At Home in Montana Essay Example | Topics and Well Written Essays - 250 words

At Home in Montana - Essay Example For this reason, Thomas moved from Colorado where he had lived with his family for more than 23 years. In Montana, Thomas established a studio in his compound near the riverbank where he carries out his artistic work. Thomas indicates that remaining humble in his work remains the most fundamental objective in his life. Hence, he seeks to have his work improved and more appealing than the previous work. In line with this, Thomas started humbly displaying his artwork in shopping malls, hotels, conventions, and other humbling places as he honed his skills to become the esteemed artist. Effectively, his work features in international exhibitions despite Thomas failing to attend an art class as his artistic skill is self-taught with his highest education certificate being a degree in business. Nonetheless, Thomas ensures that his artwork represents certain themes that depict various aspects of life among them different range of values, shadows, effects of light, and softness and hardness that represent aspects of life. 3 Dec. 2012.

Global Managerial Economics Essay Example | Topics and Well Written Essays - 750 words - 1

Global Managerial Economics - Essay Example There are guidelines that need to be discussed with respect to setting up operations inside Mexico or any member of the NAFTA conglomerate. First, the OECD Declaration on International Investment and Multinational Enterprise drafted on June 27, 2000 and within the Annex outline the guidelines of multinational enterprises address the general policies in that they should: 3. Encourage local capacity building through close co-operation with the local community, including business interests, as well as developing the enterprise’s activities in domestic and foreign markets, consistent with the need for sound commercial practice 5. Refrain from seeking or accepting exemptions not contemplated in the statutory or regulatory framework related to environmental, health, safety, labour, taxation, financial incentives, or other issues 9. Refrain from discriminatory or disciplinary action against employees who make bona fide reports to management or, as appropriate, to the competent public authorities, on practices that contravene the law, the Guidelines or the enterprises policies Within other large automotive companies, using the example of General Motors, the importance of operating succinctly with foreign countries in an effort to work within the confines of NAFTA and OECD including the applicable corporate social responsibilities. For instance, General Motors’ Mexico Corporate Social Responsibility information includes: GM Mexico operations now recycle 94.5% of their hazardous and non-hazardous wastes. As a result of this recycling rate, all Mexico facilities eliminated the disposal of hazardous wastes in landfill beginning in August 2003. Hazardous waste is now recycled or used as alternative fuel. Since 2000, land filled waste has been reduced from 7,369 metric tons to 444 metric tons during 2003. The financial savings from this are calculated to be $990,173. Additionally Non-Hazardous Waste landfill has been

What Causes The Greenhouse Effect Environmental Sciences Essay

What Causes The Greenhouse Effect Environmental Sciences Essay Global warming is an ecological problem that is currently believed to be affecting the Earths environment. Global warming is the gradual increase of the Earths atmospheric temperature. It is caused by the Greenhouse Effect, which is the investment of heat in Earths atmosphere by particular gases, like carbon dioxide (CO2), methane (CH4), and nitrous oxide (N2O). This containment of the gases holds the heat in the Earths atmosphere because it allows the light from the sun to pass through, but it absorbs the heat exuded back from the Earths surface. Cellular respiration contributes to the problem of global warming, because through its processes it takes in oxygen gas and then exhales carbon dioxide. Photosynthesis helps to prevent this problem, though, because it does the opposite of cellular respiration; it takes in carbon dioxide and then yields oxygen gas (O2). Cellular respiration is the process of oxidizing certain food molecules, like glucose, to produce carbon dioxide and water. There are three main processes within cellular respiration: glycolysis, the Krebs cycle, and the electron transport chain. Each process plays a significant role in harvesting energy from the food molecules and producing ATP (adenosine triphosphate), which is a high energy molecule that is used for energy consuming activities throughout cells. Cellular respiration takes place in both eukaryotic and prokaryotic cells, as well. Glycolysis is the catabolism of carbohydrates by specific enzymes with the discharge of energy and manufacture of pyruvic (or lactic) acid. It occurs in the cytosol of a cell, unlike the other two processes of cellular respiration. Glycolysis can occur in the absence of oxygen, which is called fermentation, but since this procedure doesnt yield a high amount of energy it isnt as practical as the aerobic process. Glycolysis phosphorylates the glucose by adding two phosphates to the molecule at the expense of two ATP molecules; the glucose is then split into two 3-carbon compounds, and the 3-carbon molecules go through a series of different steps to produce pyruvate. Acetyl-CoA is fashioned from the pyruvate, which then enters the second process of cellular respiration, the Krebs cycle. Unlike glycolysis, the Krebs cycle takes place in the mitochondria of a cell. The Krebs cycle is a series of processes that entirely oxidizes the Acetyl-CoA molecule. The cycle must be completed two times to yield four carbon dioxide molecules, six NADH molecules, two ATP molecules, and two FADH2 molecules. The Krebs cycle requires oxygen to be present to occur, making it aerobic. The procedure following the Krebs cycle is the electron transport chain, which consists of a series of special enzyme proteins that shuttle electrons from NADH to a terminal electron acceptor, such as oxygen (McGraw-Hill, 2006). Through a series of redox reactio ns, a gradient is formed, and, moreover, ATP is produced. All of these processes demonstrate the inner workings of cellular respiration, and show how it uses oxygen and gives off carbon dioxide. The exhalation of carbon dioxide during cellular respiration is mixed into the air, adding to the already present amount within the atmosphere. Carbon dioxide is a main ingredient for greenhouse gas, which helps to not allow heat to escape from the Earths atmosphere. As long as living organisms undergo respiration (the metabolism of sugars to produce energy for basic metabolic needs), or as organisms die and decompose, carbon compounds are going to be broken down and are going to add CO2  to the atmosphere (Barbalace, 2006). Photosynthesis has quite the opposite effect. By dictionary definition, photosynthesis is the  synthesis  of  organic  compounds  from  carbon dioxide and water (with the release of oxygen) using light energy absorbed by chlorophyll. The overall reaction that occurs during photosynthesis is that six water molecules are added to six carbon dioxide molecules to yield glucose and six oxygen molecules. Photosynthesis usually occurs in the chloroplasts of plant cells. Carbon dioxide enters the leaves of plants through stomata, which are minuscule  orifices in  the  epidermis  of  leaves, and oxygen gas exits out of the same passageway. There are two main parts of photosynthesis, the light dependent reactions and the Calvin cycle. The former requires light to operate, while the latter are light independent, or dark, reactions. In the light dependent reactions, the energy received from light is changed into energy that is carried by electrons; the electrons are then pi cked up by  electron transport systems,  that use the energy to produce ATP and another molecule called NADPH. Those two products are used in the next process of photosynthesis, the Calvin cycle. In this cycle, carbon dioxide is integrated into a five carbon molecule that is called ribulose biphosphate (RuBP), and then in a series of chemical reactions, hydrogens and electrons from the NADPH are progressively added to form an uncomplicated, energy rich, phosphorylated carbohydrate called GP3, or PGAL (Decelles, 2002). These products are then used to make glucose, among other carbohydrates. This displays how photosynthesis rearranges the atoms of carbon dioxide molecules and water molecules to create new carbohydrates, which plants then use to supply their cells with energy. Photosynthesis converts the raw materials of CO2 and H2O into oxygen gas, which benefits the atmosphere and helps to slow down global warming. It recycles the carbon dioxide cellular respiration emits into a molecule that is no longer a greenhouse gas constituent. Global warming itself is an extremely controversial topic. A few believe that it does not pose a real problem, although quite a lot of believe that it does. Global warming is the assertion that the environment of Earth is slowly heating up, and as a result, the organisms inhabiting it will eventually be dramatically affected. The Greenhouse Effect is what occurs when heat is trapped, and increases when more heat energy is supplemented. When talking about global warming, the greenhouse effect is set in the parameter of Earths atmosphere. The greenhouse effect occurs planet wide when solar radiation either bounces off of or is radiated forth from the Earth, and instead of passing through the atmosphere and outward into space, is absorbed by all kinds of extra amounts of and extraneous gases and particles (The Greenhouse Effect, 2010). Cellular respiration contributes to the extraneous gases, while photosynthesis helps to prevent the growing amounts, although other sources of carbon dio xide are decreasing the photosynthetic reactions affect. At one point, the pollution of carbon dioxide from cellular respiration and the conversion of carbon dioxide into oxygen gas were seemingly equal. A sort of equilibrium was reached between the two processes, with photosynthesis appearing to cancel out the outwardly harmful effects of cellular respiration. As of recently, though, manmade pollution has been affecting our atmosphere, adding more carbon dioxide into the ozone along with that emitted from cellular respiration. The primary cause of global warming is carbon dioxide emissions; carbon dioxide is being pumped into our atmosphere at an alarmingly face pace; eight billion tons of carbon dioxide entered the air just last year.   (Causes of Global Warming, 2010). It does not help that trees are being chopped down for logging, development, and other purposes, so there is less carbon dioxide being removed from the atmosphere, causing its levels to rise. There is more carbon dioxide being released into the air than is being convert ed into oxygen through photosynthetic reactions. This unequal release of gasses into the Earths atmosphere is what poses the environmental problem of global warming. The Earth was built to sustain the effects of cellular respiration, but fossil fuels excessively being burned, trees being cut down, and cellular respiration emit too much carbon dioxide for the Earth to recycle.

Self-absorption in Joseph Conrads Heart of Darkness :: Heart Darkness essays

Self-absorption in Heart of Darkness  Ã‚     Ã‚   The story Heart of Darkness is a study in the benefits , and setbacks, of self absorption. Through out the story there is a constant emphasis on the fact that self absorption will get you what you want and help you to survive. At the same time there is the constant moral objection. Almost the entire book is spent showing the positive aspects of self absorption. The life it will give you and the ability to keep that life going as long as possible. This type of thinking, however, can catch up to you in the end.    The lesson that self absorption is the means of self preservation is one that is taught to the reader, and more specifically to Marlow, gradually as the story progresses. The very first lesson in this thought process comes very early in the story. I occurs as Marlow is going over in his mind exactly how he came to get the opportunity to be a river steamer captain. It appears the Company had received news that one of their captains had been killed in a scuffle with the natives. This was my chance, and it made me the more anxious to go...However, through this glorious affair I got my appointment, before I had fairly begun to hope for it.(Conrad 13)    Right away Marlow begins to think about himself and what this mans death can bring to him. He describes the incident, and every now and then throws in a "The poor fellow" so that he is not completely devoid of any compassion. This is Marlow's introduction into the way of the successful person in the Ivory trade, or any business for that matter.    The next lesson that Marlow gets in self absorption he actually has provided for him. As he is riding the french ship down to the belgian congo there are several stops made to let off soldiers at various posts up and down the shore.    We pounded along, stopped, landed soldiers; went on, landed custom- house clerks to levy toll in what looked like a God-forsaken wilderness, with a tin shed and a flag-pole lost in it; landed more soldiers to take care of the custom-house clerks, presumably. Some, I heard, got drowned in the surf; but whether they did or not, nobody seemed particularly to care. They were just flung out there, and on we Self-absorption in Joseph Conrad's Heart of Darkness :: Heart Darkness essays Self-absorption in Heart of Darkness  Ã‚     Ã‚   The story Heart of Darkness is a study in the benefits , and setbacks, of self absorption. Through out the story there is a constant emphasis on the fact that self absorption will get you what you want and help you to survive. At the same time there is the constant moral objection. Almost the entire book is spent showing the positive aspects of self absorption. The life it will give you and the ability to keep that life going as long as possible. This type of thinking, however, can catch up to you in the end.    The lesson that self absorption is the means of self preservation is one that is taught to the reader, and more specifically to Marlow, gradually as the story progresses. The very first lesson in this thought process comes very early in the story. I occurs as Marlow is going over in his mind exactly how he came to get the opportunity to be a river steamer captain. It appears the Company had received news that one of their captains had been killed in a scuffle with the natives. This was my chance, and it made me the more anxious to go...However, through this glorious affair I got my appointment, before I had fairly begun to hope for it.(Conrad 13)    Right away Marlow begins to think about himself and what this mans death can bring to him. He describes the incident, and every now and then throws in a "The poor fellow" so that he is not completely devoid of any compassion. This is Marlow's introduction into the way of the successful person in the Ivory trade, or any business for that matter.    The next lesson that Marlow gets in self absorption he actually has provided for him. As he is riding the french ship down to the belgian congo there are several stops made to let off soldiers at various posts up and down the shore.    We pounded along, stopped, landed soldiers; went on, landed custom- house clerks to levy toll in what looked like a God-forsaken wilderness, with a tin shed and a flag-pole lost in it; landed more soldiers to take care of the custom-house clerks, presumably. Some, I heard, got drowned in the surf; but whether they did or not, nobody seemed particularly to care. They were just flung out there, and on we

A Critical Analysis of Wilfred Owen’s Disabled Essay

Wilfred Owen, a Soldier Poet who spent time in several military hospitals after being diagnosed with neurasthenia, wrote the poem â€Å"Disabled† while at Craiglockhart Hospital, after meeting Seigfried â€Å"Mad Jack† Sassoon. A look at Owen’s work shows that all of his famed war poems came after the meeting with Sassoon in August 1917 (Childs 49). In a statement on the effect the Sassoon meeting had on Owen’s poetry, Professor Peter Childs explains it was after the late-summer meeting that Owen began to use themes dealing with â€Å"breaking bodies and minds, in poems that see soldiers as wretches, ghosts, and sleepers† (49). Disabled,† which Childs lists because of its theme of â€Å"physical loss,† is interpreted by most critics as a poem that invites the reader to pity the above-knee, double-amputee veteran for the loss of his legs, which Owen depicts as the loss of his life. An analysis of this sort relies heavily on a stereotypical reading of disability, in which â€Å"people with disabilities are more dependent, childlike, passive, sensitive, and miserable† than their nondisabled counterparts, and â€Å"are depicted as pained by their fate† (Linton, 1998, p. 5). See more: how to write a good critical analysis essay Such a reading disregards not only the subject’s social impairment, which is directly addressed by Owen, but it also fails to consider the constructed identity of the subject, as defined by the language of the poem. A large reason for the imposition of pity comes from the pen of Owen, himself, who wrote that the chief concern in his poetry is â€Å"War, and the pity of War. The poetry is in the pity† (Kendall, 2003, p. 30). Owen’s pity approach to poetry succeeded in protesting the war because it capitalized on human losses. Adrian Caesar makes it very clear that the experience of war was Owen’s reason for joining. Even after being hospitalized for neurasthenia, Owen chose to return to France because he knew his poetry had improved due to his experience in the trenches (Caesar, 1987, p. 79). Whatever the case, Owen had neurasthenia, or shell shock, a mental disability. â€Å"Disabled,† which is about a veteran with a physical disability, should be viewed as an observation, and when the poem is closely examined, it can be seen to present a myth of disability rather than a realistic depiction. Rosemarie Garland-Thomson, a renowned literary critic in the field of Disability Studies, states that literary representation of disability has consistently marginalized characters with disabilities, which in turn facilitates the marginalization of actual people with disabilities. More often than not, writes Garland-Thomson, disability is utilized for its â€Å"rhetorical or symbolic potential† (1997, p. 15). When the reader considers Owen’s quote about pity, taken along with his intent to protest the war, the disabled subject of his poem becomes little more than a poster-child for pacifism. Moreover, Owen’s treatment of the subject exemplifies Garland-Thomson’s conclusion that â€Å"When one person has a visible disability . . . it almost always dominates and skews the normate’s process of sorting out perceptions and forming a reaction† (p. 12). The normate, or the nondisabled person, brings to the text a whole set of cultural assumptions, on which Owen depends, to leave the reader believing war is futile and not worth the cost in human lives and injuries. My purpose is not to argue to the contrary; I am not examining the value of war, but the devaluation of the disabled figure in Owen’s poem. Disabled† consists of seven stanzas, which Daniel Pigg breaks down into five vignettes, representing the soldier’s life. The first vignette, or first stanza, according to Pigg, â€Å"sets the stage for understanding this alienated figure that [the poet] observes† (1997, p. 92). Already the reader finds that the speaker occupies a privileged position, because he has no first-hand experience of what it is like to be an amputee and is merely an observer. The speaker sees a â€Å"legless† man, â€Å"waiting for dark,† dressed in a â€Å"ghastly suit of gray† (Lines 1-3). This pathetic image proffered to the reader creates a relationship based on pity, meaning that the reader places a high value on his functioning body while devaluing the losses of the subject. â€Å"Waiting for dark† could be interpreted as waiting for death, and the â€Å"ghastly suit of gray† may as well be the vestige of a ghost. The subject, who is seated near a window, hears male children at play in the park, â€Å"saddening† him until sleep â€Å"mothered† the voices from him (Lines 4, 6). The reader is to assume, as Owen has assumed, that the subject is saddened by memories of times past, when he, too, would play in the park with the other boys. So is the reader to assume that â€Å"play and pleasure after day† (Line 5) are no longer available to the subject? The end of the first stanza invites the reader to accept the subject as being dependent and child-like, as sleep â€Å"mothered† him from the voices. Owen has effectively molded his subject into a convincing Other, a man near death and halfway into the grave. The second vignette, or the second stanza, delves into the subject’s past, when he was nondisabled. As a contrast to the first stanza, where the language and imagery is bleak and foreboding, the second stanza begins with colorful images of the town, before the subject acquired his injury. However, the jubilee is short-lived as the reader is soon thrust back into the subject’s present reality, after he â€Å"threw away his knees† (Line 10). In this line the reader becomes aware that the subject feels a certain amount of guilt and self-acknowledgment in the role he has played in the loss of his legs. But before exploring the subject’s motives for joining the war, the reader is treated again to Owen’s dreary outlook on the veteran’s life. This time, the discussion is centered on women and how the subject will no longer be able to enjoy their presence or company, for girls now â€Å"touch him like some queer disease† (Line 13). Pigg’s analysis of the word â€Å"queer† is worth noting because he uses it as an example of the subject’s social displacement. It is in the second stanza that the reader is first encouraged to consider not just the physical impairment, but the social impairment of the subject. Pigg shows that early usage of the word â€Å"queer† to denote homosexuality began officially in a 1922 document written by the government. Based on this finding, Pigg assumes that the word could have been known and used by popular culture as early as 1917, when Owen’s poem was penned (1997, p. 91). Pigg claims that Owen’s use of the term illustrates a â€Å"loss of potential heterosexual contact,† while at the same time expressing that â€Å"society has made him what he has become . . . the use of the concept in the poem makes one more aware of oppression in a society that has brought the soldier to this state† (p. 1). Even though Pigg analyzes the social construction of the subject’s identity, he limits his discussion to society’s role in pressuring the soldier to join the war and not with the systematic oppression of disability, the result of the subject joining the war. However, this subject is best represented by Owen’s final two stanzas. In the next section of the poem, Owen reiterates the format of the previous stanza by giving the reader a glimpse of the subject’s â€Å"normal† life, before becoming an amputee, when his youth and vitality were admired by an artist. Very quickly the reader is transported back to the veteran’s present situation. This juxtaposition of normal/abnormal within the stanzas â€Å"forces an ‘us and them’ division† between the reader and the subject (Linton, 1998, p. 23). The remembrances of the subject offer an illustration of a typical life with which the reader can relate, which is then placed next to lines of the poem that offer a picture of what Owen would hope the reader to define as a horrible existence worse than death. The subject, which is an actual person, becomes Owen’s mascot for the anti-war effort. The next three stanzas of the poem discuss the subject’s reasons for entering the war. Again, Pigg offers an interesting interpretation of this section of the poem. According to Pigg, the subject joins the war in an effort to create an identity for himself, an identity which is ultimately based on a lie about his age. In lines 21-29, the subject reminisces about the time he decided to join the war and tries to pinpoint which intoxication lead him to such a decision: a victorious football game, a brandy and soda, or the â€Å"giddy jilts†? In each case there is an overabundance of ego involved; the subject seeks to capitalize on his ephemeral successes and perpetuate them as long as possible. In joining the war, he sees a way to do this, because society identifies those who go to war as heroes and those who do not as less than men. The subject decides it is a girl named Meg he tried to impress, then says â€Å"Aye . . . to please the giddy jilts† (Line 27). A â€Å"jilt† is a capricious woman, a woman who is unpredictable and impulsive. Owen’s point here is to allow the reader omniscient knowledge of the subject and his belief that the girls will love you for going to war, but if you return with a substantial injury, they become uninterested. This suggests that the girls are more interested in the idea of the soldier, the perfect body, as opposed to the reality of the soldier. Lines 30-36 further explain the subject’s reasons for enlistment, stating that they were not because of an interest in foreign affairs, but for the superficial benefits of joining the military. Owen then inserts a small, three-line stanza as a transition from the subject’s memories to his current status. Again, the reader is jarred by the juxtaposition of the normal and the abnormal. Instead of receiving a hero’s welcome, the subject is patronized by his own memories of what he had imagined his return to England would be like: â€Å"Some cheered him home, but not as crowds cheer Goal† (Line 37). The irony re-enlists the help of pity, as the reader is encouraged to feel sorry for the subject’s decision and subsequent loss. Owen’s purpose is to show that those who return from the war injured are pitied for their loss, rather than being honored for their sacrifice. The final stanza of the poem completes the circle that brings the reader back to the subject’s self-dissolution. He has accepted society’s estimation of his worth, or lack thereof, and has resigned himself to â€Å"spend a few sick years in institutes/ and do what things the rules consider wise† (Lines 40-41). The passive young veteran has acquiesced his life without a fight, but will continue to follow the orders of a society that deems him as invalid. He has officially become disabled, in every sense of the word. The subject has assumed his role as an object of pity and is ready to take whatever pity â€Å"they may dole,† â€Å"they† being the nondisabled (Line 42). Before the poem ends, though, Owen returns the reader yet again to the â€Å"giddy jilts† and their capricious desires, as their eyes avoid the subject’s changed body to look at the men who are still â€Å"whole,† suggesting it was not just the soldier they were interested in, but the idealized standard of beauty (Line 44). Here, the reader is expected to remember the subject’s reasons for joining the military. The subject’s concern with maintaining a nadir of masculinity and sexual attraction is ironically juxtaposed with his total loss of sexuality, which Owen implies is a total loss of identity, except as a spectacle and object of pity. The poem ends with the speaker’s frantic plea, â€Å"How cold and late it is! Why don’t they come/ And put him into bed? Why don’t they come? † (Lines 45-46). The speaker epitomizes the nondisabled person’s fear over lack of control of their own bodies and fates. The speaker realizes that he could just as easily be in he position of the subject, and with this knowledge the speaker agonizes over his own projected fears: the cold, desolate, and lonely life of the subject. We will never know the subject’s reality, for Owen has locked him into an eternal battle with despair. Owen uses â€Å"compassionate imagination† to establish a link between the soldier and the civilian in an effort to express the abominable losses that come as a result of war (Norgate, 1987, p. 21). Unfortunately, in so doing Owen magnifies the inferior role disability occupies in society, rather than calling it into question. That which has been given up and that which has been taken away subsumes the identity of the subject. Owen’s one-dimensional representation of disability ignores the will to survive and make the most of the opportunities offered by life, in whatever form it may take. Thompson writes, â€Å"As physical abilities change, so do individual needs, and the perception of those needs† (14). In â€Å"Disabled,† Owen does not allow for change and does not offer the hope of a fulfilling life. Instead, he delivers a scathing portrait of physical and social disablement in early 20th-century England.

Report on time management, SWOT analysis, learning styles and essay and report writing Essay

Report on Time management, SWOT analysis, learning styles and essay and report writing. As requested by Graham Pogson on October 25h 2013. The report is being written for the Borders business program module, professional development planning, to discuss and evaluate the above topics. 2. Findings 3.1 Time Management. Time management is working out how to use ones time, and how, at the same time, to use this time effectively. â€Å"Time management is about making the most of the time that is available, in order to achieve what we think and feel is important.† (Clarke, 1993) There are two different types of time management used within the workplace: rational managerial and too much time management. Rational managerial management of your time means that management of your time at work is completely within your control, whereas too much time management is when management of time becomes too overpowering, leading to a bureaucracy. Taking time management from a personal perspective, understand that we can become better at managing our own time when we take these four things into account: 1 Being aware of the choices we have available 2 Acknowledging the consequences of each choice 3 Taking responsibility and control of ourselves and our decisions 4 Learning from past experiences, and making changes when it comes to future decisions Being aware of the choices we have available means to know what options we have (for example: to study or to go to a bar) and between these choices, be able to choose which best would benefit you â€Å"Cut the crap and dedicate yourself to one thing and one thing only† (Templar, 2005) It is clear that in this situation one is expected to prioritize. â€Å"We wants it. We needs it. Must have the precious† (Jackson, 2002) â€Å"Gollum knew the value of prioritizing. He knew what he wanted – to the exclusion of everything else.† (Templar, 2005) When you begin to acknowledge that you are required to prioritize between these choices, it will become evident that each choice will come with a consequence. Knowing and understanding the consequences, or benefits, of choices can help you make the most of the time you have available. When weighing up the choices, it is advisable that you refer to past experiences to help aid in the decision making processes. â€Å"A career setback can be like a romance gone bad. If you don’t learn from your mistakes, you’re doomed to repeat them† (Richardson, 2009) It can be greatly beneficial to you to practise time management in your personal life using it to create a balance between work and life. There are some tools widely used for doing this, such as planners, diaries and timetables. You can use a timetable to plan out your activities (see appendix 3.1.1.) As you can see the author has carefully planned their week to include everything they think is important to be done within that time frame. You may benefit from completing two tables: the first with what you think you do, the second with what you really do (see appendix 3.1.2.) You will notice here that the author has some changes, some quite significant. It should be noted that, even when planning your time carefully, there will be huge differences in what you actually do with the time you have. These tables however are simple in layout, and can be easily compared to one another for future reference. 3.2 SWOT Analysis A SWOT analysis is a form of situational analysis, which focuses on an organisations or persons: 1 Strengths 2 Weaknesses 3 Opportunities 4 Threats To begin a SWOT analysis it is typical that first of all the internal factors would be reviewed (strengths and weaknesses) and then focus would shift to the external factors (opportunities and threats.) See an example of SWOT analysis in figures 3.2.1 below; 3.2.1 It is clear that there are great advantages of doing a SWOT analysis on a situation, but there are also some very clear disadvantages. â€Å"Analysing the business environment is not a precise science and does not eliminate uncertainty for an organisation, caused, for instance, by unanticipated events which do not follow the normal pattern† (Britton & Worthington, 2003) It goes without saying that any good manager, or economist would not solely rely on the information in a SWOT analysis, and that he/she would be expected to rely upon their intuition. It goes without saying that there are alternatives to using a SWOT analysis, such as the PESTEL analysis, but any good manager would use these in conjunction with each other, rather than have a preference for one over the other. 3.3 Learning Styles The way in which someone prefers to learn or actually picks up information differs from person to person; the different ways in which this is done is termed a learning style. There are, according to advantology.com, seven learning styles; Visual (spatial):You prefer using pictures, images, and spatial understanding. Aural (auditory-musical): You prefer using sound and music. Verbal (linguistic): You prefer using words, both in speech and writing. Physical (kinesthetic): You prefer using your body, hands and sense of touch. Logical (mathematical): You prefer using logic, reasoning and systems. Social (interpersonal): You prefer to learn in groups or with other people. Solitary (intrapersonal): You prefer to work alone and use self-study. (Advantlogy.com, 2013) Taking time to understand your style of learning can help you to implement these into your everyday life. â€Å"A variety of teaching and learning approaches has the potential to enhance the learning and performance for a wider range of adult students† (Hawk & Shah, 2007) The way in which to determine your learning style is to take one (or more) of the readily available learning styles tests. â€Å"The VAK learning styles model suggests that most people can be divided into one of three preferred styles of learning† (Chapman & Chislett, 2005) See an example of the VAK questionnaire (Chapman & Chislett, 2005) in appendix 3.3.1. As you can see, the author has circled the answer which best suits them, they have then worked out which type of learner they are by adding up the number of a, b and c’s they have – the user is an Auditory learner. There are, of course, more than just the VAK questionnaire; there is the newer up to date VARK questionnaire. For an example of the VARK questionnaire (Fleming, 2001-2011)see appendix 3.3.3. As you can see, the author is now classed as being a multi-modal learner. There is also the Honey and Mumford learning styles questionnaire (Honey & Mumford, Honey and Mumford learning styles questionnaire, 2000). See an example of the Honey and Mumford test in appendix 3.3.2. As you can see, this questionnaire is much more detailed and therefore more time consuming! It consists of 80 questions, and as a result of matching the questions and ticks/crosses you can determine whether you are one of the following types of learner: 1 Activist

God of Small Things by Arundhati Roy essays

God of Small Things by Arundhati Roy essays "?The God of Small Things", by Arundhati Roy, is a multi-layered novel structured in an intricate manner. Roy has covertly weaved and connected her ideas therefore requiring more than surface level analysis from her readers. As a result is the unusual yet successful narrative that garnered praise from most literary critics. The novel recounts the story of the Ipe family that lives in Aymenem, Kerala in post-colonial India. During the course of the story, the various members of the household each contribute to the unraveling of the series of events and the aftermath of Sophie Mols death is soon revealed. The novel is rich with literary devices such as symbolism and certain themes like the caste system. Roy creates vivid imagery through the use of colors that aim to evoke specific emotions in the readers as well as convey intertwining themes such as colonialism and oppression. The three main colors that are preset in novel are blue, red and yellow. However, the most dominant color throughout the novel is the color blue. Blue simply symbolizes imperialism and the superiority of the British. Pappachi, Baby Kochamma and Margaret Kochamma are the main representatives of the old social order that is under the threat of losing its grip on the local community" (Sadaf). These characters, in specific Pappachi and Baby Kochamma, attempt to hold onto and spread Anglophilia in their post-colonial society. It is ironic that these characters promote Anglophilia rather than search through history to try and salvage whatever is left of their soon to be non existent Indian culture and heritage. Therefore, Roy might be attempting to portray these characters dangerous loyalty to the British culture by constantly associating them with the color blue. As a result, these characters along with the color blue aid in spreading Roys warnings about the negative effect of coloniali sm on a countrys people. The main symbol of Bri...