact on customers and stakeholders’ (Clow & Baack, 2011). Accountability and responsibility of the local marketing managers becomes highly crucial factor in international businesses who need to evaluate and identify local demands and marketing tools, including channels that impact customers. The success of the integrated marketing program across the globe is gauged through feedback and other ways like online surveys, revenues etc. when applied for different countries where the cars are sold. (words:

Question 2 Z Essay Example | Topics and Well Written Essays - 1250 words

Question 2 Z - Essay Example However, their distinct differences in terms of formation, structure and ultimate objective distinguishes them. Interest groups are encapsulated within the blanket of pressure groups, which are organizations that are formed on a voluntary basis and are private in nature operating not to form a government but aims at influencing and regulating policies that a government formulates. Pressure groups are either cause groups or Interest Groups (Kenneth 200). Pressure Groups are the groups that aim to influence the government politically, a significant distinctive feature. Interest groups are different from cause groups as they (interest groups) focus on occupational aspects that affect their members; be it issues to do with business, trading, and professional regulations among others. Its main focus revolves around the welfare of those they fight for in occupational capacities. For example, a Teacher’s Union would raise teachers’ grievances to the Ministry of Education concerning delayed salaries. Structures and hierarchical line of power that commands broad edges of issues affecting people with a belief that given a chance they can provide solutions to those problems. They aim to escalate to power and provide political governance to the people and the issues they touch on are much more general than those of interest groups, which are only about occupational issues. As referenced by Caramani (200), adapted from Huckshorns (1984:10), a political party is a group of independent individuals whose aim is to compete in nominations and run for elections in order to escalate to power and have control of the government. Arguably, political parties aim to escalate to power and capture government offices that give it a mandate for governance. According to Caramani (268), Social Movements are collections of individuals with a clearly recognized rival and are involved in a battle and share a central

Catholic Social Teaching Essay Example for Free

Catholic Social Teaching Essay * is a body of doctrine developed by the Catholic Church on matters of poverty and wealth, economics, social organization and the role of the state. Its foundations are widely considered to have been laid by Pope Leo XIIIs 1891 encyclical letter Rerum Novarum, which advocated economic Distributism and condemned both Capitalism and Socialism, although its roots can be traced to the writings of Catholic thinkers such as St. Thomas Aquinas and St. Augustine of Hippo, and is also derived from concepts present in the Bible. * The Catholic Social Teaching has two basic characteristics, namely, being permanent and developing. * Permanent -Since the teachings are based on the Gospel, they offer a permanent complex idea to be pursued in the ever changing historical conditions and ways. These teachings can never go out of date in their fundamentals. Examples of these permanent teachings are exemplified in the following principles: 1. Human dignity and Solidarity 2. Social justice and Christian love 3. Active non-violence and peace 4. Preferential option for the poor 5. Value of human work 6. Universal destinations of all goods of the earth 7. Stewardship and the integrity of creation 8. People empowerment 9. Authentic and holistic (integral) human development * Developing -The fundamentals of Church Social Teaching make up the steadily growing collection of the Church’s social principles that must be creatively applied to and renewed in ever changing concrete situations of various events, cultures, and human needs in the historical process. Deeper insights into permanent values develop as the Church reads the signs of the times. * Methods and Sources 1. Scripture. The authoritative books which record the Jewish and Christian   experiences of God’s self-disclosure. Scripture reveals who God is and who we are called to be in response to God. Interpretation of Scripture requires attention to historical context and is best done in community. 2. Tradition: the ways of thinking and living that are â€Å"handed over† (traditio) from one generation to the next; an ongoing conversation across the ages about our most important questions. Also the body of theological reflection and the ways of putting this reflection into practice that are â€Å"handed over† (traditio) from one generation to the next. Magisterium: official teaching office of church and authoritative voice of tradition. While theologians, activists, and ordinary Catholics make contribute to this body of theological reflection in important ways, a privileged source of Catholic tradition is the magisterium or the official, authoritative teaching office of the church. This official teaching office is exercised by Catholic Bishops, and in particular the Bishop of Rome (the Pope), as well as groups appointed by the Pope. This teaching is expressed in the form of a) papal encyclicals; b) encyclicals of Church Councils (such as Vatican II) or Synods of Bishops, c) statements by Vatican offices, congregations, and commissions; d) Episcopal conferences (regional meetings of Bishops, such as the National Conference of Catholic Bishops in the United States). 3. Reason. The natural human capacity to know truth. The way we interpret and understand Scripture, Tradition, and experience. * Reason as Natural Law The preeminent form of reasoning for much of Catholic tradition has been natural law reasoning. To understand Catholic natural law reasoning, one must get inside a whole worldview, culture, and language within Catholic tradition. Natural law holds that God’s intentions are expressed in the order that God â€Å"built into creation.† This order takes the form of â€Å"natures† or intelligible patterns of being. Humans are capable of knowing this order by reflecting upon creation. As humans we must first recognize our nature and act according to it so as to fulfill our created nature. For example, humans by nature (or by creation) have a â€Å"built in† instinct for self-preservation. Aquinas argues that to use appropriately limited violence in self-defense is good because it is to act according to our God-given nature. (God’s creation is good). * Four Levels of Law St. Thomas Aquinas defines law is â€Å"an ordering of reason† (ordinatio rationis) or the most important way that reason rules or measures actions. He describes four levels of law: a. Eternal Law: the mind (ratio) of God which orders and governs creation b. Divine Law: the explicit revelation of the mind of God in Scripture c. Natural Law: the expression of the mind of God in the order that God has built into creation. This order takes the form of natures or patterns of being that humans can know by using their reason to reflect on creation. For example, because humans by nature (or creation) have a built in instinct for self-preservation, limited self-defense is in accord with our God-given nature. See Romans 2:14-15 d. Human Law: human attempts to formulate laws that reflect the natural law. * Two Interpretations of Human Nature There have been two major strains of interpretation of human nature: a) â€Å"nature as physical†Ã¢â‚¬â€humans must respect their biological â€Å"givenness† or the physical order (ex. artificial contraception interferes with the natural order of sexual intercourse whereas the rhythm method respects this order.) b) â€Å"nature as rational†Ã¢â‚¬â€humans must act in accord with reason; they must seek to discover and fulfill their fullest purpose. Biology does not trump other cues in discovering â€Å"nature.† Instead, we must look to all sources of human wisdom in order to discover how things are meant to be. The pope reasons that the purpose of property is for the good of all creation but a limited right to private property is consistent with human dignity and human wisdom about how well people take care of common property. 4. Experience. Our encounter with the world both past and present. Christian tradition privileges the experience of those at the margins of society—the poor and the oppressed. In Catholic social thought experience is enriched and expanded by a four step process of interpretation and reflection which I will call â€Å"the interpretive circle†. a. experience: insert yourself into a situation, see what is going on, and gather necessary information b. social analysis: â€Å"What are the structural or â€Å"root† causes of injustices?† â€Å"What are the patterns of action that reinforce these injustices?† c. theological reflection: â€Å"What light does faith, especially as expressed in Scripture and Catholic social teaching, shed upon our experience and social analysis?† â€Å"Where is God in this situation and how might we respond to God’s call to us?† d. practical planning: â€Å"What are the most faithful, creative, and effective ways of acting upon the first three steps?† * How does Catholic tradition use these four sources? 1. They serve as checks and balances to each other. Each should inform and complement the other in critical dialogue. 2. â€Å"Reason informed by faith.† Reason and faith penetrate each other and form a unified way of approaching problems. Scripture and Christian Tradition provide the overall story, worldview, and values that serve as the framework for moral reasoning.

Feminine Roles in Shakespeares Macbeth :: GCSE English Literature Coursework

Macbeth's Feminine Roles    The feminine roles in William Shakespeare's Macbeth are only two, the witches being not human in many ways, and we shall consider only one in great detail in this essay - that of the all-important Lady Macbeth. The witches are considered briefly.    In "Memoranda: Remarks on the Character of Lady Macbeth," Sarah Siddons comments on how the feminine role of the leading lady is not a typical one as regards attitude:    [Macbeth] announces the King's approach; and she, insensible it should seem to all the perils which he has encountered in battle, and to all the happiness of his safe return to her, -- for not one kind word of greeting or congratulations does she offer, -- is so entirely swallowed up by the horrible design, which has probably been suggested to her by his letters, as to have forgotten both the one and the other. It is very remarkable that Macbeth is frequent in expressions of tenderness to his wife, while she never betrays one symptom of affection towards him, till, in the fiery furnace of affliction, her iron heart is melted down to softness. (56)    Fanny Kemble in "Lady Macbeth" finds that the main female role could have ended in madness due to the evil tendencies of the lady:    Lady Macbeth, even in her sleep, has no qualms of conscience; her remorse takes none of the tenderer forms akin to repentance, nor the weaker ones allied to fear, from the pursuit of which the tortured soul, seeking where to hide itself, not seldom escapes into the boundless wilderness of madness. A very able article, published some years ago in the National Review, on the character of Lady Macbeth, insists much upon an opinion that she died of remorse, as some palliation of her crimes, and mitigation of our detestation of them. That she died of wickedness would be, I think, a juster verdict. Remorse is consciousness of guilt . . . and that I think Lady Macbeth never had; though the unrecognized pressure of her great guilt killed her. (116-17)    Clark and Wright in their Introduction to The Complete Works of William Shakespeare contradict the impression that the female protagonist is all strength:    Lady Macbeth is of a finer and more delicate nature. Having fixed her eye upon the end - the attainment for her husband of Duncan's crown - she accepts the inevitable means; she nerves herself for the terrible night's work by artificial stimulants; yet she cannot strike the sleeping king who resembles her father.

Adults Essay

Childhood is a first moment of experience that people encounters after the birth. I saw many people especially my friends who said they want to go back to their childhood. Childhood can be the best moment of life because you don’t have to worry about many things. However, in my opinion, childhood is not the best moment of a person’s life. First, childhood is not the best moment of a person’s life because it is limited. Since childhood refer that we are still kids, adults prohibit us for many things. For example, in amusement park, I saw a staff restricted some people who are below in age 7 to ride some rides which is kind a unfair to me. Another reason why childhood is not the best moment of the person’s life is because you are physically weaker than adults. It is obvious that children are much weaker than adult’s body because their bodies are not yet developed than adults. We need stronger and developed bodies enable to protect ourselves and do works fast. Lastly, childhood is not the best moment of the person’s life because they are not free. I saw many children appealing to their parents to let them spend one night in their friend’s house. Most of the parents refuse them to go there because they consider their child’s security. However, adults are free to sleep in anywhere. In conclusion, childhood is not the best moment of the person’s life because many children are restricted and not free for many things and their bodies are not fully developed. If people ask me when could be the best moment of my life, I would choose adulthood because you can enjoy youth.

Human Resources Task 1

Task #1 – JDT2 Memo to CEO To CEO: As you may be aware, the company is currently facing a lawsuit brought about by a former employee, Mr. X. He is claiming that under the Civil Rights Act of 1964, Title VII he has been a victim of â€Å"constructive discharge† since we have changed the company’s working schedule policy to a four day rotational shift. Constructive discharge or forcing an employee to resign by making the work environment so intolerable a reasonable person would not be able to stay (Equal Employment Opportunity Commission, 2012). is illegal according to U. S. law. Mr. X states that since we have gone to the four day rotational schedule, his religious beliefs are being infringed upon since he would have to work on his religious â€Å"holy day†. According to U. S. law, the company does have an obligation to accommodate Mr. X’s request. The law requires an employer to reasonably accommodate an employee's religious beliefs or practices, un less doing so would cause difficulty or expense for the employer. (EEOC, 2012).I would like to make the following recommendations regarding this situation. First, deny any wrong doing based upon the following: 1. Mr. X neglected to notify anyone within the company of his religious status, in other words he did not establish one of the key components of prima facie (Leagle, n. d. ). Had Mr. X made the company aware of his religious beliefs, it might have been possible to make allowable accommodations for him. 2. Mr. X was not subjected to intolerable conditions during his employment, which is also another component.A constructive discharge occurs when a person quits his or her job under circumstances in which a reasonable person would feel that the conditions of employment have become intolerable. (Liebert Cassidy Whitmore, 2002). 3. If the Mr. X was unable to agree to the reasonable accommodations put forth by the company, then the company would sustain â€Å"undue hardship† (Justia, 1982) by requiring the added expense and time to hire a temporary employee to cover Mr. X’s shift. Secondly, to avoid any legal issues around Title VII or the Civil Rights Act of 1964 I recommend implementing a â€Å"best practices† policy.According to the Society for Human Resource Management, â€Å"Employers should adopt â€Å"best practices† to reduce the likelihood of discrimination and to address impediments to equal employment opportunity. † (Society for Human Resource Management, 2011). Possible practices to be implemented could include written criteria for hiring, standardized questioning, proper record keeping, management training, publicized anti-harassment policy, allowing non-disruptive religious expression and proactively intervening in possible conflict. (EEOC, 2012). References EEOC. 2012). Prohibited Employment Policies/Practices. Retrieved from http://www. eeoc. gov/laws/practices/index. cfm EEOC. (2012). Prohibited Employment Po licies/Practices. Retrieved from http://www. eeoc. gov/laws/practices/index. cfm EEOC. (2012). Best Practices for Eradicating Religious Discrimination in the Workplace http://www. eeoc. gov/policy/docs/best_practices_religion. html Leagle. (n. d. ) Jerrold S. HELLER v. EBB AUTO CO. , Retrieved from http://www. leagle. com/xmlResult. aspx? xmldoc=19891863774P2d1089_11857. x ml=CSLWAR2-1986-2006Liebert Cassidy Whitmore. (2002, August 10). Court Concludes There Was No Constructive Discharge Due to Religious Beliefs. Retrieved from http://lcwlegal. com/64957 Justia. (1982, March 22). Marvin Brener v. Diagnostic Center Hospital. Retrieved from http://law. justia. com/cases/federal/appellate-courts/F2/671/141/442160/## Society for Human Resource Management. (2012) Title VII of the Civil Rights Act of 1964. EEOC Retrieved from http://www. shrm. org/LegalIssues/FederalResources/FederalStatutesRegulationsan dGuidanc/Pages/TitleVIIoftheCivilRightsActof1964. aspx

Free Essays on Kid Nutrition

There are five basic food groups, vegetables, fruits, grains, dairy products and the protein groups. What is an RDA? It won’t be uncalled for to see a question where they define it and you have to pick out the answer. "Levels for intakes for the central nutrients that, on the basis of scientific knowledge, are judged by the Food and Nutrition Board to be adequate to meet the known nutrition needs of practically all healthy persons." It’s pretty vague, isn’t it? What’s an essential nutrient? That’s something that’s got to be provided exogenously usually from your diet because our bodies cannot synthesize it at a sufficient rate to meet the needs of our body. There are some things that we can make but we can’t make enough of and we need to get them from our foods in order to avoid having a deficiency. What are the eight major categories of nutrients? All of these are considered nutrients, so there are eight that our body needs that are really essential. You can’t have a normally functioning body without all of them. Be aware that when we are born we are mostly water. But when we are young adults we become more and more fat. And when we are elderly, you are 70% fat. Total body water is affected, of course, by our age, our sex, our body composition and the total body water decreases with age and changes in body fat. All pretty obvious. The consequences of providing adequate amounts of nutrients without adequate amounts of fluid, dehydration, excessive renal solid load and an inefficient use and waste of calories. What are our daily maintenance fluid requirements for infants and children? Again, it’s not uncommon to ask really simple things about how much water infants or children at different ages might require per day. Again, you should be able to figure that out. The re often are questions like, 10 kg infants should be given so much fluid per day and they’ll list a number, various numbers, and you’ll have to figure ... Free Essays on Kid Nutrition Free Essays on Kid Nutrition There are five basic food groups, vegetables, fruits, grains, dairy products and the protein groups. What is an RDA? It won’t be uncalled for to see a question where they define it and you have to pick out the answer. "Levels for intakes for the central nutrients that, on the basis of scientific knowledge, are judged by the Food and Nutrition Board to be adequate to meet the known nutrition needs of practically all healthy persons." It’s pretty vague, isn’t it? What’s an essential nutrient? That’s something that’s got to be provided exogenously usually from your diet because our bodies cannot synthesize it at a sufficient rate to meet the needs of our body. There are some things that we can make but we can’t make enough of and we need to get them from our foods in order to avoid having a deficiency. What are the eight major categories of nutrients? All of these are considered nutrients, so there are eight that our body needs that are really essential. You can’t have a normally functioning body without all of them. Be aware that when we are born we are mostly water. But when we are young adults we become more and more fat. And when we are elderly, you are 70% fat. Total body water is affected, of course, by our age, our sex, our body composition and the total body water decreases with age and changes in body fat. All pretty obvious. The consequences of providing adequate amounts of nutrients without adequate amounts of fluid, dehydration, excessive renal solid load and an inefficient use and waste of calories. What are our daily maintenance fluid requirements for infants and children? Again, it’s not uncommon to ask really simple things about how much water infants or children at different ages might require per day. Again, you should be able to figure that out. The re often are questions like, 10 kg infants should be given so much fluid per day and they’ll list a number, various numbers, and you’ll have to figure ...

Introducing the Tableau to Students

Introducing the Tableau to Students Making mental images is a strong skill that helps readers increase their understanding of a text that they read. Good readers are able to make a â€Å"mental movie† that plays in their minds as they read and visualize what the words on the page described. Tableau Drama Strategy One arts-integrated teaching strategy that drama teaching artists use to help students make mental images is Tableau. Tableau is the theatrical technique in which actors freeze in poses that create a picture of one important moment in the play. Sometimes, in the theatre, the curtain rises and all the actors onstage are frozen in poses that create a compelling stage picture. Then, on cue, the picture- the Tableau- â€Å"comes to life† with movement and sound. Stillness and silence are the hallmarks of Tableau, making it understandable as to why it appeals to teachers for classroom use. But to really get the most out of this drama strategy in conjunction with the reading of a story, novel, or play, student actors have to do a deeper reading, thinking, and rehearsing. They need to work like actors who explore the text and experiment with a variety of alternatives before they choose their final poses. They need to practice focus and commitment so that they pose with an expression on their faces and energy in their bodies. The best Tableaux show evidence of comprehension of text combined with strong acting skills. The best Tableaux go far beyond mere silence and stillness. Introducing Tableau to Students The following is one way to introduce the drama strategy Tableau to students and increase the likelihood that they will participate productively in frozen, silent, concentrated posing. Whole Group Tableau Begin by engaging all students simultaneously in agreeing to pretend to be in a situation in which they will take responsibility for creating their roles. With students seated at their desks or in chairs, describe a particular fictional circumstance and setting (preferably a dramatic one) that they might find themselves in.Example: Would you agree to pretend that the setting for our drama is the schoolyard and while we are out there, we sight an alien spaceship?Discuss with students the possible feelings and reactions of people having this experience: If this really, truly was happening, think about how you would feel. Raise your hand if you can give me one adjective to describe how you would feel.Point out to students that the kind of thinking they are doing is precisely the kind of thinking that actors have to do. They must imagine that they are in a particular pretend situation and then figure out how their characters would likely react.Then ask the students to agree to pretend that a photographer snaps a photo of them in that circumstance: Would you now also agree to pretend that a photographer just happened to be there and took a photo the moment you spotted that alien spaceship? Explain how you will cue the students to strike and hold their poses: â€Å"I will say ‘Action  - 2 - 3 -  Freeze!’  You freeze in your pose and hold it until I say ‘Relax.’†(Note: Eventually, you all will want to improve this first Tableau by allowing students to leave the confines of their seats, but for now, do not give them permission to do so unless one of them asks specifically.)Once you feel that the students are ready, cue them with â€Å"Action  - 2 - 3 -  Freeze!†View the Tableau and then call â€Å"Relax.† Discuss the Whole Group Tableau In that first draft of the Tableau, the students usually participate well, but they usually remain seated. Compliment them for their cooperation. But, just like actors who rehearse and rehearse their scenes, students need to work now on increasing the dramatic value of the Tableau: Remind students what photographers may do to people in their photographs who do not look too interesting- crop them out.Then coach the students dramatically. Explain (and demonstrate) how they can create a more interesting stage picture by......putting more energy into their bodies and more expression in their faces....incorporating levels- posing close to the floor, mid-level, or reaching higher....interacting with one another to increase the dramatic effect of the Tableau.Invite the students to incorporate your dramatic coaching points and re-create the Tableau so that it is theatrically more powerful.Share the following list of Tableau Excellence with students. (Reproduce it on a chart or on a whiteboard or chalkboard.) Tableau ExcellenceActors......remain still or frozen....remain silent....pose with energy....pose with expression....keep their concentration....pose at different levels....choose poses that communicate the tone and mood of the text. Revise the Whole Group Tableau Once you feel that the students are ready to revise the same Tableau, cue them with â€Å"Action  - 2 - 3 -  Freeze!†View the Tableau and then call â€Å"Relax.† (The second draft is always much stronger than the first draft.) Reflect on the Whole Group Tableau Refer back to the chart on Tableau Excellence and ask students to reflect on the effectiveness of their second Tableau. They can always recognize the big differences between the first one and the second one that received theatrical coaching. This introductory Tableau activity prepares students to use this drama strategy with significant moments in the literature that they read and the historical episodes that they study. It provides them with a foundation for using Tableau productively in small groups. Whole Group Tableau Possibilities People sighting an alien spaceshipReporters and photographers who sight a big celebrityFans- both happy and angry- at a sporting eventTourists looking at a famous sitePeople watching fireworks

The Job-Creating Power of Entrepreneurship Essay

The Job-Creating Power of Entrepreneurship - Essay Example The term entrepreneurship has been derived from the French word that signifies between-taker or go-between. (Hisrich et al, 2004:6) In popular parlance, entrepreneurship signifies the commencement of one’s personal business independently, generally at small or medium level, where the professional, technical, clerical and other staff members are hired and assigned different responsibilities to perform as the part of entrepreneurship. Hence, it enjoys an imperative place in the creation of job and indirectly supporting the government to eradicate joblessness and unemployment from the society. An entrepreneurship plays vital part in respect of job creation in the business environment. It is not possible for public sector to fill the gap of unemployment by offering jobs to even a small proportion. It is therefore, the private businesses devise their strategic schemes, allocate their funds and resources, make investment of both time and money and take great risks to provide the customers and consumers with multiple range of products and services in an innovative way according to their growing needs and requirements. Entrepreneurship is the process of initiating a new venture, organizing the resources it requires, and assuming the risks it entails. (Kuehl & Lambing, 1990:26) In the same way, they adopt such policies, during the course of their adventures, which could be beneficial for the generation of various kinds of jobs for the qualified and talented people. Entrepreneurship has brought significant alterations for the betterment of both the economy and the contemporary society. Since the demand for services continues to grow, entrepreneurship continues to innovate in order to meet the unfulfilled needs of the consumers on the one hand, and satisfy their growing requirements on the other. Bovee et al, 1993:370) Schumpeter considers

Management in context Essay Example | Topics and Well Written Essays - 2000 words

Management in context - Essay Example The Impact of E-Business on Pizza Hut The significant impact of the fast pace in technological development is seen in the way contemporary organizations operate and manage their business. Some business enterprises need to redesign their policies, systems and procedures to adapt to the demands of the times. The onset of the internet paved the way for changes in strategies in the marketing mix of companies in order to sustain the future requirements of the organization given their resources and competitive advantages. The proliferation of e-business, for example, required organizations to adjust and accommodate policies on information management systems consistent with organizational mission, goals, and plans. One of the organizations that actively accommodated e-business solutions and strategies in their management system is Pizza Hut. It is in this regard that the research is undertaken to analyze the key implications of e-business on some aspects or function of Pizza Hut and evaluat e how this has impacted on the way it is managed. ... being addressed within Pizza Hut and how this impacts on the way it is managed; and (4) a presentation of conclusions and recommendations, as deemed appropriate. E-Business at Pizza Hut Net essence defines e-business as â€Å"using the internet to connect with customers, partners, and suppliers. But the term also implies the transformation of existing business processes to make them more efficient† (Net essence, n.d., par. 1). For Pizza Hut, e-business through online ordering has significantly increased their volume of sales in various strategic locations worldwide. In the UK, for example, the official website of Pizza Hut revealed that â€Å"since we launched www.pizzahut.co.uk in March 2007, our online sales have increased at an average rate of 25% per month - and this month we celebrated our millionth order placed through the website!† (Pizza Hut UK, 2008, par. 1). In Australia, the online ordering option was implemented in 2001 and has been found to be successful es pecially in the 18 to 24 years old age ranges who are frequent users of the internet (IBM, n.d.). Aside from online ordering options provided by e-business, Pizza Hut, through Aladdin’s eToken, â€Å"a fully portable USB authentication device, provides remote Pizza Hut UK users with a simple, yet strong method of protecting their digital identity. Replacing the organization's previous RSA SecureID solution, eToken heightens security while also streamlining the authentication process for users when remotely accessing networked data† (Fox, n.d., 1). This system uses a USB devise to authorized business managers from remote locations to access crucial information using a personal identification number. The e-business applications and solutions for Pizza Hut provide them with opportunities for sales generation