South African Breweries free essay sample

SAB has the leading position to produce and distribute both alcoholic and non-alcoholic beverages. it’s been registered in 1895 in London and since then with momentous profit and prevailing market position it has develop its business in home sectors as well. SAB was fully incorporated in 1970 after the shifting of its head office from London to Johannesburg. Government put high restriction on the expansion and international business of SAB. From 1955 to the following seven years beer production was the highest taxed beverage and SAB had to respond to competitors’ acquisition and production and distribution rationalisation.In 1960 it took over Stellenbosch Farmers’ Winery and obtained brewing license locally for Amstel and Carling, Black Label and Guinnes which played major turn of its expansion. Within 1979 SAB could capture about 99 percent South African market alongside major control over Lesotho, Swaziland and Rhodesia. SAB was the first organisation in the country which published a non-discriminatory employment code in 1978. We will write a custom essay sample on South African Breweries or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page The Lion Match Company merged with SAB in 1987. SAB concentrated on developing three mega breweries in the country in 1990 and the invention of joint venture in Zambia, Mozambique and Angola followed in the following years.The company got dominance over 98 percent of market and faced a little left expansion in local business and tried to expand globally in 2000. It made its way to central Europe in 1993 with the acquisition of the largest brewery of Hungary Dreher. In the following year it established operation in Czech Republic, Poland, Romania, Russia and Slovakia. SAB had spread small business with Rolling Black Beer one of the breweries in United States of America as well. Then 2001 it expanded its business into Central America. In 2001 SAB had production of 77m hectolitres of alcoholic and non- alcoholic beverages and dominated as the fifth largest brewer in the world covering 21 countries. In 1990 the head quarter moved back to London. In this report i would like to narrow down my focus on SABs expansion globally by acquiring the second largest brewery of America; the Miller Brewing Company and having new name as SABMiller in 2002 and it became the second largest volume in the world. Though it is facing some profit margin difficulties in North America because its competitors are lowering down the price of beer.To keep up with the market over there SABMiller has to compromise with the margin of profit. Challenge for the Company No arguments come when SAB admits that South African market is fully dominated by them. Though it had made some tactically poor judgment while expanding in Hungary and US market. Among the challenges SAB faced were: In 2001 it acquires 58 percent interest in breweries in Hunduras and El Salvador which cost them US$ 500million. Further it spent a sum of US$5. 6 bn when it acquired Miller from Altria. To expand its business in Western Europe SAB acquired a major company in Italy named Peroni and spent US$ 270 million.In Africa SAB had to encounter problems when for low income in Malawi the industry does not appear to be set up. Again in Ghana SAB has made its entrance where there is already good competition between Guinness and Heineken. In Nigeria governments has imposed restriction on importing brewing materials as barley. So quality and consumption dropped sharply there. After the acquisition of Miller in US; SABMiller faced problem within six months. SAB had to go on with the existing CEO as head of SABMiller and later on the sacked him. Altria holds 23 percent shares of SABMiller.According to some experts debates SAB has spent too much for acquiring Miller. Again SABMiller is also facing difficulties to keep up in the competition with the competitors in US market. In addition to this in America the Beer market is in downward trend as the Americans are continuously and increasingly turning to wine than beer. This has adverse impact on SABMiller’s profit margin. Another market dominant competitor Anheuser-Busch (AH) upgraded its profit margin to 17. 3% by raising its production where Millers and Coors has (9. 3%) and (8. 9%) respectively.Then to compete with AH SABMiller and Coors went as a joint venture which has very positive impact on their business. Policy/ Strategy The long term direction and scope of a company which are aimed to achieve advantage for the organisation using its configuration or resources in a challenging surrounding is described strategy. In other sense strategy is – -The place where the business aimed to reach in time span. -The market where the business will compete and activities of the competitive market -The process of doing better in this competition -Required ability or resources How to get up with the external and internal environmental factors -The values and expectation of the stakeholders According to Henry Mintzberg strategy comprises five Ps: Plan, Position, Pattern, Perspective and Poly. Andrew (1998) states the term strategy in form of decision in a company which helps identifying and disclosing the target, underlying objectives and company goals. Strategy helps to create major policy and plan to achieve company objectives. The range of the business to follow for the company is also described by strategy. Micheal Porter narrates strategy is about being different or unique.According to him within strategy an organisation purposely sets up a unique package of activities to deliver a mix of value. Paradoxes and debates around strategy The theory of strategy is an academic field which is diversified by many experts as they expressed on the base of different understanding. Thus theories derived from different experts have contradiction as well. Some of the renowned experts as Whittington (2002), Mintzberg (1990, 1998), Schendel (1994) and Kuhn (1996, 1970) have described strategy with the help of several schools. In this study i will try to focus on Mintzberg and Whittington theories.

Tortilla Flat essays

Tortilla Flat essays 1) Primarily post World War I, with the preface occurring before the war-during prohibition. Uphill of the Californian coastal city of Monterey lies the town of Tortilla Flat. It is inhabited by the paisanos, a hardy, simple race of men descended from the Spanish, the Indians, the Mexicans, and half a dozen other Caucasian heritages. When Danny arrived home from the war he discovered that his grandfather had died and left him the two houses in Tortilla Flat. The weight of the property immediately brings out the worst in Danny. 2) Danny: Leader of the pack, protagonist, owns the two houses. Pilon: The thinker of the group, spiritual, like the beauty of nature. Mr. Torrelli: Bootlegger, wealthy man, holds the towns wine supply. 3) Justifying Crime - Yes, Danny and his paisano friends are thieves, but they never commit a crime because they find it pleasurable to be doing something wrong or out of spite for someone. They only commit crimes when they can justify them to their admittedly loose moral system. They steal the picnic foods, for example, because it was cruel of the picnickers to show off their luxury in such a way, and because they needed something to smooth the way in talking to Danny about his house that they burned down. Most of their crimes are victimless, and the rest fit into the 'rob the rich to feed the poor' mentality reminiscent of Robin Hood. The pompous restaurant owners who would have thrown food out anyway, the railroad tycoons who could afford to lose a few nails and who were destroying their precious landscape anyway, and the miser Torrelli, who had so much wine and money that whatever they took meant nothing to him anyway, are a few examples. The greatest thrill for the paisanos is when they can steal for a truly good purpose, as is the case when they raid the warehouse in order to save Teresina Cortez's children. 4) Above I wrote about the paisanos justifying their crimes. I believe that even though ...

Definition and Examples of Taboo Language

Definition and Examples of Taboo Language The term taboo language refers to words and phrases that are generally considered inappropriate in certain contexts. Social anthropologist Edmund Leach identified three major categories of taboo words and phrases in English: 1. Dirty words that are concerned with sex and excretion, such as bugger, shit.2. Words that have to do with the Christian religion, such as Christ and Jesus.3. Words which are used in animal abuse (calling a person by the name of an animal), such as bitch, cow. (Brà ³na Murphy, Corpus and Sociolinguistics: Investigating Age and Gender in Female Talk, 2010) The use of taboo language is apparently as old as language itself.  You taught me language, Caliban says in the first act of Shakespeares The Tempest, and my profit ont /  Is, I know how to curse. Etymology The word taboo  was first introduced into European languages by Captain Cook in his description of his third voyage around the world, when he visited Polynesia. Here, he witnessed the ways in which  the word taboo  was used for certain avoidance customs ranging across widely different things...(The Oxford Handbook of the Archaeology of Ritual and Religion, 2011) Examples and Observations People constantly censor the language they use (we differentiate this from the institutionalized imposition of censorship)... In contemporary western society, taboo and euphemism are closely entwined with the concepts of politeness and face (basically, a persons self-image). Generally, social interaction is oriented toward behaviour that is courteous and respectful, or at least inoffensive. Participants have to consider whether what they are saying will maintain, enhance, or damage their own face, as well as to be considerate of, and care for, the face needs of others. (Keith Allan and Kate Burridge, Forbidden Words: Taboo and the Censoring of Language. Cambridge University Press, 2006) Tips on Using Four-Letter Words in Writing [S]omeone in my position has had to devise some rough rules governing the use of [four-letter words]. My own set of rules I now put in writing for the first time. In what follows, they and them stand for what were once obscenities. (Kingsley Amis, The Kings English: A Guide to Modern Usage. HarperCollins, 1997) Use them sparingly and, as classicists used to say, for special effect only.Even in low farce, never use any of them in its original or basic meaning unless perhaps to indicate that a character is some kind of pompous buffoon or other undesirable. Even straightforward excretory ones are tricky.They may be used in dialogue, though remember rule 1. An attempt at humor will often justify their appearance...If in doubt, strike it out, taking it here as one of them. Linguists on Taboo Language in Cultural Contexts Discussion of verbal insults invariably raises the question of obscenity, profanity, cuss words, and other forms of taboo language. Taboo words are those that are to be avoided entirely, or at least avoided in mixed company or polite company. Typical examples involve common swear words such as Damn! or Shit! The latter is heard more and more in polite company, and both men and women use both words openly. Many, however, feel that the latter word is absolutely inappropriate in polite or formal contexts. In place of these words, certain euphemismsthat is polite substitutes for taboo wordscan be used... What counts as taboo language is something defined by culture, and not by anything inherent in the language. (Adrian Akmajian, Richard Demers, Ann Farmer, and Robert Harnish, Linguistics: An Introduction to Language and Communication. MIT Press, 2001) Linguists have taken a neutral and descriptive stance on taboo words. The role of linguistic studies has been to document which words are avoided in what situations... Words themselves are not taboo, dirty, or profane. Many of the words currently considered inappropriate in public settings were the neutral, normal term for an object or action in earlier forms of English. The word shit was not always deemed inappropriate or impolite. In a similar way, many languages of the world still treat bodily functions in a less euphemistic manner. (Peter J. Silzer, Taboo.  Encyclopedia of Linguistics, ed. by  Philipp Strazny. Taylor Francis, 2005) ​The Lighter Side of Taboo Language Shifting Standards in South Park Ms. Choksondik: All right children,...Im supposed to clarify the schools position on the word shit.Stan: Wow! We can say shit in school now?Kyle: This is ridiculous. Just because they say it on TV, its all right?Ms. Choksondik: Yes, but only in the figurative noun form or the adjective form.Cartman: Huh?Ms. Choksondik: You can only use it in the nonliteral sense. For instance, Thats a shitty picture of me is now fine. However, the literal noun form of [writes on the board] This is a picture of shit is still naughty.Cartman: I dont get it.Stan: Me neither.Ms. Choksondik: The adjective form is now also acceptable. For example, The weather outside is shitty. However, the literal adjective is not appropriate. For example, My bad diarrhea made the inside of the toilet all shitty, and I had to clean it with a rag, which then also became shitty. Thats right out!Timmy: Sssh...shit!Ms. Choksondik: Very good, Timmy.Butters: Ms. Choksondik, can we say the expletive, like Oh shit! or Shit on a s hingle? Ms. Choksondik: Yes, thats now fine.Cartman: Wow! This is gonna be great! A whole new word! (It Hits the Fan. South Park, 2001 Taboo Language in Monty Pythons Flying Circus Voice Over: The BBC would like to apologize for the poor quality of the writing in that sketch. It is not BBC policy to get easy laughs with words like bum, knickers, botty or wee-wees. (Off-camera laughter) Sh!(Cut to a man standing by a screen with a clicker.) BBC Man: These are the words that are not to be used again on this program.(He clicks the clicker. The following slides appear on screen: B*MB*TTYP*XKN*CKERSW**-W**SEMPRINI (A woman comes into the shot.) Woman: Semprini? BBC Man: (pointing) Out! (Cut back to the chemists shop.) Chemist: Right, whos got a boil on his semprini, then? (A policeman appears and bundles him off.) (Eric Idle, Michael Palin, and John Cleese in The Chemist Sketch. Monty Pythons Flying Circus, Oct. 20, 1970)

Letter of explanation Essay Example | Topics and Well Written Essays - 500 words

Letter of explanation - Essay Example Coming from a family with such strong feelings about learning about languages, my chosen ESOL classes encompassed aspects related to reading, writing, grammar and speech. These classes were attended from basic to advanced levels to achieve a good command over the language. The field of study that has always attained my attention is business administration. I have always found myself inclined towards the study of interesting modes and processes of businesses that make only few of them different than the rest. This interest has evolved into a dream of acquiring a bachelor degree in the field of business administration. Upon my arrival in this country, I was aware of the fact that I would not be able to fulfill my dream of attaining the above stated degree in the absence of fluency in English. Therefore, the fulfillment of my dream to have a bachelor degree also provoked me to attend multiple ESOL classes in the beginning of my college career. After attending ESOL classes, I have sensed a great difference in my academic performance since I am able to comprehend the on-going lectures and class discussions in a better manner. My questions do not remain unanswered since I can frame my queries in a correct manner. Class discussions have gotten more interesting and make me learn many things that cannot be comprehended in isolation. I believe that my time spent in ESOL classes have proved to be an important factor in helping me attain good academic results and experience of a productive college career. Learning a new language does not only facilitate the effective acquisition of education in another country, it also helps the individual in mingling with the prevailing culture and norms of the society. Fluency in the language of the region tends to remove the communication barriers and helps in getting one comfortable with his new surroundings. This kind of psychological aspect has also been facilitated from

Scene Analysis Essay Example | Topics and Well Written Essays - 500 words - 2

Scene Analysis - Essay Example However, Laizi’s quest for freedom leads the two into a frantic search for freedom in a world where it can be compromised by anyone. The film begins in a setting a town where a crowd is distracted from the frantic attempts by Laizi to leave the dojo. The director does not reveal the initial intention of Laizi and his desires if he gets the freedom. One of the key features about this film that make it outstanding is the wide use of Chinese tunes to create an atmosphere. The use of sounds and music makes the movie emotional, which is one of the features about the movie that helped it win the Cannes Palme dOr, making it to be the first and only Chinese movie to win the award. Douzi’s introductory scene is also very intriguing. Initially, Douzi’s mother takes her young boy to the master who refuses to accept him due to his disability, which is a polydactyly finger. His mother chops off the finger making a contract with the master on leaves that the master accepts her son. This scene is characterized by a close up of the camera shifting closer towards the finger being chopped off to create suspense and to achieve a more dramatic scene. Douzi and Laizi’s relationship grows and they become good friends for years. However, as was the initial case, Laizi influences Douzi to run away from the troupe, but they choose to return after attending a performance in the Perkin Opera. After Laizi’s death, Douzi is faced with countless challenges. For instance, the Eunuch Zhang sodomizes Douzi. However, the director avoids this scene only showing the initial attraction that the Eunuch Zhang had for Douzi and later revealing that the latter had been molested and was a little shaken by the situation. The director opts to eliminate the scene in which the Eunuch Zhang traumatizes Douzi to ensure that the film does not become too obscene. This form of censorship is common in most Chinese movies covering themes such as sex. The

Between White and Roberts Essay Example for Free

Between White and Roberts Essay Between the descriptive essay Once More to the Lake by E.B. White, and the narrative essay How to Say Nothing in 500 Words by P.M. Roberts I find the descriptive essay to be far more interesting to read for the way it is written appeals to the senses of the reader. Both essays, however, carry good merit and are written very well. The essay that is currently being presented is an interpretation of the similarities and differences between the styles of these two essays, and the impact they have on the reader as well. Among the major differences between the two essays is the way they are structured. In the essay â€Å"How to Say Nothing in 500 Words† Roberts uses nine different headings relating to the key elements of what he is writing about. He breaks down each component of what he considers to be good practices of writing with each section consisting of its own idea. He uses this method to present multiple ideas pertaining to the same general subject of the essay. Using headings to separate ideas and points is a good way to present information clearly, but it also gives a paper an impersonal and formal feeling that most casual or average readers do not relate to. In â€Å"Once More to the Lake†, however, White does not separate ideas into different headings. The story he tells in his essay progresses forward without being broken up into multiple ideas, and the general subject does not change throughout the essay in any major way. The entire essay reads like it is its own chapter of a book. It provides the reader with a fluent story from start to finish. Another large difference between these two essays is in the tone and language that the authors use. Roberts uses a mostly formal tone and language throughout most of his essay. There are a few places in which he uses mild humor to keep the readers’ interest, but his dry tone mixed with the subject his essay is centered on limits the effectiveness of his attempts. One such attempt at humor is where he speaks of a college  professor grading essays in the sentence, â€Å"As he reads paper after paper all saying the same thing in almost the same words, all bloodless, five hundred words dripping out of nothing, he wonders how he allowed himself to get trapped into teaching English when he might have had a happy and interesting life as an electrician or a confidence man.† (P.M. Roberts) He has a very dry sense of humor that leaves the reader wondering why he even makes the attempt at humor in many cases. White uses an informal tone in his essay, and uses language that appeals to the readers’ senses. He makes no attempts at humor in his essay like Roberts does, but he instead paints pictures of scenery with words in exuberant detail. The depth and detail with which he writes stirs the readers’ emotions and memories in the way he tells of his own memories. He takes the mind of the reader on a journey with him as he recounts memories of his childhood. The tone he uses is one that is somber and serious, but also quite casual. â€Å"Summertime, oh summertime, pattern of life indelible, the fade proof lake, the woods unshatterable, the pasture with the sweet fern and the juniper forever and ever, summer without end; this was the background, and the life along the shore was the design, the cottages with their innocent and tranquil design, their tiny docks with the flagpole and the American flag floating against the white clouds in the blue sky, the little paths over the roots of the trees leading from camp to camp and the paths leading back to the outhouses and the can of lime for sprinkling, and at the souvenir counters at the store the miniature birch-bark canoes and the post cards that showed things looking a little better than they looked.† (E.B. White) It is with the use of this kind of language that White fills the writing canvas, as well as the reader’s thoughts, with the detailed images of the surroundings of the lake. The subject matter between the essays by Roberts and White is yet another drastic difference. â€Å"How to Say Nothing in 500 Words† is an informative narrative essay about what to, and what not to do in the writing of a college essay. It is a strictly academic essay. It covers a number of points of what kind of language and ideas to use in a college level paper. The section of his essay that he names â€Å"Call a Fool a Fool† can easily be summarized as him trying to get across that one should say what they think of a matter regardless of what they think the instructor grading the paper or anyone else that might read it would think of what you have to say. He  basically states that if it is your opinion, then state it without worrying that it may offend anyone that may not share the same view. The subject matter of Roberts’ essay is a topic that only a college student would truly care to read about. The subject matter of the essay by White, however, is nearly as far in the other direction as you can get from Roberts’ essay about writing an essay about college football. White’s essay â€Å"Once More to the Lake† is about his visit with his son back to the same lake that his own father took him to every summer with his family while he was growing up. He describes in detail the changes that have occurred in the many years since he had been back to the lake, and the times he had with his family in his youth as well as the time he is spending there now with his own son. â€Å"Inside, all was just as it had always been, except there was more Coca Cola and not so much Moxie and root beer and birch beer and sarsaparilla. We would walk out with a bottle of pop apiece and sometimes the pop would backfire up our noses and hurt. We explored the streams, quietly, where the turtles slid off the sunny logs and dug their way into the soft bottom; and we lay on the town wharf and fed worms to the tame bass. Everywhere we went I had trouble making out which was I, the one walking at my side, the one walking in my pants.† (White E.B.) The way he describes and speaks of his surroundings and the small adventures that he and his son embark upon makes it evident that he truly cares about the story he has written, and that the entire compositio n is a nostalgic journey through his past and present. The feelings that he clearly has while writing his essay is something that nearly any reader can relate to. Now that the major contrasting points between the two essays have been presented we should move on to the similarities, but there are next to no similarities at all. The most prominent similarity between them is simply the fact that both compositions are considered essays. They are written in completely different styles on completely different subjects, and with a completely different reading audience in mind. It can be said, however, that both essays are properly written for their intended audience, and one could also argue that the essays are similar in regards to the fact that both essays give the reader something to think about after having read the compositions, but that would be reaching very far to find some form of similarity simply for the sake of being able to say that they are similar in some fashion. It is easy to say  that the two essays contrast in major ways, but it is not so easy to say that they compare in any significant way. The essays â€Å"How to Say Nothing in 500 Words† by P.M. Roberts, and â€Å"Once More to the Lake† by E.B. White are both well written, but the descriptive essay by White is the superior of the two for his use of easily understood descriptive language and the seamless flow of his ideas and thoughts on the paper making for an easy and enjoyable read. His essay is also written about a subject that nearly any reader can relate to in some way while the essay by Roberts is aimed more at a particular demographic. Roberts also uses a â€Å"matter of fact† kind of tone that if he had not introduced a dash of humor here and there throughout his essay would have made it too technical to keep the average reader interested enough to read the whole composition while the essay by White draws the reader in and leaves them wanting more. The essay â€Å"Once More to the Lake† by E.B. White is a timeless piece of literature that the writer of this essay strongly recommends to any reader. References Roberts, P. M. (n.d.). How to say nothing in 500 words. Retrieved from https://docs.google.com/document/d/1Gw_UcMT4u-ZSW7ZBN_RAMspZFex6o83oIbnvtuV-CM8/edit?pli=1 White, E.B. Once more to the lake. Retrieved from http://www.freewebs.com/lanzbom/EBWhiteLakeEssay.pdf

Chagnon Debate Essay -- essays papers

Chagnon Debate In Patrick Tierney’s article â€Å"The Fierce Anthropologist,† he discussed the faults that are, or may be, present in Napoleon Chagnon’s anthropological research of the Yanamamo, or â€Å"The Fierce People,† as Chagnon has referred to them in his best-selling book on the people. Due to Chagnon’s unparalleled body of work in terms of quantity and, as many argue, quality, Marvin Harris draws heavily on his research to support his point, which is that the origin of war is ecological and reproductive pressure. One should question Harris’s theories (and all theories), especially in the light of the aforementioned article, but I do not believe his arguments are, or should be, adversely affected by the information presented in this article. The claim that the Yanamamo are an extremely militant people is pervasive in Chagnon’s work, and Harris uses this as the basis for his arguments. However, Tierney claims that â€Å"Chagnon’s account of Yanamami warfare seemed greatly exaggerated.† (Pg. 54). Another integral part of Chagnon’s research, which Harris cites, was that the Yamamamo wage war because of women. John Peters, in Tierney’s article, presented a differing opinion stating that, â€Å"these raids [referring to the four raids carried out in half a century by a group that Chagnon said ‘demonstrated the most extreme form of Yanamami â€Å"treachery.†Ã¢â‚¬â„¢ (Pg. 54).] †¦had been provoked not by competition for women, as Chagnon had written, but by the spread of new diseases, which prompted angry accusations of witchcraft.† These, among a slew of other discrepancies, cast an especially doubtful light on Chagnon’s research, and thus Harris’s conclusions. Harris reasons that if Yanamamo warfare is indeed caused by fights over women that this is caused not only by lack of females due to female infanticide which is legitimized through male supremacy which is legitimized through warfare, but also the males’ failure to bring home meat. In Cannibals and Kings Harris writes, â€Å"From the account of Helena Valero, a Brazilian captured by the Yanomamo, we know that wives make a point of taunting their husbands when the supply of game falters†¦ The men themselves, after returning empty-handed, become touchy about real or imagined insubordination on the part of their wives and younger brothers. At the same time, the failure of the men emboldens wives and unmarried junior males to ... ...logists to verify his data,† and that, â€Å"(pg. 54) he [the German ethnologist Irenaus Eibl-Eibesfeldt] and another Yanomami researcher at the institute wrote a letter to the American Human behavior and Evolution Society, which claimed that Chagnon had got important mortality rate statistics wrong.† (Pg. 54) Even if these claims of deceiving information and others of plain false information (â€Å"In ‘The Fierce People,’ Chagnon wrote that the Yanomami were ‘one of the best nourished populations thus far described in the anthropological/biomedical literature.’ Unlike Chagnon’s ‘burly’ men, the villagers I encountered were – as Rice had observed in 1924 – tiny and scrawny.† [Pg. 54]) Are all true I don’t believe the vast majority of Chagnon’s research was falsified or misleading – nearly 40 years of false, purposefully misleading information would be an absurd, pointless task of monumental proportions. Overall, I do not believe Harris’s theories are, or should be, damaged significantly even in a worst case scenario (described by Tierney). His theory could stand alone without the evidence provided by the Yanomamo and in all probability the conclusions drawn from them were, indeed, valid.

Link Crew Portfolio Essay

Unit 1: Getting to know your grade nine’s 1. I am fortunate to have gotten to know and to have been able to mentor all my grade nine-link students, I have gotten to know that all of them are special and talented in their own ways. The grade nine-link student that I will be profiling is one of those many; I remember the first time I met this grade nine and how excited she was to be starting high school and unlike all the other grade nines we had who all looked nervous she looked ready and energized for what was waiting ahead of her. I also remember that on the first day of high school she had her career plan already set, she wanted to be a veterinarian and she also knew what university she wanted to attend and what school courses up to grade twelve she had to take. I was so impressed with her because I remember my first day of high school I was a nervous wreck who did not want to meet any new people or go out my comfort zone. This link student would always come to me if she had any questions about school and most importantly, she always wanted to know when our next link AFU was, this always made me happy because I knew that she was interested in what we (my link partner and I) had to say. This link student’s learning style would have to be visual, I say this because back during the first day of school we had a discussion on books, more specifically the Hunger Games since I noticed that she had a Hunger game necklace after mentioning that she told me that she had read the Hunger Games 64 times already. Sixty four times is a lot of times to read one book and that is quite impressive for a young girl, the thing that makes her a visual learner though is right after she said that she told that she had to read that much times in order to visualize it and memorize it since it was her favourite book. I also say she is a visual learner because every time we would give out examples during our AFU she would always ask us to write it down or show her an example so she could visually see it. I would also say that she is linguistic due to the example given above about her reading a book 64 times , she is also very outspoken and she is able to portray her feeling and thoughts through language and speaking. For her socio-economic background, I would have to say that in my perspective she has a stable socio-economic background and that she has never once come to me about socio-economic problems, or have I ever heard anyone once say that she has socio-economic issues. Since my grade nine student is really outspoken she is sometimes portrayed from her peers as very talkative, and just from my link group I could see that some of my link students get annoyed of her because she likes to answer her questions in detail, which is a good thing. I feel that people can’t really get to know her well because they make rash decisions based on their first impression and to some people their first impression of her is sometimes negative. The negative impression from others rather sets back her social development but other than that, her mental health seems to be fine. There isn’t really a huge problem with her physical health as well, and this allows her to be very energetic and spirited. Some appropriate future goals would for this link student would be to be more aware of other people thoughts, and to take into consideration other people’s opinions. This hinders my grade nine from getting to really understand other people, and to see where others may be coming from, and this limits her social interactions with her peers. In addition, it is sometimes difficult for my grade nine to communicate with her teachers as well. Even though she has a lot of time ahead of her if she could improve on this, she would be both socially and academically ready to face all of high school. 2. For me personally a good example where school or community services helped students overcome barriers to learning would have to be my story of overcoming my barrier to learning a new language. Growing up I was never the brightest person, I had difficulties learning in elementary school. When I first arrived to Canada, I knew nothing and to make matters worse it was difficult for me to get new concepts, such as a new language. Therefore when I finished first grade my mom decided to have me held back and put back in to grade one again. I was sad at first because I wanted to be in the same grade as my friends but then I was put into ESL, why they didn’t put me into ESL my first year I have no idea. After I was put into ESL though I could see myself continuously improving and the thing I liked most about it was that I never felt any pressure from my ESL teacher, and I was able to learn at my own pace. It became gradually noticeable that I was improving and after a year or so, I did not need ESL anymore. Soon following that, I was able to go back to my original grade because ESL helped me achieve and overcome my barriers to learning. 3. A meaningful mentorship interaction between my link kids and me would be the time I helped one of my link kids have a better communication with one of her teachers. My link kid was having trouble understanding one of her teachers and the way I figured this out was that one day during lunch while I was talking to one of my friends in the cafeteria I noticed my link kid sitting at one of the tables. I went up to her to say hi but then I noticed that she was looking gloom and my link is always a happy cheerful person and full of spirit. I became curious and so I asked her if she was okay. I could see she was resistant at first to tell me what was troubling her, but after a brief second or two, she started to open up and tell me how she was having trouble understanding one of her teachers, and how the teacher was always yelling at her for reasons she didn’t understand. She went on to tell me how she tries her best to do everything her teacher asks of her to do, put even then her teacher still picks on her. After listening to her story I decided to tell her about the miscommunication I had with one of my teachers when I was in ninth grade. I told her how I also didn’t understand where my teacher was coming from and how I would blame this teacher for my mistakes. Right after I said that though I added that it wasn’t really the teachers fault and the it was my fault due to the fact that I didn’t efficiently communicate with my teacher and that I never went up to inform my teacher whenever a problem arose. I also added that I never gave my teacher the opportunity to understand where I was coming from and so it was difficult for us both. After hearing this my link student knew that she had to go and talk to her teacher in order for them to have an effective communication and then there would be no misunderstanding. A week later, my link student came up to me to thank me, and she said that her teacher and she were getting along better now, now that there was better communication. Unit 2: Personal Profile 1. Learning styles: My learning style would be intrapersonal and linguistic learning styles. I am able to feel energized and charged when I am alone, I also think better and I am able to understand new concepts better when I am alone and in a quiet place. I also like to write down a lot of my thoughts and new ideas that come to me, and I feel that it is easier for me to express myself by using language and writing then by talking. Interpersonal skills: Even though I am intrapersonal, I have a pretty good ability of listening and understanding others. In most cases, I am able to know where most people are coming from, clearly listen to other people’s problems, and understand their situation in order for me to come up with a solution for them. I can also notice most people emotions by their tone and or posture. Teamwork skills: Some teamwork skills I have are my ability to help others solve any problems they may have, my ability to share my ideas with my team, and my ability to effectively participate with my team. Management skills: I have good team management skills; I am able to effectively and efficiently work in a team and successfully accomplishment whatever it is that needs to be done in a team. I am also able to follow instructions and give out instructions when it needs be. 2. Given my personal profile, one area of improvement would have to be my personal management skills more importantly my time management and stress management skills. I have difficulties having the ability to recognize and solve time management problems. I am a huge procrastinator and it usually works for me, but I can fell the stress it has on me especially during my grade twelve year. In addition, I have difficulties managing my stress because when everything piles up I start to panic and make stuff more difficult than it has to be. 3. My personal strengths will help me achieve my futures goals by allowing me to excel in group collaborations and perhaps excel in things like research since I do like to research and this allows me to work on my own and to work with others. It will also help me get jobs and all the skills listed above would be excellent to put on my resume. Unit 3: Management 1. An example of miscommunication or a challenge communicating in link crew was during the first day that we were playing the ‘Win as Much as You Can’ game. I remember we were confused as to how to play the game and like every other group we wanted the most points. Olivia caught on to the meaning of the game though early on and she started to tell us that it wasn’t really about getting the most points as individuals but as a whole team. I remember we didn’t really listen to her though and most of us were just interested in manipulating our way to winning. After a while though we decided to take Olivia’s advice and pick the Y hoping everyone else also picked the Y, unfortunately no one else pick the Y and we ended up losing more points and since we were already behind we dropped Olivia’s idea once again and we started thinking about ourselves once more. In the end, our miscommunication was so bad that Olivia ended up tearing the X so everyone was able to see that we were supposed to be picking the Y from the beginning. This is basically the only example of miscommunication I have had in Link Crew. Some strategies that could have been utilized to communicate more effectively would probably be for the people in our group to have received and correctly understood Olivia’s message, and for Olivia to have been clear and concise about the message she was sending us. Our group in the beginning had the mindset of winning the most points and so we were not able to clearly hear Olivia’s message and Olivia wanted to play the game the right way and for everyone to win so she wasn’t able to send out her message clearly and because of that the game became very jumbled and confusing. In addition, we should have been more open to Olivia’s point of view because she was right and we weren’t able to see until the end. 2. A conflict that occurred within my link group would have to be during our second AFU. During my second AFU my partner and I were partnered up with another partner as we do for every AFU, the problem with this AFU collaboration and what made it different than the others was that my partner was having some sort of conflict with one of the people in the other group that we were collaborating with. I wouldn’t say conflict actually more like they did have a conflict and were now at odds with one another and so once we were told that we were partnered up with the other group, my partner told me right away that I would have to stay with her during the whole AFU. What ended up happening was that my partner and I in some ways separated from the other group. Due to that, I had to make a choice of either helping the other group out and effectively contributing to the AFU as a whole, or being beside my link partner so that there were no awkward interactions between her and the person in the other group. Even though there were no awkward interaction, between them two, the whole AFU was just awkward and it did not go at all as we planned it to. A better way to have approached this situation was to have had both my partner and the other person from our collaborating group talk out their problems before the AFU so that their dispute or awkwardness or whatever it may have been would not affect the AFU as a whole . Also another way that I personally could have approached this differently would have been to use the â€Å"I feel† stamen that was thought in class during effective communication. By using this I would have been able to effectively and concisely state my feelings and with that things might have gone better. Action Plan for post- secondary destination: I will first need to improve on my time management and organizational skills. I will improve on this by: 1. Making a personal calendar that will allow me to record everything I have do, this will allow me to plan each day and by doing this I will be able to have more control over my time and be less stressed. 2. I will need to prioritize my time to ensure that I send my time and energy on the things that are truly important to me. This will also allow me to have stress relievrs during post-secondary and I will need many of those. 3. I will need to say no to nonessential tasks; I have tendency to take on more than I can handle and then crash because of all the workload. I will need to consider my goals and schedule before agreeing to take on additional work 4. I will also probably take a time management course during the summer to enhance my time management skills. There are also many time management courses offered in post-secondary schools so I might take them as well. 5. I will also need to limit distractions; this is one of the main reasons for my procrastinations and I am a person who gets distracted easily. Some other strategies and goals that don’t involve time management and or organizational skills but will help me in my transition to post secondary would be: 1. Good sleep, exercise, and eating habits, this will help me be healthier and feel good about myself. This will also improve my focus and concentration which will be a huge advantage during my post secondary years. 2. Stop making things more complicated than they should be; I have a complicated way of making things complicated. If I could stop this my life, not just my transition to post secondary environment will be a success!

Racism and Anti-Semitism

Racism and Anti-Semitism: Is it still A Problem in the United States? Melody D. Rahimi Logic Dr. Fail November 19, 2011 Racism and Anti-Semitism: Is it still A Problem in the United States? Racism and Anti-Semitism is an old debate. Although, most everyone thinks racism is objectionable, which ranges from cognitive, economic, or moral. Racism is the belief that human beings can be divided into races and that members of some races are inferior to members of other races. (Null, 2011). Anti-Semitism is prejudice against Jews. Racism and anti-Semitism is complex and still is a problem in the United States. Argument There are still racism and anti-Semitism crimes in the United States. In 2010, law enforcement agencies reported that 3,725 single-bias hate crime offenses were racially motivated. (Hate Crime, 2010). Of these offenses 69. 8 percent were motivated by anti-black bias. 18. 2 percent stemmed from anti-white bias. 5. 7 percent were a result of bias against groups of individuals consisting of more than one race (anti-multiple races, group. 5. 1 percent resulted from anti-Asian/Pacific Islander bias. 1. 2 percent were motivated by anti-American Indian/Alaskan Native bias. The Anti-Defamation League's annual Audit of Anti-Semitic Incidents recorded 1,239 anti-Semitic incidents across the United States in 2010, which represents a 2. 3% increase over 2009. These included 22 physical assaults on Jewish individuals (down from 29 in 2009). There were 900 cases of anti-Semitic harassment, threats and events (up from 760 in 2009). Lastly, there were 317 cases of anti-Semitic vandalism (down from 422 in 2009). (Anti-Semitism, 2010). These statics show a slight increase in incidents and that racism and anti-Semitism still exists in the United States. There is till problem in the United States with racism and anti-Semitism. Racism and Anti-Semitism has existed throughout history. Racism is defined as hatred towards another – the belief that the other person is less human – because of language, place of birth, skin color, or customs. Racism has influenced every aspect of culture from wars, slavery, and nations. The United States power towards non-Am ericans has had a significant impact on history than any other form of racism. The first example of America is slavery. Slavery happened because the racist believed that Black Americans were less human than whites. The anger toward the Jews dates to the beginning of Jewish history. Christianity increased the hatred of the Jew. While America is caught up in racial uproar, the Middle East is center for the most anti-Semitism. (Hate Crime, 2010). Most Jewish Americans are moderate to liberal in their political affiliations. They are strong supporters of civil liberties and support clear separation of church and state, perhaps recalling their ancestors’ persecutions at the hands of religious authorities. The Anti-Defamation League, founded in 1913 to combat anti-Semitism, continues to monitor and report anti-Semitic incidents in the United States. It also supports civil liberties and a pro-Israeli foreign policy. (Anti-Semitism, 2010). Knowing the history of racism and anti-Semitism allows us to see that the problem has not been resolved over time. There is still a problem in the United States. There is a deductive argument for racism. Racism is a problem (P is S). Problem is unresolved (S is I). Therefore, racism is unresolved. (P is I). Then the inductive argument for racism is n 2010, of the 6,624 single bias incidents. There were 47. 3 percent were motivated by a racial bias (P). In 2009, Of the 6,598 single-bias incidents, 48. percent were motivated by a racial bias (P). In 2008, of the 7,780 single-bias incidents revealed that 51. 3 percent were motivated by a racial bias, (P). In 2011, of the single bias incidents, at least forty five percent will be motivated by racial bias. There is a deductive argument for Anti-Semitism. Anti-Semitism is a problem. (P is S). Problem is unresolved (S is I). Therefore, Anti-Semitism is unresolved. (P is I). Then the inductive argument for anti-Semitism is in 2010, 1,239 anti-Semitic incidents across the United States (P). In 2009, there were 1,211 anti-Semitic incidents across the United States (P). In 2008, there were 1,352 anti-Semitic incidents across the United States (P). In 2011, of the anti-Semitic incidents across the United States, there will be 1,200. Of the agreements presented, there is still a problem with racism and anti-Semitism in the United States. Counter-Thesis and Counter-Argument However, there are other thoughts on racism and anti-Semitism. The counter thesis or argument would be that racism and anti-Semitism is not a problem in the United States today. One might say this is a moral argument. According to Mossler, â€Å"Moral arguments are different from other kinds of arguments. The main difference is this behind every conclusion about what â€Å"should† be done, ethically speaking, there is a value or values. Also, the values that underlie our moral arguments can typically be boiled down to three main kinds this problem would be considered values that relate to freedom (justice, respect, rights, equality, and so on). † (Mossler, 2010). Response to Counter-Thesis The response to the counter-thesis is although it is a moral argument, the deductive and inductive arguments premises and conclusions state that there is still a problem with racism and anti-Semitism in the United States. Therefore, there is still a problem in the United States. â€Å"Social theorists dispute whether, in its essence, racism is a belief or an ideology of racial inferiority, a system of social oppression on the basis of race, a form of discourse, discriminatory conduct, or an attitude of contempt or heartlessness (and its expression in individual or collective behavior). † (Racism, 1999). â€Å"Although virtually everyone thinks racism objectionable, people disagree over whether its central defect is cognitive (irrationality, prejudice), economic/prudential (inefficiency), or moral (unnecessary uffering, unequal treatment). † (Racism, 1999). Today one hears charges of unconscious, covert, institutional, paternalistic, benign, anti-racist, liberal, and even reverse racism. Racism is widely regarded as involving ignorance, irrationality, unreasonableness, injustice, and other intellectual and moral vices, to such an extent that today virtually no one is willing to accept the classification of oneself, one’s beliefs, and so on, as racist, except in contexts of self-reproach. As a result, classifying anything as racist, beyond the most egregious cases, is a serious charge and is often hotly disputed. † (Racism, 1999). In conclusion, people vary in their opinions about racism and anti-Semitism. These topics are an old debate. Although, most everyone thinks racism is objectionable, which ranges from cognitive, economic, or moral. Racism and anti-Semitism is complex and still is a problem in the United States. After reading the statics and history, we can believe that racism and anti-Semitism is still a problem in the United States. We can testify that we have witnessed or seen racism or anti-Semitism in our life. References The Anti-Defamation League. (1913). Retrieved from http://www. adl. org/main_Anti_Semitism_Domestic/default. htm Anti-Semitism. (2010). In Culture Wars: An Encyclopedia of Issues, Viewpoints, and Voices. Retrieved from http://www. credoreference. com/entry/sharpecw/anti_semitism Hate Crime. FBI. http://www. fbi. ov/about-us/cjis/ucr/hate-crime/2010/resources/hate-crime-2010-about-hate-crime (adapted from the sixth edition of the APA Publication Manual,  © 2010) Mosser, K. (2011). An introduction to logic. San Diego, CA: Bridgepoint Education, Inc. (https://content. ashford. edu) Nunn, Kenneth B. â€Å"Anti-Semitism. † World Book Advanced. World Book, 2011. Web. 18 Nov. 2011. Nunn, Kenneth B. â€Å"Racism. † World Book Advanced. World Book, 2011. Web. 18 Nov. 2011. Racism. (1999). In The Cambridge Dictionary of Philosophy. Retrieved from http://www. credoreference. com/entry/cupdphil/racism

Plessey V. Ferguson Essay

Plessey V. Ferguson Essay Plessey V. Ferguson Essay Robinson 1 Taniya Robinson Brennan AP US History August 7, 2013 Plessy V. Ferguson Homer Plessey born March 17, 1862, in New Orleans, Louisiana. Homer was the Plaintiff in the United States Supreme Court decision Plessy v. Ferguson. Plessey violated one of the Louisiana racial segregation laws and was arrested and appealed his case to the U.S. Supreme Court and lost thus leading to the decision of â€Å"Separate-But-Equal.† On June 7, 1892, Homer Plessy boarded a car of the East Louisiana Railroad that was designated by whites for use by white patrons only. Plessey was only one-eighth black but he was still considered and African-American which meant that he must sit in the "colored" car. When Plessy refused to leave the white car and move to the colored car, he was arrested. Plessy's case was heard before Judge John Ferguson one month after his arrest. Plessy argued that his civil rights, stated through the Thirteenth, which granted freedom to the slaves, and Fourteenth, which stated, "no state shall make or enforce any law which shall ab ridge the privileges or immunities of citizens of the United States; nor shall any state deprive any person of life, liberty, and property, without due process of law" amendments of the U.S. Constitution, had been violated. Ferguson denied this argument and ruled that Louisiana, under state law, had the power to set rules that regulated railroad business within its borders. Plessey tried to appeal the ruling but was denied, so he took the cased to the U.S. Supreme Court in April 1896, arguing that the state of Louisiana had violated the Thirteenth Amendment. Plessey lost the case and still had to pay the fine. This case led to the decision of â€Å"separate but equal.† It would become one of the Robinson 2 most famous decisions in American history. The court found that Louisiana did not violate the Fourteenth

Biography of Emmanuel Kant Essay Example for Free

Biography of Emmanuel Kant Essay Known by many in the field as the father of modern philosophy, Immanuel Kant questioned many of the assumptions held in his day. He focused much of his work on the realm of human thought, understanding, and potential. His ideas about observation, learning, and experientialism set the precedent for all philosophers who followed him. Born in the early 1720s, Kant lived in what was known as East Prussia (now a part of Kaliningrad, Russia). There, he was able to secure a teaching position for nearly ten years when he began working at Konigsberg University. He would remain a part of their staff for nearly five decades contributing to the rise and popularity of philosophy of the day. Not much more is known about Kant’s earlier life. He did go on to having several of his pieces published, although none were an exact autobiography. In his Critique of Pure Reason, he discussed and raised interesting points about human knowledge. Instrumental on Kant’s own ideas was the work of philosopher David Hume, who agreed that human experience could be used for understanding, but that it should not be used to explain every phenomena we encounter in nature or in the real world. Kant built upon this idea. He stated that new experiences could be formulated based on past experiences because it our past that helps us learn about our future. He believed that the human mind organized events and ideas into categories that could be accessed later to determine how we might react in a certain experience. He came up with the word to describe the paradox of understanding: noumena. Kant’s own arguments about the existence of God were also not well accepted at his time. He believed that man could not rationalize God because it was not something that we had experienced before. In other words, we might be able to attribute certain characteristics to Him, but it is ultimately limited by our own human understanding of the universe. In essence, we could never come close to truly understanding who God is and predict what He is going to do. |[pic] |[pic] |[pic] |[pic] |[pic] |. Biography of Emmanuel Kant. (2016, Nov 16).

Germany's Holocaust Memorial Term Paper Example | Topics and Well Written Essays - 250 words

Germany's Holocaust Memorial - Term Paper Example (BBC News). One of the controversies that dog the memorial is the criticism that it exclusively commemorates only the extermination of Jews, disregarding the countless other victims of Nazi oppression, including homosexuals and gypsies. A later monument to Nazi homosexual victims stands opposite the Jewish memorial. The visitors’ information center constructed under the stele is a compromise against the criticism that the entire implications of Holocaust and its history are not appropriately represented by the public sculpture aboveground. The information center ensures that the memorial combines the aims of memory and pedagogy. The accusation of unjust exclusivity also dogs the United States’ Holocaust Memorial Museum in Washington D.C. in the context of the absence of national memorials to the victims of slavery or the genocide of the Indians. While the unmatched horror of the Holocaust cannot be denied, I believe that slavery and the massacre of the Indians are ethnic events which require commemoration in the nation of their occurrence. In my opinion, memorials to such atrocities serve a vital need in society. They are not just contemporary symbols of regret for the horrors of the past, but serve as documentations of history, and living gate-keepers to the conscience of the