Learning Diversity and Authentic Assessment Tools Essay

Learning Diversity and Authentic Assessment Tools - Essay Example LESSON CONTENT: LESSON 1 ELECTRICITY POTENTIAL DIFFERENCE electric field and the movement electric potential electric potential difference INSTRUCTIONAL PROCEDURES a. Focusing event: how to demonstrate the electric field and the movement of the charge. b. Teaching procedures: the lesson will involve two practices and theory c. Formative check : use of short assignments and question that can be take away or end of lesson short questions that need prompt answers. d. Student Participation: students’ participations by use of questions and answers and use of simple calculations that must be done on the board. e. Closure: end by asking the lesson if there is any student who has not understood any concept. If not, give a take away assignment that covers the whole lessons EVALUATION PROCEDURES/ASSESSMENT: use of CATs, Assignments and term paper. MATERIALS AND AIDS: use of a chart, nails, wires, batteries, card board and magnet. DAILY LESSON PLAN NAME OF THE TEACHER: DATE: BIOLOGY LESS ON NUMBER: UNIT: CELL MODELS CELL BIOLOGY INSTRUCTIONAL GOAL: The students should be able to demonstrate the distinctive features of the eukaryotic and prokaryotic cells. PERFORMANCE OBJECTIVE: At the end of this unit the student should be able to know that there are two types of cells for all the living things and their importance in various functions of these living things. RATIONALE: This unit is taught to expose students to the two major categories of cells, their features, the categories of living things that fall under them LESSON CONTENT: LESSON 1 CELL MODELS eukaryote prokaryote INSTRUCTIONAL PROCEDURES f. Focusing event: how to demonstrate the major differences between the cell types g. Teaching procedures: the lesson will involve laboratory practices and theory h. Formative check : use of short assignments and question that can be take away or end of lesson short questions that need prompt answers. i. Student Participation: students’ participations by use of questio ns and answer

The promotion of stroke and heart diseases Research Paper

The promotion of stroke and heart diseases - Research Paper Example This research will begin with the statement that Stroke and heart diseases are the third and the first reported diseases respectively that result in high death rate in both men and women in the United States of America. Additionally, they are considered to be the major widespread and high-cost diseases that most nations have to deal with. However, it is important for citizens to take the initiative in order to prevent these particular diseases. This is because these type of diseases can be easily prevented and thus reduce the death rates caused by the same. According to research, 33.6 % of a total number of deaths that occurred in the United States of America was as a result of either stroke or other forms of heart diseases. Statistics further indicate that 150,000 deaths that occurred in 2007 in American were individuals below the age of 65. Moreover, the aforementioned diseases not only cause death but also disability with more than 4 million cases in the United States has been cau sed by the same. Moreover, it can be pointed out that high death rates caused by both stroke and heart diseases are not the only problem these diseases. In 2010, the cost of treating these diseases was approximated to be $444 in the United States of America. Furthermore, the cost of treatment for these two diseases is approximately $1 for every $ 6 spent in treating other forms of illness in the United States of America. Therefore, treatment of both stroke and heart diseases impacts negatively on the funds and other resources of the country’s healthcare scheme.

Napolean's Defeat Term Paper Example | Topics and Well Written Essays - 1500 words

Napolean's Defeat - Term Paper Example The Aim of his reforms was to consolidate whatever was good in the Revolution and to conciliate those who had suffered at its hands without compromising the essential principle of Equality, Liberty and Fraternity. His conciliation of the Church and migrs did not restore their pre-Revolution privileges or power. Napoleon as a emperor of France and 'Son of the Revolutionary' he launched a new offensive against the absolute monarchies of Europe with the main purpose of spreading the Revolutionary principles to other countries and to glorify himself and France. There was a fundamental difference between the character of the wars waged by Revolutionary France from 1792 to 1802 and the Napoleonic Wars from 1803 onwards. The former were wars of liberation; they carried the message of the Revolution to the down-trodden people of foreign countries; they roused in them hopes of deliverance from the tyranny of absolutism, and hence wherever the French soldier went they were regarded by masses as helpers, friends and saviors of the underprivileged classes. But the Napoleonic wars did not rouse any such popular fervor. They were waged by an Imperial Despot to achieve glory and therefore instead of rousing sympathy, in the long run, they roused antagonism. The national self respect of the countries invaded by Napoleon was roused against him and was, in the end, one of the most important causes of his downfall. Napoleon trampled on the national sentiments of vanquished people by placing his brothers and sisters on their thrones. He was no longer regarded as a deliverer from the tyranny of absolute rulers; he was hated as a usurper and tyrant. Causes of Downfall of Napoleon Napoleon, 'the man of Destiny' and the 'son of the Revolution' had a phenomenal rise. The forces of the Revolution threw him into the limelight from the comparative oblivion, and once he had grasped the public gaze in dispersing the Paris mob with great alacrity and success in 1795, he continued to climb higher and higher till he became the Emperor of France in 1804. He so dominated the French and European stage that the period of his ascendancy - the years 1799-1815 -- is called the 'Napoleonic era.' His hold on Europe during this period was complete and the destiny of Europe depended on his whims and fancies. Napoleon was a genius both an administrator and as a general. His finest qualities of leadership and generalship always came to forefront in time of adversity. He was a master of strategy and brilliant campaigning. He was essentially a soldier and his inherent love of conquest and domination in the long run alienated the whole Europe and roused bitter national animosity against which he could do nothing. The whole of Europe was arrayed against him and finally was responsible for his overthrow. 1. Military Causes (i) Enormous losses in the Peninsular War, the Russian Campaign and the War

Educational Technology Essay Example for Free

Educational Technology Essay With the passage of time, the advances of technology are making their presence felt in every walk of life from space exploration to clean a room. The central though behind these technological advances is to make life more comfortable, efficient, and safe. As such technology is an integral part of daily workaday life. Newer forms of technology are being introduced with improved rates of efficiency, safety, and comfort. In this regard, inclusion of technology in education has also become the hard norm of the present educational system of such a country as the United States of America with the same focus as quoted above. Henceforth, all important areas of educational development have been hinged with the inclusion of technology. One such area of focus today, with regard to the inclusion of technology in education, is the educational development of the disabled and other disadvantage students’ enhanced learning. The present paper examines in detail the inclusion of technology in education with relation to the learning of disabled and disadvantaged students. The paper first of all discusses the present literature on the present state of educational technology and disabled learners; furthermore, the present paper specifically examines studies conducted in the same area to investigate the legitimacy on educational technology inclusion to teach the disabled students, say, English language, and see what difference the technology inclusion makes upon the learning of the students. Literature Review In the past several decades, changing perspectives on the use of technology inclusion in education for the disabled students has caused the curricular guidance to undergo changes that are significant on their own. It was in the time of the 1970s and the 1980s that parents and teachers came to realize the vision that graduating students with disabilities could now go on living and working in the general community environment with some support that differed according to individual. This vision, then, bypassed the shelters of workshops, centers for day treatment, and other massive settings for residential purposes which were indispensable for the previous students. This revolutionary vision then gave birth to â€Å"the development of curricula that were relevant to students’ functioning to everyday life† (Davern, et.al, 2001). In addition to the above, the Individual with Disabilities Education Act (IDEA, 1997) also paved the way for the educators to look for technology inclusion that can boost up learning in the disabled students; hence the premise of this act is that: A free and appropriate public education will be provided for all children with special needs. IDEA 97 emphasizes the participation of students with disabilities in the general curriculum and requires that Individualized Education Program (IEP) teams make many decisions that support and encourage student performance in the general curriculum and general education classroom (Robinson, et.al, 2002). However, when it comes to the participation of the disabled students in the learning of more complex cognitive content (say reading comprehension or learning vocabulary, and so on) with the mainstream education, with their peers, it is seen as an obstacle that these students show a difference of learning from their peers. Hence there are various involvements made by researchers. These interventions focus on overcoming these differences among the two types of learners. â€Å"Curriculum-based assessment†, â€Å"Direct instruction curriculum design†, and â€Å"learning strategies Deshier† are some of them (Carnine, 1989). Today, as such, technology is fast becoming the norm of the area of educating the learners with disabilities. The times of the twenty first century has given rapid rise to technology integration in education. Henceforward, as Dr. Frank B. Withrow, Director of Development Able Company Washington D.C. (2000) notes that â€Å"Technology predictions for the 21st century include sensory prosthetic devices for disabled people. This may be one of the most significant factors in providing all children an equal and appropriate education.† He further points out that â€Å"Cochlear implants are already providing many hard of hearing youngsters with functional hearing.† Moreover, â€Å"Speech synthesizers give voice to mute individuals. New developments in microelectronic lenses may enable a large number of visually disabled people to read printed books† (Frank, 2000) However, it is another thing to investigate the integration of technology and its feasibility with the production: effectiveness of technology with regard to the learning rate of the students with disabilities. In the later part of the paper I would examine the role of technology in relation to this very theme. I would discuss the role of the educational software for the special education. Educational Software and Special Students Today, like all other areas of education, special education is also influenced by the introduction of newer and newer software that provide the educators the opportunities to better teach the disabled students so that their learning can be worth it. Since commercial software for education usually shapes the center of instruction which is technology-based in special education (also for general classroom education), there is a very rapid race among the educational authorities to obtain the most effective and result-oriented software. However, with the advances made in this area, there are certain concerns raised by the educators and researchers about the feasibility of these software packages with regard to effective learning among the disabled students. In this connection, the most common practice found among the educators is that they â€Å"rely on experts in commercial businesses to produce quality educational software for classroom use, with the assumption that the software has been designed to meet the unique learning needs of the population of students for whom it is targeted† (Boone, et.al, 2000). In other words, the consumers of the software assume that the software was properly designed and developed with a population being the focus of that software, for example, students with disabilities, junior school students, students learning English as a second language, and so forth. The net result that these consumers anticipate from the software obtained, as such, is that it will help them improve the learning capabilities of their students – in our case students with learning disabilities and disadvantaged students. On the contrary, Boone et al. (p. 109, 2000) observe that though many of the software developers are aware of the fact that consulting educational experts and researchers is way important in order to develop a result-oriented, population-targeted software, â€Å"some companies still develop software without taking into account education factors that may affect learning† (Boone, et.al, 2000). They point out three major areas regarding such software development for the disabled students, which were major concerns of the educators: 1) The developed software did not have a theoretical base for its formation; 2) There is an overemphasis on such technical aspects of the software as high graphic designs and audio add-ons; and 3) The software development manifested an improper approach toward educational concerns. With these three major concerns, Boone et al. (2000) also list three major areas – investigated in a Delphi research study – which, according to educators, the educational software for the disabled students was proved to be lacking. These areas are: 1) The investigation revealed that software lacked an incorporation or association of higher-level of thinking; 2) The software also lacked a grounding in the educational research and pedagogical investigation of the related teaching content to the disabled students; 3) The last major area of lacking of the educational software for the disabled students was that the software lacked the inclusion of a number of different level skills which can be used to effectively meet an individual’s specific needs. Therefore, Forcier, 1999 (as cited in Boone et al. p. 01, 2000) notes that because of these so complex issues with regard to the educational software, it seems unclear as to which degree such educational improvisation is actually meeting the needs of the educators/teachers and their students. (Boone, et.al, 2000) Evaluation of Software Boone et al. (2000) point out the importance of the educational for the disabled students so that their feasibility can be put to a check. For the evaluation of an educational software, the authors state that many of the educational software developers and publishers are not providing enough information to the educators. This is a practical problem for the educators who opt for a specific software program available in the market suiting the needs of their educational context; however: (Boone, et.al, 2000) â€Å"Educators often find that software they have purchased is not adaptable, does not teach what it purports to teach, or does not support what is occurring in the classroom. For these reasons, educators must independently evaluate software by taking into consideration the following†. (Boone, et.al, 2000) 1) The educators must look for the software’s intended use by monitoring the help that the software lends to achieve their objectives; 2) Content which accompanies the software must be scrutinized; it is also seen whether or not the software has a teacher’s supplement for implementation; 3) â€Å"the instructional presentation and whether the software meets the principles of universal design (i.e., multiple representations of content, multiple means of expression and control, and multiple forms of engagement)† (Boone, et.al, 2000); 4) they should also go for software that is user-friendly: that is easy to use both by the teacher(s) and students; 5) the software should also provide considerable amount of documents and other support; 6) The software should also contain user inputs. With these areas in mind, the authors further come up with the evaluation criteria of the two kinds of evaluation of the software: formative and summative evaluation through the use of the software to make sure of its compatibility with the learning of the disabled students. I discuss both these steps of the evaluations separately so that a thorough understanding of the issue can be grasped. Formative Evaluation and Learning Software for Disabled Students To evaluate the efficiency of software for students with disabilities Boone et al (2000) state that the first and the foremost focus of the educators should be to take into account an area of the students’ learning and/ or other aspects of their life; this are can be the learning characteristics of those students; or their learning goals; or it can be the area of their social skills and goals, and so on. After this specification, the educators should put the software to test on a across-student level, that is to say: Software evaluation by students should involve a high-achieving student, a middle-achieving student, and a low-achieving student who all have a particular disability. This allows the educator to determine the softwares usability across students with a particular disability and, beforehand, to identify specific areas in the software with which particular students may need help (Boone, et.al, 2000). They also give a precaution to the educators that they should not count on the opinions of the parents of the students because it is possible that some software is not efficient to adults; however, the same is greatly enjoyed by the students.

Triggering Factors that influence the Entrepreneurs

Triggering Factors that influence the Entrepreneurs Research in entrepreneurship has introduced many aspects of how and why people make decisions in new venture creation (Shane, 2002). Entrepreneurial individuals are often motivated by economic and/or psychological factors. Scholars have agreed that the entrepreneurial process and theories involve a complex set of variables that are beyond any single aspect. To identify motives and incentives of entrepreneurial activities involves disseminating several layers of relationships between personal factors, external forces and other random events (Liang and Dunn, 2007). From the existing literature we can rationally hypothesize that, the decision to launch a new venture probably includes individual endogenous factors and exogenous factors of the environment. Limited studies have discussed the possibility that pre business entrepreneurs (who are planning to become entrepreneur) might have different triggers to launch new ventures compared to in-business (who are expanding the business) professionals. Triggers as defined by Liang and Dunn (2007) forces in the individuals or in the individuals perception of their situation that move them toward the entrepreneurial process. It is important to distinguish triggering factors and triggering events from triggers. Triggering events are more like something happened as an occasion or an episode that influence individuals assessment on the situation. Triggering factors could be interpreted as issues or features that influence individuals perspectives about certain situations (Liang and Dunn, 2007). This study measures the triggers, which influences the professionals (who are planning to become and those who wants to expand their business) to become entrepreneurs. In addition to this we will also measure the relationship between the triggers and demographics of individuals. This study is of major interest to various government organizations like small and medium enterprises (SMEDA), non government organizations (NGO), policy makers of government and business to business organization (B2B). Implications of this research study will help them to identify the pattern of individuals, who wants to become entrepreneurs and which triggers them to think about starting new venture. Literature Review The purpose of the literature review is to outline the triggers identified by various researchers/authors and to analyze the dimensions in which different authors works on the entrepreneurs triggers. At a basic level, entrepreneurship is recognized as a highly personalized activity. The entrepreneur is motivated to create a venture, which reflects their vision and ambitions, and is prepared to review and reorganize their social environment to make it materialize (Morrison, 2000) Characteristics of entrepreneurs identified by various authors (Longenecker, Moore, Petty,2000; Scarborough Zimmerer, 2000; Bhide, 2000) are high achievement drive, action oriented, optimism, opportunistic, internal locus of control, tolerance for ambiguity, moderate risk taking, commitment/tenacity, commitment, initiative, independence or some form of one or more of these. These authors also determines motivation related to new venture formation, to enjoy what individuals are doing, revolves around the opportunity to gain control over personal lives/independence, to achieve personal goals and recognition, to get profits/financial rewards, and to make a difference/contribute to society. The key of the entrepreneurship process initiations depends within the individual of the society and the extent to which individuals wants to enter in new ventures and holds the spirit of enterprise (Morrison, 2000) McLelland, (1961) identified common characteristics and behaviors, Those which emerged relative to all the entrepreneurs are: they bring intelligence and sound analytical skills to bear on risk management; they are all in some respect deviants from the social norms within their countries; to differing degrees they exhibit strong moral, work and business ethics; irrespective of industry sector a strong traders instinct is apparent; they are committed to life-long learning through both formal and informal mechanisms; and extensive use is made of both informal and formal networks. Morrison et al., (1998) proposed that the entrepreneurship is initiated by the personal, society and culture intuition. Entrepreneurship is not only initiated by the economic aspects but it involves material, immaterial and idealism functions. The fundamental nature of the entrepreneurship is the use of innovatory process and the risk bearing by the individual, through which individual wants to bring change in both a social and economic nature of his own and the society. Kirzner (1979) believes that the source of entrepreneurship within the human spirit flourish when there is uncertainty and competition. This enterprising spirit in terms of inspirational means is described by Gilder(1971, p 258) The spirit of enterprise wells up from the wisdom of ages and the history (of the west) and infuses the most modern of technological adventures. It joins the old and new frontiers. It assers a firm hierarchy of values and demands ad hard discipline. It requires a life of labor and listening, aspiration and courage. But it is the source of all we are and can become, the saving grace of democratic politics and free men, the hope of the poor and the obligation of the fortunate, the redemption of an oppressed and desperate world. Longenecker, Moore, Pettit, Palich (2006) suggested that entrepreneurs wanted to make money, become their own boss, escape a bad situation, enjoy and satisfying life, and contribute to the community. Bygrave (1989) discussed entrepreneurship as a process that involved triggering event, innovation, implementation, and growth. In the triggering event stage he suggested that there were sociological, personal, and environmental factors that led to entrepreneurship. Again, both internal and external forces seemed to be at play. Culture is an important variable in entrepreneurship because it establishes the attitudes of individuals towards the commencement of entrepreneurship (Vernon-Wortzel and Wortzel, 1997). Every era produces its own models of entrepreneurship according to its specific needs of the host society; however, it has been described consistently using terms such as innovative, holistic, risk-taking and co-coordinating ways of behavior. Certain cultural institutions may facilitate, or hinder, entry into entrepreneurship. Thus, it is proposed that the culture of societies and the characteristics of people living in these societies, impacted by certain innate personality traits, will influence the degree to which entrepreneurship is initiated (Morrison, 2000). The above provided argument by the Morrison, (2000) is supported by the  Bateman (1997), those economies and regions which have flourished in the late 20th century, have in common a business culture, which can be broadly described as entrepreneurial. It is attuned to the needs of a changing market economy and receptive to changing demands, innovations, products, opportunities and technologies. Entrepreneurship has been found to be important and meaningful in society at points of transition, for example, traditional to modern, modern to post-modern and state-controlled economies to free-market. At each of these points, entrepreneurship is harnessed by societies as a common approach to solving dilemmas, to break old, stable and hierarchical traditions and institutions and to introduce new, innovative ways of behavior. Thus, it is suggested that entrepreneurship can be regarded as an instrument for changing the culture of an era (Morrison, 2000) According to Timmons (1994, p. 9) about entrepreneurial behavior is, what is needed is a favorable environment which combines social, political and educational attributes. In particular it requires: A culture that prizes entrepreneurship, an imperative to educate our population so that our entrepreneurial potential is second to none; and a government that generously supports pure and applied science, fosters entrepreneurship with enlightened policies, and enables schools to produce the best educated students in the world. Dollinger (1995) discussed what he characterized as the impetus for entrepreneurship. He discussed the Sociological Approach which focused on four factors that led entrepreneurs toward new venture creation. Negative displacement was where individuals were marginalized from society, because of who they were or their situation including being fired or not satisfied with their current employment or divorced. Between things included individuals between stages of their life. Positive pull included other people (potential collaborators, parents, customers) who provided an impetus to entrepreneurship. Positive push included entrepreneurs who, because of their education or situation, were pushed toward entrepreneurship. Individual factors or a combination of any of these factors could move the entrepreneur toward new venture creation. The manner, in which the young are conditioned from an early age through the formal education system, and the fact that dominant approaches are frequently reinforced within family life, plays a significant role in the initiation of characteristics generally associated with entrepreneurial behavior (Gibb, 1996). It has been identified that a characteristic of entrepreneurship is that it tends to pervade family life, with the entrepreneur being unable to divorce business from social living (Deakin, 1996). In this respect, family background plays a role in two ways. First, if an entrepreneur has previous experience of the effect of entrepreneurship from a family member they are more prepared for the consequences of their own activities. Second, family support of entrepreneurship can make a positive contribution to its sustenance. For all the entrepreneurs represented in the study, positive immediate family support for their entrepreneurial behaviour had played an important part in its sustenance. What was also identified as of significance was the role of the extended family in enabling access to funds and markets to support individual entrepreneurs in the creation and development of their businesses Within some societies there is a practice of saving for the future, while within others the focus is on living and spending to enjoy the moment. This has an implication for the amount of personal funds that may be available for investment in business. The dominant cultural attitudes, values and beliefs of a population at one particular point of time will result in a particular common mind-set relative to the degree to which entrepreneurship is supported by society (Gilder, 1971). The entrepreneur in terms of who he/she is and what he/she does, which has often resulted in characterizing persons who might be more likely to become entrepreneurs than others (Rerup, 2005). To date, scholars suggest three broad types of entrepreneurs, namely (a) Nascent, (b) Novice, and (c) Habitual entrepreneurs (see e.g. Birley and Westhead, 1993; Kolvereid and Bullvà ¥g 1993; Wright 1997; Westhead and Wright, 1998). The (a) nascent entrepreneur has not yet engaged in an entrepreneurial venture but has a general aspiration of establishing a business. The (b) novice entrepreneur has established one venture but does not have any prior entrepreneurial experience (Westhead et al. 1998). Lastly, the (c) habitual entrepreneur has established at least one other business prior to the current venture, hence possesses prior entrepreneurial experience. At some point, all entrepreneurs are nascent and then novice. Hall (1995) who divides habitual entrepreneurs into four sub-types; namely serial entrepreneurs, portfolio entrepreneurs, serial inheritors or serial management buy-outs (MBOs) /management buy-ins (MBIs), and multiple corporate entrepreneurs. Serial and portfolio entrepreneurs have repeatedly engaged in the creation of new ventures Serial entrepreneurs exit (close or sell) their current business before establishing a subsequent venture, whereas portfolio entrepreneurs keep ownership in more than one business at a time; hence have ownership stakes in a portfolio of businesses. In contrast, serial corporate entrepreneurs (or intrapreneurs) are persons who create new combinations of resources or realize new business opportunities in existing companies. Both, inheritors or serial MBO/MBI entrepreneurs are not traditionally regarded as true entrepreneurs because MBOs and MBIs do not create new businesses per se (Deakins and Freel, 2003). Purpose of this Study The main purpose of this study is to investigate theoretically and test empirically The difference between pre business versus In business entrepreneurs triggers Which pre-business entrepreneurial triggers have relationships with demographics Which In-business triggers entrepreneurial have relationships with demographics Conceptual Frame Work The conceptual frame work of this study is taken from the study of Liang and Dunn (2007). Data Analysis Technique Cronbachs alpha for internal consistency, factor analysis to reduce the variables in each trigger, and regression analysis will be used to check the relationship Data Collection Data will be collected from the professionals who are planning to become an entrepreneur and entrepreneur who are planning to expand their existing business. Sample Size The total sample size will be 200 professionals from Lahore and Islamabad, with equal consideration of respondents from each city and equal representation of pre-business and in-business professionals. Research Instrument Triggers of entrepreneur which will be 42 and demographics variables considered will be gender, education level, age, marital status, type of business and years of experience of respondents will be taken from the study of Liang and Dunn (2007).

Comparing Joyce’s Ulysses and T.S. Eliot’s Love Song of J. Alfred Prufr

Comparing Joyce’s Ulysses and T.S. Eliot’s Love Song of J. Alfred Prufrock In Episode 8 of Ulysses, Joyce sends Bloom and the reader through a gauntlet of food that enlarges one of the novel ¹s main linguistic strategies, that of gradual digestion. While Episode 10 may seem like a more appropriate choice for a spatial representation of the city, this episode maps digestion out like Bloom wanders the streets of Dublin, with thoughts entering foremost through the body and exiting them. In T.S. Eliot ¹s poem "The Love Song of J. Alfred Prufrock," the stanzas deescalate the city from skyline to sea-bottom in accordance with the mock-hero ¹s own inability digest thoroughly any complete thought all the way through. Bloom describes the process of eating with realism appropriate to the task: "And we stuffing food in one hole and out behind: food, chyle, blood, dung, earth good: have to feed it like stoking an engine" (144-5). Indeed, this is the path words take in the novel; they begin in a pure form, as written on a page (such as Martha ¹s "Are you not happy in your home you poor little naughty boy?" which, despite its impure implications, is at least black ink on white paper) and filters into every stage of Bloom ¹s journey (as in Episode 8, 137). The gradual digestion of words fits with another of Martha ¹s lines, the typographical error "I called you naughty darling because I do not like that other world" (131). These words become "worlds," carving out a space as they travel throughout Dublin with Bloom. Bloom tosses the "throwaway" into the Liffey, and its words sail down not only the river, but alongside Bloom, causing him trouble and marking him as a throwaway himself. Words often hi nt at their own creation or foreshadow another... ...urface giddiness of "mermaids singing, each to each." Our paralysis in reading "Prufrock," from stanzaic symmetries ("And would it have been worth it, after all"/"That is not is, at all," used twice with minor variations) that indicate Prufrock ¹s stalled action to the anatomization of pluralized body parts ("eyes"/"arms") that rest heavily on a local item while emphasizing its multitude and power, "Disturb[s] the universe" as much as Prufrock ¹s own perambulations do, that is, not at all. He only sinks further down, drowning not only in other "human voices" but, more importantly, in his own constipation. Works Cited Eliot, T. S.. "The Love Song of Alfred J. Prufrock." Making Literature Matter: An Anthology for Readers and Writers. 2nd Ed. Schlib & Clifford. Boston: Bedford, 2003. 851-855. Joyce, James. The Portable James Joyce, New York: Penguin Books, 1996 Comparing Joyce’s Ulysses and T.S. Eliot’s Love Song of J. Alfred Prufr Comparing Joyce’s Ulysses and T.S. Eliot’s Love Song of J. Alfred Prufrock In Episode 8 of Ulysses, Joyce sends Bloom and the reader through a gauntlet of food that enlarges one of the novel ¹s main linguistic strategies, that of gradual digestion. While Episode 10 may seem like a more appropriate choice for a spatial representation of the city, this episode maps digestion out like Bloom wanders the streets of Dublin, with thoughts entering foremost through the body and exiting them. In T.S. Eliot ¹s poem "The Love Song of J. Alfred Prufrock," the stanzas deescalate the city from skyline to sea-bottom in accordance with the mock-hero ¹s own inability digest thoroughly any complete thought all the way through. Bloom describes the process of eating with realism appropriate to the task: "And we stuffing food in one hole and out behind: food, chyle, blood, dung, earth good: have to feed it like stoking an engine" (144-5). Indeed, this is the path words take in the novel; they begin in a pure form, as written on a page (such as Martha ¹s "Are you not happy in your home you poor little naughty boy?" which, despite its impure implications, is at least black ink on white paper) and filters into every stage of Bloom ¹s journey (as in Episode 8, 137). The gradual digestion of words fits with another of Martha ¹s lines, the typographical error "I called you naughty darling because I do not like that other world" (131). These words become "worlds," carving out a space as they travel throughout Dublin with Bloom. Bloom tosses the "throwaway" into the Liffey, and its words sail down not only the river, but alongside Bloom, causing him trouble and marking him as a throwaway himself. Words often hi nt at their own creation or foreshadow another... ...urface giddiness of "mermaids singing, each to each." Our paralysis in reading "Prufrock," from stanzaic symmetries ("And would it have been worth it, after all"/"That is not is, at all," used twice with minor variations) that indicate Prufrock ¹s stalled action to the anatomization of pluralized body parts ("eyes"/"arms") that rest heavily on a local item while emphasizing its multitude and power, "Disturb[s] the universe" as much as Prufrock ¹s own perambulations do, that is, not at all. He only sinks further down, drowning not only in other "human voices" but, more importantly, in his own constipation. Works Cited Eliot, T. S.. "The Love Song of Alfred J. Prufrock." Making Literature Matter: An Anthology for Readers and Writers. 2nd Ed. Schlib & Clifford. Boston: Bedford, 2003. 851-855. Joyce, James. The Portable James Joyce, New York: Penguin Books, 1996

Amway Marketing Max

The amway is the one of the company in the world who is selling the products which are helpful to the people in home in commercical foe personal and many other factor. But in the india ther are so many person who are very poor and he has no house but some person who are rich and his income per month is 14000 they are using the amway products but the others are donot use the amway bproducts because they are satisfy with the other products because they all are using last some years ago so amway products are not very much using in the india if amway some change for his product place and price so ther is possible to increase in the profit.There are the 4 ps of the company these are as follows Price Place Product and Promotion These are the 4ps of the amway these are common for all the marketing maix for the company. In the amway company 4ps are give the advice for the nutrition food and many other products . Product:- In the amway there are the different types of the products these are a s follows. Nutrition and wellness. consulates. home care. personal care. commercial products.These are the all the amway products but in this ther are the various types just like that Nutrition and wellness * Food supplementary * food * miscellaneous health and fitness Cosmetics * attitude * skin care products Home care * laundry care * apparel care * household cleaners * glass and mettle cares * more†¦Ã¢â‚¬ ¦. Personal care * hair care products * oral care products * body and skin care products * family care products * more†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. Commercial products * agriculture products the amway company is