Healthy living Essay

Healthy lifestyle for both adults and children is more important than anything else. Healthy lifestyle habits will reduce your risk of getting diseases; you will feel better, have more energy and prevent the risk of chronic diseases. Living healthy also helping you to feel happy and have more self confidence which results in a better quality of life . in today’s The term healthy lifestyle encompasses several factors that need to be brought together in order to gain the benefits, namely exercise, healthy eating and a body mass index (BMI) in a normal range. Healthy lifestyle, particularly for children is their insurance policy for a lifetime of good health, and as research has shown, may significantly reduce the chance of contracting chronic illnesses and diseases. Regular physical activity is important for a healthy growth, development and well-being of children, the British Heart Foundation has carried out research into the fact of living a healthy lifestyle, eating healthy can stop you gaining weight, which means reducing the risk of diabetes and high blood pressure. It can also help lower your cholesterol levels and reduce your risk of some cancers. Chronic illnesses associated with obesity, lack o exercise and a poor diet include the following * Coronary heart disease * Cancer * Stroke * Diabetes * High blood pressure (Hypertension) * Chronic Obstructive pulmonary Disease (COPD) 2. Healthy Eating along with a healthy BMI and exercise is the third element of a healthy lifestyle for children is eating a healthy diet. A healthy diet is again protective against a whole host of chronic illnesses, eating fruit and vegetables everyday helps children’s grow and develop, boosts their vitality and can reduce the risk of many chronic diseases And children are especially susceptible to behavioural problems due to deficiency of essential vitamins and minerals that are derived from the food that we eat. Educations by example in the young child greatly improve their chances of eating a wide variety of nutritious foods as they move from childhood into adolescence. Children who eat meal around the table with others are more likely to try different foods, therefore lowering the possibility of them becoming picky eaters. In order to eat healthily food should be selected from the various different groups to make up a nutritionally balanced plate. These groups are * Carbohydrates – potatoes, rice, bread, pasta and other starchy food * Protein – meat, eggs, fish, beans, milk, cheese, and other dairy products * Fat – butter, oil, spreads * Fruit and vegetables * Sugars – sugary drinks, sweets 3. Activities for young children, Regular physical activity are important for the healthy growth, development and wellbeing of children and young people Physical play and leisure activities can have a hugely positive effect on children’s healthy living. Even though IT and computer games are becoming more popular with the children instead of traditional exercises, they still need physical exercises into their everyday routines. In 2006 professors in Glasgow identified through a study of 545 nursery school children, that one hour of exercise a day was required for children to maintain a healthy BMI, in addition to eating healthy diet. Play is an essential part of a Childs development and we are focusing here particularly on the physical and mental wellbeing aspects. There are many opportunities in the local community for involving children in physical exercises for example of these * Trips to the local park * Indoor children’s play centres * Specialist activities for children at leisure and recreation centres Creative in add ion to the physical activities as a means of promoting a healthy lifestyle, cookery demonstrations and activities can have a profound effect on children encouraging them to prepare and taste healthy foods that they may not have previously been introduced to. The use of different colours and textures of food in recipes can fuel a child excitement and interest where it may not have previously been held. Games displays and the creation of posters can all assist with the promotion of a healthy lifestyle for young children. 4. Wellbeing is the state of being comfortable healthy and happy. In child it is necessary to evaluate children regularly to identify any children who may be displaying sings of emotional or social difficulties affecting their wellbeing. Children should feel comfortable enough to be able to express themselves in an environment that they perceive as positive and safe, and this should be encouraged. Wellbeing for families there are many public and private courses that run including the triple p programs (positive parents programs) which runs nationwide offering invaluable support to parents. Courses are available for different age groups of children and are delivered by experienced and appropriately trained practitioners. These courses have proved a lifeline for some parents who have been struggling in silence to conquer various emotional, physical or behavioural aspects of their children’s lives. This is a fantastic tool for improving parent’s wellbeing and offers an opportunity for parents to meet in secure non judgemental and confident environment where they can discuss their own issues that they are experiencing with practitioners and fellow parents †¦

“Everyday Use” by Walker Essay

Although I enjoyed â€Å"Everyday Use† by Walker, I did not find the first person point of view to be as effective as I would have liked it to be. By writing the story from mama’s point of view Walker denies the reader a chance to gain insight to how the other characters are feeling about the situation. The story tends to give the reader a bias opinion of the events that occur in the story. I believe that if Walker had used an omniscient point of view instead of a first person point of view the story would have been a lot more effective. Mama had a very bias opinion of Dee and by using her point of view for the story the reader may adopt her opinion. But had Walker used an omniscient point of view the reader could have gained insight into Dee’s thoughts and feelings. With the gained insight the reader would be given the chance to form his or her own opinion of Dee. Further insight into Dee’s thoughts and feelings would explain to the reader why Dee acts so superior to Mama and Maggie. The reader would get an idea of whether she really did feel superior or if she was trying to hide her true feelings. An omniscient point of view would also give the reader insight into Maggie’s thoughts and feelings. Being a younger sister myself I couldn’t help but wonder how Maggie felt about her sister. Mama gives the impression that Maggie feels about Dee the same way she does. With an omniscient point of view the reader would know whether or not this is true. When given more personal insight into characters I find that I feel more empathy towards them and enjoy the story more. It makes it more memorable and meaningful for me.

Business Plan for Grab-N-Go Snax Essay

II. Executive Summary & General Company Description Grab-N-Go Snax are a selection of prepackaged, single serving snack foods which will be sold out of food carts conveniently located around the core downtown Portland business district. Our new enterprise caters to the need for downtown office and business workers to gain quick and easy access to healthy breakfast, break and lunch snack food options. Grab-N-Go Snax offers a wide selection of high quality fresh fruits, vegetables, dairy, grain and gluten-free products. Products are cleaned, cut, portioned, packaged in re-sealable recyclable packaging and refrigerated for immediate consumption. To augment our name brand product selection, we’ll offer a variety of products in this category offered by other name brand companies, such as granola bars, trail mix, bottled water, fruit juices and energy drinks. To start, activities of the business will include stationary food cart vending in the high activity food cart vending groups, called ‘PODS’. Supplemental activities of the business will be to participate in special events vending. Special events include city wide water front events, Saturday Market, sporting events and holiday celebration activities. In a preparation area that will be set up for processing, packaging, and storing food products, work will be done each day to prepare products for delivery. Products for the day’s sales will be transported in refrigerated storage containers to the food carts early each morning. Vendor services will stock their carts and displays in preparation of opening for business. Customers and passer-bys will notice the brightly lit awning, colorful displays, smells of fresh fruit and sounds of nature in a clean environment open early in the morning for their convenience. They will see a wide selection of food items for breakfast, or to eat later for workday snacks. Customers can grab items for purchase for themselves from the on-board displays or refrigerated cases. Vendor services will scan the UPC codes and processes the sale quickly via POS system. For the future of the business, it is our plan to promote the sale of our own Grab-N-Go Snax name brand product selection through refrigerated vending machines, fitness health clubs and in-office delivery. Our catering services will accommodate the need for refreshments during company meetings and parties to businesses in and around the core downtown area. Our goal is to develop a strong business model, brand name and reputation so that as the business continues to grow into other locations and communities, becoming more recognizable, we can develop Grab-N-Go Snax into an operation that can be franchised. We like the flexibility a LLC provides to allow the option to hire professional management that would not necessarily be owners. This would allow us to offer employees (potential new franchisees) the opportunity to learn the ropes of the business and experience what it might be like to operate their own Grab-N-Go Snax food cart before they make the decision to invest in our business as a franchisee. III. Qualifications My background of working downtown Portland for the past 30 years and being a customer of a lot of the food carts in the downtown area has provided me with the drive to make this unique business concept a true success story among the growing trend of food carts here. I have worked as Administrative Assistant to Directors of companies and Project Manager and coordinator for projects that required budgeting, multi-tasking and attention to detail. My strengths are with organization, human relations, patience and dedication. Besides devoting a lot of my own funds that will go into this venture that I believe in, I will be committing a lot of my time and energy to making sure every aspect of the business operational needs are met to meet the customer demands. Outside of the day to day product preparation, on-site vending and management of business affairs, I will be networking and connecting with other Administrative Assistants, Event and Meeting Planners and with businesses in the downtown area to sell our in-office delivery and catering services. IV. Products and Services Products: See Appendix A (not included in this document) for examples of wholesale costs and pricing comparisons of local retail & grocery store competition. * Fruits: apples, bananas, oranges, grapes, grapefruit, melons, cherries, berries, * Vegetables: carrots, celery, cauliflower, broccoli, * Nuts: almonds, peanuts, cashews, walnuts, soy, trail mix, granola mix * Dairy: milk, yogurt, cheese sticks, pudding, vegetable dips * Beverages: water, vitamin water, sports drink, fruit drinks, fruit juices, vegetable juices, dairy drinks, fruit smoothies, Products will be displayed in a highly lit environment while activating physical senses. (e.g. sight-lighting of colors & textures; sound-background musical sounds of fresh water falls, breezes, birds , etc; smell-odors from fresh fruit juices) Services: * Parked truck/trailer: Daily on-the-street vending. Â  * Mobile truck/trailer: Special events vending – fairs, markets, entertainment venues, promotional events, sports events, * Catering: Regularly scheduled in-office supply replenishment, meeting room delivery. Customer service is highlighted with a smile, cheerful attitude, immediate attention to the customer’s inquiries, recommendations for specials and new products, appreciation for their business and request for feedback via our web page. These items are offered fresh, dried and refrigerated from early in the morning, to catch people before work and school, to late afternoon. Products are intended to fulfill the desires of those seeking healthy and nutritional breakfast, pre-lunch, lunch and post lunch time snack options. Snacks and drink items represent alternatives to those high in sugar, fat, cholesterol, caffeine or carbonation. Grab-N-Go Snax objective is to promote the image of providing high quality healthy snack food options, quick and easy to obtain with freshness guaranteed. Products being offered will be healthy, pre-packaged, single serving, ready-to-eat snacks and drink items. V. Marketing Plan Currently the food cart business is growing and thriving in the downtown Portland area. Owners of parking lots and open spaces are looking to expand and convert available space for this business use because of the increase in space revenue and the ease of which the city has made it a viable optional use of their property. Because of the local and nationwide publicity for many of the local food cart businesses, more downtown workers and visitors to the downtown area now consider experiencing a food cart meal. The advantage of Grab-N-Go-Snax is that there are a lot of busy downtown workers who do not tend to eat breakfast, they don’t remember to purchase snack items in advance, do not remember to bring them to work when they do, and when they do want a snack for a break, do not have a lot of healthy snack options convenient for them to choose from. Busy professionals know they want and need to move towards healthier food selections, but need convenience and speed of ownership to change their current habits. They need a place close by their work for that quick turn-around time during a break or before they enter their office building in the morning. Promotional objective will be to change downtown workers’ behavior, not only around the kind of snack foods they do select, but actually adding the activity of taking time in the morning and during breaks to include snacks for nutritional and health reasons. Within the promotion is the message of how quick and easy it is to obtain a selection of quality healthy snack foods. I want our customers to see the convenience and ease of taking a new step that contributes to their health and well being. I plan to communicate this message with colorful unique signage outside the food cart to grab attention with matching post card size business cards. I have also planned to promote the cart through the nearby business office building tenant newsletters, providing coupons and a drawing with on-line website registration. The purposes of the registration and drawing would be for obtaining e-mail addresses for on-going communication and promotions. There will be bonuses and discounts offered for frequent customers. I will be listed in the website created to promote Portland’s food cart businesses www.foodcartsportland.com and I will create a press release with a twist on the food cart business. The purposes of the press release will be to create a buzz around the food cart concept not only in the local market, but nationally in order to get free press stories and media attention. Plan for success: I plan to expand the business by offering products and services for catering to the downtown business offices. I also plan to make consignment agreements to sell product through the local fitness health clubs, whose customers workout early in the morning, on breaks and through their lunch hour. I will be expanding the business to include personnel needed for developing orders, product preparation and delivery. I will promote the catering side of the business by selling face to face to the local business office administrative staff, typically responsible for making in-office food arrangements for meetings, parties and for employee benefit. Customers Our customers are middle class, educated at or above a high school education, mostly white, men & women that work, play and go to school in the downtown Portland area, though most do not live in the downtown area. For lunch, most all of our customers walk within a one to 3 block radius of a group of food carts called ‘pods’. The majority of these target customers’ ages range from their mid 20’s to their mid 50’s, most of which are already getting messages of healthy eating and control of obesity from multiple media sources as well as their employer’s health benefit provider. From my experience and relationships with colleagues that work downtown, they lead extremely busy and sometimes stressful lives at work, try to work out to stay fit when they can and don’t always eat right or as often as they should. From my visual survey of workers entering offices in the morning and exiting during breaks and lunch hours, very few bring food from home. VI. Market Research Competition From my visual survey of existing food carts in both the high density target markets, there is no other food cart offering fresh, healthy, pre-packaged, single serving, ready-to-eat snacks and drink items. Since I will be offering more nutritional beverage options consistently at a lower price, I will also be targeting to gain their lunch hour beverage business, even though they may be purchasing their lunch food at a food cart nearby. This strategy will also serve to allow customers to view all the snack options available for their future consideration. Pricing Our pricing objective is to beat everyone’s price on beverages and be competitively priced on like items offered at other food cart vendors and local corner convenience stores nearby. The more desirable items, pre-packaged mixed product sets and items not offered elsewhere is where I will make a higher profit margin. Using a Loss Leader strategy – Beverages will be offered at lower prices consistently every day. This will ensure the customer remembers that the place to always get a great price on healthy beverages is specifically at our food cart. For specific ‘like’ items that can be found at in-office building vending machines and indoor convenience stores nearby, we will set our price lower than the indoor store to encourage customers to venture outside of the building for the savings. Prices on identical food items that can be found at the customers’ local supermarket outside the downtown area will be priced higher for the benefit of convenience and freshness. Based on research of urban grocery store pricing, we expect to be able to set our product prices at least 20% above what customers would pay outside the downtown Portland center. Distribution Our distribution objective is to be situated where there is the highest density of daytime office workers in the downtown Portland market, close to other businesses that customer frequent. Currently the two desirable pods (groupings of food carts) are located on SW 5th Avenue near Stark and around the block of SW 10th Avenue and Alder for their proximity to high density population of workers. (12/13) Being located at either the 5th Avenue or 10th Avenue pods would be most desirable because of the foot traffic from the surrounding businesses and transit mall. From my visual count, there averaged 100 – 165 people on one side of one block throughout the 12:00 to 1:00 hour being served by 13 to 15 trailers per block length. During their lunch hour, most customers are drawn to the area because of the variety in choices of food from the high density of food carts. These two food cart groupings are close to our customer’s offices and on their way to and from transportation options. (parking garages, Max train, Tri-met buses, etc.) Because both pods are located within parking lots, there is a lot of flexibility for delivery of goods and situation of the trailers. When the weather is wet or windy, being located outside office building retail space, is not as convenient, but does reach more customers from a variety of businesses all around the pod. If it is possible, it is our goal to incorporate clean solar energy as part of our uniquely designed cart to be able to operate at special events where electricity may not be conveniently located or expensive to purchase. VII. Operational Plan We have selected to start the business with a fresh new trailer concept, rather than take over an existing business or invest in someone else’s franchise. Our food cart and catering operations have many elements that are not currently offered from any food cart currently in the Portland markets.

Managerial Traits and Skills Research Paper Example | Topics and Well Written Essays - 1000 words

Managerial Traits and Skills - Research Paper Example 2). High level of emotional intelligence is fundamental to the good relations between a manager and the subordinates as well as the clients. Emotionally intelligent managers know how to tackle the challenges that are encountered by them on daily basis. Emotional intelligence inculcates a sense in the manager to deal with others without getting caught in dysfunctional conflicts with them. This enables them to achieve the organizational objectives without having to exert unnecessarily. Dealing with people in the appropriate way in context of a certain situation is not a rule of thumb. It is more of an art. Emotionally intelligent managers have the intrinsic feeling of behaving the right way, which may not necessarily require the manager to be patient all the time. There are times when it is better to let go of things and yet there are times when the manager needs to take serious action in order to control the situation. The manager derives this sense from emotional intelligence. ... locus of control inculcates confidence in the managers that they are able to control the circumstances and mould them according to the need of the hour. On the other hand, managers who have external locus of control tend to underestimate their ability to control the circumstances. Instead, they tend to think that things will happen as they are destined to be. While the significance of destination cannot be undermined, it is equally important for a manager to believe that his/her destination is in his/her own hands. Without this belief, the manager lacks the confidence required to play his/her individualistic role in the change of circumstances for the better. Interpersonal skills of an individual have a large impact on his/her effectiveness as a manager. Interpersonal skills, as the name indicates, are the skills required to deal with people. Interpersonal skills are linked to emotional intelligence and the two have a cause-and-effect relationship. High level of emotional intelligenc e inculcates sound interpersonal skills in the manager. The fundamental key to the improvement of interpersonal skills is knowledge of business ethics. Business ethics teach a manager what is the right thinking which needs to be adopted for the evaluation and analysis of matters. Teamwork is essential for a manager as he/she is frequently required to work as part of a team. Teamwork is essentially a skill that is not very common in people. Different people have different problems that affect their tendency to be effective as a team member. Such problems include but are not limited to attitude problems, neuroticism, and group think. Some people are not able to get along with others well. This may happen because of a contrast between others’ beliefs and perceptions and theirs. This causes

Contemporary Latino Film Essay Example | Topics and Well Written Essays - 2000 words

Contemporary Latino Film - Essay Example The first three films of Inarritu depicted his unique style of storytelling having multiple stories with non-chronological scenes which were interconnected to one another. Biutiful was not a film in that style of storytelling rather it had linear and chronological events occurring (Deleyto 19). 21 grams is a story of three individuals who come from different walks of life and somehow their stories connect to each other. The director shows the past, present and future of every character with scenes set non-chronologically. The main issue is an accident and how it changed the lives of the three individuals. The film plot shows scenes from the past and the future arrangement (Russo 63). The main characters are Jack, Paul and Cristina. Jack is an ex-convict who has been sent and released from prison several times, and then he is finding his new religious faith in order to overcome his drug addiction. Paul is a mathematician who is living his last days due to a bad heart condition and nee ds an organ donor. His wife continually insists to donate his sperm so that she could get pregnant even after he dies. The third character is Cristina who was a former drug addict and is recovering towards a normal life with her husband and children. The three individuals connect to each other when Cristina’s family is killed by Jack in an accident and the heart of her husband is donated to Paul who starts to recover. Paul wants to start a new life but is not content with his wife’s constant forcing to donate his sperm, and also finds out she has had an abortion in the past, thus Paul leaves her and sets off to find out his heart donor. Cristina had returned to drugs when Paul finds out about her and they both get into a relationship. Both of them make a plan to murder Jack for what he did with Cristina’s family after he had been released. Jack, on the other hand is extremely guilty and after he is released he leaves his family. When Paul and Cristina find out w here Jack is living they go to him, and Paul takes him to a corner with the intention to kill him. When Paul fails to do so, he tells Jack to simply disappear and lies to Cristina about Jack’s death. The same night, Jack returns to the couple due to guilt and Cristina starts beating him. Paul suffers a heart attack and to avoid dying from asphyxia, he shoots himself. Cristina’s revenge remains unresolved and Jack returns to his family in the end. The urge for revenge of Cristina and the guilt of Jack resulted in the death of the relatively innocent Paul (Ebert 705). 21 Grams is a powerful dramatic film with themes such as death occurs by chance not by choice, our lives are tragic, appreciate relationships, life goes on, looking at life beyond money and God. Some of the most powerful relationships are also presented in the film including mother and daughter, father and son, men and women which resulted in a fusion of a dramatic film plot. The film Biutiful is about a si ngle parent who rises up his children in the worst conditions of a poor family living in Barcelona. Uxbal does not have a stable job and yet takes good care of his children like a responsible parent; providing food, care, after-school care etc. Soon after he finds out that he is suffering from a terminal disease which is incurable and he has

Expected Value Essay Example | Topics and Well Written Essays - 2500 words

Expected Value - Essay Example This is because of the unpredictability of certain parameters which are associated with our planning. For example, in a cricket match, winning the toss has major role in deciding the victory. Most of the cricket pitches are underprepared which may favor either batting or bowling initially and then changes its characteristics later during the second innings. The toss winning captain can take decisions about whether to bat/ bowl first or to include pace bowlers or spinners in the team, based on the evaluation of the pitch. Many of the cricket teams underprepare their cricket pitches based on their strengths in batting and bowling. However, if they fail to win tosses, their planning cannot be implemented successfully. This is because of the fact that the chances of winning a toss are 50-50 since the coin has only two sides. In other words, the probability of getting a head or tail is 50-50. In such uncertain situations, the mathematical term â€Å"expected value† can help people in taking decisions. Expected value in mathematics is the weighted average of all the possible values. In other words, all the possibilities of a particular event will be evaluated properly while calculating the expected value. In industries and casinos, expected value has significant role to play. This paper analyses the history and importance of expected value. History of expected value The exact date of origination of the idea about expected value is still unknown to us. However, it is widely accepted that the expected value concepts were used during the latter half of the seventeenth century. Blaise Pascal, a French scientist and mathematician, is believed to be the founding father of the expected value theory. During the middle part of seventeenth century, the question of how to solve the problems of points or the problems of division of stakes raised major challenges to the mathematicians. Blaise Pascal and his associates started to solve these problems and the idea of expecte d value originated from their efforts. Even though, Pascal and his associates used different methods to solve this problem, they got same results since they used the same fundamental principle of mathematics in all their calculations. Apart from Pascal and his associates, a Dutch mathematician called Christian Huygens also contributed heavily to the development of expected value theory. Significance of expected value theory in casinos Expected value theory has greater significance in gambling. The chances of winning and losing in gambling depend on various parameters associated with the particular game selected for gambling. For example, poker is a game, which works on mathematical principles. Even though the nature and characteristics of the players play a vital role in deciding the winners of the poker game, many calculations including permutations and combinations are necessary to make sound decisions. For example, the right frequency to bluff in a situation is determined based o n the likelihood your opponent will fold in that particular situation. In limit, for example, when all the cards are out, how do you determine whether you should bluff on the river? If you can figure out that the pot is offering a caller 5:1 odds to call, but you know that they will fold the best hand 1 in six times, then bluffing now becomes mathematically correct (Importance of Math: expected value,

Discussion Form Assignment Example | Topics and Well Written Essays - 750 words

Discussion Form - Assignment Example The article brought in pricing concerns that would allegedly be affected by the merger, specifically with other Modelo brands. Finally, the third article indicated that compliance with settlement provisions to the merger deal conforms to the merger regulations posed by the DOJ. The merger was originally perceived to bring the respective market shares of each of the organization’s respective brands to a staggering 46% of the U.S. market. As such, it was identified that the merger would benefit the firms involved through dominance and entrenched leadership in the U.S. beer market; as well as the ability to control market prices. A maverick firm is described to exhibit a pivotal role in a merger transaction through its potentials for influencing pricing strategies. As such, Modelo was identified as a maverick firm in terms of its ability to significantly affect the prices of competitors in the beer market through a previous joint venture that the manufacturing organization had forged with. The primary concerns of the DOJ is that if the merger application, in its original conditions would be approved, there would be perceived increases in the market prices of beer due to the elimination of Modelo as a previously independent competitor. The market definition of the merger is a merger for beers in the U.S. market. Since the merging organizations were noted to assume number 1 and number 3 positions, respectively, the merger would definitely consolidate their respective market shares and would dominate the beer industry. Their consolidation was perceived to violate anti-trust regulations in terms of jeopardizing competition in an equitably fair playing field. Their union could be perceived to tantamount to the creation of a monopoly through the apparently large market share that these two organizations would create after the merger. One strongly believes that there are

Supply Chain Managment Essay Example | Topics and Well Written Essays - 1000 words - 2

Supply Chain Managment - Essay Example With constant changes in the operational environment, most organizations are aware that performance and competitiveness in their respective markets can only be enhanced through creation of an active supply chain. This paper looks at some of the strategic implications of supply chain distribution in an organization and their influence on productivity and competitiveness of organizations. Various scholars have come up with various definitions to illustrate on what is meant by supply chain. According to Jacoby (2009:17), supply chain is a process through which goods are channelled from the point of production to the point of distribution, aiming at reaching consumers at the right time to gain profit. Processes involved in chains of distribution are so numerous that it requires aggressive business people to implement all of them. Such activities involve managing people, trying to utilize information, which helps in service delivery and utilization of the available resources in order to m aximize output. It is also worth to discuss supply chain management, which goes hand in hand with supply chain. Supply chain management is a term used to describe the network through which goods move from their raw nature through the processes of execution, procuring, processing, and distribution to the final consumers with an aim of creating and increasing net value. The supply chain management can be best understood by considering its classification and by looking at the components that constitute the supply chain. Such components include procurement procedures, the process of acquisition of raw materials, conversion of the raw materials into finished products and lastly logistics. All these have a role to play in ensuring that final consumers get the quality products and services they require at the right time. Considerably, a business should have it in mind that the driving force behind consumer satisfaction should not overwhelm the expenses incurred in production. The cost of p roduction and other legal charges like taxes should decide the cost of goods and services. However, offering quality goods and services should be at the heart of every profit making organization. It is not appropriate for a company to talk about supply chain without generally taking into consideration that it should be their objective to increase sales and in turn maximize profit. Every profit making organization has a role to play in ensuring that the correct supply chain application creates business and customer relations hence improve not only sales but also the required rapport in a business friendly environment. In line with this, it is in order to look at some of the contributions of supply chain to competitive advantages and profitability. According to Blanchard (2010: 12), carefully selected supply chains help in the reduction of cost of production. Companies and businesses can only achieve double-digit growth through effectively cutting on the cost of operating business. Th is can be done through opting for the best and reliable factors of production such as labour. Other subsidiary factors that facilitate production such as transportation costs can be minimized by setting up a business closer to the source of raw materials. This will not only minimize time wastage from the point of manufacturing to the consumers but it will also reduce other problems associated

Pollution Essay Example | Topics and Well Written Essays - 750 words

Pollution - Essay Example Perhaps people will be more willing to make an effort in curbing this rising problem within their residential communities for starters. This might also help minimize the health problems associated with pollution The main types of pollution that will cause health concerns are the noise pollution caused by the vast amount of people and cars. This is due to the fact there is a high volume of traffic which is motivated by the high amount of restaurants, cafes, clubs, theaters and stores all concentrated within a single area. The heath concerns of noise pollution are that people often suffer from sleep disturbances, decreased learning ability and increased stress levels which can affect many areas of their lives. This of course is to name but a few of the affects. There is also an increased amount of air pollution. The main culprits of this being automobiles exhausts that produce nitrogen oxides. This leads to respiratory complications and some people can end up developing asthma because of this type of pollution. Another source of pollution in my neighborhood is solid waste. This is due to all the trash that is lying around. The lack of garbage cans is the main reason for this, but also personal neglect. The main issue with solid waste is that is causes diseases. It is viable source where diseases can manifest and transfer from one person to another. It is clear that th What needs to change It is clear that the congested state that my neighborhood is in needs to change. There are no visible positive aspects of the pollution especially in terms of health issues. The first and foremost thing that needs handling is all the rubbish that is meeting in our streets. This can be done by getting more garbage bins. Furthermore a penalty needs to be paid if a person is caught littering. This can be incorporated by our local government. By making it legal people will more than willing to take responsibility for their actions. Indeed this form of punishment could seriously help curb the problem. In regards to noise and air pollution most of the businesses like the restaurants, bars, cafes, should unit to build a large secure parking lot. This way people will have to walk a few miles to get to where they need to go. This will decrease the amount to cars that have to drive on the road. The best way to incorporate this would be to convert some of the streets into walking streets. Conclusion It is clear that in order for a community to function they need to be concerned with each others health. Being selfish is not the way to progress, especially when the issue affects us all. Pollution is not one person's responsibility and when people are informed they might be willing to do something about it. Government support is also very important. People often function best when there are rules. When it comes to pollution the rules are almost non-existent for individuals. By incorporating small changes the health issues caused by pollution can be tackled. Also by informing everyone and making them responsible will help increase the awareness of the negative health issues that arise due to pollution. In terms of local government support it is appalling to think they would be willing to allow the rubbish accumulate to such heights. They need to incorporate more bins as

What Influence the Victorian Architecture Annotated Bibliography

What Influence the Victorian Architecture - Annotated Bibliography Example According to the research findings, Dixon and Mutheisus claim that the changes in technology and political system were reflected in the architecture of that time and the authors mark how it is possible to recognize the signs of the à ©poque in Victorian architecture. As a sub-claim, the authors categorize buildings according to their types and purposes (buildings for the living, for entertainment, for business and manufacture, building for religious purposes). It enables readers to understand how details and peculiarities of construction served specific purposes in Victorian architecture. However, each à ©poque has its peculiar hallmarks. Victorian era was not an exception. But the changes implemented during this period influenced modern and postmodern architecture. The book â€Å"Victorian Architecture: Diversity and Invention† is also valid as it gives an excellent outline of the examples of British Victorian architecture with numerous valuable illustrations. The book is w ritten in according to all academic requirements and is abundant with credible references. The authors of the book describe thoroughly details, peculiarities, functional aspects of Victorian buildings. The book develops the research with the possibility to follow how the tendencies of Victorian architecture were modified later and implemented in new styles and directions. In his book Curl offered a new perspective on Victorian architecture by breaking the myth of this type of architecture being depressive and monstrous. The author states his sub-claim that Victorian architecture despite being originated in conservative cultural à ©poque was able to combine utilitarian functions with aesthetic. The author explains how different purposes of architecture were implemented in life by Victorian architects and how this gothic accent appeared and how spectators concentrate on one side of architecture. The author found a number of examples of colorful and eclectic buildings not typical for general representation of this style in classic literature.

The first two chapters of Hard Times Essay Example for Free

The first two chapters of Hard Times Essay Dickenss was a lively writer who knew what he wanted to write about but also what his readers wanted to read. In each of his books dickenss is careful to select a balance between his own ideas a morel intention with that of what the Victorian public enjoyed, (mystery, crime, romance and comedy). Dickens also felt strongly about the unfair class division in the cities. He was determined to portray the wrongs done to children and make a stand against the utilitarianism in society. (Perhaps his own childhood experiences never left him). All of these factors contributed to the initial creation of Hard Times. In this essay, I will look at the satiric methods Dickens uses in the opening chapter of Hard Times). When first reading the opening chapters of the novel it is apparent that there is an obvious difference in style and language from todays text. The sentences are far longer, some of the language is unfamiliar and Dickenss is clearly manipulating the reader. To do this, Dickens uses a number of techniques, such as humour, irony, wit and exaggeration to describe the education system in this period. These methods combined are known as satire and are all used simultaneously to engage the reader into reading further and believing the plot. This was a very common tool used in the Victorian time as it encompassed comedy and exaggeration to attack an otherwise difficult situation. However this method sometimes involved the twisting of facts and over amplification of ideas in order to convey a view point. Despite this, the technique was widely accepted by Victorian society as they much preferred an exciting and interesting read. Determined to portray an insight into the education system, dickens set about describing a sinister class room scene with the aid of satire. The school is host to a new schoolmaster starting his first day teaching pupils. Dickenss carefully assigns names to each character in relation to their individual personality or stature. For example, the figures of authority are named Mr Gradgrind and Mr Chokumchild which both suggest rough, abrasive and menacing individuals. In contrast a young girl, new to the class, is named Sissy Jupe. A name which compliments her weak, feminine and vulnerable persona.

What were British objectives in the Paris Peace talks Essay Example for Free

What were British objectives in the Paris Peace talks Essay In January 1919, having recognised that the signed armistice of November 1918 marked only a temporary ceasefire with the Central Powers, the Allied leaders convened in Paris to negotiate the various peace treaties with their defeated counterparts. The conference which unfolded bore witness to an intense debate revolving around both a clash of interest and ideology and ultimately resulted in a compromise which satisfied none of its creators. Regardless of whether Britain acted either as a mediator between America and France or was the French’s main opponent, Britain certainly entered discussions with overarching concerns for the need for both a durable peace and to accommodate wartime treaty commitments as well as recognising the need to both reorder the world map and to construct a new diplomatic system. To its own ends, however, maintenance of the Empire’s unity, holdings and interests were the principal focus of British concern in the conference. Due to Britain’s position as one of the three leading Allied powers it was able to obtain, in circumstances of divergent national interests, much of what it set out to achieve. It must however be noted that in some quarters, in particular relating to the settlement of Eastern Europe and the Treaty of Versailles, Britain was not entirely satisfied. Throughout the conference, Britain had several objectives which tied into those of both America and France, however for all countries involved there was certainly a desperate need for durable peace and to deal with mattes such as the removal of the Royal Naval blockade of Germany and the issue of the presence of Allied troops in the Rhineland. By the end of the World War One, Britain had been able to maintain its relatively strong position and still stood with an unequalled empire and ranked as the world’s richest power. Yet Joseph Chamberlain’s coined phrase, lamenting Britain’s prospects to no more than a, ‘weary titan staggering under the orb of its own weight’, did bring as much reality with it as it did gloom. The war had resulted in an eleven fold increase in National Debt, a surge in taxation levels and a huge overall reduction in Britain’s GDP. It was therefore certainly apparent that Britain’s own strategic position would be at the forefront of British minds throughout the conference. Ultimately Britain, like the rest of the victorious Allied countries, desired a long-lasting peace which would result in preventing any major future European wars and as such required the outcome of neutering any lingering German threat. The agreement that therefore arose was no more than an imposed peace, or Diktat, and ensured both that Germany would be unable to mount a serious challenge in the coming years whilst at the same time satisfying British and French public opinion which had called for the total destruction of Germany. For Britain itself, it was imperative that Europe stabilised because the fortunes of Britain were essentially placed in the hands of the European economy. The restoration of Germany, Britain’s largest trading partner prior to the war, as an economic power would have had the chain effect of both stabilising Europe and the world’s economy, which was vital for a prosperous Britain. Furthermore, and especially for Lloyd George who was fighting an election battle, it was certainly Britain’s objective to satisfy the general public. With around one million casualties, Britain had practically lost and entire generation whilst at the same time Britain was also in the uncomfortable position of having most to lose from a future war. Indeed with the advent of new military technology, in particular from U-boats, Britain would have been likely to have suffered greatly from another war and as such the need for a lasting peace was colossal from a British perspective. In actuality Britain did achieve much of its desire for a durable peace. Peace settlements with Germany, Austria, Bulgaria, Turkey and Hungary ensured that much of the sanctions that Britain wished to impose were realised whilst at the same time, to some extent at least, the level of stability that Britain desired in Eastern Europe was achieved. Moreover, British public opinion was also largely satisfied by the Treaty of Versailles. The extent to which it did make Germany suffer was widely accepted throughout Britain, with only minor criticism coming from those, such as Keynes, who believed it to be too harsh. Yet, and in particular from hindsight, there were some issues which would almost certainly oppose Britain’s ambition for a lasting peace. Most appreciable there was widespread discontent throughout Germany over the nature of the treaty. Derided as a ‘blank cheque’, the treaty imposed, under Article 231, that Germany accept full responsibility for the war and this lead to much outrage throughout Germany, with much of the population longing for the opportunity for revenge. Moreover throughout the rest of Europe there was also much resentment. Bulgaria, Turkey and Hungary were all left feeling aggrieved by the outcome of their respective treaties whilst in particular the reduction of Austria’s population to eight million and the prevention of a future Anschluss resulted in much bitterness. It was clear that the defeated Central Powers had much to feel aggrieved about and this certainly reduced the prospect of a durable peace. Events boiled to a head in the Chanak crisis and the resulting outcome indicated both that the imposed treaties were neither as strong as intended and also negotiable, for Britain this meant that their ambition for a stable Europe would never be completely realised. Lloyd George certainly reflected this in his Fontainbleu memorandum, in which he stated that if Germany was ‘unjustly treated’ it would ‘find means of exacting retribution’. Moreover, Britain also recognised the need to accommodate wartime treaty commitments and to fulfil promises which had been made to countries, such as Italy, Greece and Romania, throughout the war. These issues extended back to the Treaty of London in 1915 where for example Italy has been persuaded to join the Allies, with the incentive of territorial gains of the Trentino and Tyrol as far as Brenner, Trieste and Istria along with full ownership of Albanian Valona and Britain was eager to ensure that all countries involved within the war would not be left aggrieved with the outcome of the conference. For Britain it was important to ensure that the European economy recovered quickly and as such it was a necessity that there was stability throughout Europe. Moreover for the status quo to be maintained it was vital that Britain sustained its wartime allies. As such Britain’s involvement in the League of Nations and the punitive nature of the Treaty of Versailles did much to maintain its relationship with America and France respectively. Whilst more generally, with the exception of the relationship with Japan which was forgone for the sake of relations with America, Britain maintained its relationship with Australia, New Zealand, Greece, Turkey and Italy and therefore was reasonably successful in its attempts to ensure the relative survival of the status quo and its wartime allies. Linked to Britain’s desire for a durable peace came its ambition to guarantee its security.

Rap To Teach English As Second Language

Rap To Teach English As Second Language Introduction Music is part of popular culture. Language teachers have been integrated music and language learning in the classroom for many years. For example, using the song Yesterday from the Beatles to teach past tense. If music and songs can help learning English as a second language, English teachers in Hong Kong should be encouraged to use rap songs as a tool to teach English as a second language in the classroom. According to the Oxford English Dictionary, rap is a style of popular music developed by New York Blacks in the 1970s in which words are spoken rhythmically and often in rhyming sentences over an instrumental backing. In the early 1770s, Clive Campbell (Kool DJ Herc), a Jamaican immigrant, introduced the sound system from reggae music (Njubi, 2001). By combining the English sound system and other African-American linguistic features, rap has become a unique voice for the African Americans. When we talk about rap songs, we must mention hip-hop culture. Hip-hop is a cultural movement originated from the Bronx (a poor gang-oriented neighborhood) in New York City during the 1970s by African American. Njubi stated that hip-hop is clearly one of the most significant youth cultures as it has influenced what young people wear, how they talk and even the way they walk. It has also received significant attention from scholars and politicians. Hip-hop has been a major literacy force for over twenty years (Morris, 2002) because it has created rap as an important music genre. English teachers around the world are trying to use rap as an educational tool to promote English (Pennycook, 2003) because of its fast spoken lyrics. However, many teachers in Hong Kong are reluctant to use rap songs in the classroom because most of them think the lyrics either violent or sexual, and some think the materials are too black or Americanized (Low, 2009). In the following, we will discuss how rap songs can be an effective language learning tool to motivate students in learning English as well as increase their awareness of cultural differences. Why do we use rap songs for language teaching and learning? Music is accessible because of the technology such as iTunes and iPod. Since 1937, using folk, classical and pop music to teach English as a second language has been documented by educators in various professional journals (Sposet, 2008). Through music, students can improve their speaking skills, learning and understanding grammar, enhance their writing skills and increase their culture awareness (Peregoy and Boyle 2008; Saricoban and Metin 2000; Iwasaki, 2009). Woodall and Zeimbroski (2002) stated that music plays an important role in language and literacy development because students can learn grammatical structure and develop natural responses and speech through songs. According to Schoepp (2000), the repetitive nature of many rap songs can help English learners to get familiar with new words and phrases as they can rhyme and sing along. Many rap songs, just like folk songs, follow a repeated verse and rhyme, and that makes them easy to follow (Saricoban and Metin, 2000). For teenagers, it is important to improve their listening and speaking skills, as well as their attention span and memory (Hilll-Clarke and Robinson 2003). Mithen (2006) stated that all individuals have a capacity to acquire language and are born with a basic instinct to appreciate music. Iwasaki (2009) also agreed that music is a powerful medium to motivate students to learn a second or foreign language. When students listen to songs and sing along, the experience is enjoyable and stress-free, it can help second language learners to acquire the language more naturally and effectively. Perry (2004) also agreed with linguist Geneva Smitherman that rap lyrics are usually humorous, ironic, punning, teachy but not preachy. If according to Abbotts (2002) theory, repetition can help build language and fluency, then rap songs can definitely help stimulate second language learning because of its repetitive format. Also, by using the chorus in the rap songs, it can help students to learn syntax and lexical items easily and apply them in their daily conversations. Using music to enhance our memory and learning Mithen summed up three similarities between music and language : MUSIC LANGUAGE lyrics words singing speaking rhythm and melody intonation and stress time Lake (2002) found out language and music are closely tied together in the brain by pitch, rhythm and syntactical phrasing. When students understand the connections, they can acquire, process and produce English naturally. Neurologists have found musical and language processing in the same area of the brain (Maess Koelsch, 2001). To illustrate the strong connection between music and learning, Strickland (2005) conducted a very interesting and valid experiment. He asked a group of students if they could remember the words in ten poems. Then, he asked how many words they could remember in ten songs. Without much surprise, there were more hands go up the second time. It clearly proved that music has played a very important and memorable role in language learning. Medina (2002) agreed that we have good memory with music because all those repetitive words and rhythm stay in our head even after the English lesson. When we add rhythm and melody into language, it will help us to transfer words into long-term memory. Medina concluded that it is impossible to acquire language without memory. Using rap to teach poems and pronunciations According to Renegade (2002), the strongest poetic influence on rap is popular poems with four bears per line, for example, Eenie meenie, mynie moe, Catch a tiger by the toe. With all those rhyming, cross-rhyming, metaphor, symbolism and simile, rap can be a preferred literacy teaching tool to teach English as a second language. Renegade noticed rap lyrics are written according to highly structured rules. There are two forms of rap lyrics: Rhyme and rap song. A rhyme is a single long stanza, often a narrative and the writer can write as many as he / she wants, whereas a rap song borrows its structure from a popular song with repeating chorus in between. Renegade also observed that rappers have been using rap as a poetic tool because it has a strong emphasis on assonance, consonance, and combinations with end rhyme. Rappers like to use simile, metaphor, invention and reinvention of words to spark off new interest in poetry. In other words, using low culture to teach high culture. In 2002 and 2004, Low worked with a creative writing teacher to develop and teach spoken word poetry curriculum. The initial curriculum was only a seven-week program but in 2004, it became a long-term course. Low concluded the success of the program as a literacy of LIVING experience because students were able to use rap as a platform to speak inside and outside the classroom. Strickland also agreed that students are natural poets, and poetry is meant to be performed. Lake observed a strong connection between intonation and music. He noticed students interested in symbols and images, and that means they are more likely to be stimulated by audio or visual. He compared words, feeling, pitch and stress with musical expression. He concluded that speech without music is like language without heart because both music and language express emotions and convey messages. Through rap songs, students can learn pronunciation, intonation, stress, accent, pitch, tone, melody, rhyme, rhythm and fluency. Students who enjoy singing, chanting, lip syncing or mouthing along can improve their pronunciation skills and practice linking and reduction when speaking English Using rap to enhance reading and writing skills To be a good rapper, one must be able to use his / her voice to write, have good memory and reinvent rhymes spontaneously. Rap music encourages teenagers to write because it reflected the writers inner speech and images in their mind. For example, in Lows spoken word poetry school project, students in the class were able to write powerful and thoughtful poetry for the first time because they were inspired by rap. A lot of students in Hong Kong hate writing because expressing themselves in a second language is already difficult, and writing in a second language is even more challenging. Students need to have a reason to write, and that reason will become their motivation. Alvermann, Hagood and Williams (2001) shared a case of a 14-year-old Grade 8 / F. 2) African American boy who scored the lowest on the districts standardized reading test. The school boy loves rap, so Williams asked him to write to him about his favorite rap artist. The boy wanted to have more factual information about his favorite rap artist. Williams agreed to help the boy with his project, and he asked the boy to e-mail him regularly and keep him informed of his findings. The boy demonstrated that he was a capable reader because he searched for specific information through different websites, and he was a capable writer because he used popular culture texts in his writing. Instead of just giving information to the school boy, Williams guided him throughout the project and made him an independent learner, and enhance both of his reading and writing skills, not to mention giving him a higher self-esteem and more self-confidence. Iwasaki (2009) stated that rap songs have natural language and it can help students to process the meaning of words under an authentic environment. In Weinsteins (2008) study, she found many teenaged students have demonstrated sophisticated understanding of literary features through rap, for example, figurative language. Rap can help students, especially the social marginalized ones to write lyrics that can reflect social, economic and racial problems. Teenagers enjoy writing lyrics for rap because it is a channel for them to prove and establish their identity, an outlet for them to express their anger and frustrations about school, community, social norms, confusion and desire. Lake suggested that students are already heavily exposed to popular culture and music of their first language, it is likely that they are going to be curious about the popular culture and music of their second or foreign language as well. The purpose of writing for teenagers should not be just classroom based, it should be included a great variety and popular culture related topics. Despite worrying about low test scores, teenagers will be more willing and eager to try because when they see the purpose, they can produce quality work and invest their time in it. Through rap songs, teachers can further illustrate and explain grammatical structures to students. Based on Schoepps observation, songs can help students to develop a natural ability to use the target language in the right situation. When students are exposed to repetitive phrases in the right context, they can remember the language and apply it automatically. Using rap to help student to communicate with the world Iwasaki noticed that while students are gaining linguistic knowledge through rap songs, they are gaining the cultural knowledge at the same time as well. The lyrics always tell us something about the history, culture, thinking and attitude of a society. As Pennycook concluded that rap is a global phenomenon involving language use. Pennycook noticed rap has always helped the spread of English globally, especially to countries where English is a foreign language, like Japan and Korea. Mitchell (2001:1-2) argued that hip-hop and rap only belong to African-American culture. In fact, it has brought youth from around the world closer. It is not about where one comes from or which social class one belongs to, but what one can do with the language. Iwasaki believes culture, like music and language, develops and changes. Therefore, popular culture is a channel for the mass to express themselves and for those who want to release pressure from the society. Allowing students to expose to both mass and popular culture will help them to develop cultural awareness of others and their own. Pennycook argues despite the lyrics in rap contains highly controversial topics and expressions, it also communicates meaning on a global scale. Rap is not just about the blacks in the U.S. but a common language shared by a lot of Asian countries like Japan, Korea and even Hong Kong. s we are all going global, our ability to communicate and knowing each others language and music will help us to understand each others customs and traditions much better and faster, thus, avoid conflicts and misunderstanding. Based on the evidence above, few would agree with Schumanns hypothesis in 1976 that the greater the social distance between two cultures, the more difficulty the learner would have in acquiring the target language. Negative impression towards rap A lot of English teachers are reluctant to incorporate rap in their class because when they think of rap, they will have all these negative images villains, gangsters, low culture, low education, guns, drugs, blood, violence, sex, materials and bling bling. They do not know how and where to find the GOOD rap songs with positive meaning. Weinstein (2006) criticized the highly sexual nature of many popular rap songs often gives damaging images of black men and women. The music videos always emphasizes on violence and drugs which also reinforce stereotypes of Blacks and Black youths where they are seen as dangerous, immoral and anti-social. However, Iwasaki argued that any music-based lesson could become a disaster without any thoughtful selection and preparation. Same for Kolozes argument, people wrote songs about drugs, life in the ghetto, rebellion and sex in popular songs since the 1950s. Iwasaki urged teachers to actually make use of those discussions to enhance students critical thinking while acquiring a second language. According to her theory, without general culture knowledge and some social and political awareness, one would find it difficult to participate in common and meaningful topics that a second or foreign language can offer. Some teachers may think some rap songs are inappropriate for classroom use, but the massive influence of rap and hip-hop music around the world has to be considered and noticed. Just like all other popular culture and media, it has its positive and negative influence. Lake also agreed that it would be a foolish if teachers do not use music to take advantage of the positive influence of music as a teaching tool. Selecting a rap with a positive message and the right attitude can enhance English learning as well as social awareness. English teachers need to realize that each rap has a message to spread out. As Music in a universal language, most raps are trying to solve race, class and religion problems that face by the youth (Njubi, 2001). For example, Where is the Love? by Black Eyed Peas. The rap is about the U.S. after the 911 tragedy and calling for U.S. army withdrawal from Iraq. The rap song was the longest-serving British No. 1 in five years and the best selling record of 2003 in the U.K. The group performed the song at the 2004 Grammy Awards, where it was nominated for The Record Of The Year (Wikipedia). This rap was so popular and moved so many people around the world because it is a social-conscious rap. It focused on upright and political awareness. Despite social and political implications, raps do give a voice to young people and inspire them. Teachers should involve their students in the selection process because when they hear something they can relate to, it will motivate them to learn. Challenges The arguments for incorporating popular culture into traditional curriculum are quite compelling and have generated a lot of noises and controversies. A lot of teachers and educators are filled with confusions and anxiety. Morrell (2002) understands teachers feeling daunting about using popular culture because of a lack of understanding. Rap has always been controversial because it is the rappers are expressing opposing views to the dominant culture. By helping students to understand the content can help them to make a meaningful connection between language and culture. Allowing students to be exposed to both mass and popular culture will allow them to think about their own cultural beliefs. School education should incorporate elements and materials from popular culture. Just like what Itoi and Inose (2008) mentioned that teachers should encourage students to think critically around their surroundings and become an independent thinkers. Students can gain insights about the songs by understanding or implying what they hear. Situations in songs are usually open to interpretation, so students can exercise their imagination and express their opinions freely. Conclusion It is the teachers ultimate goal to inspire students to develop their sills and interest in English DURING and AFTER class. Music is one way to create memorable lessons and spark curiosity beyond formal language lessons. Music is a highly relevant source of language outside the classroom. Integrating music into teenagers everyday activities promotes literacy development, particularly for English learners. It is a way for students to experience rich and complex language in a relaxing and entertaining way. A learning environment filled with music will generate interest, encourage creativity and positive learning attitude. Plato once said, Music is a moral law. It gives soul to the universe, wings to the mind, flight to the imagination, and charm and gaiety to life and to everything. Activity 1 Where is the love? by Black Eyed Peas Total class time : 60 minutes Warm up (12 mins) Use the rap song Where is the Love? (not the whole song, just the first part from Whats wrong with the world, mama? to Where is the love, the love, the love? Teacher will pre-teach and elicit some of the key words in the song. For example, addicted, trauma, terrorism, race, meditate, suffering, etc. through pictures and images Teacher play the song for the FIRST TIME, ask students to stand up every time when they hear a NEGATIVE WORD (either it is a verb, noun or adjective). For example, trauma, terrorism, discriminate, hate, killing, dying, hurt, sufferingà ¢Ã¢â€š ¬Ã‚ ¦ Task 1 (3 mins.) Play the song once (the selected part), ask students to identify the rap part and the chorus part Task 2 (5 mins.) Put students into 2 groups Ask both groups to come out to the whiteboard (2 whiteboards in the classroom) and when they listen to the words that rhyme, they have to write down on the whiteboard. For example, mama, drama and trauma/discriminate, hate, demonstrate, yeah/dying/cryingà ¢Ã¢â€š ¬Ã‚ ¦ Task 3 (5 mins.) Ask students to go to their computer Ask students to go the internet and search for the lyrics Ask students to copy and paste that file to a word document Ask students to underline all the rhyme words as they listen to it again Task 4 (5 mins.) Put students into 4 groups Play the song 2 times to the whole class Ask students to RAP along as much as possible (turn down the volume) Give each group 5 minutes to rehearse Task 5 (15 mins.) Tell students they can look at the lyrics from the computer screen and do a group rapping in front of the class The audience (other groups) have to watch and hold up their hip-hop cap afterwards if they like it. Teacher will count the number of hip-hop caps and write the result on the whiteboard and see which group is the audiences favorite No formal assessment is needed at this stage as this practice is to help the slower and quiet / shy students to build up their confidence. However, teacher will ask students randomly and see what and why they like or do not like about certain groups performance. Post class activity : A group project Time given: 10 days Teacher will spend 10 to 15 minutes explaining this group project Students need to work in a group of 4 Students need to find a controversial social or political topic in Hong Kong through the South China Morning Post or other English news media on the internet Students need to express their opinions about that topic by writing new lyrics that will fit into the rap song of their choice The rap song must be either from the U.S. or Hong Kong Students need to perform and record their NEW RAP and post it on YouTube. Students must provide a YouTube link of the original rap song with their own YouTube video A VERY useful Reference for students : http://blog.mtviggy.com/2010/03/24/top-10-canto-hip-hop-and-rap-songs/ Students need to vote for their favorite GROUP, favorite LYRICS, favorite RAP performance through the school intranet Activity 2 An Interview with your favorite rapper Lead in / Warm up Ask students if they know any local rapper Ask students who is (are) their favorite(s) Stage 1 Ask students to work in pairs (provided they like the same rapper) or individually to draft an e-mail to rappers like MC Jin, Famers, LMF, 24 Herbs, and invite them for an interview which will be conducted by the students Ask students to go online and look for more information about their favorite rapper Ask students to produce the first draft Stage 2 Ask students to produce the second draft based on the teachers advice and comments through e-mail Ask students to work in a group of 3s and prepare a list of questions as an attachment with their e-mail to IMPRESS the rappers so they WILL BE MORE EAGER to say yes to the interview Stage 3 Ask students to produce the FINAL draft Ask students to search from the internet and find out the management company or the record company of the artist that they would like to interview Ask students to send their request to those rappers Facebook accounts and blogs as well Students must send their e-mail through the teachers school e-mail account the teacher needs to have direct control of what goes out and comes in Stage 4 Peer assessment Teacher will ask students to vote and pick the 10 BEST interviewing questions through the school intranet Assessment for activity 1 (post class activity) The group project Peer assessment Instruction : Just put a Æ’Â ¼ in the box for the comment that you agree Questions What do you think, (name of the audience) ? Did you like our topic? Yes, its a hot topic and I can relate to it! Its a typical one! Sorryà ¢Ã¢â€š ¬Ã‚ ¦it doesnt interest me at all! Did our new lyrics get your attention? Did we bring out a clear message? Yes, very interesting and I wanted to know more! Not really! Sorry but I dont understand what you guys were trying to say! Whats the message? Did we write our new lyrics with the correct grammar? Yes! I think so! May be a few mistakes! Full of grammatical mistakes! Did we have the right pronunciation? Yes! Most of them! No! Was our rap clear and easy to follow? Yes! Most of them! No! Did our new lyrics rhyme with the tune? Yes! Absolutely! Most of them! No! Not at all!!! Did we rap with the right beat? Yes, I wanted to rap along with you guys too! You guys were off a little but it was still alright! Sorry! You guys couldnt catch the beat at all! Did we rap loud and clear enough? Yes! I couldnt hear some of them. Sorry, you guys were just mumbling! Teacher assessment Group members : ______________________________________________ 5=Totally agree 4=Agree 3=Average 2=Disagree 1=Totally disagree 1. An interesting topic which everybody in Hong Kong can relate to. 2. The contents of the rap showed your group had a good understanding of the topic. 3. The organization of the rap was clear and easy to follow. 4. The lyrics were expressive and creative. 5. The lyrics were well written. 6. The lyrics and tune went well together. 7. Your group had good pronunciation when rapping. 8. Your group used correct grammar when writing the lyrics. 9. All of you were very fluent and smooth with your rap. 10. It was a very enjoyable performance. TOTAL SCORE Assessment for activity 2 Writing an e-mail to your favorite rapper Teacher assessment Name of student : ______________________________________________ 5=Totally agree 4=Agree 3=Average 2=Disagree 1=Totally disagree 1. Your e-mail had an appropriate and easy to understand subject. 2. Your e-mail had greeting, introduction, body and closure. 3. The organization of your e-mail was clear and easy to follow. 4. You made your request clear and precise. 5. Your e-mail showed the importance of this matter. 6. Your e-mail supported with good reasons and it can persuade the reader to act according to your request 7. The spelling, punctuation and grammar of your e-mail were accurate. 8. Your e-mail was polite and sincere. 9. Your e-mail content fulfilled all the requirements stated. TOTAL SCORE Lyrics Where is the love? by Black Eyed Peas Whats wrong with the world, mama People livin like they aint got no mamas I think the whole world addicted to the drama Only attracted to things thatll bring you trauma Overseas, yeah, we try to stop terrorism But we still got terrorists here livin In the USA, the big CIA The Bloods and The Crips and the KKK But if you only have love for your own race Then you only leave space to discriminate And to discriminate only generates hate And when you hate then youre bound to get irate, yeah Madness is what you demonstrate And thats exactly how anger works and operates Man, you gotta have love just to set it straight Take control of your mind and meditate Let your soul gravitate to the love, yall, yall People killin, people dyin Children hurt and you hear them cryin Can you practice what you preach And would you turn the other cheek Father, Father, Father help us Send some guidance from above Cause people got me, got me questionin Where is the love (Love) Where is the love (The love) Where is the love (The love) Where is the love The love, the love

Catcher :: essays research papers

Catcher in the Rye Holden Caulfied: Saint, Snob, or Somewhere In-between? Although J.D. Salinger has only one novel to his credit, that novel, The Catcher in the Rye, is recognized as an exceptional literary work. The key to the success of The Catcher in the Rye is the main character, Holden Caulfield. There are many different critics that view Holden in many different ways. Some believe Holden to be a conceited snob, while others see Holden as a Christ-like figure. It is my opinion, however, that Holden is somewhere in the middle. Holden Caulfield is a character who has a definite code of honor that he attempts to live up to and expects to as abide by as well. Since the death of his brother Allie, Holden has experienced almost a complete sense of alienation from the world around him. This alienation is evident in every part of his life. Holden is unable to relate to anyone at the three prep schools he has attended. While standing on Thomsen Hill, Holden cannot help but feel isolated when he observes t he football game, â€Å"you were supposed to commit suicide or something if Old Pencey didn’t win† (Salinger 2). Not only does Holden feel isolated at the schools he has attended; he has this feeling when it comes to his family as well. Upon his return to New York City, Holden does not go home. Instead, he chooses to hide out from his family. According to Ernest Jones, â€Å"with his alienation go assorted hatreds – of movies, of night clubs, of social and intellectual pretension, and so on. And physical disgust: pimples, sex, an old man picking his nose are all equal cause for nausea† (Jones 7). Holden feels Previts 2 as though all of these people have failed him in some way or that they are all â€Å"phonies† or â€Å"corny† in some way or another. It is Holden’s perception of those around him as â€Å"phonies† and again according to Jones; â€Å"Holden’s belief that he has a superior moral standard that few people, o nly his dead brother, his 10-year-old sister, and a fleeting friend [Jane] can live up to† that make him a snob (7). Presenting Holden as â€Å"snobbish† hardly does him justice. Critics such Frederick L. Gwynn, Joseph L. Blotner, and Frederic I. Carpenter view Holden as a character who is â€Å"Christ-like in his ambition to protect children before they enter the world of destruction and phoniness† (Carpenter 24).

Love is Beautiful in Julius Caesar Essay -- Julius Caesar

The word love has thousands of meaning but in the end it can mean only one thing. Now over the years the word love had totally lost it’s meaning, but that’s not important to this essay. We are looking back at a time when love was a word that you didn’t throw around. When love still had meaning. When togas were still in style.   Ã‚  Ã‚  Ã‚  Ã‚  The word love is repeated in many forms throughout the play Julius Caesar. Unlike the way that we use it today, this word had different meanings. Someone saying it did not usually mean sexual feelings towards another, but it meant friendship in its own sick and twisted way. In all seriousness though, this word truly meant something back then. So that is what we’ll be looking at today, the multiple meanings of the word that is love. Grab your togas and join the fun!   Ã‚  Ã‚  Ã‚  Ã‚  Ok first we will be looking into act one. For those of you who didn’t read or just plain forgot what happened here it is in a nutshell. Ok Caesar just killed Pompay and is the over-all ruler of Rome. Some people do not like this and begin to conspire to kill Caesar. Easy enough, right? We see the word love many times in this act but lets check out the basics. Cassius says, â€Å"were I a common laughter or did use to stale with ordinary oaths my live to every new protestor† (line 73, Act I, scene II). What he is saying here is that he loves the people willing to protest the rule of Caesar. Now this isn’t â€Å"oh I love you marry me now† typ...

sr :: essays research papers

roject net income they believe will impress top management but could be perceived by their key employees as unattainable. Such an unrealistic target could discourage rather than motivate the operating unit employees. Targets must be clearly understood. It is critical that bonus participants participate in the setting of bonus targets. Their views and suggestions should be given serious consideration. When their suggestions are rejected or modified, the reasons should be clearly communicated. Misunderstandings concerning the bonus targets create unproductive time spent in discussions and demoralized employees who believe that they are being treated unfairly. Periodically communicate the outlook for bonuses. To maximize the motivational value of the program, the financial staff of each operating unit should periodically communicate the current outlook for annual bonuses to bonus participants. This is accomplished by comparing a forecast of the bonus criteria with the bonus targets. Using the forecasted percentage of bonus earned for the unit, each participant can forecast his or her bonus. A review of the key actions necessary to accomplish or exceed the forecast should be included in this periodic bonus update. This can be a very strong motivational tool, because the bonus participants have an identifiable personal stake in the accomplishment of these actions. Many companies include a bonus update in their regularly scheduled operating review. Resolve bonus problems early. One way to accomplish this is to periodically update the outlook for bonuses for each operating unit. Strong lines of communication are beneficial to both operating units and corporate staff. One of the benefits of a bonus update is early identification of problems, which require action on the part of senior management. By identifying problems in the bonus program as the year unfolds, it is possible to take prompt action, minimizing damage. If the bonus criteria have not been clearly stated, they should be modified with the participation of unit and senior management. Pay bonuses as soon as feasible. A bonus can represent a significant portion of a key employee's compensation. This serves the purpose of getting his or her attention, which is a double-edged sword. The focus of attention should be the future, but for many employees the current year is not their chief concern until the previous year's bonus is paid. Delays in paying bonuses may create apprehension and tension which are counterproductive. If bonuses for the prior year cannot be paid within the first month of the New Year, some of the positive impact of the bonus program is lost. sr :: essays research papers roject net income they believe will impress top management but could be perceived by their key employees as unattainable. Such an unrealistic target could discourage rather than motivate the operating unit employees. Targets must be clearly understood. It is critical that bonus participants participate in the setting of bonus targets. Their views and suggestions should be given serious consideration. When their suggestions are rejected or modified, the reasons should be clearly communicated. Misunderstandings concerning the bonus targets create unproductive time spent in discussions and demoralized employees who believe that they are being treated unfairly. Periodically communicate the outlook for bonuses. To maximize the motivational value of the program, the financial staff of each operating unit should periodically communicate the current outlook for annual bonuses to bonus participants. This is accomplished by comparing a forecast of the bonus criteria with the bonus targets. Using the forecasted percentage of bonus earned for the unit, each participant can forecast his or her bonus. A review of the key actions necessary to accomplish or exceed the forecast should be included in this periodic bonus update. This can be a very strong motivational tool, because the bonus participants have an identifiable personal stake in the accomplishment of these actions. Many companies include a bonus update in their regularly scheduled operating review. Resolve bonus problems early. One way to accomplish this is to periodically update the outlook for bonuses for each operating unit. Strong lines of communication are beneficial to both operating units and corporate staff. One of the benefits of a bonus update is early identification of problems, which require action on the part of senior management. By identifying problems in the bonus program as the year unfolds, it is possible to take prompt action, minimizing damage. If the bonus criteria have not been clearly stated, they should be modified with the participation of unit and senior management. Pay bonuses as soon as feasible. A bonus can represent a significant portion of a key employee's compensation. This serves the purpose of getting his or her attention, which is a double-edged sword. The focus of attention should be the future, but for many employees the current year is not their chief concern until the previous year's bonus is paid. Delays in paying bonuses may create apprehension and tension which are counterproductive. If bonuses for the prior year cannot be paid within the first month of the New Year, some of the positive impact of the bonus program is lost.

Nord’s ‘Function plus Loyalty’ Concept

Ever since Post-structuralism and Reception-Aesthetics (also known as Reader Response Theory) happened questioning the very validity of fixing a text with one unitary and holistic reading, functionalist approaches to translation has been gaining ground among the translation theorists all over the world. With its roots in the ‘Skopos’ theory as proposed by Hans Vermeer, these functionalist approaches has radically shaken up the till recently unquestioned fortress of the linguistic-models of translation and has revolutionized the way translation is practiced, assessed and consumed for all times. Christine Nord with her concept of ‘Function plus Loyalty’ has contributed much to this movement modifying it at the same time in an attempt to answer the rather common criticisms of arbitrariness and mercenary approach against the functionalist model. However, a discussion of the nitty-gritty of the functionalist approach is necessary before we can proceed to discuss the effects of the introduction of the concept of ‘function plus loyalty’ into the system. The Functionalist Approach to Translation Functionalist approaches to translation as theorized by Vermeer, Schaffner and Nord, in its most outspoken form claims to ‘dethrone the ST’. In the new model of translation, the translator does not focus on words, phrases or grammatical structures etc. in an attempt to find semantically equivalent words and phrases in the TL. Instead, the text is considered as a whole. It is a communicative occurrence that has occurred in the SL. The translator’s job is to carry out the same or similar communicative occurrence in the TL. â€Å"A specific text in a specific situation and within specific cultural parameters performs a specific function. A good TT would be one which performs the same function in the target culture.† (Schaffner, 1998:3) Thus, from re-production of a text, in the functionalist model, translation has come to be considered as the production of a text following certain guidelines. A good translator, therefore, should take into account lexical, semantic, cultural, text-typological and other aspects with varying degrees of stress in each according to the theory of translation by which it is informed or according to the ‘skopos’ or ‘function’ of the translation. Function-plus-Loyalty Theory A basic description of the translation procedure as envisioned by Nord (1997 a: 126-127) would run thus: Translation is a service rendered to a client by some expert in the process, in this case the translator. The client who might be the author of the ST or a publisher or any group or agent interested in the translation approaches a specialist translator. Grasping the intentions of the client in commissioning the translation is of utmost importance for the translator, for on that brief depends the setting up of the ‘function’ of the translation. The client provides the translator with as many specific details as possible about the translation’s purpose. He briefs the translator about the addressees, time, place, preferred medium, and the general function of the translation. This translation brief provided by the client thus specifies the kind of translation expected by the client. However, the translator, who is the expert in the translation process, has a far more important role to play. Nord explains that the translator studies the brief and advices on the viability of the translation project in accordance with the brief provided by the client. The translator also has to negotiate this brief with the client. However when the final brief, the result of negotiations has been arrived at the translator must ensure that the TT is loyal to the ‘function’ set by this brief. Thus, while the translator is not bound to abide by the ‘function’ provided by the original brief by the client, s/he must never deceive his or her client as to the ‘function’ in accordance to which the translation is being done. Therefore the translator is required to be loyal to the specifications of the client without violating the original functions of the ST to any gross extent. This is what constitute Nord’s ‘function-plus-loyalty’ model. Evidently, it serves a two-fold purpose. On the one hand it retains the freedom enjoyed by the translator in the functionalist model while on the other hand it makes the translator accountable to the client as well as the user/s of the translation. Criticism of Functionalist Approach The criticisms aimed against such a ‘pragmatic’ approach to translation are rather obvious. The commonest among these are that translators translating to satisfy the needs of the clients can become ‘mercenaries’ (Schaffner, 1998: 3). It provides the translators with the authority to misinterpret or misrepresent the ST to satisfy the cultural demands from translation in that society at that particular point of time, or to abide by the guidelines set by the agency commissioning the translation etc. As Schaffner points out, critics of functionalist approaches to translation are of the opinion that the purpose (or ‘function’ in Nord’s terminology) or what the users of the translation are expecting of it or what they will do with it cannot justify the means. That in the functionalist approaches, the ST is dethroned is another major criticism. As the role of the client is exaggerated, translators tend to become ‘mercenaries’ who translate to please the readers and turn the book into a bestseller at the cost of the ST. It cannot be denied that the functionalist approaches accord a much higher position to the translator and the readers of the TT. As one of the foremost translation theorists, Schaffner words it: â€Å"Now that the functional appropriateness of the TT has become the yardstick for assessing the quality of translation, both the translators and the TT user(s) are assigned a higher status and a more influential role than is the case in more traditional approaches to translation.† (1995:3) The question, as Honig puts it, is how one can make sure that translators are not arbitrary or self-willed in deciding the ‘function’ of the translation; how one can make sure that ‘translators base their decisions for a certain translation-skopos on intersubjectively valid criteria’. However, Nord’s function-plus-loyalty concept does deal with all these criticism to some extent and provides a fit reply to some of the criticism. Nord’s Reply to Criticism It is true that according to the basic framework of the functionalist theory, as proposed by Vermeer for instance, any ‘skopos’ that will be convenient to the translator and serve his interests the best might be chosen by him or her to justify the decisions taken in the process of translation. However, the freedom enjoyed by the translator is never absolute. There are various conventions, cultural, social and political those predetermine the translation’s function on behalf of the translator. For instance, in any society at any given point of time, there are discourses present that shape what is expected of a translation and what might be accepted as a proper translation. These cultural traditions determine what degree of ‘resemblance’ that must exist between the ST and the TT for it to qualify for a proper translation. Thus we see that a functionalist in approach or not, a translator is inevitably bound to his client or the users of the translation by means of these conventions. This is where Nord’s concept of ‘loyalty’ comes in. With the concept of loyalty Nord binds the translator not only with his or her clients but also with the author of the ST. The author of the ST naturally expects the translator to function in certain ways. These are generally the conventions of translation prevalent in the Source Culture. Since, acting loyally according to Nord implies taking seriously the responsibilities that a translator has not only to his client but also to the Source Author, the translator must negotiate the function of the translation with the source author or the representatives of the same. In most cases the Source Author do not have any means of checking on the ‘loyalty’ of the translator. This is why the translator should let the Source Author as well as his clients or readers know the norms according to which the translation is being carried out. S/he will not consciously violate the norms or the ‘function’ o f the ST in the original situation without informing the Source Author. In other words: the ‘skopos’ of the TT must be compatible with the intentions of the ST author. If it is not so, the translator must be responsible enough to inform his clients accordingly. Assessing the Criticism in the New Light As Schaffner points out, the blame of being ‘mercenaries’ on the functionalist translators, often result from a misinterpretation of the word ‘function’ which is usually taken to be referring to the communicative functions of a TT in the target culture. However, as Christine Nord’s function-plus-loyalty concept ensures that the ‘function’ in functionalist approaches to translation also involves issues like ST functions such as the informative of persuasive functions of a text. Loyalty to these is also necessary to make a translation ‘functionally appropriate’. Criticism of Nord’s Views However, certain functionalist critics like Venuti and Honig are not highly supportive of Nord’s function-plus-loyalty concept as it is. For instance, Honig says, â€Å"Nord (1993:20) illustrates this with an example which seems to make loyalty a rather vague principle: no author of a best-selling novel will object to the translation becoming a bestseller, too. S/he will therefore not object to the translators-when translating the title of the book- using means which will make it appealing for the target culture readership. Loyalty, it seems, means acting in the best interest of one’s client which is more a matter of expediency than of ethical standards.† Venuti, (1995: 34) though he does not criticize Nord directly, provides yet another radical view of the process of translation. He severely criticizes the recent Anglo-American trend of praising fluency and naturalness in a translation. He points out that this expectation of the clients for fluency in translation actually acts towards subverting the ST. While acknowledging that there is â€Å"a fundamental ethnocentric impulse in all translation† (ibid. 47), Venuti calls for the translator to make an ethical choice for â€Å"foreignizing† rather than â€Å"domesticating† translation, downgrading the importance of readability and preserving or restoring the foreignness of a ST. However, this is in effect to suggest that disregarding ‘loyalty’ to the client, the translator must stress on a specific ideology to determine the function of the translation. Assessment of Nord’s Position Thus, one might conclude that though Nord’s Function-plus-loyalty theory has not yet been able to completely resolve the problematic regarding translation fruitfully, it has surely shown a new direction of development for translation studies. As Umberto Eco points out in A Rose by Any Other Name, a translation can be basically of two types: â€Å"target-oriented† and â€Å"source-oriented†. What Nord’s theory of loyalty does is to make every party (client, users, source-author etc) involved in the process of translation know what kind of a translation is being done. Surely, Eco’s distinction of all translation into two types is rather simplistic, and as is evident from the earlier discussion, many more factors (ideological, cultural, financial etc.) are involved in the process of deciding the exact ‘function’ of the translation. Surely, there can be a great number of middle courses possible for the translator to choose from in addition to the two extreme categories. But whatever the course chosen by the translator, Nord’s theory ensures that it is clearly delineated to both the reader of the translation as well as the author of the ST. The parameters, depending on which the translator makes his or her decisions in the process of the translation no longer, remain hidden from the public or from the scholars assessing the translation. And thus, though the ‘functionalist’ translator is not completely exempted from the charge of being a ‘mercenary’ (in the sense that s/he can still choose the ‘skopos’ with financial gain in mind), s/he is at least partly exempted from the charge of being ‘arbitrary’. Whether, the translator chooses to adopt a ‘domesticating’ or ‘foreignizing’ approach is a question of ideology, aesthetics, socio-cultural expectations etc. and is negotiated openly and clearly on the table between the client, the translator and the author of the ST. But function-plus-loyalty theory ensures that whatever is the approach, it is not an arbitrary one adopted according to the whims of the translator. In the present day situation, where inter-cultural translation is becoming the lifeline for many a culture under immense pressure from forces of Anglo-American globalization, this accountability of the translator to his client, the source culture and the target audience is essential beyond any doubt. Works Cited Honig, H.J (1998). â€Å"Position, power and practice: functionalist approaches to translation quality† Christina Shaffner (Ed) (1998), Translation and quality. Clevedon: Multilingualmatters. Nord, C. (2003). Function and loyalty in Bible translation. In M. Calzada-Pà ©rez (Ed.) Apropos of ideology (pp. 89-112). Manchester: St. Jerome. Nord, C. (1991) Text Analysis in Translation. Amsterdam: Rodopi. Nord, C. (1997a). Translation as a Purposeful Activity. Manchester: St. Jerome. Nord, C. (1997b). â€Å"A functional typology of translations.† Anna Trosborg (Ed) (1997). Text typology and translation. Amsterdam: John Benjamins, 43-66. Schaffner, Christina (1998). â€Å"From ‘good' to ‘functionally appropriate': Assessing translation quality.† Christina Shaffner (Ed) (1998), Translation and quality. Clevedon: Multilingualmatters. Vermeer, H. J. (2000). Skopos and commission in translational action (A. Chesterman, Trans.). In L. Venuti (Ed.) The translation studies reader (pp. 221-32). London: Routledge. Venuti, Lawrence. (1995). The Translator’s Invisibility, A History of Translation. London: Routledge.