Extreme Programing essays

Extreme Programing essays After a review of the agencies intake, case management and client housing policies, I would recommend an enterprise system for an operation of this caliber. Because the agency is guided by state and federal regulations and goes through constant changes to its guidelines, it is paramount that the company chooses to build an application capable of developing a system that will have changing requirements and deliver the system or parts in a timely manner. My recommendation is to use a company that understands the intricacies of Extreme Programming, as it is one of the more efficient methods used for software development. Extreme Programming is a software development methodology grounded in values of simplicity, communication and feedback. One of several popular Agile Processes, the Extreme Programing development style can be traced as far back as 1996. The success of this process can be attributed to its emphasis on team work, a group consisting of managers, business experts and developers who are equal partners in the project and work collaboratively to develop an application. (Withrow) It is not inconceivable for a brilliant programmer to plan, code and deliver an application that meets the requirements of the agency, but the application may not be delivered in a timely manner due. A group of programmers working cooperatively as a self-disciplined and self-organized team can accomplish the same tasks as an individual programmer, but with faster results. An equal and contributing part of the team, the business expert is an integral member. The traditional development cycle allows for the developer to make all decisions regarding reducing scope of the project as the delivery deadline approaches; however, with the Extreme Programming model the business expert makes scope decisions a little at a time throughout the cycle (Cummings, 2009). One of the greatest challenges with traditional software development is changing requirem...

Medieval Times Essays - Damascus, Damask, Linen, Chemise, Wool

Medieval Times Essays - Damascus, Damask, Linen, Chemise, Wool Medieval Times What Was Clothing Like in the Middle Ages? In the Middle Ages the tailoring business developed and fashion as a concept was born. There wasnt much difference among the distinct social classes in the way the clothing were cut, the differences became evident mostly in the colours and materials. The country folk prepared their fabrics themselves and the nobility and the bourgeois had the possibility to buy their own imported fabrics. What Materials Were Used to Make the Clothing? The domestic wool was revised into cloths of different strengths -durable, felt and carded fabrics. The most expensive, the finest and the most colourful cloth was an extremely important merchandise imported for example from the Netherlands, England and Germany. Preparing the fabrics and the threads was a time-consuming and valuable craft. Fabric was extremely valuable despite whether or not it was homemade or imported. The medieval threads were spindled with a distaff (an early part of a spinning wheel). For one whole dress where the density of threads was 12 threads per centimetre you needed as much as 15 000 metres of finished thread; i.e. 30 kilometres of one-filament thread. The thread had to be tightly woven and very durable. The clothes were used all the way to the end the parts that were worn-out and broken were mended and patched. When the piece of clothing was totally worn-out, the good parts were used again. This might be a reason why the archeological findings are mostly church textiles. The looseness of the clothes was received by the using of gussets which were triangular inserts used to expand clothing. This way you could also save the valuable fabric. The colours were important to the contemporary people and by lifting the coating the colours of the underclothes and the lining could be shown. The working cloth of the country folk was a linen shirt. Long, dragging clothes were typical in the Middle Ages especially for the rich. Height was emphasised in clothes as well as in architecture. Buttons were first used in the 14th Century, however, they were more used in mens than in womens clothes. Armorial bearing shapes and mi-parti outfits (two different colour halves of clothing) were typical in the Middle Ages. What Did Women Wear? The quantity and quality of medieval woman's clothing depended mostly on status. Queens wore elaborate, exquisitely detailed gowns while peasants wore ill-fitting hand-me-downs. Noblewomen and the wives of wealthy merchants could afford more costly garments. A good example is Margherita Datini. A detailed list of Margherita's clothes from 1397 reveals what the average outfit would contain. The only undergarment consisted of a long dress, or shift. Since it had to be worn against the skin, this garment was usually made from a soft cotton or linen. This would be covered by a wool or fur petticoat during the winter months. Over the petticoat would be a long-sleeved gown. The surcoat covered the gown, but was sleeveless. The average wardrobe of the period contained very few gowns, but an assortment of surcoats made from various material. Margherita had a wide array to choose from; blue damask, taffeta, Oriental damask, and silk are only a few. Some of the surcoats had detachable sleeves, making the outfit versatile and adaptable to the seasons. Women also wore capes, cloaks, and shawls as wraps. They could be made from wool, fur, silk, or velvet. Some of these garments may have included hoods, but there were other types of headdresses. Margherita and other women wore wimples, which were cloths that covered the head, neck, and under the chin. The wimple was sometimes covered by a fur or cloth cap, or straw hat. Ladies wore shoes that were carved wooden bottoms with leather laces. Slippers might be made from silk, but were more often made of leather. The heel was shaped either from small blocks of wood, or from layers of leather. Other accessories included linen undersocks, long wool or silk hose, veils, purses, fans, and handkerchiefs. Lower classes of women had an extremely limited wardrobe. Most pieces were handed down through the family, or were the cast-offs from the lady of the manor. She may or may not have the linen undergarment, and the dress was usually made from as

The changes in American foreign policy at the turn of the 20th century Essay - 1

The changes in American foreign policy at the turn of the 20th century - Essay Example The foreign policies were however, modified clearly in the next decade-a-half. This modification brought in a cautious non-entanglement between U.S. and other countries if not complete isolationism. The isolation gap grew bigger between the increasingly internationalist policy and the isolationist American policy when Franklin Roosevelt won elections into White House. However, Japan attacked the Pearl Harbor as America entered into the World War II. The changes in the American foreign policy can therefore, be categorized as follows: This was characterized by a period where America was making confident interventions. Theodore Roosevelt had arrived as the president. The situation was however, less promising. This was because President William McKinley had been assassinated. The new president had a lot of self-confidence (Hastedt 68). Theodore Roosevelt came in to push through the goal of U.S. that had been held for a long time. This goal was about building the inter-oceanic canal, which had to go through the Central America. The U.S. policy makers chose the northern side of the Republic of Columbia as the route for the canal. However, resistance from the Columbian government was clear. Because of this, the U.S. president found a reason to support an â€Å"independence movement† in from the state of Panama, northern Columbia. Apart from detecting this movement, Roosevelt also recognized the government, which was supporting the construction of the canal. Panama, as a result, fought for independence from Columbia, and eventually granted the rights to the U.S. government to construct the Panama Canal (Hastedt 68). Cautious of the possibility of European nations coming in to intervene in the internal affairs affecting the Latin American nations, Roosevelt not only toughened but also extended the â€Å"Monroe Doctrine† (1824) by inserting his â€Å"Roosevelt Corollary to the Monroe Doctrine.† This period was characterized by cautious

MTC Midterm Examination Case Study Example | Topics and Well Written Essays - 500 words

MTC Midterm Examination - Case Study Example pressing need to enter into a joint venture with an appropriate manufacturer who has credentials and track records to produce and deliver the scanner as per the specifications of Montex. At this juncture, our company has options to start a joint venture with any one of the three companies namely Electronic Innovations (EI), Optics America (OA), and World Optics (WO) to cater the needs of the Montex. EI does not have the product right now as needed by Montex; however, it has capacity to develop the same in 4 months time. In view of the recent layoff at EI and with the possibility of another one in near future any dealing with this company is highly risky. Though EI claims that product will be compatible with our robotic arms, we cannot take the risk of any delay in development of the product and it is in our interest to rule out this option for obvious reasons. Currently, Optics America and World Optics both manufacture the scanners meeting the requirement of Montex. Either of these two companies can be suitable to us for starting a joint venture given the cost economics; however, we need to train our staff and create a new workflow and system for the scanner project. It is important to note that significant technology change will occur in the new venture and will force us to train our shop floor and allied staff to effect a smooth transition to a new process. Getting inspiratio n from Kotter (1996), I recommend four major initiatives to be carried out in the sequential order as listed here with. A Sense of Urgency needs to be established in the company to remove a false sense of complacency at all levels. Before starting any transformational program cooperation from numerous individuals is needed and a sense of urgency in the organization has to come from the top rank of the company. A team of people with sufficient power to lead the change is needed. The team members must possess enough expertise, credibility, and leadership quality to exercise the change. It

Golds Gym Essay Example for Free

Golds Gym Essay Gold’s gym has been the authority in fitness since 1965 dating back to the original Gold’s Gym in Venice, California. It was the place for serious fitness. Thereafter, Gold’s Gym quickly became known as â€Å"The Mecca of bodybuilding†. In 1977, Gold’s Gym received international attention when it was featured in the movie ‘Pumping Iron’ that starred Arnold Schwarzenegger and Lou Ferrigno. Today, Gold’s Gym has expanded its fitness profile to offer all of the latest equipment and services, including group exercise, personal training, cardiovascular equipment, spinning and yoga, while maintaining its core weight training tradition. With 3.5 million members worldwide, Gold’s Gym continues to change lives by helping people achieve their individual potential. Mission Statement: To enhance the quality of life in the communities we serve, through our fitness philosophy, facilities, programs, and products; and to instill in the lives of people everywhere the value of health and fitness. We are committed to exceeding our members fitness goals by utilizing our rich history established over the last 42 years of superior training, information, support and guidance provided by the largest and the best fitness organization in the world. Service excellence is our golden rule. Vision: To inspire, support, and lead every member in their effort toward a healthy, productive, and fun life, and to provide a safe, fun, energetic, rewarding, and fair working environment. We are the inspiration and the leadership that will guide the Wenatchee Valley to be the fittest community in America. We are the Customer Care benchmark. We are passionate about helping others. We are a great company for which to work.   Core Values: Respect – Have regard for others’ beliefs and viewpoints. Candor – Speak openly and honestly. Integrity Don’t â€Å"act† as though you have values – Be your values. If you really don’t care about other people, PLEASE don’t work here. Learning and Knowledge Sharing – Intellectual capital is our most valuable treasure. Share what you learn and be open to learn from others. Teamwork – This isn’t about you or me. It is about us. Make everyone around you look good. Humility – We are all equally important†¦.and equally unimportant. Accountability – True accountability is the process of constantly asking yourself; â€Å"what else can I do to make things better?† While it may have started out as a humble hard core training gym, Golds Gym has grown into a fitness empire. So does big mean bad? Or can corporate gyms still be a good place for independently minded personal trainers? With hundreds of locations across the world, the mega fitness employers of hour fitness, Bally Total Fitness and Golds gym are going to be tempting places where personal trainers can get almost guaranteed employment. The Personal Training Job Board is packed with entry level jobs. Golds Gym International, Inc. is an international chain of co-ed fitness centers commonly referred to as gyms. Each gym features a wide array of exercise equipment, group exercise classes and personal trainers to assist clients. Its headquarters are in Irving, Texas Today, Golds Gym claims to be the largest chain of co-ed gyms in the world, with more than 750 locations in 42 states and 30 countries. Golds Gym has a membership of more than three and a half million, split almost equally between male and female patrons. Golds Gym locations are equipped with cardiovascular and strength training equipment and offer group exercise classes such as group cycling, Pilates, Latin dance yoga and stretching through the company GGX (Golds Group Exercise) program. Many gyms also offer basketball, swimming pools and boxing studios. Golds Gym is privately owned. It was acquired from its previous owner, private equity firm Brockway Moran Partners, by Robert Rowlings TRT Holdings in 2004 for approximately $158 million. Brockway Moran had acquired the company in 1999. The current chief corporate officers include President and CEO Jim Snow, David Fowler as senior divisional vice president, and Aaron Watkins as senior vice president of finance and accounting. Average Golds Gym Salaries: As of May 30, 2012, the average salary for golds gym jobs is $41,000 USD. Average golds gym salaries can vary greatly due to company, location, industry, experience and benefits. This salary was calculated using the average salary for all jobs with the term golds gym anywhere in the job listing. Jobs: Employees must be at least 18 years of age. Gold’s Gym is an equal opportunity employer who recognizes the value of having a diverse workforce. It seeks and encourages qualified applicants regardless of gender, ethnicity, or other cultural or physical characteristics. Fitness Sales Manager Our Sales Managers are responsible for consistent improvement of club sales and operations through effective planning, implementation, use and exercise of independent judgment and discretion in determining how to best maximize profits, contain costs, and hold club employees accountable. Personal Training Sales Manager Personal Training Sales Managers are responsible for selling training packages for our certified personal training staff and holding Personal Training Sales Counselors and Personal Trainers accountable. Fitness Sales Counselor A Membership Sales Counselor will actively pursue enrollment of new members through self-generated and Company-sponsored programs, promotions and referrals. This includes establishing and maintaining lead boxes; calling on new businesses for corporate accounts, obtain leads from existing members, give club tours and membership presentations, utilize computer programs to track appointments and sales. Personal Training Sales Counselor A Personal Training Sales Counselor will actively pursue enrollment of new members into Gold’s Gym Pro Results Personal Training packages by providing introductory training assessments, and utilizing computer programs to track appointments and sales. Operations Manager The job of our Operations Managers is to ensure that our members receive exceptional service from a happy, friendly staff in a clean and well-maintained facility. Operations Managers hire, train, and supervise all fitness, babysitting and janitorial staff, resolve all membership issues, update past due accounts, manage payroll and supplies budget, and uphold company standards Club Staff The job of our club staff is to meet, greet and check-in members and guests of Gold’s Gym, provide excellent customer service and update member’s account information using various computer applications and be assertive, enthusiastic and punctual. Group Fitness (Aerobics) Group Fitness Trainers are enthusiastic, professional, motivated, experienced individuals who enjoy teaching group fitness. They have experience in teaching one or several of the following formats: Cycling, Step, Latin, Hip Hop, light weight dumbbells, Kick box Cardio, Aqua, Mat Pilates and yoga. Personal Trainer The main responsibility of our Personal Trainers is to design and implement programs for our personal training clients. They are expected to treat all clients in a professional and compassionate manner and be prepared to advise clients of what to do during their â€Å"off day† when they are exercising on their own. In general, the trainer position requires you to be a positive fitness role model for all our clients and club members Building Maintenance The Building Maintenance personnel must have experience in at least one of the following specialties: wood floor refinishing, tile work, HVAC, painting, CPO, plumbing, electrical. Janitor The Janitor maintains the cleanliness and beauty of the club by cleaning the locker rooms, mopping floors, emptying trash containers, wiping off counters, cleaning equipment, cleaning mirrors and windows, etc. Equipment Technician The Equipment Technician must have a solid experience troubleshooting electrical, electromechanical and mechanical systems. Job Descriptions Tasks: Operate office machines, such as photocopiers and scanners, voice mail systems, and personal computers. Answer telephones, direct calls, and take messages. Maintain and update filing, inventory, mailing, and database systems, either manually or using a computer. Communicate with customers, employees, and other individuals to answer questions, disseminate or explain information, take orders, and address complaints. Open, sort, and route incoming mail, answer correspondence, and prepare outgoing mail. Compile, copy, sort, and file records of office activities, business transactions, and other activities. Compute, record, and proofread data and other information, such as records or reports. Type, format, proofread, and edit correspondence and other documents, from notes or dictating machines, using computers or typewriters. Complete work schedules, manage calendars, and arrange appointments. Review files, records, and other documents to obtain information to respond to requests . Greets each member and guests promptly, enthusiastically and with a smile to create a friendly positive entrance into the gym. Says â€Å"Hello† to all incoming guests and says â€Å"Good-bye† to all outgoing guests. Provides security and control to the front door area of the facility. Checks each member into the gym using the proper check-in procedures. Monitor check-ins to identify delinquent accounts and notifies Gym Operations Supervisor. Register all guests into the gym using proper registration procedures. Ensures that guests and appointments are directed to the appropriate fitness consultant in a prompt, professional manner. Answers phone by the third ring in a professional and courteous manner and uses proper phone greeting techniques. Addresses callers’ requests and/or takes appropriate messages. Registers all telephone inquiries in the TI register in the Master Production Binder and transfers the call to the appropriate Fitness Consultants. Responsible for following up on telephone inquiries to ensure that the appointment was booked properly. Responds immediately to member requests, inquiries and concerns. Maintain neat appearance and wear proper uniform attire with nametag while on duty. Distributes keys, towels and other materials as needed. Reserves time/makes appointments for tanning, special classes or other activities sponsored by the gym. Tools: Franking or postage machines — Postage machines Photocopiers — Photocopying equipment Scanners — Data input scanners Computers — Laptop and Desktop computer Technology: Accounting software — Billing software; Bookkeeping software; Intuit QuickBooks software Data base user interface and query software — Alpha Software Alpha Five; IBM Check Processing Control System CPSC; Microsoft Access; St. Paul Travelers e-CARMA Document management software — Filing system software; Records management software; Transcription system software Spreadsheet software — Microsoft Excel Word processing software — Microsoft Word Knowledge: Clerical —Word processing, managing files and records, stenography and transcription, designing forms, and other office procedures and terminology. Customer and Personal Service — Providing customer and personal services; including customer needs assessment, meeting quality standards for services, and evaluation of customer satisfaction. English Language — Knowledge of the structure and content of the English language including the meaning and spelling of words, rules of composition, and grammar. Accounting Principles — Understanding of basic accounting principles and cash processing procedures. Skills: Active Listening — Giving full attention to what other people are saying, taking time to understand the points being made, asking questions as appropriate, and not interrupting at inappropriate times. Reading Comprehension — Understanding written sentences and paragraphs in work related documents. Speaking — Talking to others to convey information effectively. Social Perceptiveness — Being aware of others reactions and understanding why they react as they do. Time Management — Managing ones own time and the time of others. Writing — Communicating effectively in writing as appropriate for the needs of the audience. Service Orientation — Actively looking for ways to help people. Critical Thinking — Using logic and reasoning to identify the strengths and weaknesses of alternative solutions, conclusions or approaches to problems. Abilities: Oral Comprehension — The ability to listen to and understand information and ideas presented through spoken words and sentences. Oral Expression — The ability to communicate information and ideas in speaking so others will understand. Written Comprehension — The ability to read and understand information and ideas presented in writing. Speech Recognition — The ability to identify and understand the speech of another person. Written Expression — The ability to communicate information and ideas in writing so others will understand. Information Ordering — The ability to arrange things or actions in a certain order or pattern, according to a specific rule or set of rules (e.g., patterns of numbers, letters, words, pictures, mathematical operations). Work Activities: Interacting With Computers — Using computers and computer systems (including hardware and software) to program, write software, set up functions, enter data, or process information. Communicating with Supervisors, Peers, or Subordinates — Providing information to supervisors, co-workers, and subordinates by telephone, in written form, e-mail, or in person. Documenting/Recording Information — Entering, transcribing, recording, storing, or maintaining information in written or electronic/magnetic form. Getting Information — Observing, receiving, and otherwise obtaining information from all relevant sources. Communicating with Persons Outside Organization — Communicating with people outside the organization, representing the organization to customers, the public, government, and other external sources. This information can be exchanged in person, in writing, or by telephone or e-mail. Processing Information — Compiling, coding, categorizing, calculating, tabulating, auditing, or verifying information or data. Organizing, Planning, and Prioritizing Work — Developing specific goals and plans to prioritize, organize, and accomplish your work. Establishing and Maintaining Interpersonal Relationships — Developing constructive and cooperative working relationships with others, and maintaining them over time. Requirements: Education This occupation requires a high school diploma. Related Experience Some previous work-related skill, knowledge, or experience is usually needed. For example, a teller would benefit from experience working directly with the public. Job Training Employees in these occupations need anywhere from a few months to one year of working with experienced employees. A recognized apprenticeship program may be associated with these occupations. Job Zone Examples These occupations often involve using your knowledge and skills to help others. Examples include sheet metal workers, forest fire fighters, customer service representatives, physical therapist aides, salespersons (retail), and tellers. Tasks: Observe participants and inform them of corrective measures necessary for skill improvement. Instruct participants in maintaining exertion levels to maximize benefits from exercise routines. Offer alternatives during classes to accommodate different levels of fitness. Plan routines, choose appropriate music, and choose different movements for each set of muscles, depending on participants capabilities and limitations. Teach proper breathing techniques used during physical exertion. Evaluate individuals abilities, needs, and physical conditions, and develop suitable training programs to meet any special requirements. Monitor participants progress and adapt programs as needed. Explain and enforce safety rules and regulations governing sports, recreational activities, and the use of exercise equipment. Provide students with information and resources regarding nutrition, weight control, and lifestyle issues. Administer emergency first aid, wrap injuries, treat minor chronic disabilities, or refer injured persons to physicians. Tools: Balance beams — Balance boards; Balance disks Exercise balls — Medicine balls; Weighted exercise balls Fitness weights — Fitness jog belts; Free weights; Water ankle weights; Weighted swim vests Microphones Technology: Calendar and scheduling software — Appointment scheduling software; Contemporary Web Plus Appointment-Plus Data base user interface and query software — BioEx Systems Exercise Expert; DietMaster Systems DietMaster Medical software — BioEx Systems Nutrition Maker Plus Project management software — BioEx Systems Fitness Maker; Get Physical! Software Personal Trainer Pro; Natural Fitness Concepts The Trainers Edge; Vesteon Software Personal Trainer-PDA Knowledge: Customer and Personal Service — Knowledge of principles and processes for providing customer and personal services. This includes customer needs assessment, meeting quality standards for services, and evaluation of customer satisfaction. Education and Training — Knowledge of principles and methods for curriculum and training design, teaching and instruction for individuals and groups, and the measurement of training effects. English Language — Knowledge of the structure and content of the English language including the meaning and spelling of words, rules of composition, and grammar. Psychology — Knowledge of human behavior and performance; individual differences in ability, personality, and interests; learning and motivation; psychological research methods; and the assessment and treatment of behavioral and affective disorders. Skills: Instructing — Teaching others how to do something. Service Orientation — Actively looking for ways to help people. Speaking — Talking to others to convey information effectively. Active Listening — Giving full attention to what other people are saying, taking time to understand the points being made, asking questions as appropriate, and not interrupting at inappropriate times. Learning Strategies — Selecting and using training/instructional methods. Monitoring — Monitoring individuals, or organizations to make improvements or take corrective action. Coordination — Adjusting actions in relation to others actions. Critical Thinking — Using logic and reasoning to identify the strengths and weaknesses of alternative solutions, conclusions or approaches to problems. Judgment and Decision Making — Considering the relative costs and benefits of potential actions to choose the most appropriate one. Abilities: Gross Body Coordination — The ability to coordinate the movement of your arms, legs, and torso together when the whole body is in motion. Stamina — The ability to exert yourself physically over long periods of time without getting winded or out of breath. Trunk Strength — The ability to use your abdominal and lower back muscles to support part of the body repeatedly or continuously over time without giving out or fatiguing. Oral Expression — The ability to communicate information and ideas in speaking so others will understand. Extent Flexibility — The ability to bend, stretches, twist, or reach with your body, arms, and/or legs. Dynamic Strength — The ability to exert muscle force repeatedly or continuously over time. This involves muscular endurance and resistance to muscle fatigue. Speech Clarity — The ability to speak clearly so others can understand you. Static Strength — The ability to exert maximum muscle force to lift, push, pull, or carry objects. Oral Comprehension — The ability to listen to and understand information and ideas presented through spoken words and sentences. Work Activities: Performing General Physical Activities — Performing physical activities that require considerable use of your arms and legs and moving your whole body, such as climbing, lifting, balancing, walking, stooping, and handling of materials. Establishing and Maintaining Interpersonal Relationships — Developing constructive and cooperative working relationships with others, and maintaining them over time. Getting Information — Observing, receiving, and otherwise obtaining information from all relevant sources. Thinking Creatively — Developing, designing, or creating new applications, ideas, relationships, systems, or products, including artistic contributions. Coaching and Developing Others — Identifying the developmental needs of others and coaching, mentoring, or otherwise helping others to improve their knowledge or skills. Assisting and Caring for Others — Providing personal assistance, medical attention, emotional support, or other personal care to others such as coworkers, customers, or patients. Communicating with Supervisors, Peers, or Subordinates — Providing information to supervisors, co-workers, and subordinates by telephone, in written form, e-mail, or in person. Training and Teaching Others — Identifying the educational needs of others, developing formal educational or training programs or classes, and teaching or instructing others. Requirements: Education Most occupations in this zone require training in vocational schools, related on-the-job experience, or an associates degree. Related Experience Previous work-related skill, knowledge, or experience is required for these occupations. For example, an electrician must have completed three or four years of apprenticeship or several years of vocational training, and often must have passed a licensing exam, in order to perform the job. Job Training Employees in these occupations usually need one or two years of training involving both on-the-job experience and informal training with experienced workers. A recognized apprenticeship program may be associated with these occupations. Job Zone Examples These occupations usually involve using communication and organizational skills to coordinate, supervise, manage, or train others to accomplish goals. Examples include food service managers, electricians, agricultural technicians, legal secretaries, interviewers, and insurance sales agents. Sales Manager Tasks: Manage, hire, train and develop sales staff. Generates sales leads through companys sponsored events while coordinating with the regional marketing function locally. Oversees lead generation for sales team through Company’s sponsored (walk-ins) and employee sponsored (outreach and promotions). Motivate sales staff and monitor their production levels by using the established protocols and sales system programs. Hold daily production meeting with sales team. Establish and maintain the standard company protocol for sales tours and price presentation. Maintain and direct training development of the gym sales staff. Establish and maintain an active referral system with the sales team. Establish and maintain a lead box/lead bowl system and monitor on a monthly basis. Develop and retain corporate client relationships through the sales team on a monthly basis. Audit sales team on a monthly basis. Maintain acceptable level of personal sales production. Submit monthly game plan for training, promotions and department meetings to General Manager and Area Manager. Create, implement and promote special events for the gym with regional marketing to generate new member sales. Answers phone by the third ring in a professional and courteous manner and uses proper phone greeting techniques. Addresses callers’ requests and/or takes appropriate messages. Registers all telephone inquiries in the TI register in the Master Production Binder and transfers the call to the appropriate Fitness Consultants. Responsible for following up on telephone inquiries to ensure that the appointment was booked properly. Responds immediately to member requests, inquiries and concerns. Maintain neat appearance and wear proper uniform attire with nametag while on duty. Distributes keys, towels and other materials as needed. Technology: Calendar and scheduling software — Contact management software; Scheduling software Customer relationship management CRM software — Eden Sales Manager; FrontRange Solutions Goldmine software; Salesforce.com Salesforce CRM; Vanguard Software Vanguard Sales Manager Data base user interface and query software — Data entry software; Microsoft Access Electronic mail software — Email software; IBM Lotus Notes; Microsoft Outlook Spreadsheet software — Microsoft Excel Knowledge: Sales and Marketing — Knowledge of principles and methods for showing, promoting, and selling products or services. Customer and Personal Service — Knowledge of principles and processes for providing customer and personal services. Administration and Management — Knowledge of business and management principles involved in strategic planning, resource allocation, human resources modeling, leadership technique, production methods, and coordination of people and resources. English Language — Knowledge of the structure and content of the English language including the meaning and spelling of words, rules of composition, and grammar. Personnel and Human Resources — Knowledge of principles and procedures for personnel recruitment, selection, training, compensation and benefits, labor relations and negotiation, and personnel information systems. Economics and Accounting — Knowledge of economic and accounting principles and practices, the financial markets, banking and the analysis and reporting of financial data. Psychology — Knowledge of human behavior and performance; individual differences in ability, personality, and interests; learning and motivation; psychological research methods; and the assessment and treatment of behavioral and affective disorders. Education and Training — Knowledge of principles and methods for curriculum and training design, teaching and instruction for individuals and groups, and the measurement of training effects. Mathematics — Knowledge of arithmetic, algebra, geometry, calculus, statistics, and their applications. Skills: Speaking — Talking to others to convey information effectively. Active Listening — Giving full attention to what other people are saying, taking time to understand the points being made, asking questions as appropriate, and not interrupting at inappropriate times. Coordination — Adjusting actions in relation to others actions. Critical Thinking — Using logic and reasoning to identify the strengths and weaknesses of alternative solutions, conclusions or approaches to problems. Monitoring — Monitoring/Assessing performance of yourself, other individuals, or organizations to make improvements or take corrective action. Service Orientation — Actively looking for ways to help people. Judgment and Decision Making — Considering the relative costs and benefits of potential actions to choose the most appropriate one. Management of Personnel Resources — Motivating, developing, and directing people as they work, identifying the best people for the job. Abilities: Oral Comprehension — The ability to listen to and understand information and ideas presented through spoken words and sentences. Oral Expression — The ability to communicate information and ideas in speaking so others will understand. Written Expression — The ability to communicate information and ideas in writing so others will understand. Problem Sensitivity — The ability to tell when something is wrong or is likely to go wrong. It does not involve solving the problem, only recognizing there is a problem. Speech Recognition — The ability to identify and understand the speech of another person. Deductive Reasoning — The ability to apply general rules to specific problems to produce answers that make sense. Fluency of Ideas — The ability to come up with a number of ideas about a topic (the number of ideas is important, not their quality, correctness, or creativity). Written Comprehension — The ability to read and understand information and ideas presented in writing. Work Activities: Selling or Influencing Others — Convincing others to buy merchandise/goods or to otherwise change their minds or actions. Establishing and Maintaining Interpersonal Relationships — Developing constructive and cooperative working relationships with others, and maintaining them over time. Communicating with Supervisors, Peers, or Subordinates — Providing information to supervisors, co-workers, and subordinates by telephone, in written form, e-mail, or in person. Getting Information — Observing, receiving, and otherwise obtaining information from all relevant sources. Communicating with Persons Outside Organization — Communicating with people outside the organization, representing the organization to customers, the public, government, and other external sources; in writing, or by telephone or e-mail. Guiding, Directing, and Motivating Subordinates — Providing guidance and direction to subordinates, including setting performance standards and monitoring performance. Developing and Building Teams — Encouraging and building mutual trust, respect, and cooperation among team members. Making Decisions and Solving Problems — Analyzing information and evaluating results to choose the best solution and solve problems. Developing Objectives and Strategies — Establishing long-range objectives and specifying the strategies and actions to achieve them. Coaching and Developing Others — Identifying the developmental needs of others and coaching, mentoring, or otherwise helping others to improve their knowledge or skills. Requirements: Education Most of these occupations require a four-year bachelors degree, but some do not. College degree preferred. High school diploma and some college courses completed is required Fitness certifications. Related Experience A considerable amount of work-related skill, knowledge, or experience is needed for these occupations. For example, an accountant must complete four years of college and work for several years in accounting to be considered qualified. Previous experience in the fitness area as manager or sales head. Job Training Employees in these occupations usually need several years of work-related experience, on-the-job training, and/or vocational training. Internal sales training at the fitness center. Job Zone Examples Many of these occupations involve coordinating, supervising, managing, or training others. Examples include accountants, sales managers, database administrators, teachers, chemists, environmental engineers, criminal investigators, and special agents. Job Evaluation Point Method Analysis Defining Compensable Factors 1. Effort: earnest and conscientious activity intended to do or accomplish something through the exertion of physical or mental power. 2. Skill: ability and capacity acquired through deliberate, systematic, and sustained effort to smoothly and adaptively carryout complex activities or job functions involving ideas (cognitive skills), things (technical skills), and/or people (interpersonal skills) 3. Contact with Others: reaching out to or being in touch with another person, business or entity. For example, a salesperson may contact another person or business for a potential sale. 4. Complexity of Duties: Condition of having many diverse and autonomous but interrelated and interdependent components or parts linked through many dense interconnections. 5. Decision Making: Degree to which judgment is required to address typical problems associated with the position, and the impact that these decisions will have on the business Effort This factor evaluates physical and mental requirements of the job. It considers the amount of detail work, diversity of tasks, deadline pressures, and emergency situations. Degree Description of Characteristics 1 Minimal effort required (e.g., tasks are simple and routine, and use well-defined procedures) 2 Limited effort required (e.g., tasks are simple but varied, with some limitations set by standard practices and procedures) 3 Moderate effort required (e.g., tasks have some variation and complexity,with work governed only by broad instructions and objectives) 4 Substantial effort required (e.g., tasks are highly varied and complex, involving analysis and evaluation of many complex and important factors) 5 Extreme effort required (e.g., tasks are highly varied and extremely complex, involving analysis and evaluation of many complex and important factors) Skills This factor evaluates the ability to exercise cognitive skills, technical skills, and/or interpersonal skills. Degree Description of Characteristics 1 Little skill required (e.g. use of reading and writing, adding and subtracting; following of instructions, computer literacy and proper speech, with basic health and fitness skills) 2 Limited skill required (e.g. use of simple use of formulas and formulation of schedules; operation of equipment and machines; checking of reports, forms, records, and comparable data, with fitness training skills) 3 Moderate skill required (e.g. use of different methods of analysis; interpretation of data, equivalent to 1 to 3 years’ applied training in a particular or specialized occupation with fitness training skills) 4 Substantial skill required (e.g. use of advance methods of analysis and interpretation, all varieties of measuring instruments, equivalent to complete accredited apprenticeship in a recognized occupation; or equivalent to a 2-year health, nutrition or fitness college education and skills) 5 Extreme skill required (e.g. use of higher application of principles and the performance of related practical operations, together with a comprehensive knowledge of the theories and practices, health, fitness, management and other related fields. Equivalent to completing 4 years of health, nutrition or fitness college or university education and skills) Contact with Others This factor evaluates personal interaction with others outside direct reporting relationships (e.g. employees from other departments, customers, vendors/suppliers, the general public, etc.) and the degree to which the employee works with or through other people to achieve organization goals. It includes internal and external contacts and evaluates the frequency of the contact, the nature of the contact (informational vs. influencing), and the degree of impact the contact has on the organization. Degree Description of Characteristics Has little or no interaction with others (less than 20% of work time) and contact is internal, limited to co-workers and the direct supervisor for the purpose of supplying or obtaining information on routine matters. (Seeking and exchanging information, engaging others in conversation, and responding to questions) 2 Has moderate interaction with others (21% to 50% of work time) and contact is internal with other departments and superiors in other areas, for the purpose of supplying or obtaining information, but may require some influencing skills, tact and discretion. (Interpreting and explaining information, outlining alternative actions, and or gaining information from others) 3 Has frequent interaction with others (more than 51% or work time) and contact is both internal and external to the organization, for the purpose of supplying or obtaining information, and may require minimal influencing skills, tact and discretion. (Interpreting and explaining information, outlining alternative actions, and gaining information from others) 4 Contact is both internal and external to the organization, for the purposes of influencing and persuading in order to carry out company policy or goals. Requires communication skills, tact, discretion, persuasion, and an awareness of dynamics and organization goals with respect to external contacts (customers, suppliers, government entities, the community, or others) to gain cooperation. (Convincing other people, resolving disagreements, leading group activities, making presentations, or counselling) 5 Contact is both internal and external to the organization, primarily with top management levels, for the purposes of influencing and persuading in order to carry out company goals. Requires an awareness of strategy and timing. May involve difficult or sensitive negotiations requiring considerable tact, discretion, communication skills, and persuasiveness. (Formal or informal negotiations, resolution of complex situations, formalized debates or presentations) Complexity of Duties This factor evaluates the complexity of duties with regards to the degree of independent action, standardized job duties, exercise of judgement, job decisions, exercise of discretion, resourcefulness, or creativity in devising methods, procedures, services or products. Degree Description of Characteristics Little Judgement: Understands and follows simple instructions. 2 Some Judgement: Follows detailed instructions and standard procedures to perform repetitive or routine duties. 3 Simple Analytical Judgement: Plans and performs varied duties requiring an extensive knowledge of a particular field. Uses a wide range of procedures. 4 Complex Analytical Judgement: Plans and performs a wide variety of duties requiring a broad knowledge of company policies and procedures in addition to extensive knowledge of a particular field. 5 Advanced Analytical Judgement: Plans and performs difficult work without set precedent or procedures. Involves highly technical or involved projects that have new or constantly changing problems. Decision Making This factor evaluates the thought process of selecting a logical choice from the available options. When trying to make a good decision, a person must weigh the positives and negatives of each option, and consider all the alternatives. For effective decision-making, a person must be able to forecast the outcome of each option as well, and based on all these items, determine which option is the best for that particular situation. Degree Description of Characteristics Requires few decisions and duties are usually very standardized. 2 Exercises judgement to analyze facts or conditions to determine what action should be taken using standard practices. 3 Requires minor decision making. Requires outstanding judgement and initiative to deal with complex factors not easily evaluated. Makes decisions based on precedent and company policies. 5 Ingenuity and exceptional judgement necessary to deal with not easily evaluated factors and to interpret results. Makes decisions that involve a great deal of responsibility. Job Description for Customer Service Representative/Front Desk Processes orders, prepares correspondence, and fulfills customer needs to ensure customer satisfaction. Requires a high school diploma or equivalent and 0-3 years of experience in the field or in a related area. Has knowledge of commonly-used concepts, practices, and procedures within a particular field. Relies on instructions and pre-established guidelines to perform the functions of the job. Works under immediate supervision. Primary job functions do not typically require exercising independent judgment. Typically reports to a supervisor or manager. Customer Service Representative I U.S. National Averages The median expected salary for a typical Customer Service Representative I in the United States is $30,380. This basic market pricing report was prepared using our Certified Compensation Professionals analysis of survey data collected from thousands of HR departments at employers of all sizes, industries and geographies. Additional Information: O’net Source: Median wages (2011) $13.07 hourly, $27,190 annual Job Description for Fitness Instructor Coordinates all fitness programs for a facility. Organizes and instructs exercise classes for all fitness levels. Ensures that all participants are properly trained on the use of the facilitys exercise equipment. Responsible for making sure that the exercise area and equipment are safe and clean. May require a bachelors degree in area of specialty and 2-4 years of experience in the field or in a related area. Familiar with standard concepts, practices, and procedures within a particular field. Relies on experience and judgment to plan and accomplish goals. Performs a variety of tasks. Works under general supervision. A certain degree of creativity and latitude is required. Typically reports to a supervisor. Source: HR Reported data as of June 2012 The median expected salary for a typical Fitness Instructor in the United States is $47,240. This basic market pricing report was prepared using our Certified Compensation Professionals analysis of survey data collected from thousands of HR departments at employers of all sizes, industries and geographies. Job Description for Sales Ensures the maximum effectiveness of the sales force by developing and implementing training programs. Designs and delivers training sessions on company products, business practices, and other topics as needed. Monitors and reports on the effectiveness of training programs and may conduct initial needs analysis. Requires a bachelors degree in a related area and 0-2 years of experience in the field or in a related area. Has knowledge of commonly-used concepts, practices, and procedures within a particular field. Relies on instructions and pre-established guidelines to perform the functions of the job. Works under immediate supervision. Primary job functions do not typically require exercising independent judgment. Typically reports to a supervisor or manager. Directs and oversees an organizations sales policies, objectives, and initiatives. Sets short- and long-term sales strategies and evaluates effectiveness of current sales programs. Relies on extensive experience and judgment to plan and accomplish goals. Conclusion Recent industry compensation surveys state that employees remain in their jobs for 1 year or more. Though employee motivation is strongly derived from an individual’s passion for his or her work, compensation plays a major role in satisfaction and retention. According to the U.S. Department of Labor, fitness instructor’s average salary is $20.25 per hour, while rates for specialty instructors, yoga/Pilates instructors, group fitness instructors and personal trainers range from $23.75 to $30.50 per hour, on average. Knowing how fitness jobs are positioned within the wider employment market can help keep the industry competitive. However, with increasing numbers of career fitness professionals, progressive salary changes within the industry are perhaps equally important. Gold’s Gym follows a lag policy and although it has remained in the industry for the past decades, it is still one of the most criticized gyms in America unfavorable reviews. Reference: http://www.glassdoor.com/Salaries/personal-trainer-salary-SRCH_KO0,16.htm http://www.bls.gov/ooh/personal-care-and-service/fitness-trainers-and-instructors.htm http://www.careerbliss.com/salary/golds-gym-salaries-284979/ http://www.bls.gov/ooh/personal-care-and-service/fitness-trainers-and-instructors.htm http://www.onetonline.org/link/summary/43-9061.00#AdditionalInformation http://swb.salary.com/salarywizard http://www.simplyhired.com/a/salary/search/q-golds+gym http://www.lafitness.com/pages/employment.aspx http://www1.salary.com/Personal-Trainer-salary.html http://www.glassdoor.com/Salary/LA-Fitness-Salaries-E12445.htm

Events Of The Year 1793 Essays -- essays research papers

Laurie Halse (rhymes with "waltz") was born on October 23, 1961 in Potsdam, New York, to Methodist minister Frank A., Jr. and manager Joyce Holcomb Halse. The author says that she decided to become a writer in second grade. Her teacher taught the class how to write haiku. She enjoyed it a lot and hopes that every second grader will learn to write poetry. Halse soon started reading library books for hours. The magic of the elementary school library came alive in life. Heidi, one of Halse's favorite books, sparked her interest in foreign cultures. Halse's creative thoughts began as a child. For instance, Halse recalls trudging through the snow on her way to school. She imagined that she had changed into an enormous polar bear. Writing also started as a little girl for Halse. She enjoyed watching her father write poetry and read the comics spread out on his office floor. She used her father's old typewriter for hours, writing newspaper columns, stories, and letters. Halse declares that the dictionary is her favorite book. As a senior in high school, Halse visited Denmark as an American Field Service exchange student. She lived on a pig farm and learned to speak Danish. The author obtained an associate of arts degree in 1981 from Onandaga County Community College. She married Gregory H. Anderson, chief executive officer of Anderson Financial Systems, on June 19,1983. They raised two children: Stephanie and Meredith. The author earned a bachelor of science in Languages and Linguistics (B.S.L.L.) degree in 1984 from Georgetown University. Laurie Halse Anderson belongs to the Society of Children's Book Writers and Illustrators (SCBWI). Anderson organized the SCBWI's Fall Conference in Philadelphia from 1994 to 1996. She decided to write Fever 1793 after reading a newspaper article in August of 1993 that explained the yellow fever epidemic that devastated Philadelphia 200 years earlier. The U.S. capital in 1793, Philadelphia served as the political and cultural hub of the nation. Anderson believed these ingredients would create a story with strong elements of conflict and a rich background. She also suspected that stories written about this period were rare. Moreover, her upbringing near Philadelphia inspired her to begin research. Researching the idea proved to be no simple task, however. It took two years. Anderson read about the period's archit... ...is quickly becoming. When Nell contracts yellow fever, Mattie and Eliza follow the French medical treatment: fresh air, rest, and fluids. Her suggestion works, and Nell heals. Nell symbolizes hope for a brighter future, and she enables Mattie to take on the responsibility of adulthood. At the novel's resolution, Mattie's character transforms as she realizes that she must persevere. She knows that she has many choices. Mattie cultivates her friendship with Nathaniel. She opens up the coffeehouse with Eliza as her partner and begins to implement her dreams for a growing business. Nell stays with her and depends on her like a mother. Lucinda returns from the country in ill health. Forced into a life of leisure, Lucinda must also depend on and trust in Mattie to run the coffeehouse. Lucinda begins to respect Mattie's choices and to treat her with respect and compassion. Anderson does an excellent job of developing believable characters with realistic themes set against a rich background. She shows how this disease changed her characters, much as horrific life events change real lives. Young adults will emerge from this novel with a sense of hope, perseverance, and understanding.

Chem 238 Final Exam

CHEM 238 Winter, 2001 FINAL EXAM Name Prof. Sasaki Please circle your TA: Dirk Schweitzer , Tyan Carter, Carla McDowell 175 points TOTAL Good Luck! Note: Only answers in the box will be graded. _______________________________________________________________________ _ 1. (30) (a) Draw a stepwise mechanism for the following reaction. Use curved arrows to indicate the movement of electrons. O O H3 C H+ HO OH CH3 O H3 C O CH3 O . (b) Briefly explain the fact that, although hemiacetal formation between methanol and cyclohexanone is thermodynamically disfavored, addition of methanol to cyclopropane goes essentially to completion.O CH3OH HO OCH3 O , cyclopropanone cyclohexanone CHEM 238 page 2 Name . 2. (35) A ? , ? -unsaturated carbonyl compound rearranges to a more stable conjugated ? ,? -unsaturated compound in the presence of either acid or base. O H+ or OHO A ! ,†-unsaturated carbonyl compound A #,! -unsaturated carbonyl compound (a) Propose a mechanism for the base-catalyzed rea rrangement. (b) Propose a mechanism for the acid-catalyzed rearrangement. CHEM 238 page 3 Name . 3. (35) Predict the structures of the products or starting materials in the following equations.Show stereochemistry when it is known. (a) O P + CH3 (b) H3 CO 1) BH3 :THF 2) H2 O2 , OH- (c) H3 C 1) Mg, THF H3 CO Br 2) D2 O (d) O H3 C O H N CH3 HNO3 H2 SO4 (e) O O O 1) NH2 -NH2 2) NaOH, heat CHEM 238 page 4 Name . 4. (35) (a) Provide a reasonable synthesis for the following compounds from the indicated materials. You may use any reagents that you wish to use. (a) CH2 OH from CH2 OH CH3 CH2 O O OCH2 CH3 and compounds with 4 carbons or less O (b) O from benzene and any compounds with 2 carbons or less.CHEM 238 page 5 Name . 5. (35) A number of plants produce chemical substances that prevent insects from feeding on them. Some steps in the synthesis of such a compound, called an antifeedant, are shown bellow. Supply reagents for the transformations. (The wavy lines indicate either that stereo chemistry is not known or that a mixture of stereoisomers may exist. ) H3 C O H3 C O O A H3 C H3 C B H3 C H3 CO O OH H C H3 CO O D H3 C H CH2 H3 C H3 CO O EtO- Na+ EtOH H3 C H3 CO O O H O H E H3 C O H3 C H CH2 A: B: C: D: E:

A Comparison of Two Poems by Black Poets Essay

Countee Cullen and Langston Hughes are two of the most recognized African American poets of the Harlem Renaissance. Countee Cullen’s â€Å"Yet Do I Marvel† and Langston Hughes’ â€Å"I, Too† are comparable poems in that their similar themes are representational of the authors’ personal tribulations of racial inequality. By comparing these two poems, we get a glimpse of the reality of the injustices of racism during the 1920’s by two prominent Black poets. Cullen and Hughes were born within a year of each other, and consequently wrote these poems in the same year (1925). This is significant because it reflects the time in which racial inequality was prominent. Both poets were struggling with their emotions of being African American minorities in a society of White superiority. Their poems reflect the injustice of racism, which is especially revealed in Langston Hughes’ poem â€Å"I, Too†. Most poems are filled with symbolism and abstract ideas, and â€Å"I, Too† is an example of such. This poem does not rhyme, nor meter patter truly be measured. In order to understand and grasp the meaning behind this poem, it needs to be read a few times. Sometimes certain aspects of a poem can be overlooked. For example, in the first line of the poem, â€Å"I, too, sing America† (line 1), Hughes cleverly uses an allusion as he is referring to Walt Whitman’s, â€Å"Song of Myself†, which entails similar themes. In Hughes’ poem, the speaker is addressing the country as a whole. Hughes’ use of excellent language and vivid imagery effectively expresses the speaker’s feelings towards racism. This poem explores the injustices of racism through the eyes of a black servant working for a white family. He tells us that he is sent to the kitchen when company comes. Every time he is sent away, instead of demonstrating anger, he laughs. This demonstrates that the speaker is a strong character with self poise. Hughes’ uses metaphor when he says â€Å"tomorrow† (line 8). He is indicating that the word â€Å"tomorrow† implies the future. He has faith that in the course of time, everyone will become equal, â€Å"Tomorrow, /I’ll be at the table /When company comes. /Nobody’ll dare/Say to me, /†Eat in the kitchen,†/Then.† (lines 8-14). The speaker then explains that America will be ashamed of having discriminated against him and other  African Americans. The point that Hughes is trying to make clear is that African Americans are Americans too, thus they should not be discriminated against for the color of their skin. The themes represented in Hughes’ poems are similar to those exemplified in Countee Cullen’s poem, â€Å"Yet Do I Marvel†. However, a major difference between the poems lies in the format. Cullen’s poem is a sonnet, with a rhyming scheme of ABAB BCBC DD EE FF GG (every other line rhymes, with the exception of the last two which rhyme consecutively). The natural flow of this poem helps us (the reader) become more engaged in Cullen’s anguish filled portrayal of racial injustices. Like Hughes’ poem, Cullen’s poem is also about the battle of racial identity, yet in addition, he uses religion and mythology to further express the speaker’s struggle with racial injustices. Although the theme of racial inequality is common in both poems, Cullen’s poem focuses more on the speaker’s continual reference to religion and the justification of Gods will. Unlike the hope that the speaker explicated in Hughes’ poem, the speaker in Cullen’s poem starts out having faith in God, â€Å"I doubt not God is good, well-meaning, kind,† (line 1). However, he later contradicts his faith in God due to the hardships of discrimination that African Americans endured in the last lines of the poem, â€Å"Yet do I marvel at this curious thing: /To make a poet black, and bid him sing!† (lines 13-14). We see the speaker’s lack of faith in God throughout the poem, which emphasizes his frustration and affliction with having to endure the everyday struggles of being discriminated against for being black. He uses mythology to further depreciate God’s actions by disagreeing with His punishments, â€Å"†¦declare/ If merely brute caprice dooms Sisyphus/ To Struggle up a never-ending stair.† (lines 6-8). The narrator is essentially symbolizing that God’s punishments are unfair cruelty, not only towards figures from Greek mythology, but towards him as well. The speaker considers God’s actions to be unreasonable, and we see this in his bitter words, â€Å"Inscrutable His ways are, and immune/ To catechism by a mind too strewn† (lines 9-10). The comparison of Cullen’s â€Å"Yet do I Marvel† and Hughes’ â€Å"I, Too† lies strongly in the last two lines of Cullen’s poem. He finally tells us, straightforward, where his animosity lies. In the last two lines, he vehemently tells us that he finds it unfair that because he is a black poet, his voice will not be heard; he will be ignored and pushed aside, just like the speaker in Hughes’ poem. However, the two poems also contrast with each other in that Cullen’s poem concludes with the speaker reiterating his unequivocal feelings of inferiority and lack of faith. Hughes’ poem closes in a more positive manner wherein the speaker asserts his faith and pride in declaring his right to be treated equal. Even with all of the contrasting aspects of these two poems, they do share a principle theme of racial inequality. Additionally, in these two poems Hughes and Cullen were addressing the mass society. They wanted to voice their concerns with racial discrimination. With Hughes’ use of vivid imagery and Cullen’s use of symbolism, they collectively utilized the art of poetry to effectively illustrate and express personal hardships of African Americans.

Tradgedy in the commons essays

Tradgedy in the commons essays There has been growing concern about the environment and what is safe and not safe. "Several new programs aimed at protesting the environment and human health, have been initiated under the 1990 Amendments to the clean air act" (Chicago). But what is it exactly that is really wrong with the environment.. Well, its the people who need to get around using things such as cars that give off pollutants into our atmosphere. The wants and needs of society grow mainly because of population expansion and a growing desire for a more comfortable life. But is the U.S. only dealing with this? Beijing has been proven to be the worlds smoggiest city. The air has diminished so severely that Premier Zhu Rongii and other top leaders have made major cleanup measures. Tiny little vans called an Miandi have been one of the major causes of poor air quality. Although they call for less then 2% of the more then 1.4 million vehicles, they are the sources of 8-10% of the pollution because of their auto gases. The other factors of pollution in Beijing are the restaurants and businesses that use coal to fuel their stoves (Beijing). However, the question is not what caused the pollution but how we will stop it. There are 2 good answers for Beijing. One is to convert the coal burning stoves into stoves that use cleaner fuels. The second is a company that is trying to crack down on pollution called Capital Steel. Capital Steel has been a long time target of environmentalists and by 2003 they plan to spend $100 million on pollution prevention (Beijing). On the other hand, in the US the Environmental Protection Agency has been enforcing air pollution standards on S.U.V.s, pickups, and mini-vans. The effects of these standards are the rising costs of motor vehicles. The EPA had estimated that these standards will increase the cost of cars on average $100 and trucks about $200 (Trucks). There is a problem however, with creating cars that give off n ...

Dont Do Due Diligence

Dont Do Due Diligence Don’t Do Due Diligence Don’t Do Due Diligence By Maeve Maddox Not so very long ago, the only people I heard talk about â€Å"due diligence† were realtors. Due diligence is a legal term that refers to the exercise of proper care and attention to avoid committing an offense through ignorance. For example, a realtor must trace previous ownership and make sure that a property is free and clear before selling it to a new owner. In another context, due diligence is the comprehensive appraisal of a business undertaken to evaluate the commercial worth of a business. Due diligence is exercised to investigate such matters as assets and liabilities. Since the 1980s, the expression â€Å"due diligence† has migrated from legal and business use to the general vocabulary, where it has become an inflated synonym for â€Å"comparison shopping.† comparison shopping: comparing the same or similar products or services as offered by different retailers, manufacturers, etc. in order to find the best value at the lowest price. A few users do seem to understand that â€Å"due diligence† is a specialized term in need of explanation: Prudence would dictate that such an important decision [choosing a college] be preceded by a serious period of what on Wall Street is called due diligence. By going through the above information-gathering activities [i.e., researching colleges], you are performing your due diligence in making a final choice.   More commonly, writers use of the expression as if it were simply another way of saying â€Å"research a subject,† â€Å"compare prices,† â€Å"shop around,† or â€Å"think things through†: Always use your due diligence when researching DHT blockers/inhibitor [in shampoos] I never make a decision on ANYTHING without first doing my Yelp due diligence.    Due diligence in the running shoe  arena can make a huge difference between success and failure. A bride that has done her due diligence in her quest to truly find the best wedding dress always asks the question, â€Å"where else can I go to compare this particular dress style?† [Before buying a dog] practice due diligence by researching dog breeds, asking family, friends or neighbours who have dogs, and consulting experts. Using the verb do with â€Å"due diligence† creates a mildly comic effect because of the juxtaposition of the â€Å"do† sounds: Dont Wing It To Strategically Position Yourself, Do Your Due Diligence Do You Do Due Diligence? Who are we to get in the way of mamas who want to do their due diligence and sample lots more of our clothing? â€Å"Do due diligence† echoes the humorous euphemism â€Å"doo-doo.† I even found a headline that deliberately plays on the doo-doo effect: Doo Your Due Diligence when Using a Kennel The story under the headline has nothing to do with doo-doo, but I don’t think that the spelling is a typo. The site is run by a business called ScooperDude; it offers a weekly clean-up service to dog owners who don’t want to pick up after their own dogs. When it comes to â€Å"due diligence,† it’s better to exercise it or practice it than to do it. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Style category, check our popular posts, or choose a related post below:8 Writing Tips for BeginnersThe Uses of â€Å"The†

Journals Coursework Example | Topics and Well Written Essays - 4250 words

Journals - Coursework Example I understood that where the generation that preceded it was about conformity, this generation was about breaking the rules and exploring new psychological and social spaces for the rest of us. I could not wait to get started on the materials and the discussions and to participate, reflect and learn. Mostly too at that point I was eager to dive into the books and films. I also understood at this point that the perspectives for viewing the time period and the generation included not just the artistic, but also other relevant perspectives that hopefully would broaden my understanding of the era and give me a rounded overall understanding. The historical, business, and cultural viewpoints are important too, and I understood that these takes on the era would be explored in depth in the coming weeks (â€Å"Hollywood Rebels†). The ground rules and expectations for class performance and participation were also clearly laid down during this first week. I learned what was expected of me, and this learning was valuable, because I knew that if I participated in class and applied myself to the tasks in earnest that I would do fine. Moreover, I also appreciated how my inputs were important not only in terms of being able to get good marks but also in terms of the being able to get truly learn and get genuine insights into the subject matter. Taking the high road, I understood that to be able to learn as much as I can from this era, I need to take the class discussions seriously and really try to assimilate the materials as much as I could (â€Å"Hollywood Rebels†). Etiquette and attendance were discussed. Etiquette was mostly about respecting the class and giving full attention during lectures. Attendance rules were clearly laid out, to make sure that students knew when they would be marked as late or absent, and what absences mean in terms of passing or failing the class. The syllabus and assignments and their

Oslo Peace Initiative Essay Example | Topics and Well Written Essays - 1500 words

Oslo Peace Initiative - Essay Example For the Palestinians, the peace agreement of Israel with Egypt served to increase their desperation. This led to the intensification of struggle by the Palestine Liberation Organization (PLO) under Yassir Arafat. Though the United States entered the scene and made it a personal agenda to restore peace in the Middle East, only limited progress was made in the 1978 Camp David negotiations because of mutual distrust and suspicion between the two parties. Even though this eventually brought about the 1979 Israel-Egypt Peace Treaty, dissatisfaction and stalemate in the situation led to the First Intifadaor the Arab Revolt in 1987-91 in Gaza Strip and West Bank. There was change in leadership in Israel and Yitzhak reversed his nation's stand and tried to negotiate with the PLO and participated in the secret talks in Oslo, Norway (MERIP 2006:3); as the result Israel-PLO Declaration of Principles, was signed in Washington in September 1993, which is otherwise known as the Oslo Accord. Through this PLO recognized Israel and Israel the authority of PLO. It is clear from the above that, suspicion and mistrust ruled high here from the beginning. The main issue of contention was not one of religion, but more an issue of home-land. The Palestinians needed more areas for their large population, who had lost their homes during the wars and were living as refugees elsewhere. In one estimate their numbers were close to three million (MERIP 2006: 6). The entitlement status to be given to the Palestinians and the treatment of Israeli settlements (Israel evacuated all Israelites from the West Bank and Gaza Strip over the next few years) were other significantly unresolved issues that led to frustration. Rights to the Jordan River waters, on which was another important reason for animosity. Finally, Jerusalem with its historical places of worship was also a point of dispute, with both sides refusing to give up claim (Mideastweb 2006:1). While the Israelites consider Jerusalem as their "eternal capital" ((MERIP 2006:8), Arabs also want it as their capital because of its association with Prophet Mohammed. According to some, in first place the agreement itself was "deeply flawed" because it did not find many takers in the Arab nations (MERIP 2006:3). Importantly, the accord did not find support amongst the radical Islamist leaders in the two strategic places of Gaza Strip and West Bank. The infighting in the Palestinian camp, spurts of violence of the HAMAS and Jihad, ensured that the Oslo Peace Initiative was hardly allowed a chance. Israel did not want to allow the return of Palestinian refugees because it would undermine their majority status and reduce their population. In a nutshell, after the Oslo Peace Accord More than seven years have gone by and Israel has security and administrative control of 61.2% of the West Bank and about 20% of the Gaza Strip and security control over another 26.8% of the West Bank. This control is what has enabled Israel to double the number of settlers in 10 years..and to seal an entire nation into restricted areas, imprisoned in a network of bypass roads meant for Jews only... (ifAmericansknew.com 2006) Why is there conflict between the two peoples (now) still in 2007! To a keen observer, it may be clear that there are no easy solutions to a problem of this