Sports commercials Essay Example | Topics and Well Written Essays - 500 words

Sports ads - Essay Example The following ad that is exceptionally fruitful in its showcasing technique is the Adam Oates NHL business. This advertisement is astute in light of the fact that it includes sexuality as a lady to incite thought. The advertisement utilizes phrases like â€Å"patrols the hostile zone,† and â€Å"loose rebounds† to contrast hockey and getting a date. This is astute with respect to the sponsors since they cause hockey to appear to be chic to the survey open by differentiating scoring on the hockey field with scoring on the dating front.The next ad that is extremely effective in its promoting methodology is the Adam Oates NHL business. This commercial is astute in light of the fact that it includes sexuality as a lady to incite thought. The promotion utilizes phrases like â€Å"patrols the hostile zone,† and â€Å"loose rebounds† to contrast hockey and getting a date. This is smart with respect to the promoters since they cause hockey to appear to be in vogue to the survey open by differentiating scoring on the hockey field with scoring on the dating front. The last notice that I found to truly hit the imprint was the â€Å"NBA Cares† battle, which contained three distinct advertisements. In the initial two advertisements, an immense number of expert b-ball players beg the crowd to help add to those out of luck. This technique by and large works in light of the fact that the crowd likes to imagine that they are on a similar level as their good examples. The third advertisement consolidated the utilization of star power with ordinary fans to convey the desired information.

The Most Significant Aspect of Roosevelt’s Presidency and New Deal up t

The Most Significant Aspect of Roosevelt’s Presidency and New Deal up to 1941 In this article I will evaluate which was the most huge part of Franklin Delano Roosevelt’s Presidency, by taking a gander at four unique parts of it, and afterward applying tests to every perspective. I will be investigating Roosevelt’s Economic Policies, Financial Ideas, Role of the Presidency and the Electoral exhibition of the Democratic party †and afterward, applying the accompanying tests to them: Firstly, the ‘Amount of change,’ then the ‘Immediate effects,’ at that point the ‘Long expression effects,’ lastly the ‘Effect of one perspective on another.’ Roosevelt’s monetary thoughts were obviously extraordinary to those of the Republicans and furthermore the Electoral Position of the Democratic Party likewise changed a ton from the 1920’s. Anyway it was the alterations to the job of the President and Roosevelt’s new monetary arrangements that delivered the greatest changes from the Republicans administration in the 20s. Before Roosevelt became President, the guidelines of the constitution were followed carefully: The Legislature job (congress) was to make the laws, the Executive’s (the president) was to do those laws also, the Judiciary (Supreme Court Judges) to pass judgment on the laws. Each having their own power and shortcomings to shape a ‘balance’, guaranteeing that force and control was part similarly between the three branches. At the point when Roosevelt became President in 1933, he rolled out three significant improvements to the job of the Presidency. Right off the bat, he changed the connection between the Presidency and congress. While it was as yet the duty of the Congress to make laws, Roosevel... ... I found that just actually the Job of the Presidency had a significant long haul impact after Roosevelt, there are parts of Roosevelt’s administration that are still to a great extent obvious in the United States of America today †in light of the fact that the USA has such a polar economy, there is a major partition between the rich and poor, what's more, despite the fact that there are still a ton of needy individuals in America, who get restricted guide, there is a bigger dominant part that are very well off and the USA is the most extravagant nation on the planet today. Also, Roosevelt has some part to play in this; on account of everything he did (long and present moment) he figured out how to prevail in to a great extent restoring the downturn and getting America in a good place again. Without this, we don’t know where America would be today thus this is the thing that I accept to be the most ideal method of estimating centrality. The Most Significant Aspect of Roosevelt’s Presidency and New Deal up t The Most Significant Aspect of Roosevelt’s Presidency and New Deal up to 1941 In this paper I will evaluate which was the most critical part of Franklin Delano Roosevelt’s Presidency, by taking a gander at four unique parts of it, and afterward applying tests to every perspective. I will be investigating Roosevelt’s Economic Policies, Monetary Ideas, Role of the Presidency and the Electoral presentation of the Democratic party †and afterward, applying the accompanying tests to them: Firstly, the ‘Amount of change,’ then the ‘Immediate effects,’ at that point the ‘Long expression effects,’ lastly the ‘Effect of one perspective on another.’ Roosevelt’s monetary thoughts were obviously unique to those of the Republicans and furthermore the Electoral Position of the Democratic Party likewise changed a great deal from the 1920’s. Anyway it was the adjustments to the job of the President and Roosevelt’s new monetary arrangements that delivered the greatest changes from the Republicans administration in the 20s. Before Roosevelt became President, the principles of the constitution were followed carefully: The Legislature job (congress) was to make the laws, the Executive’s (the president) was to do those laws what's more, the Judiciary (Supreme Court Judges) to pass judgment on the laws. Each having their own position and shortcomings to shape a ‘balance’, guaranteeing that force and control was part similarly between the three branches. At the point when Roosevelt became President in 1933, he rolled out three significant improvements to the job of the Presidency. Initially, he changed the connection between the Presidency and congress. While it was as yet the duty of the Congress to make laws, Roosevel... ... I found that just actually the Job of the Presidency had a significant long haul impact after Roosevelt, there are parts of Roosevelt’s administration that are still to a great extent clear in the United States of America today †in light of the fact that the USA has such a polar economy, there is a major partition between the rich and poor, furthermore, in spite of the fact that there are still a ton of needy individuals in America, who get restricted guide, there is a bigger larger part that are very well off and the USA is the most extravagant nation on the planet today. Also, Roosevelt has some part to play in this; on account of everything he did (long and present moment) he figured out how to prevail in to a great extent restoring the downturn and getting America in a good place again. Without this, we don’t know where America would be today thus this is the thing that I accept to be the most ideal method of estimating importance.

Exploring International Finance and Economic Policy (IFEP) COLUMBIA UNIVERSITY - SIPA Admissions Blog

Exploring International Finance and Economic Policy (IFEP) COLUMBIA UNIVERSITY - SIPA Admissions Blog Oh, youre IFEP? You MUST be smart. IFEP? No, Im good after macro, no more for me. IFEP! Youre going to make so much money! These are just a sample of some of the statements one may hear as a SIPA student concentrating in the illustrious International Finance and Economic Policy, also known as  IFEP.  Im writing this to answer some common questions and give my general impression of the concentration (DISCLAIMER: I am still doing requirements for the concentration so Im currently taking International Trade and Theory of International Political Economy..both are fine.so far). (DISCLAIMER 2.0: Im going to use acronyms to make my life easier while typing this. At SIPA, we live in a world of acronyms.) The IFEP concentration has three main tracks: International Finance (IF), International Economic Policy (IEP) and Central Banking (CB).  A majority of the students in IFEP are split between IF and IEP, with a minority of people concentrating in CB. How good at math do you really have to be to succeed? It definitely helps to be good at math but in all honesty, I dont think Im that good at math, and I have been doing fine. However, I have experience in the quantitative and economic fields, so I am more comfortable with the material. It is still difficult for me and takes some time to grasp it, but I enjoy the challenge. Why did you choose to concentrate in IFEP? Economics was a weakness of mine in undergrad, and I chose IFEP to improve my understanding of economic theory and analysis skills. I wanted to change my weakness into a strength. I knew it was going to be a change of pace, but I got tired of dodging economics so I jumped in head-first. Plus, Im looking into infrastructure investment and development / political risk as potential career fields and strong economic skills can help in those areas. Do you have to come from finance to succeed in IFEP? Once again, it definitely helps but its not a must. Brushing up on key economic and financial concepts can go a long way to succeeding in IFEP. Ive seen people with not much quantitative experience do well in IFEP. They spent time going through the material and practicing the logic behind the theory. Is Quant scary? In the beginning it is, but once you get used to it and understand how it is used to evaluate policy outcomes, then it is not too bad. When you put in the effort, youll have that breakthrough moment when you finally understand a difficult topic. Its a deep dive into statistics and regressions which after about two months, most people get.

O Neal - 1507 Words

Miguel Vargas 11-20-15 1st hour Mr. O’Neal Before Europeans had ever set foot on North America the continent was a vast land made up of various Native American nations that had their own distinct cultures, history and social hierarchies. The Natives here possessed all of the aspects that human beings all over the world incorporated into their societies. They had social structures, trade routes and relationships between various Native groups and were by no means a cluster of heathens waiting to be discovered by white Europeans who would come to claim the land they have lived on for thousands of years. Upon their arrival on the continent that was often tagged as The New World and their affairs with Indians in the ways they had. The country†¦show more content†¦Spain brought a sort of diplomacy with them when they tried to coexist their culture and peoples with that of the native inhabitants of Florida. This approach was probably just as much done out of necessity than modern European kindness, because the Spanish sett lers who founded the string of settlement towns in Florida were vastly outnumbered by their Indian counterparts. The Spanish in Florida depended on Indian labor for many of the tasks they were trying to accomplish, and out of respect for the Indians the Spanish crown allowed for certain rights for the Indians to have in order that the two cultures could live side by side while benefiting each other. The leaders of the Spanish colonies held Indian Chiefs in high regards and granted them all of the awards that would be bestowed upon a man of Spanish royalty. According to the Spanish way of thinking in the 16th century, it was necessary for the Indian leaders to pledge allegiance as allies to Spain and through the allegiance of the chiefs would come the allegiance of the men and women that the chiefs ruled over. The Spanish Crown granted the natives rights such as a representatives known as a defender of the Indians in court proceedings and actually let them be involved in court proceedings which is more than the English would have done in their

Universal Governmental Programs Universal And Targeted...

In today’s society, two types of major governmental programs – universal and targeted –are used all over the world in aims to reduce poverty and help the poor get above the poverty line. Universal governmental programs are programs that give need and benefits to anyone in the country no matter how much wealth or income they have. Countries like, Canada, United Kingdom, Germany and Sweden have a universal health care system, where everyone receives free healthcare. Targeted, also known as means-tested programs are programs that are only given to families and individuals that fall below a certain income level. The United States uses the targeted governmental programs for all forms of benefits. The largest targeted governmental program seen in the United States is the Supplemental Nutrition Assistance Program (SNAP), also known as food stamps. In order to qualify for SNAP families must fall below a certain income level and must demonstrate a need for assistance. In recent times, universal governmental programs have received most of the support over targeted programs for many reasons. Of the two governmental programs, universal benefits are more widely accepted among citizens than targeted (Nelson, 2004). These methods are both used to reduce poverty and income inequality. Poverty resorts from many things in a country, some of those things are work rates and wages, some people work all day and all night but do not make enough money to get out of poverty. Some families’ incomesShow MoreRelatedSocial Service Delivery Is A Mechanism Through Which The1286 Words   |  6 PagesSocial service delivery is a mechanism through which the social programs are delivered to the needy one by private or public agencies. Social programs are designed to deliver significant social goals thereby meeting ongoing needs of people. In the past, when people needed help they initially turned to their families as the helping resource. 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The Host Chapter 52 Separated Free Essays

string(22) " a reaction from her\." We brought our plunder in through the south vent, though this meant that the jeep would have to be moved before dawn. My main concern with using the bigger entrance was that the Seeker would hear the commotion our arrival was sure to cause. I wasn’t sure if she had any idea of what I was going to do, and I didn’t want to give her any reason to kill her host and herself. We will write a custom essay sample on The Host Chapter 52: Separated or any similar topic only for you Order Now The story Jeb had told me about one of their captives-the man who had simply collapsed, leaving no external evidence on the outside of the havoc wreaked inside his skull-haunted my thoughts. The hospital was not empty. As I squeezed myself through the last tight bubble of space out into the main room, I found Doc preparing for the operation. His desk was laid out; on it, a propane lantern-the brightest illumination we had available-waited to be lit. The scalpels glinted in the duller blue light of the solar lamp. I had known that Doc would agree to my terms, but seeing him thus occupied sent a wave of nervous nausea through me. Or maybe it was just the memory of that other day that sickened me, the day I’d caught him with blood on his hands. â€Å"You’re back,† he said with relief. I realized that he’d been worried about us, just as everyone worried when someone left the safety of the caves. â€Å"We brought you a gift,† Jared said as he pushed himself free behind me. He straightened up and reached back for a box. With a flourish, he held it up, displaying the label on the side. â€Å"Heal!† Doc crowed. â€Å"How much did you get?† â€Å"Two cases. And we’ve found a much better way to renew our stores than to have Wanda stabbing herself.† Doc did not laugh at Jared’s joke. Instead he turned to stare at me piercingly. We both must have been thinking the same thing: Convenient, since Wanda won’t be around. â€Å"Did you get the cryotanks?† he asked, more subdued. Jared noticed the look and the tension. He glanced at me, his expression impossible to read. â€Å"Yes,† I answered. â€Å"Ten of them. It was all the car could hold.† While I spoke, Jared yanked on the rope behind him. With a clatter of loose rock, the second box of Heal, followed by the tanks, tumbled onto the floor behind him. The tanks clanked like metal, though they were built of no element that existed on this planet. I’d told him it was fine to treat the empty cryotanks roughly; they were built to withstand much worse abuse than being tugged through a stone channel. They glinted on the floor now, looking shiny and pristine. Doc picked one up, freeing it from the rope, and turned it around in his hands. â€Å"Ten?† The number seemed to surprise him. Did he think it too many? Or not enough? â€Å"Are they difficult to use?† â€Å"No. Extremely easy. I’ll show you how.† Doc nodded, his eyes examining the alien construction. I could feel Jared watching me, but I kept my eyes on Doc. â€Å"What did Jeb, Brandt, and Aaron say?† I asked. Doc looked up, locked his eyes on mine. â€Å"They’re†¦ in agreement with your terms.† I nodded, not convinced. â€Å"I won’t show you unless I believe that.† â€Å"That’s fair.† Jared glared at us, confused and frustrated. â€Å"What did you tell him?† Doc asked me, being cautious. â€Å"Just that I was going to save the Seeker.† I turned to look in Jared’s general direction without meeting his gaze. â€Å"Doc has promised me that if I show him how to perform the separation, you will give the released souls safe conduct to another life on another planet. No killing.† Jared nodded thoughtfully, his eyes flickering back to Doc. â€Å"I can agree to those terms. And I can make sure the others follow through. I assume you have a plan to get them off-planet?† â€Å"It will be no more dangerous than what we did tonight. Just the opposite-adding to the stack rather than taking from it.† â€Å"Okay.† â€Å"Did you†¦ have a time schedule in mind?† Doc asked. He tried to sound nonchalant, but I could hear the eagerness behind his voice. He just wanted the answer that had eluded him for so long, I tried to tell myself. It wasn’t that he was in a hurry to kill me. â€Å"I have to take the jeep back-can you wait? I’d like to watch this.† â€Å"Sure, Jared,† Doc agreed. â€Å"Won’t take me long,† Jared promised as he shoved himself back into the vent. That I was sure of. It wouldn’t take enough time at all. Doc and I did not speak until the sound of Jared’s scrambling exit had faded. â€Å"You didn’t talk about†¦ Melanie?† he asked softly. I shook my head. â€Å"I think he sees where this is going. He must guess my plan.† â€Å"But not all of it. He won’t allow -â€Å" â€Å"He won’t get a say,† I interrupted severely. â€Å"All or nothing, Doc.† Doc sighed. After a moment of silence, he stretched and glanced toward the main exit. â€Å"I’m going to go talk to Jeb, get things ready.† He reached for a bottle on the table. The chloroform. I was sure the souls had something better to use. I would have to try to find it for Doc, before I was gone. â€Å"Who knows about this?† â€Å"Still just Jeb, Aaron, and Brandt. They all want to watch.† This didn’t surprise me; Aaron and Brandt would be suspicious. â€Å"Don’t tell anyone else. Not tonight.† Doc nodded, then he disappeared into the black corridor. I went to sit against the wall, as far from the prepared cot as I could get. I’d have my turn on top of it all too soon. Trying to think of something besides that grim fact, I realized that I hadn’t heard from Melanie since†¦ When was the last time she’d spoken to me? When I’d made the deal with Doc? I was belatedly surprised that the sleeping arrangements by the jeep today had not elicited a reaction from her. You read "The Host Chapter 52: Separated" in category "Essay examples" Mel? No answer. It wasn’t like before, so I didn’t panic. I could definitely feel her there in my head, but she was†¦ ignoring me? What was she doing? Mel? What’s going on? No answer. Are you mad at me? I’m sorry about before, by the jeep. I didn’t do anything, you know, so it’s not really fair – She interrupted me, exasperated. Oh, stop. I’m not mad at you. Leave me alone. Why won’t you talk to me? No answer. I pushed a little harder, hoping to pick up the direction of her thoughts. She tried to keep me out, to put the wall in place, but it was too weak from disuse. I saw her plan. I tried to keep my mental tone even. Have you lost your mind? In a manner of speaking, she teased halfheartedly. You think that if you can make yourself disappear, that will stop me? What else can I do to stop you? If you’ve got a better idea, please share. I don’t get it, Melanie. Don’t you want them back? Don’t you want to be with Jared again? With Jamie? She writhed, fighting the obviousness of the answer. Yes, but†¦ I can’t†¦ She took a moment to steady herself. I find myself unable to be the death of you, Wanda. I can’t stand it. I saw the depth of her pain, and tears formed in my eyes. Love you too, Mel. But there’s not room for the both of us here. In this body, in this cave, in their lives†¦ I disagree. Look, just stop trying to annihilate yourself, okay? Because if I think you can do it, I’ll make Doc pull me out today. Or I’ll tell Jared. Just imagine what he would do. I imagined it for her, smiling a little through my tears. Remember? He said no guarantees about what he would or wouldn’t do to keep you here. I thought of those burning kisses in the hall†¦ thought of other kisses and other nights in her memory. My face warmed as I blushed. You fight dirty. You bet I do. I’m not giving up. You’ve been warned. No more silent treatment. We thought of other things then, things that didn’t hurt. Like where we would send the Seeker. Mel was all for the Mists Planet after my story tonight, but I thought the Planet of the Flowers would be more fitting. There wasn’t a mellower planet in the universe. The Seeker needed a nice long lifetime eating sunshine. We thought of my memories, the pretty ones. The ice castles and the night music and the colored suns. They were like fairytales to her. And she told me fairytales, too. Glass slippers, poisoned apples, mermaids who wanted to have souls†¦ Of course, we didn’t have time to tell many stories. They all returned together. Jared had come back through the main entrance. It had taken so very little time-perhaps he’d just driven the jeep around to the north side and hidden it under the overhang there. In a hurry. I heard their voices coming, subdued, serious, low, and knew from their tone that the Seeker was with them. Knew that the time had come for the first stage of my death. No. Pay attention. You’re going to have to help them do this when I’m – No! But she wasn’t protesting my instruction, just the conclusion of my thought. Jared was the one who carried the Seeker into the room. He came first, the others behind. Aaron and Brandt both had the guns ready-in case she was only feigning unconsciousness, perhaps, and about to jump up and attack them with her tiny hands. Jeb and Doc came last, and I knew Jeb’s canny eyes would be on my face. How much had he figured out already with his crazy, insightful shrewdness? I kept myself focused on the task at hand. Jared laid the Seeker’s inert form on the cot with exceptional gentleness. This might have bothered me before, but now it touched me. I understood that he did this for me, wishing that he could have treated me this way in the beginning. â€Å"Doc, where’s the No Pain?† â€Å"I’ll get it for you,† he murmured. I stared at the Seeker’s face while I waited, wondering what it would look like when her host was free. Would anything be left? Would the host be empty or would the rightful owner reassert herself? Would the face be less repugnant to me when another awareness looked out of those eyes? â€Å"Here you go.† Doc put the canister in my hand. â€Å"Thanks.† I pulled out one thin tissue square and handed the container back to him. I found myself reluctant to touch the Seeker, but I made my hands move swiftly and purposefully as I pulled her chin down and put the No Pain on her tongue. Her face was very small-it made my hands feel big. Her tiny size always threw me off. It seemed so inappropriate. I closed her mouth again. It was moist-the medicine would dissolve quickly. â€Å"Jared, could you please roll her onto her stomach?† I asked. He did as I asked-again, gently. Just then, the propane lantern flared to life. The cave was suddenly bright, almost like daylight. I glanced up instinctively and saw that Doc had covered the big holes in the roof with tarps to keep our light from escaping. He’d done a lot of preparation in our absence. It was very quiet. I could hear the Seeker breathing evenly in and out. I could hear the faster, tenser breathing of the men in the room with me. Someone shifted from one foot to the other, and sand ground against rock under his heel. Their stares had a physical weight on my skin. I swallowed, hoping I could keep my voice normal. â€Å"Doc, I need Heal, Clean, Seal, and Smooth.† â€Å"Right here.† I brushed the Seeker’s coarse black hair out of the way, exposing the little pink line at the base of her skull. I stared at her olive tan skin and hesitated. â€Å"Would you cut, Doc? I don’t†¦ I don’t want to.† â€Å"No problem, Wanda.† I saw only his hands as he came to stand across from me. He set a little row of white cylinders on the cot next to the Seeker’s shoulder. The scalpel winked in the bright light, flashing across my face. â€Å"Hold her hair out of the way.† I used both hands to clear her neck. â€Å"Wish I could scrub up,† Doc muttered to himself, obviously feeling underprepared. â€Å"It’s not really necessary. We have Clean.† â€Å"I know.† He sighed. What he really wanted was the routine, the mental cleansing that the old habits had given him. â€Å"How much room do you need?† he asked, hesitating with the point of the blade an inch from her skin. I could feel the heat of the other bodies behind me, squeezing in to get a better view. They were careful not to touch either of us. â€Å"Just the length of the scar. That will be enough.† This didn’t seem like enough to him. â€Å"You sure?† â€Å"Yes. Oh, wait!† Doc pulled back. I realized I was doing this all backward. I was no Healer. I wasn’t cut out for this. My hands were shaking. I couldn’t seem to look away from the Seeker’s body. â€Å"Jared, could you get one of those tanks for me?† â€Å"Of course.† I heard him walk the few steps away, heard the dull, metallic clunk of the tank he chose knocking against the others. â€Å"What now?† â€Å"There’s a circle on top of the lid. Press it in.† I heard the low hum of the cryotank as it powered on. The men muttered and shuffled their feet, moving away from it. â€Å"Okay, on the side there should be a switch†¦ more like a dial, actually. Can you see it?† â€Å"Yes.† â€Å"Spin it all the way down.† â€Å"Okay.† â€Å"What color is the light on top of the tank?† â€Å"It’s†¦ it’s just turning from purple to†¦ bright blue. Light blue now.† I took a deep breath. At least the tanks were functional. â€Å"Great. Pop the lid and wait for me.† â€Å"How?† â€Å"Latch under the lip.† â€Å"Got it.† I heard the click of the latch, and then the whir of the mechanism. â€Å"It’s cold!† â€Å"That’s sort of the point.† â€Å"How does it work? What’s the power source?† I sighed. â€Å"I knew the answers when I was a Spider. I don’t understand it now. Doc, you can go ahead. I’m ready.† â€Å"Here we go,† Doc whispered as he slid the blade of the scalpel deftly, almost gracefully, through the skin. Blood coursed down the side of her neck, pooling on the towel Doc had placed underneath. â€Å"A tiny bit deeper. Just under the edge -â€Å" â€Å"Yes, I see.† Doc was breathing fast, excited. Silver glinted out from the red. â€Å"That’s good. Now you hold the hair.† Doc switched places with me in a smooth, swift movement. He was good at his Calling. He would have made quite a Healer. I didn’t try to hide what I was doing from him. The movements were too minute for him to have any chance of seeing. He would not be able to do this until I explained. I slid one fingertip carefully along the back ridge of the tiny silver creature until my finger was almost entirely inserted into the hot opening at the base of the host body’s neck. I traced my way to the anterior antennae, feeling the taut lines of the bound attachments stretched tight like harp strings into the deeper recesses of her head. I twisted my finger around the underside of the soul’s body, caressing down from the first segment along the other line of attachments, as stiff and profuse as the bristles of a brush. I felt carefully at the juncture of these tight strings, at the tiny joints, no bigger than pinheads. I stroked my way about a third of the way down. I could have counted, but that would have taken a very long time. It would be the two hundred seventeenth connection, but there was another way to find it. There it was, the little ridge that made this joint just a bit bigger-a seed pearl rather than a pinhead. It was smooth under my fingertip. I pressed against it with gentle pressure, tenderly massaging. Kindness was always the way of the souls. Never violence. â€Å"Relax,† I breathed. And, though the soul could not hear me, it obeyed. The harp strings loosened, went slack. I could feel the slither as they retracted, feel the slight swelling of the body as it absorbed them. The process took no more than a few beats of my heart. I held my breath until I felt the soul undulate under my touch. Wriggling free. I let it twist itself a little farther out, and then I curled my fingers gently around the tiny, fragile body. I lifted it, silver and gleaming, wet with blood that was quickly shed from the smooth casing, and cradled it in my hand. It was beautiful. The soul whose name I’d never known billowed like a silver wave in my hand†¦ a lovely feathered ribbon. I couldn’t hate the Seeker in this form. An almost maternal love swept through me. â€Å"Sleep well, little one,† I whispered. I turned toward the faint hum of the cryotank, just to my left. Jared held it low and angled, so it was a simple matter for me to ease the soul into the shockingly cold air that gusted from the opening. I let it slide into the small space and then carefully relatched the lid. I took the cryotank from Jared, easing it rather than tugging it, turning it with care until it was vertical, and then I hugged it to my chest. The outside of the tank was the same temperature as the warm room. I cradled it to my body, protective as any mother. I looked back at the stranger on the table. Doc was already dust-ing Smooth over the sealed wound. We made a good team: one attending to the soul, the other to the body. Everyone was taken care of. Doc looked up at me, his eyes full of exhilaration and wonder. â€Å"Amazing,† he murmured. â€Å"That was incredible.† â€Å"Good job,† I whispered back. â€Å"When do you think she’ll wake up?† Doc asked. â€Å"That depends on how much chloroform she inhaled.† â€Å"Not much.† â€Å"And if she’s still there. We’ll have to wait and see.† Before I could ask, Jared lifted the nameless woman tenderly from the cot, rolled her face-up, and laid her on another, cleaner resting place. This tenderness did not move me. This tenderness was for the human, for Melanie†¦ Doc went with him, checking her pulse, peeking under her lids. He shone a flashlight into her unconscious eyes and watched the pupils constrict. No light reflected back to blind him. He and Jared exchanged a long glance. â€Å"She really did it,† Jared said, his voice low. â€Å"Yes,† Doc agreed. I didn’t hear Jeb sidle up next to me. â€Å"Pretty slick, kid,† he murmured. I shrugged. â€Å"Feeling a smidge conflicted?† I didn’t answer. â€Å"Yeah. Me, too, hon. Me, too.† Aaron and Brandt were talking behind me, their voices rising with excitement, answering each other’s thoughts before the questions were spoken. No conflict there. â€Å"Wait till the others hear!† â€Å"Think of the -â€Å" â€Å"We should go get some -â€Å" â€Å"Right now, I’m ready -â€Å" â€Å"Hold up,† Jeb cut Brandt off. â€Å"No soul snatching until that cryotank is safely on its way into outer space. Right, Wanda?† â€Å"Right,† I agreed in a firmer voice, hugging the tank tighter to my chest. Brandt and Aaron exchanged sour glances. I was going to need more allies. Jared and Jeb and Doc were only three, though certainly the most influential three here. Still, they would need support. I knew what this meant. It meant talking to Ian. Others, too, of course, but Ian would have to be one of them. My heart seemed to slump lower in my chest, to curl limply in on itself. I’d done many things I had not wanted to do since joining the humans, but I couldn’t remember any this sharply and pointedly painful. Even deciding to trade my life for the Seeker’s-that was a huge, vast hurt, a wide field of ache, but it was almost manageable because it was so tied up in the bigger picture. Telling Ian goodbye was a razor-sharp piercing; it made the greater vision hard to see. I wished there was some way, any way, to save him from the same pain. There wasn’t. The only thing worse would be telling Jared goodbye. That one would burn and fester. Because he wouldn’t feel pain. His joy would far outweigh any small regret he might feel over me. As for Jamie, well, I wasn’t planning on facing that goodbye at all. â€Å"Wanda!† Doc’s voice was sharp. I hurried to the bed Doc was hovering over. Before I got there, I could see the tiny olive hand fisting and unfisting where it hung over the edge of the cot. â€Å"Ah,† the Seeker’s familiar voice moaned from the human body. â€Å"Ah.† The room went utterly silent. Everyone looked at me, as if I were the expert on humans. I elbowed Doc, my hands still wrapped around the tank. â€Å"Talk to her,† I whispered. â€Å"Um†¦ Hello? Can you hear me†¦ miss? You’re safe now. Do you understand me?† â€Å"Ah,† she groaned. Her eyes fluttered open, focused quickly on Doc’s face. There was no discomfort in her expression-the No Pain would be making her feel wonderful, of course. Her eyes were onyx black. They darted around the room until she found me, and recognition was quickly followed by a scowl. She looked away, back to Doc. â€Å"Well, it feels good to have my head back,† she said in a loud, clear voice. â€Å"Thanks.† How to cite The Host Chapter 52: Separated, Essay examples

Corporeal Masculinitie Australian Football -Myassignmenthelp.Com

Question: Discuss About The Corporeal Masculinities Australian Football? Answer: Introduction The Australian Football League, often abbreviated as AFL, is a pre eminent and professional competition in the sports of Australian football. The AFL serves as a sports governing body through the AFL commission. The league was actually founded as Victorian Football League and the inaugural session commenced in the year 1897. Currently, the league comprises eighteen teams spread all over the states of Australia, barring Tasmania. The AFL commission is an official governing body of the Australian Football League and Australian Rules football. Since the year 2017, Richard Goyder has been the chairman of the organization after replacing Mike Fitzpatrick (Cobley et al., 2014). The purpose of this report is to discuss the areas of diversity that are relevant to the organizational business both from the employees and clients viewpoints. In addition to this, the report comprises the current approach taken by the Australian Football League in order to manage diversity. It also includes the positive and negative actions taken by the organization, in terms of diversity. Furthermore, the report throws light on certain strategies which will help the business in improving their diversity practices. In addition to this, the report presents few recommendations on how the organization can successfully deal with diversity and how it can be improved. Discussion The Australian Football League has a higher percentage of the indigenous players and employees as compared to other Australian workforce representation. The indigenous representation in the Australian Football League is highly based on merit and prioritized on the individuals ability to play games at a higher level. The organization promotes diversity to a huge extent. In addition to this, the company is offering ten positions on diversity trainings worth 34,000 dollars per year, exclusively for the Muslim players as the part of Federal Government funded program. In order to be eligible for the position, the organization is also including diversity in the administration, finance, marketing and social media team (Choudhury, 2014). The workplace participation plays a pivotal issue in impacting the Muslim community of Australia, especially the youth. In order to assist the young people of the Muslim community, the Federal Government has provided funding to the AFL organization. The company is also investing on training them for gaining job skills and critical experiences at work. In addition to this, the Turnbull government has also invested an additional amount of 625,000 dollars for the companys leadership programs. The applicants belonging from the Australian background are highly encouraged to fill in for this position. Moreover, the NSW applicants should have a demonstrated knowledge regarding diversity and multicultural communities (Corboz, Flood Dyson, 2016). Furthermore, the applicants are expected to have a detailed knowledge regarding multicultural communities and also communicate effectively as well as sensitively with the diverse communities. The fulltime workers receive National Training Wage Award along with superannuation. This slightly comes around 34,000 dollars for one year. The Australian Football League offers a number of opportunities and job positions for the Aboriginal and Torres Strait islander school leavers (Coulter, Mallett Singer, 2016). It is a part of their diversity program of traineeship. This helps in providing the communities with a number of opportunities related to employment as well as skill development opportunities are also being provided among the young multicultural as well as the indigenous individuals from 15-19 (Frost, Lightbody Halabi, 2013). In reference to this, Justice Minister Michael Keenan said that the diversity program contributes a lot to a harmonious and resilient society which is united around with shared values of freedom of speech, freedom of beliefs and mutual respect. The AFL industry uses sports in a huge way to embrace the diversity policies. In addition to this, the company also contributes a lot by providing opportunities to the students belonging to the Islamic community. They learn football in a non competitive and fun environment. The program of 2016-17 includes funding for the AFL Islamic communities, for hosting events like Eid and Iftar, which is held nationally during the time of Ramdan. It helps in engaging the Islamic communities and in turn, fosters improved cultural awareness and education (Evans et al., 2015). In the history of Australian Football League, more than two hundred players of Aboriginal descent have played football with their teams. The first player of the Aboriginal descent was Fitzroys Joe Johnson, who has played around fifty five games. This includes premierships between 1904 and 1905. The Australian Football League has always encouraged diversity in their policies. However, it took great bravery for the Aboriginal players to play games, as they had to rise above several racist comments, stereotypes and prejudices. Along with innovations, undertaken by the AFL industry like Racial and Religious Vilification Rule, it helped many players to overcome their fear of getting bullied. In addition to this, under a great leadership, the company won the hearts of many people, belonging to different cultural backgrounds (Gorman Reeves, 2012). According to some leaked information, the CEO of AFL, Andrew Demetriou mentioned that the industry offers various programs for the culturally backward communities, in order to embrace diversity into their policies. It is true that previously, the opportunities were limited and many culturally backward communities considered themselves as in-competent. In recent times, the things have changed. Organizations like AFL are promoting several opportunities for such groups in order to showcase their talents and skills. Australian Football League has a very long tradition of the multicultural players. The first Chinese footballer who played in the Australian Football League was Wally Koochew (Hallinan, 2015). He defied the policy of the White Australians and played for Carlton in the year of 1908. Some great names from the past are mentioned in this part of the report. They are; Ron Barassi, Carl Ditterich, Peter Daicos, Glen Jakovich, Robert DiPierdomenico, Tony Liberatore and many more. In recent times, the names include; Scott Camporeale, Anthony Koutoufidis, Matthew Pavlich, Peter Riccardi, Nick Riewoldt and many more who have made significant contributions to the Australian Football League. In addition to this, it is worth mentioning that the Chief Executive Officer of Australian Football League, Andrew Demetriou belongs from an ethnic background. He is the son of Cypriot parents, who actually migrated to the country of Australia more than fifty years ago (Tynan Briggs,2012). The aim of Australian Football League is to drive aggressively higher participation levels in the well managed community events for all the individuals across Australia. The industry, along with the support of the state government and other administrative bodies has invested over 30 million dollars in order to develop the game. It has also introduced several programs and strategies in order to introduce fresh talent in the game and improve the community level. Since the past five years, the level has increased due to a huge amount of investment made on to this business of accepting all the individuals, belonging from different backgrounds and ethnic origin. Increased participation has helped the industry grow on a huge level and gain huge acclamation from its employees as well as the media (Spaaij et al., 2014). In addition to this, the Australian Football Leagues community camps have also become a major component of the industrys commitment towards to local communities. Furthermore, it is worth mentioning that every year in the month of February, the clubs of Australian Football League takes their players to camps, where they are given trainings on diversity, matches, local promotions and more. Moreover, the industry has also introduced programs like Kickstart, which is now conducted in many territories and states. This program comprises five key elements which include; education, health, participation, community capacity building and partnerships. The program provides opportunities to both girls and boys to play football (Ruddock Hudson, OHalloran Murphy, 2012). It also focuses on attendance and education at school. Besides, the program has helped in organizing forums on social as well as health issues. In addition to this, several initiatives like road safety forums are also organized by the members of the club. Moreover, the company also encourages females to take part in such events. School participation is highly encouraged by the organization, keeping in mind their education. Along with that, benefits are also provided to those who participate and attend the programs. This include distributing posters, backpacks themed as AFL, caps, footballs and many more goodies. All the programs are being developed by collaborating with the local communities and coordinated with the local as well as state governments, big and small businesses, institutions and authorities (Hallinan Judd, 2012). Promotional activities are done by high profile Indigenous heroes like Michael Long, Daryl White, Andrew McLeod and many others. The message which is being imparted is, strong culture, strong community, strong spirit. The industry is aiming to increase the support for the Indigenous players and provide them with various opportunities, ranging from education to work. The AFL association conducts various programs for the Indigenous players in the month of November. This includes training sessions on diversity, personal development programs and many more. It also provides funding for the training groups in order to increase the training and education for girls and boys. The Australian Football League also provides opportunities for the Indigenous youth to organize trainings and undertake traineeships (Rosengarten et al., 2014). In addition to this, the industry has organized several rewards and recognition programs for motivating their players and especially the Indigenous community. The Rising Stars event of AFL has provided opportunities for the elite players and regional camps and carnivals helped them showcase their talents. One of the major differences in modern days environment is the diverse and varied choices, individuals have with their careers. It is not just about Australian football, tennis or cricket; sports have much more into it. The Australian Football League understands that more than 100,000 people have arrived to the country over the last ten years and many of them have a knack towards sports (Kearney, 2012). The Australian Football League also feels that football has the power to bring people of various backgrounds, together. Along with the help of its multicultural programs, the AFL is trying to build strong bonds and connections with the diversified communities. This also helps them in developing their strategies in order to encourage their overall involvement in to the game and also in the broader community. The key objectives of such programs are to introduce the game as a part of integration and settlement, influence the community clubs and leagues to embrace the multicultural diversity and lastly, to implement the community capacity to build linguistically as well as culturally diversified communities. The Australian Football League has managed to assemble a team which is filled with dedicated employees, in order to encourage and assist refugee as well as migrant communities to get accessibility towards Australian football (Hallinan Heenan, 2013). Recommendations The Australian Football League must look for opportunities to expand their initiatives and programs in order to reach further in to the Indigenous segment and should build on to the existing results. The demand for the Australian football and their success has led to the capacity of the developed network. The expansion of their Kickstart programs has helped in enhancing their current resource levels and also helped them in developing new initiatives. Furthermore, initiatives must be taken to engage the Indigenous children towards improving truancy level as well as their learning opportunities. The AFL should also develop their school curriculum resources for the key areas of learning themed around the Australian football. In addition to this, introduction of new equipments will also help in engaging the Indigenous communities directly in sports as well as physical activities. There is also a need of distributing and developing role model videos and posters featuring messages related to the codes of ethics, education, health and safety benefits. Conclusion To conclude, the Australian Football League has taken several initiatives in order to introduce diversity in their policies. They have introduced various educational resources for building up community capacities, provide trainings to the Indigenous groups, coaching to the youth and accommodate literacy levels to develop the network. It is immensely important to connect people belonging from different communities in order to make significant contributions to the world of football. In addition to this, the report also presents some recommendations which will help the industry to improve their training policies more. Furthermore, the report provides information regarding the industrys positive approach towards the Indigenous people. References Choudhury, B. (2014). Gender diversity on boards: Beyond quotas. Cobley, S., Hanratty, M., O'Connor, D., Cotton, W. (2014). First club location and relative age as influences on being a professional Australian rugby league player.International Journal of Sports Science Coaching,9(2), 335-346. Corboz, J., Flood, M., Dyson, S. (2016). Challenges of bystander intervention in male-dominated professional sport: lessons from the Australian Football League.Violence against women,22(3), 324-343. Coulter, T. J., Mallett, C. J., Singer, J. A. (2016). A subculture of mental toughness in an Australian Football League club.Psychology of Sport and Exercise,22, 98-113. Evans, J. R., Wilson, R., Dalton, B., Georgakis, S. (2015). Indigenous participation in Australian sport: The perils of the panaceaproposition.Cosmopolitan Civil Societies: An Interdisciplinary Journal,7(1), 53-77. Frost, L., Lightbody, M., Halabi, A. K. (2013). Expanding social inclusion in community sports organizations: evidence from rural Australian football clubs.Journal of Sport Management,27(6), 453-466. Gorman, S., Reeves, K. (2012). Managing diversity: Reviewing Rule 30 and the implications of the racial vilification laws in the Australian Football League since 1995.Journal of Australian Indigenous Issues,15(2), 14-22. Hallinan, C. (2015). Assessing the sociology of sport: On indigeneity, politics of identity and Australian sports.International review for the sociology of sport,50(4-5), 448-453. Hallinan, C., Heenan, T. (2013). Australia, Asia and the new football opportunity.Soccer Society,14(5), 751-767. Hallinan, C., Judd, B. (2012). Producing benevolence and expertise: Whitestreaming Marn-Grook and the other constraints of Australian football.Journal of Australian Indigenous Studies,15(2), 5-13. Kearney, A. (2012). Indigeneity and the performance of corporeal masculinities in the Australian Football League.Sport in Society,15(7), 936-951. Knijnik, J. (2015). Feeling at home: an autoethnographic account of an immigrant football fan in Western Sydney.Leisure Studies,34(1), 34-41. Rosengarten, S. D., Cook, J. L., Bryant, A. L., Cordy, J. T., Daffy, J., Docking, S. I. (2014). Australian football players Achilles tendons respond to game loads within 2 days: an ultrasound tissue characterisation (UTC) study.Br J Sports Med, bjsports-2013. Ruddock Hudson, M., OHalloran, P., Murphy, G. (2012). Exploring psychological reactions to injury in the Australian Football League (AFL).Journal of Applied Sport Psychology,24(4), 375-390. Spaaij, R., Farquharson, K., Magee, J., Jeanes, R., Lusher, D., Gorman, S. (2014). A fair game for all? How community sports clubs in australia deal with diversity.Journal of Sport and Social Issues,38(4), 346-365. Tynan, M., Briggs, P. (2012). How culturally competent is the Australian Football League (AFL)?.International Journal of Sport Society,3(3). Answer:

Globalization and Germany free essay sample

Globalization and Germany In this day and age, globalization shines above all. It leads the world into its next level of evolution, forcing its countries social and economic developments into full swing with each passing moment. What is globalization? It is the unifying element brought on by the economies and cultures of the world Joining together. There are countries that gain benefits, but others that lose theirs. For Germany, globalization is not beneficial. So what is globalization? It unifies everyone. But it always existed in some way. Whether t was the Egyptians trading camels with the British, or Asians trading with Muslims, globalization is a deep part of our planets history. The effects of globalization are seen everywhere. In America, one institution that does this is McDonalds. McDonalds exists in other countries like Ecuador and Japan. In terms of the global markets, globalization has helped them gain as much influence as politicians. We will write a custom essay sample on Globalization and Germany or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page It truly unifies the world, as money is something everyone needs, and any nation with heavy debt, including the US, is vulnerable (Ganguly 1). Globalization has brought about many kinds of benefits, some which are felt everyday. Thanks to globalization, there is a steady cash flow (Ganguly 1) going to developing countries. That in turn will allow them to boost their own economies. Also, it means that countries are now a part of the global market, and can begin building their own credibility in the world. With globalization, production of materials has spread to other countries, and that means more options for companies when it comes to cost cuts and labor. As a result, the countries that pend less with sending production overseas get their cheap labor, and the countries themselves are allowed to Jump on the bandwagon in the companys success. Politics are a part of the developments, as countries are now made to interact with each other and can come up with solutions to each others problems. The biggest benefit would be the culture exchange. With globalization comes information exchange, and now people from across the world can share their language, art, religion, and ideas. Globalization has also brought upon the world many disadvantages. One of them is economical. Europeans are now losing Jobs due to outsourcing (sending labor to be done overseas for cheaper costs, a popular action for companies). These same companies are always under threat of being outsourced and other countries now include the US. In return, countries like China, the Sleeping Giant, are gaining a distinct advantage in the global market thanks to the deals that overseas companies make for their labor. With the aforementioned markets gaining more influence than politicians, there is a fear that corporations will take over the world and that government in turn will lose their standing, making decisions ased on economy than people. Another disadvantage stems from an advantage mentioned earlier as well. With cultures now being easily accessible through mediums like the Internet and TV, its hard to maintain individuality. People can now not only mix in much faster, but in doing so will lose their own sense of nationalism. For Germany, globalization is definitely a bad element introduced into its existence. One key industry that it dominates is automobile manufacturing. Volkswagen, a symbol of said industry, is sinking along with Ford and two other main automobile industries, three f which are stationed in the US. The Jobs offered at the Volkswagen company were passed onto outsiders from Poland, Czech Republic, Slovakia and Hungary. Most Jobs are suffering the same fate, outsourcing stripping its own people of opportunities to make money and in turn saving themselves from bankruptcy. Since the 1990s, at least two million people have lost their Jobs, at a rate of 600 per day. This was in 2005. Since then, larger corporations have been moving suit to As a matter of fact, 60 percent of businesses reported wishing to move out while 32 percent actually did. Based on economy, Germany cannot fix itself without some major shift. Its labor laws are limiting, the tax system is poor, and the wages are inflexible. At worst, the decline of Germany will continue itself will instead be sent overseas to China. Socially, Germany has always been an attraction, so its allure to tourists will most likely help the economy. Globalization hasnt helped Germany much in the global market. According to Frank Jurgen Richter, Germanys ranking in the Globalization Index compiled by the Foreign Policy Magazine worsened dramatically during the last few years.

Short Essay on Katherine Porters Pale Horse, Pale Rider

Short Essay on Katherine Porters Pale Horse, Pale Rider I chose to write a short essay on Katherine Porters' story "Pale Horse, Pale Rider". Upon researching for any literary criticism or reviews on this short story I realized it was going to be much harder than originally anticipated. After four hours of searching the web and not wanting to pay money for papers on the subject matter I was looking for, or pay for any historical book reviews, I finally settled on a criticism on Pale Horse, Pale Rider on Amazon.com. In summary the review cited her work and analyzed her writing and how it made him feel after reading the short story. He stated that the book certainly deserved more than five stars than the rating page allowed, which was the maximum for any book. He cited Katherine Porter's novel as of one of the finest American novels of all time. Mitchell went on to state that before nonfiction books about dying and coming back to life became popular, Katherine Anne Porter wrote this brilliant story about life and death during the influenza e pidemic near the end of World War I.MITCHELL FREIHe stated that unlike any other book he had read, she successfully captured the perspective of the beauty of death eclipsing the beauty of life. He went on to further describe the theme which is to explain how our perspective shifts back towards favoring life, as the memory of death retreats. He stated that Porter's novel had a broader meaning, one which inevitable death ends each of our lives, but, what life means in this context. One of the fascinating plot complications Mitchell stated that she used in the book was to show how "duty" to life usually means increasing the likelihood of death. As a result he stated that , each of...

Origins of hominid bipedalism Essay Example | Topics and Well Written Essays - 500 words

Origins of hominid bipedalism - Essay Example The other great apes for example chimpanzees do not have a straight gait and human straight gait is much more efficient than their bipedalism and quadrapedalism. Fossil evidence of hominid ancestor’s bipedalism is constructed to imply that it existed about 3.5 million years ago. This essays objective is therefore aimed at looking at two distinct hypotheses that attempt to provide explanations to the origins of hominid bipedalism. The first hypothesis (from empirical evidence) to propose is that bipedalism evolved because of energetic efficiency needed by the hominid for travel and that the need was key to the origin of bipedalism. To accept the hypothesis above, first the comparisons should be made at constant speeds of travel and given that bipedal hominids descended from quadrapedal hominids the comparison should be between bipedal hominids and quadrapedal hominids. Rodman and McHenry( 104) observed that male chimpanzees traveled a median speed traveled a median speed of 3.8, 4.2 and 6.4 km each day in three different seasons and took 59 minutes, 105 minutes, and 148 minutes respectively to travel those distances. On average, the male chimpanzees travelled at a speed of 2.9 kilometers per hour, a normal human being walks at an average speed of 4.5 kilometers per hour. Modern hominids through adaptive features evolved bipedalistic tendencies to suit their current environment this explanation is provided wit hout reference to any empirical observation. The result show that there was no energetic difference separating hominid quadrapedal adaptation from hominid bipedalism. It is widely accepted that bipedalism arose because the hominid ancestors moved from living less on the trees to be more comfortable on the ground this was because of hominid dietary divergence (Lewin 113). The Lovejoy hypothesis postulates that the primates underwent evolution to achieve reproductive success through reduced parental care, pregnancy and maturation period. As the

Elisa - Pure Or Not Research Paper Example | Topics and Well Written Essays - 750 words

Elisa - Pure Or Not - Research Paper Example nes, in which Elisa is â€Å"crying weakly – like an old woman.† Filled with pure intentions, Elisa’s actions as she tends her chrysanthemums, talks with the tinker and in her relationship with Henry are all the result of an overpowering sense of isolation and desperate need for a human connection. Elisa’s isolation is quickly discovered as she works on her flower garden. In every way, she is enclosed – physically in her garden space, symbolically away from everyone else around. â€Å"The second noticeable aspect of Elisa Allen is her curiosity. Elisa sees the men talking to her husband and wonders what they are talking about† (Berry, 2007). The affection and tension given to her chrysanthemums indicates the need to connect and the frustration of no connection. Steinbeck tells us, â€Å"The chrysanthemum stems seemed too small and easy for her energy,† yet she has the nicest flowers around. Symbolism also suggests isolation since even the weather creates a closed space: â€Å"The high grey-flannel fog of winter closed off the [valley] from the sky and all the rest of the world.  Ã‚  On every side it sat like a lid on the mountains and made of the great valley a closed pot.† Elisa’s extreme isolation is also seen as she desperately talks with the tinker, trying to stretch the connection of their conversation as long as she can. The tinker has only stopped at the ranch because he is lost, but she grabs at his feigned interest in her flowers as something to connect her with the outside world. As she kneels on the ground at the tinker’s feet, she seems to be begging for attention more than she is begging for sexual favors. She provides the tinker with some of her precious chrysanthemum shoots and she hurries to dress in â€Å"the dress which was the symbol of her prettiness. She worked carefully on her hair, penciled her eyebrows and rouged her lips.† These are behaviors that Louis Owens (1992) describes as manifestations of her wish to leave the

Theory of employability

Theory of employability Chapter 1 1. Introduction The theory of employability can be difficult to identify; there can be many factors that contribute to the idea of being employable. Little (2001) suggests, that it is a multi-dimensional concept, and there is a need to distinguish between the factors relevant to the job and preparation for work. Morley (2001) however states that employability is not just about students making deposits in a bank of skills, Knight (2001) further considers the notion of employability to be: â€Å"A synergic combination of personal qualities, skills of various kinds and subject understanding†. (Knight and Yorke. 2001) The understanding of employability can be seen to be more complicated than the emphasis that Dearing (1997) has placed on students personal qualities, which suggests less emphasis on these qualities and more on generic academic skills. However, it could be assumed that the individuals personal skills could have considerable bearing on a particular students success in the employability stakes. The jobs market is rapidly changing with new sectors emerging, changing the nature of work and the way employees perceive the workplace. Graduates will have to be flexible and have the personal capabilities to manage changing and challenging work situations. Employers are looking to recruit graduates who fit into the organisational culture and utilise their abilities and skills to transform the company by facilitating innovative teamwork. (Harvey et al., 1997) According to Yorke and Knight (2004b) employability is seen to be influenced, amongst other things by students self efficacy beliefs, students self-theories and personal qualities. They highlight that what is of critical importance is the extent to which students feel that they can â€Å"make a difference†. This, importantly, not only broadens the focus to include a wider range of attributes required to be successful within employment but also includes the attributes required to manage ones career development in ways that will sustain ones employability. Its important to identify the significance of self-efficacy in influencing career intentions since the level of self-belief which individuals have in their ability to be successful in the quest of a particular career is likely to control which path is chosen. Individuals will require higher levels of self-efficacy if they are to select a route which is perceived as difficult, challenging or non-traditional. According to Bandura (1997) self-efficacy beliefs are â€Å"beliefs in ones capabilities to organize and execute the courses of action required to produce given attainments†; indeed, â€Å"peoples level of motivation, affective states, and actions are based more on what they believe than on what is objectively true† (Bandura, 1997, p.3). The literature review will look in turn first at, the employability definition, second, employability and transferable skills, third, employability attributes and finally, personal and self-efficacy attributes 1.1 Methodology and methods 1.2 Aims of the research project The main aims of the research project are to: Provide an evaluative summary of the literature on employability (through the provision of a literature review) Present a picture of graduate employability to employers Explain how self-efficacy has a major influence in the graduates employability profile. Make recommendations for further research on graduate employability. 1.3 Personal aims include: Completion of the compulsory component for the award of an Honours degree in Business Management Preparation for employment 1.4 The objectives of the research project are to discover: Identification of the definition of employability. How graduate employability is viewed by employers and Government. The role of universities in graduates employability attributes. Higher education influences on student personality. Employers approaches in recruiting graduates. How self-efficacy contributes to employability. 1.5 Literature search and review Secondary data will be accessed through Library and Information Service using a selection of tertiary and secondary information sources such as Blackboard, commercial bibliographic databases and Internet search engines and directories. Sources accessed and retrieved will be used to write the literature review. 1.6 Source critique of secondary data The criteria for source critique are authenticity, time relation, independency, and tendency avoidance. Authenticitymeans that the source should be correct and not misleading. Timerelationmeans that the source should be up-to-date. However this does not mean that all old sources should be rejected, as these can include valuable information that is still useful. Independency and tendency avoidanceimply that sources for example should be impartial and objective. The above criteria have been considered to greatest possible extent throughout the work with this paper. To ensure authenticity, the use of original secondary sources will be used, by doing this there is minimal risk of misinterpretations and there is opportunity for the reader to look up and evaluate the original source. To ensure authenticity and high quality of sources only peer-reviewed and well cited sources have been used. There is however a few sources that are not frequently cited. These though have been included to bring interesting and broader aspects to this work. 1.7 Scope and limitations of the study The literature search will aim to be comprehensive; however restricted access to primary literature, for example due to the commercialisation of some of the material sought, will exclude consideration of some sources in the actual literature review. 1.8 Statement of the Problem Which employability skills are desired in todays local workplace for an entry-level applicant? There is a suggestion from some graduate recruiters that students are not prepared for work. However, through efforts from universities and government directives is it the case that employers and universities have not synchronised the expectancy of what makes a graduate employable? Determining what employers want and matching the needs with under-graduate courses can only be achieved if universities obtain the specific needs articulated by potential employers, and keep up with the changes that are taking place in todays workplace, and produce a graduate ready for the world of work. 1. 9 Delimitations The specific delimitations imposed on the study depict what issues the study dealswithand what issues it covers. It therefore can be argued that this study focuses on hypothetical, rather than on practical argument; the picture given of different aspects of the processes of employability will be somewhat limited in comparison to an empirical/practical study of issues of the same processes. A study with a purely theoretical focus will inevitably tend to simplify some aspects of process studied. However, in the process of more or less ignoring certain aspects that otherwise might have contributed to the over-all portrayal of a biased reality, other aspects can be examined, described and analysed with further rigidity. Chapter 2 2 Literature Review 2.1 Literature Review Introduction Defining employability is a difficult process; as Hillage and Pollard (1998) suggests, it is a term used in a selection of contexts with a variety of meanings and can lack clearness and accuracy as concept. This literature review is an attempt to analyse the concepts of employability in regards to UK graduates. And further exploring the affects, self-efficacy has on students ability to be successful in the workplace. 2.2 Employability Baruch (2001) suggests that individuals assume responsibility for their ongoing employability while employers provide opportunities for development. This simplistic view of employability is where individuals manage their careers across employment opportunities and organisations, who in turn offer employment as long as the person is needed. Hillage and Pollard (1998), however, see employability as being capable of getting and fulfilling work through the ability to be self sufficient within the labour market, to realise the potential through sustainable employment. Further, their finding from their report for the DFES for developing a framework for policy analysis on employability, found that employability is about having the capability to gain initial employment, maintain that employment and if necessary find new employment. Knight and Yorke (2003), however, define Employability as: â€Å"A set of achievements, understandings and personal attributes that make individuals more likely to gain employment and be successful in their chosen careers.† (Knight and Yorke, 2003) Employability of a graduate is the predilection of the graduate to show attributes that employers predict will be required for the future successful functioning of their organisation.(Harvey, 1997) He further suggests that graduates will need to be flexible due to the increasing number of short time contracts and part-time work in the work place.(Harvey, 2000) From the HEIs perspective, employability is about producing graduates who are capable and able, Williams and Owen (1997) state the most perceived graduate qualities are the ability to learn, intelligence, ideas and imagination and communication skills. Billing (2003) adds employers want employees who are â€Å"effective communicators, problem solvers and critical thinkers, and can work well within a team†. (Billing, 2003) To understand employability requires a consideration of the various component parts and the different ways in which it is described and evaluated, the generic transferable skills nurtured through university, through to competencies required for employment. This suggests that employability is likely to be less about nurturing attributes, techniques or experiences just to enable a student to get a job; it is about learning with less emphasis on ‘employ and more on ‘ability. The prominence is on developing critical and reflective skills, with a view to empowering and enhancing the learner. Employment is a by-product of this enabling process (Harvey, 2003; Lees, 2002; Knight and Yorke, 2002). Therefore if employability is defined as the ‘set of personal attributes acquired by the under-graduate as a result of their investment in higher education, then what are the attributes that make graduates employable? Much of the literature broadly defines employability attributes as: key, core, generic, personal transferable skills, work/employment related skills (Holmes 2001). However Lees (2002) suggests this imprecision makes it difficult to pinpoint exactly what is meant by the term ‘employability skills. It can be argued, it is where various employers needs and individuals attributes meet. 2.3 What are employability skills? Competencies such as ability, aptitude and qualities developed in context that can be applied to an occupation or career can be identified as employability skills. These competencies might develop employability skills as a result of the teaching and learning process in higher education or from work experience. Employers generally see a good degree as an essential entry requirement to any graduate position. It is widely accepted for graduates to be competitive in the labour market, which is seeing a massive reduction in recruitment numbers due to the economic situation; they need to have additional skills to complement their academic achievement. Surveys by AGR, an independent voice of UK-based graduate recruiters, highlighted the following deficiencies in employability skills: ‘Softer skills such as team-working, leadership and project management Awareness of their chosen industry sector; commercial awareness and business/organisation understanding. (AGR, 2007) AGR state that more than 70% of their members use competency-based selection methods. They further suggest that graduates lacking these qualities, or evidence that they have them, will find it more difficult to secure graduate jobs. It is seen as one of the toughest challenges for employers to recruit from an increasing number of graduates, with employers realising that the future of their organisation depends on the selection of the best candidates to add value. The CIPD reports that since the 1980s the number of students entering HE has significantly increased by more than double, but further states, that even with this increase employers still have difficulty in recruiting the types of employees they need. (Chartered Institute of Personnel and Development, 2007a, b, c) It is recognized that having a degree will no longer be enough to get a graduate job. There is evidence that graduate recruiters are looking beyond qualifications; they are looking for people with qualities to enable them to cope with the changing demands of the job in an uncertain and competitive world. Employability has been used as a performance indicator for higher education institutions (Smith et al, 2000) and represents a form of work specific (pro) active adaptability that consists of three dimensions: career identity, personal adaptability and social and human capital (Fugate et al, 2004). At the same time, Knight and Yorke (2004) have put forward the four broad and interlocking components of USEM account of employability: Understanding (of the subject discipline) Skilful practices in context Efficacy beliefs Meta-cognition Nabi (2003) says that employability is about graduates possessing an appropriate level of skills and attributes, and being able to use them to gain and remain in appropriate employment. From a human resource development view, employability is a concept that emerged through the 1990s along with a growing perception among employees that they cannot count on their employers for long-term employment. Employability is a promise to employees that they will have the skills to find new jobs quickly if their jobs end unexpectedly (Baruch, 2001). Prior to this, Harvey (2001) has defined employability in various ways from individual and institutional perspectives. Individual employability is defined as graduates being able to demonstrate the attributes to obtain jobs. Commonly, institutional employability relates to the employment rates of the university graduates. However, Harvey argued that employment outcomes of graduates are not an indicator of institutional employability. 2.4 Transferable Skills Amongst the numerous listings which identify the skills and attributes sought by employers, AGCAS Employability Briefing7(2003), suggests the most important are: â€Å"motivation and enthusiasm, interpersonal skills, team working, oral communication, flexibility and adaptability, initiative, productivity, problem solving, planning and organisation, managing own development and written communication†. (HEA, 2006) Atkins (1999) questions how transferable key skills are into employment contexts. Often, the skills most in demand by employers, as measured by the wide range of skills asked of future employees, are typically the least in supply, as measured by the skills, abilities, and competencies that university graduates bring to the job. Eraut (1994) sees transfer as a learning process in its own right, although this may be easier for skills in relation to objects, rather than the ‘softer skills of interacting with and managing people effectively. Brown (1999) believes that the learning development, and transferring the understanding of that learning, is most likely to be effective if the learning situation closely resembles the work place. Knight and Yorke (2000) suggest that for there to be a transfer of learning from one context to another, the learner needs to use that knowledge in a variety of different situations. From these comments, it would seem that practice in a number of contexts is fundamental for the development of employability skills and attributes. Dearing (1997) regarded key skills to consist of four components: communication, numeracy, information technology and learning how to learn. He further proposed that it was essential that these were developed at undergraduate level. The department for Education and Skills (DFES) adds teamwork and problem solving to this list. There are many different lists of key skills, although there is general agreement about the importance of communication, numeracy, teamwork, IT and problem solving (Dunne et al., 2000). These are considered to be generic skills as they represent skills that can be used to support study in any discipline. The possession of some key skills IT, numeracy, for example, will facilitate the acquisition of subject understanding (Yorke, 2001), as using IT for research will enable students to learn more about their discipline. 2.5 Personal Attributes There are many factors that cause organisations to change, but in this current economic downturn it seems the main problem is downsizing and redundancy, therefore the graduate will need to be equipped with the relevant skills and attributes to cope with a flexible and perhaps short term jobs market. Employers themselves want graduates who can quickly adapt to the organisational culture, and utilise their abilities and skills to facilitate innovative collaboration. (Harvey et al, 1997) The CBI (2008) highlights the importance employers place on the ‘softer skills that make people more employable. This means being a good team-worker, communicator and problem-solver is vital, and getting work experience goes a long way with a future employer. ‘Employability is having a set of skills, knowledge, understanding and personal attributes which make a person more likely to choose and secure occupations in which they can be satisfied and successful. (Dacre Pool Sewell, 2007) It is widely accepted that lifelong learning through acquiring new skills improves employability. However despite there being different concepts to analyse the make up of â€Å"employability†, the consensus of these is that there are three key qualities when assessing the employability of graduates: These are: 1) Job specific skills: reading, language, and numeric capacity, listening, written communication, oral presentation, global awareness, critical analysis, creativity and self-management. Lees (2002), Harvey (2001), Little (2001), Mason et al (2003). 2) Process skills: Problem solving, decision making, planning and delegating, understanding business and its commercial interests, prioritizing, team work, and negotiating. These skills are developed through work experience rather than through academia. 3) Personal qualities: AGR states that their research has shown that employers are looking for qualities that include â€Å"self-confidence, self-control, self- esteem, social skills, honesty, integrity, adaptability, flexibility, willingness to learn, emotional intelligence, stress tolerance, punctuality, efficiency and the ability to reflect.† These qualities are very much embedded with the personality type and shaped through life-experiences. Researchers have been seen to classify these qualities in various ways; the common denominator amongst them is that there is a distinction between core skills and soft skills, with soft skills being learned from different experiences. Martin (2007) states that: â€Å"Therefore, it is to be emphasized that an employer with employability focus is looking for an individual with potentials to be realized, rather than suitable skill sets.† (Martin, 1997) Further research from the UK government stated that: â€Å"Our higher education system is a great asset, both for individuals and the nation. The skills, creativity, and research developed through higher education are a major factor in our success in creating jobs and in our prosperity. Universities and colleges play a vital role in expanding opportunity and promoting social justice. The benefits of higher education for individuals are far-reaching. On average, graduates get better jobs and earn more that those without higher education.† (The Future of Higher Education White Paper. 2003, p4) The ‘Skills plus Project highlights and emphasises the importance of ‘personal qualities and their insertion into the model of employability, further stating how these can have a considerable bearing on student success. (Knight and Yorke, 2001, 2002, 2003; Yorke, 2001) From the work of Dweck (1999) and Bandura (1997), there is recognition of the two broad categories of self-belief: an individual/permanent/fixed belief, intelligence for example, that cannot be changed, and an incremental/variable/flexible belief that development is achievable and even likely. They further make assumptions that students with a fixed belief about their intelligence are likely to be discouraged by failure; this is derived from the belief that failure is a lack of intelligence. From this assumption it could be fair to say that these students may avoid more demanding work for fear of disappointment. On the contrary, students with a malleable self-belief are more likely to characterise failure to a lack of effort, and believe that poor performance should lead to further learning. ‘Hence, it is the learning that becomes a source of self-esteem. (Dweck1999. Bandura, 1997) A range of cognitive, social, emotional and behavioural sub-skills will not be enough on their own, but these skills will have to be integrated into the challenges faced. (Yorke, 2001) Therefore, perceived self-efficacy or capability will play an important role in career choice and personal development. This in turn is essential in the individuals employability. Personal qualities are also important in the acquirement of subject understanding and the improvement of skills. â€Å"A willingness to learn, often from mistakes, implies a preparedness to tolerate a degree of stress in order to achieve success† (Knight and Yorke, 2001; Yorke, 2001). The self-construct characteristic of self-confidence enables the individual to have a positive, realistic view of their selves or in situations they find themselves. This characteristic refers to the individuals expectation of their ability to achieve, an influential factor in ensuring personal potential is realised. (Stevens, 2005) This statement suggests that a person high in self-confidence has a pragmatic view of themselves and their abilities, which gives them resolution in their endeavours. According to Neill (2005), self-esteem and self-efficacy in combination is what constitute self-confidence. Neill (2005) defines self-esteem as a general feeling of self-worth or self-value. It is widely recognised that an individual with low self-esteem believes that they are insignificant or insufficient, while a person who has high self-esteem believes otherwise. Self-efficacy on the other hand is the belief in ones capacity to succeed at tasks. Self-efficacy according to Neill (2005) can be general or specific where general self-efficacy is belief in ones general capacity to handle tasks, and specific self-efficacy refers to beliefs about ones ability to perform specific tasks in certain things. Self-efficacy is also sometimes used to refer to situation specific self-confidence. From this, academic self-confidence can be viewed as self-efficacy. (Zimmerman, 1990) There is a close link between self-efficacy, self-confidence and self-esteem in providing the relationship between understanding, perception, skills, practice and personal attributes and employability. According to Bandura (1995, p. 2): â€Å"Perceived self-efficacy refers to beliefs in ones capabilities to organize and execute the course of action required to manage prospective situations. Efficacy beliefs influence how people think, feel, motivate themselves and act†. (Bandura, 1995) He further suggests that there are several sources of efficacy beliefs relevant to employability: Mastery experiences. Vicarious experiences provided by social models. Social persuasion. Mastery experiences occur when people are given the opportunity to try a particular task themselves, such as work experience. â€Å"Mastery experiences are the most effective way of creating a strong sense of self-efficacy, and so play a vital role within employability.† (Bandura, 1995) Vicarious learning occurs when learners decide, after viewing the actions of others, what types of actions will be effective or non-effective for their own performance of a task. The closer the others are in similarity to themselves, the more effective the experiences are. The attitudes and behaviours of other people or groups frequently change our own attitudes and behaviours. Conforming ones attitude and behaviour to a person or group who can exercise authority or to an influential power, is a sensible strategy for receiving further benefits as a basic social skill in general. Social persuasion occurs when people are convinced that they possess the capabilities needed to succeed in a particular activity. This encourages them to put in more effort and stay motivated in order to achieve success. . Bandura (1995, p. 17) further expands his discussion by saying that: â€Å"A major goal of formal education should be to equip students with the intellectual tools, efficacy beliefs, and intrinsic interests to educate themselves throughout their lifetime†. (Bandura, 1995) It can be presumed from Banduras work that by providing the opportunities for in learning of mastery experiences, vicarious experiences and social persuasion, and encouraging reflection on and evaluation of these experiences, self-efficacy can be increased. A graduate who believes they can do whatever is necessary is far more likely to gain a position and be successful in whatever occupations they choose than a graduate who does not have that self-belief. If self-efficacy is seen as an idea that one has the ability in a particular situation, then self-confidence could be seen as the way this is shown to the outside world. Self-confidence appears to be something that can be seen from a persons manner and behaviour. According to Goleman (1998, p. 68) people with self-confidence are able to present themselves with self-assurance and have â€Å"presence†. It has been suggested that self-confidence can be either a trait or something that is specific to certain situations. Norman and Hyland (2003) point out that if self-confidence is seen as a trait, which personality theorists suggest are relatively stable over time, then those who lack self-confidence would be unlikely to develop it through a learning activity. If, however, if it is viewed as a position specific concept, then it is possible for students to enhance their levels of self-confidence for any given situation. An increase in self-efficacy should be reflected by a boost in demonstrated self-confidence. As a sub-set of employability skills, Meta skills can enable the student to expand and exploit the ranges of other skills they have developed. There is an understanding that reflection is a key graduate skill that can contribute to employability, the belief that the employability of students will be enhanced by their ability to reflect on their own learning. Knight and Yorke (2003b) describe employability as being a blend of self confidence and of meta-cognition, which includes students ability to be reflective about their own progress. Chapter 3 3 Discussion 3.1 Define Employability? Personal attributes and attitudescan be connected to an individuals personality and educational background. According to Dench (1997) examples of attributes that are of great significance for employers are honesty, integrity, and reliability, generally fitting in, and playing the game. However, it is essential not to generalise since companies usually search for different attitudes and attributes. (Dench, 1997) Organisations generally put great effort into finding future employees with a personality profile that fit into the organisation, while others are more concerned with finding people with particular job experience skills. (Dench, 1995) Due to the economic climate and the need for employers to recruit the ‘right individuals for their organisations there has been a emphasis on personal attributes and skills. However, researchers have shown difficult to unifying a common vocabulary. Among the most common terms used are behavioural, generic, transferable, core and key skills. These skills give indications of an individuals behaviour and how the person could function in the workplace. However it is recognised that personal skills involve abilities regarding teamwork, problem solving, negotiation and communication. From the research literature it is argued whether or not that these attributes are taught or increased. There are arguments stating that skills are innate, while others claim it is a matter of training. Nevertheless, something that many researchers agree upon is that service is becoming increasingly important due to, for instance, customer demands, more knowledgeable customers, and increased quality che ck-ups. (Dench, 1997) Skills are perceived, analysed and measured differently by different people. Storey (2007) suggests â€Å"it is about individual attributes and capacities people have for performing certain activities†. 3.2 Who values transferable skills and qualities? The review of the available literature has shown that graduate employers are looking for graduates with a range of transferable skills: skills that can be demonstrated in selection processes. The research undertaken by Harvey et al. (1997, p. 63) to establish the values placed on skills in the world of work concluded that: â€Å"There are a large number of graduates looking for jobs and employers, as we have seen, no longer recruit simply on the basis of degree status. A degree might be necessary or desirable but employers are looking for a range of other attributes when employing and retaining graduates†. In the recruitment of graduates, the most common perceived graduate qualities are an ability to learn, intelligence, ideas and imagination, and good communication skills. The DfEE (1997, p. 2) endorses such standards and attitudes held by graduate recruiting organisations, and it further considers that national targets for education and training support its aim of improving the UKs international competitiveness by raising standards and attainment levels in education and training. To be part of a flexible and adaptable workforc