Jane Austen s Pride And Prejudice - 1139 Words

1) In which ways does Jane Austen s Pride and Prejudice conform to ideas of the Enlightenment? In which ways does it foreshadow Romanticism? The Enlightenment refers to a European movement in the late 17th century and early 18th century which emphasized reason and individualism rather than tradition. Jane Austen was born towards the end of the Enlightenment and grew up during its waning years. The influence of the Enlightenment is seen throughout Pride and Prejudice, within Austen s opposition to the sensibility of romanticism as when Mr. Bennet expresses the foolishness of marrying for beauty. It is also seen in Austen s advocacy of rationality and reasoning as seen in Mrs. Gardiner and Charlotte Lucas. Austen s questioning of traditional attitudes and beliefs is seen in Elizabeth s attitude toward Lady De Bourgh and in Charlotte s view of opposing marriage for love. Finally, it is seen in dependence on thinking for oneself as Elizabeth and Darcy learn to do. Romanticism was an arti stic, literary, and intellectual movement which originated in Europe toward the end of the 18th century. Jane Austen rejected the ideals of Romanticism, which focused on the power of feeling and the abandonment of restraint. Pride and Prejudice focused on the neoclassical belief of order and discipline. During Austen’s career, romanticism became widely accepted and became a great influence to writing of that time. Pride and Prejudice displays an ambiguity towards emotion and anShow MoreRelatedJane Austen s Pride And Prejudice1231 Words   |  5 Pagesfinancial stability. In the novel Pride and Prejudice, Jane Austen states that the desire for better social connections interferes with the workings of love through the relationship between Darcy and Elizabeth to criticize the social class structure of the 19th century. Anxieties about social connections or the desire for better social connections, interfere with the workings of love. Darcy and Elizabeth s realization of a mutual and tender love seems to imply that Jane Austen views love as something independentRead MoreJane Austen s Pride And Prejudice1294 Words   |  6 PagesJane Austen s exceptional novel Pride and Prejudice has been depicted as a classic that is as much a social study on class, marriage and gender as it is a romantic tale. It is an amusing representation of the social atmosphere of the late eighteenth and mid nineteenth century England, and it is primarily required with courtship rituals of the English high class. The novel is more than a romantic tale, however through Austen s subtle, and ironic style, it addresses gender, class, and marriageRead MoreJane Austen s Pride And Prejudice992 Words   |  4 Pages It is unfortunate that many people tend to dismiss Jane Austen’s novel, Pride and Prejudice, as simply a roman tic love story, even labeling it a â€Å"chick flick.† Upon a shallow reading, it may appear to be such, but a closer look at the novel reveals so much more embedded in the story. In addition to describing the entertaining relationship between Elizabeth and Mr. Darcy, the novel serves to forward Austen s personal values and ideas. Furthermore, there is one issue of her era that she particularlyRead MoreJane Austen s Pride And Prejudice1138 Words   |  5 PagesPride and Prejudice is a novel about the superficiality of marriage during the late 19th and early 20th century, which largely influenced the decisions made by individuals, based on connections and social rankings. The novel takes its characters through various changes influenced by their decision to or rather not to marry certain individuals. It begins not by a man desiring to marry for love, but by a mother who desires nothing more than to marry her daughters well. As the novel develops, Jane AustenRead MoreJane A usten s Pride And Prejudice1211 Words   |  5 PagesJane Austen’s Pride and Prejudice was greatly influenced by the time period in which it was written, This novel follows the story of Elizabeth Bennet and her sisters as they are faced with marriage proposals. The marriage and roles of women in this time period are shown throughout this story. During the time Austen was writing this novel, a woman’s role for her family changed. Daughters started to become a way for their family to achieve more money. Because their family depended on this financialRead MoreJane Austen s Pride And Prejudice1675 Words   |  7 PagesIn Jane Austen’s Pride and Prejudice, she has specific criteria that her characters follow when choosing their mates. In today’s society, most couples still follow these criteria and more when choosing their ideal mate. What are these important criteria that Austen’s characters consider when choosing a mate? For Austen, the important cr iteria that she has for choosing a mate are that couples are personally compatible, they are in love with each other, and they must have a good moral character. Read MoreJane Austen s Pride And Prejudice1678 Words   |  7 PagesAfter reading Jane Austen’s most popular piece of work, the effects of the high societal expectations can be acknowledged through viewing the lives of the Bennet family and friends and noting such effects. Through the examination of the characters in Pride and Prejudice it is easily deciphered between marriages based upon true love and marriage based upon the expectations of society. Society’s main goal for woman in the Victorian era was marriage. As seen many in Pride and Prejudice, marriage wasRead MoreJane Austen s Pride And Prejudice1434 Words   |  6 PagesJane Austen’s Pride and Prejudice was considered a radical novel back in 1813 when she wrote and published the piece. It is a social commentary on the treatment and societal standards of women, as well marriage expectations at the turn of the 19th century. Austen criticizes the patriarchal society, materialism, double standards of men and women by centering the book around Elizabeth Bennett, a young woman of decent means who does not understand the reason for the pressure to find a suitable husbandRead MoreJane Austen s Pride And Prejudice1468 Words   |  6 Pagesestablished over time. In Jane Austen s novel, Pride and Prejudice Elizabeth Bennet is the main character who is a lady in the Regency Era. Elizabeth lives in Longbourn with her parents, Mr and Mrs Bennet and her four sisters. In the beginning of the novel, Elizabeth s prejudice mindset and strong opinion blinds her from realizations happening around her. Soon, Elizabeth s prejudice disappears allowing her to open up and fall in love. Throughout Jane Austen s novel, Pride and Prejudice, Elizabeth growsRead MoreJane Austen s Pride And Prejudice1649 Words   |  7 PagesIn her novel, Pride and Prejudice, Jane Austen is pre-occupied with the theme of marriage. Marriage is a central issue of a woman’s life but it was even more crucial for the women of her society where women were largely dependent on the men in their lives. As a result, women pursued socio-economic stability through marriage. However, it is clear through the novel that Austen did not agree with this part of her society. In Pride and Prejudice, she gives preference to a marriage which is based on love

Numico Free Essays

NUMICO The NUMICO’s strategy is translated by product development with nutritional products for hospital and by market development with sport nutrition. Research and development had been an important activity in NUMICO which took care of baby food and clinical nutrition. NUMICO made many acquisitions in many countries. We will write a custom essay sample on Numico or any similar topic only for you Order Now His strategy was based on â€Å"Medical Platform Marketing† which is: High spend on both RD and marketing NUMICO bought General Nutrition Companies (GNC) of Pittsburgh (USA) in 1999 which allows NUMICO to take advantage of the distribution network of GNC Acquiring GNC was a sensible move, it was reducing the competition and on the other hand it was enhancing the performance. As we saw it previously, NUMICO’s strategy is translated by product development with nutritional products for hospital and by market development with sport nutrition which led to the diversification with altogether new markets and new products. We can see on this plan initial’s NUMICO positioning and the new positioning of NUMICO when the purpose has been affected. To conclude, Numico diversified by buying European companies in the field of neutriceuticals and by going away from his principal activity. At first there is backward integration with raw materials manufacture which are food product for babies (milk, vegetables, meat, †¦) and nutrition solutions. The components manufacture are : plastic, packaging. Moreover, the RD is interested by baby food and clinical nutrition. There is a lot of options for a manufacturer. The horizontal integration include the more competitive product which is baby food, and after nutritional products, sport nutrition with complementary capabilities like RD and marketing. For forward integration, distribution outlets are supermarkets, hospitals, specialized stores, †¦ In 1999, NUMICO acquired a company bigger than them in terms of production and revenue. When NUMICO bought General Nutrition Companies (GNC) of Pittsburgh (USA) it was the largest manufacturer of nutritional product in the world with a stronghold in sports-nutrition market. Its characteristics show that GNC is a Star. NUMICO which is a cash cows becomes a Star thanks to this company. Moreover this acquisition allows a market penetration consolidation. Acquisition of new businesses far from NUMICO’s main business made NUMICO its own rival because NUMICO already had the presence in the market. There is a risk from the growth of the activities in the USA (change dollar euro) Moreover, sales of nutritional supplements were more sensitive to economic fluctuations. Besides, their major revenue generator was still infant formula That’s why NUMICO failed this diversification Numico’s star was infant product but due to lot of exposure in low birth rate countries their business was declining at an alarming rate. Numico should turn their infant product into cash cow by offering cost leadership NBTY’s success results: firstly, better strategy: high margin / growth business Secondly, vertically integrated organization: producer and distributor Lastly, Match between core competences NBTY’s and Rexall It has allowed Danone to strengthen in products for baby (Danone already detained Bledina) and to enter on the market of the medical nutrition. * With Numico the Group sharpened its health focus and becomes leadership of the baby and medical nutrition markets worldwide. * With Numico and Bledina combined, Danone is now Europe’s number one company for baby nutrition. Two specialities which play the role of shock absorber in times of crisis. The first one is solid because the parents don’t save up on the food of their babies, the second is promising because of the ageing of the population. In 2007, the acquisition of Numico made Danone a world leader in baby and medical nutrition. At a time when many companies have their eyes on the health sector and hope to stake out positions, Danone’s exclusive focus on healthy food sets it apart. â€Å" Numico was a natural choice, with its links to health, expansion and quickening international growth. † Danone How to cite Numico, Essay examples

Use of online courses and tools in On-campus University Courses Essay Sample free essay sample

Executive Summary The current research examines the attitude of pupils and teachers to the usage of the cyberspace and other cyberspace tools in on-campus classs. assessed student’s attitudes and rating of online classs and determined their consciousness of WebCT. 60 pupils from 3 major schools at the Winthrop University were surveyed utilizing a quantitative questionnaire. The cyberspace is widely used by the pupil population to help in class work but there is merely limited usage of this medium by teachers to ease direction in the schoolroom. Email is. nevertheless. more often used than any other medium for student-instructor communicating. Barely half of the pupils would be interested in an on-line class. Students rated the absence of a schoolroom. flexibleness. riddance of going demands and clip efficiency as grounds for involvement in on-line classs. They rated no specific ground. penchant for in the flesh classs and belief that onsite classs are better as hinderances to their desire to ta ke online classs. We will write a custom essay sample on Use of online courses and tools in On-campus University Courses Essay Sample or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page They do non believe that online classs offer much existent benefit to them. Universities need to analyze the nature of email interactions between teachers and pupils and more effectual usage of the cyberspace as learning AIDSs is needed among teachers. Introduction It appears that teachers in traditional face-to-face university classs do non do equal and effectual usage of the cyberspace and internet resources as instruction and larning AIDSs in the schoolroom. Compared to online classs. which are inherently internet-based acquisition sites. the traditional university schoolroom has non benefited from or taken much advantage of the internet resources offered by new and underdeveloped cyberspace engineerings. This research examines the usage of the cyberspace and other interne tools at Winthrop University. The research is guided by the undermentioned research inquiries: Additional the undermentioned hypotheses arae tested: Literature Review Information and communicating engineering particularly the computing machine and the Internet. has influenced many Fieldss and facets of the society including the field of instruction. The acceptance of engineering into instruction has resulted in distance acquisition which is defined as a ‘planned teaching/learning experience that uses a broad spectrum of engineerings to make scholars at a distance and is designed to promote learner interaction and certification of learning’ ( Greenberg. 1998. p. 36 on Akkoyunlu A ; Soylu. 2006 p. 44 ) . A popular type of distance acquisition is on-line larning which is ‘the usage of cyberspace to entree larning stuffs ; to interact with the content. teacher and other scholars. and to obtain support during the learning procedure. in order to get cognition ; to build personal significance ; and to turn from the larning experience’ ( Khan. 1997 on Akkoyunlu A ; Soylu. 2006 p. 44 ) . Online acquisition has become popular par ticularly for working pupils. for those who have household and kids and for those who want to be enrolled in peculiar school but geographical distance restricts them. Online acquisition has become more prevailing for busy grownups as it non merely eliminates barriers of distance and clip but besides the autocratic function of the teacher. The primary advantage of online acquisition is that it offers an chance to larn without the restrictions of clip or location. supplying flexibleness to larn at any given clip and topographic point ( Cincinnati. 2007 ) . This means that online acquisition plans are accessible 24/7 for anyone enrolled in the plan therefore it is really suiting even with busy individuals ; pupils can analyze whenever they have free clip. This type of acquisition is really advantageous to career oriented persons who wish to foster their instruction but do non hold adequate clip for traditional acquisition. Online acquisition besides offers uninterrupted perusal ; that is analyzing is non affected when pupils wanted to travel another topographic point or to alter a occupation. unlike in traditional acquisition where pupils have to reassign to the nearest school from place or work. Furthermore. online larning eliminates unproductive clip. stuffs and resources ( Cicognani. 2000 ) that is common with traditional acquisition. Online larning eliminates travel clip from work or place to school. Learning stuffs and resources are available online ; the cyberspace is utilized to present quality talks that use picture. sound and multimedia as acquisition tools ( Harvard University. 2007 ) . Such learning AIDSs help do talks easier to be understood. Online acquisition is normally preferred by older pupils and professionals because it eliminates the autocratic function of and force per unit areas from the teachers. Students can make their ain acquisition manners ; they become more autonomous and responsible for their ain acquisition ( Cincinnati. 2007 ) . Students do non hold to cover personally with their teachers every bit good as with the regulations and policy of the physical school therefore going more comfy with analyzing. Students can besides pass on with their teachers and even with fellow pupils via electronic mail or forum provided by on-line acquisition plans. Internet acquisition allows grownup scholars the flexibleness to find their ain procedure of larning without being imposed on by an teacher. Theories of grownup instruction have continuously emphasized the usage of appropriate schemes to run into the single demands of scholars. Some of the trademarks of grownup instruction. as highlighted by Lin. Cranton A ; Bridglall ( 2005 ) are independency. autonomy and ownership of ain acquisition. While cyberspace larning plans normally facilitate interaction between scholars and instructor. the grownup scholars fundamentally have full control over their ain instruction. finishing assignments and take parting in on-line treatments on their ain enterprise. Internet larning shifts the focal point from the teacher and places the scholar at the centre of larning experiences. In this manner grownup scholars benefit well from cyberspace acquisition. In recent old ages a figure of universities have been offering online and distance instruction chances. To ease students’ entree to university-specific information such as class stuff. teachers and other pupils. these universities have created practical campuses. which are highly reliant on the cyberspace and internet resources for functionality. Blackboard and WebCT are a few package companies that design. deliver. and maintain on-line classs. They specialize in capablenesss such as bulletin boards. confabs. electronic mail. and listservs which are indispensable to online classs. However. like the online schoolroom. the cyberspace can be a utile tool in the traditional schoolroom to heighten pupil acquisition. Harmonizing to Pettijohn ( 2000 ) . the cyberspace can lend significantly to bettering the schoolroom experience. The cyberspace contains a wealth of information resources which are non restricted by clip or infinite ( Salend. Duhaney. Anderson A ; Gottschalk. 2004 ) and. in any instance. it has been reported that university pupils depend rather to a great extent on the cyberspace. utilizing it rather often. therefore teachers should happen ways of integrating the cyberspace into their classs ( Hiemstra A ; Poley. 2007 ) . Since the coming and rapid proliferation of the cyberspace and cyberspace tools. research workers have been trying to analyse the comparative effectivity of the traditional internet-absent or internet-limited university schoolroom against a practical schoolroom which embraces the capablenesss offered by the cyberspace. Many establishments. such as Troy University and Winthrop University. hold provided the option of online/distance instruction options to interested pupils. in response to pupil scheduling adjustments. the altering nature of the Fieldss in instruction. and increase usage of cyberspace engineering. These universities have realized that. in order to take advantage of the new practical market-place for university instruction. their classs and plans must reflect and conform to the newest tendencies and the desires of the new consumer base. This research assesses how good traditional university classs are aligned and maintaining up with altering engineering. Assessment of universities and the quality of the plans that they offer needs to be an on-going procedure which will take to and inform alterations and betterments. Thus the findings of this survey will be rather relevant to university decision makers. teachers. pupils and other stakeholders in instruction in assisting to supply a platform for bettering pupil convenience. public presentation. enlisting and answerability at universities. Previous research has contemplated similar issues. analyzing instructors’ usage of one or other internet resources in specified classs. Duran. Kelly and Keaten ( 2005 ) reported on a survey analyzing the usage of electronic mail between teachers and their pupils. The researchers’ end was to happen out the overall frequence of student/instructor e-mail interactions. the frequence of teacher initiated e-mail interactions. the grounds for pupil originating interaction with teachers. the grounds for teachers originating interaction with pupils and the perceptual experiences of teachers with respects to the usage of this medium for pass oning with pupils. 259 teachers from two universities completed questionnaires which. on analysis. revealed that pupils communicated rather often with teachers via electronic mail but teachers were less frequent in their communicating and induction of e-mail contact. The bulk of interactions nevertheless. teachers reported. were for the intent of bespeaking deadline extensions on assignments and therefore the true potency of these interactions has non yet been realized. The teachers believed that electronic mail was replacing face-to-face interaction with pupils and perceived e-mail contact with pupils negatively as they had really small separation between place and work because electronic mails were non clip or quantity-restricted. A similar survey obtained the position of the pupils with respects to how they perceive that teachers are using the cyberspace. In this survey. Wang ( 2007 ) sought to find the extent to which teachers utilized five specific cyberspace tools: electronic mail. bulletin boards. confabs. listservs. and the World Wide Web. A sum of 624 pupils from a public university in the Pacific Rim of the United States were involved in the study. The questionnaire involved pupils evaluation the usage of each cyberspace tool in classs within the instruction. concern. and humanistic disciplines and scientific disciplines colleges of the university. The research workers found a really limited usage of the cyberspace by teachers in their schoolrooms. Additionally teachers were more willing to direct pupils to these internet resources for independent usage instead than try to ease students’ use of the cyberspace or integrate it into the schoolroom. Given these old findings it was hypothesized that teachers are non doing extended usage of internet resources in their schoolrooms and therefore that both teachers and pupils may comprehend that cyberspace usage as a teaching-learning assistance is merely relevant to online and distance instruction classs. Research Design The research was conducted at Winthrop University. a mid-sized public university. I am professionally connected to the establishment and I live in Rock Hill. SC. where the University is located therefore the handiness and convenience makes it the most appropriate survey site. Besides. Winthrop is ideal because it has used WebCT since 1999 and on February 28. 2006 it merged with Blackboard ( hypertext transfer protocol: //www. chalkboard. com/webct ) to offer over three 100 classs. including wholly on-line classs. addendums to traditional classs. and classs that are presently being developed. This study took the signifier of a questionnaire. The points on the questionnaire ( See Appendix A ) attempted to find. first of all. pupil consciousness of online classs and tools ( cognition ) ; the different cyberspace tools that are being used by teachers and pupils ( action ) and assesses the effectivity of their usage ( evaluate ) . Therefore. I administered anAttitudetype of questionnaire. Because of the entree I have at the university. ( electronic mail. database. etc ) . fixing and administrating the questionnaire had minimum costs to me. The questionnaires were administered entirely to pupils and excluded teachers. While it would hold been ideal to obtain the input of teachers. I was cognizant of the restrictions that would originate in enrolling equal Numberss of module to finish the questionnaires. I recruited a sum of 60 respondents drawn about every bit from the three major modules of the university. Students who were prosecuting surveies in classs that are IT based were excluded from the survey because such classs presuppose the incorporation of information engineering including the cyberspace and therefore went travel counter to the intents of the research. The respondents were indiscriminately selected based on their willingness to finish the questionnaires. This size is equal based on the population of the three Fieldss. Consequences A sum of 60 respondents were obtained from across three major modules of the university – Arts/Science represented 23. 33 % of the sample ( n=14 ) . Business was 33. 33 % ( n=20 ) and Education was 43. 33 % ( n=26 ) . The original purpose was to enroll an equal proportion of pupils from each module. nevertheless the distribution of respondents within the three modules is representative of the population distribution of the university where the module of Education has the largest contingent of pupils. A larger proportion of females ( 61. 66 % ; n=37 ) than males ( 38. 33 % ; n = 23 ) completed the study. These figures were farther broken down into 21. 66 % Graduates ( n = 13 ) . 31. 66 % Seniors ( n = 19 ) . 18. 33 % Juniors ( n = 11 ) . 13. 33 % Sophomores ( n = 8 ) and 15 % Freshmen ( n = 9 ) . To measure the attitude of pupils and teachers towards the usage of the cyberspace and other online tools in on-campus university classs pupils were asked to rank the frequence of their personal usage of the cyberspace. the frequence of the usage of the cyberspace to help with coursework. the frequence with which teachers utilized the cyberspace as an extra assistance and the proportion of instructor-student communicating that is conducted utilizing cyberspace tools. 58. 33 % ( n = 35 ) of pupils utilize the cyberspace everyday. 20 % ( n=12 ) utilize the cyberspace at least twice per hebdomad. 16. 66 % ( n = 10 ) use it one time per hebdomad and the staying 5 % ( n = 3 ) use the cyberspace merely one time every two hebdomads. 53. 33 % ( n = 32 ) of pupils reported that they ever used the cyberspace to help with their class work. 40 % ( n = 24 ) use the cyberspace frequently for this intent. 3. 33 % each ( n = 2 ) used the cyberspace seldom or merely sometimes for helping with class work. With regard to instructor’s incorporation of the cyberspace into on-line classs 33. 33 % ( n = 20 ) of pupils reported that teachers merely used the cyberspace sometimes. 18. 33 % ( n = 11 ) . say that teachers use the cyberspace frequently. 16. 66 % ( n = 10 ) study that teachers use the cyberspace ever. this same figure say that this is done merely seldom and 15 % ( n = 9 ) province that teachers neer use the cyberspace as a instruction or extra assistance. ( Please see Appendix 1 – Table 1 for Chi-square analyses for these classs of responses ) . Students were asked to rate the proportion of clip they communicated with their teachers utilizing face-to-face. electronic mail. telephone or other media. Both e-mail and face-to-face were used the most often. at least half of the clip in student-instructor communicating. Table 1 indicates comparative responses of pupils based on the type of communicating and the frequence of these communications. 70 % and 21. 66 % of pupils reported utilizing electronic mail to pass on with teachers all or most of the clip severally. Similarly 60 % and 6. 66 % reported utilizing face-to-face communicating most or all of the clip severally. Table 1- Proportionate usage of communicative signifiers in student-instructor interactions In order to find the attitude towards online classs pupils were asked whether or non they had of all time taken an on-line class and if they would of all time be interested in taking one. 78. 33 % ( n=47 ) of pupils had neer taken an on-line class before but about half stated they would be interested in such a class ( 48. 33 % ; n=29 ) . In saying their grounds for wanting to take an on-line class pupils ranked that direction occurs outside a schoolroom ( n=28 ) and flexibleness ( n=27 ) as the top incentives. Ranked closely behind were no demand to go ( n=25 ) . efficient usage of clip ( n=21 ) and that they can pass whatever clip they wanted to larn ( n=19 ) . In ranking the concerns that prevented them from being interested in on-line classs pupils gave no specific ground ( i. e. I’m merely non interested ) ( n=29 ) and the chief issue against on-line classs. Their penchant for in the flesh classs ( n=27 ) . belief that onsite classs are better in quality and content ( n=26 ) and their penchant for a schoolroom scene ( n=25 ) ranked following. Students were asked to rate two statements on a graduated table strongly agree. agree. impersonal. disagree and strongly differ – ( I ) Exposure to online resources and engineerings provides knowledge that I see as being of value in my future calling and ( two ) Incorporating on-line stuff to complement category stuff is good. 50 % of the pupils strongly agreed with the first statement and 41. 66 % ( n=25 ) agreed. 36. 66 % ( n=22 ) and 30 % ( n=18 ) severally strongly agreed or agreed with the 2nd statement. Merely 18. 33 % ( n=11 ) of pupils were non familiar with WebCt classs and tools. The others were at least slightly familiar ( 40 % ; n=24 ) or really familiar ( 41. 66 % ; n=25 ) . 43. 33 % ( n=26 ) believe that Winthrop does merely a just occupation of integrating internet use. Merely 20 % ( n=12 ) felt that the university was making a really good occupation. Decision The attitude of pupils towards cyberspace usage in on-campus classs is really positive with the huge bulk doing at least some usage of the cyberspace on a regular footing. non merely for personal terminals but to help with coursework. Contrary to the hypothesis cyberspace tools. specifically e-mail. are being used more often than traditional face-to-face or telephone communications. However. since the information was merely quantitative there is no suggestion as to the intents of these email communications. Research has suggested that e-mailing is normally used to bespeak deadline extensions on assignments instead than to ease meaningful instructor-student treatments on class stuff ( Duran. Kelly A ; Keaten. 2005 ) . Furthermore research workers are non utilizing the cyberspace and cyberspace tools every bit often as learning AIDSs or to ease direction. Students do non hold a really positive attitude towards online classs. Most pupils give no specific ground for non being interested in online classs and merely a little per centum have had exposure to these alternate acquisition media. They are. nevertheless. really cognizant of WebCT and believe that the university of Winthrop is making a applaudable occupation of integrating engineering into teacher. This positive reappraisal may be as a consequence of their deficiency of involvement in on-line classs. Recommendations Further research is needed to find the nature of the electronic mail interactions between teachers and pupils. Even though the research suggests that teachers are non integrating the cyberspace often pupils study that the bulk of their communications is via an cyberspace excessively – e-mailing. It would be utile to find the exact nature of the instructor-student treatments carried on at Winthrop university. Since pupils rate the university good in footings of its incorporation of the cyberspace in on-campus classs. and since they are non really interested in on-line classs. the university could try to farther better the bing online tools it uses to do these more attractive and user-friendly. It is believed that career-oriented persons would hold a different position on cyberspace usage. It would be good if farther research is conducted among persons who are presently set abouting online classs to understand the grounds for their involvement and how they evaluate their experience. Depending on the feedback from such a research this determination could either be used to promote more pupils to take advantage of these chances or to modify and better bing plans to do them more accessible to those who desire them the most. Mentions Akkoyunlu. B. A ; Soylu. M. ( 2006 ) . A survey on student’s positions on blended acquisition. Turkish diary of distance instruction.7( 3 ) . 43-56. Retrieved on February 6. 2007. from hypertext transfer protocol: //tojde. anadolu. edu. tr/tojde23/pdf/article_3. pdf Blackboard. com ( 2008 ) . Blackboard and WebCT complete amalgamation. Retrieved on January 17. 2008 from hypertext transfer protocol: //www. chalkboard. com/webct. Cicognani. A. ( 2000 ) Concept Mapping as a Collaborative Tool to Enhance Online Learning. Educational Technology A ; Society 3 ( 3 ) Retrieved on February 6. 2007. from hypertext transfer protocol: //ifets. ieee. org/periodical/vol_3_2000/b01. hypertext markup language Cincinnati State. Retrieved on February 6. 2007. from hypertext transfer protocol: //www. cincinnatistate. edu/CurrentStudent/Academics/AcademicDivisions/About_DL. htm Duran. R. L. . Kelly. L. A ; Keaten. J. A. ( 2005. May ) . College module usage and perceptual experiences of electronic mail to pass on with pupils.Communication Quarterly. 53( 2 ) . 159-176. Harvard University. Retrieved on February 6. 2007. from hypertext transfer protocol: //www. Harvard University. edu/siteguide/faqs/faq33. hypertext markup language Hiemstra. R. A ; Poley. J. ( 2007. Jan/Feb ) . Lessons pertinent for learning with computing machines.Clearing House. 80( 3 ) . 144-148. Lin. L. . Cranton. P. A ; Bridglall. B. ( 2005 ) . Psychological type and asynchronous written duologue in grownup acquisition.Teachers College Record. 107( 8 ) . 1788-1813. Pettijohn. J. B. ( 2000. May/Jun ) . AddedVirtual Tourss – A tool for heightening and inspiring the international concern category.Journal of Education for Business. 75( 5 ) . 291-296. Salend. S. J. . Duhaney. D. . Anderson. D. J. . Gottschalk. C. ( 2004. Jan/Feb ) . Using thecyberspaceto better prep communicating and completion.Teaching Exceeding Children. 36( 3 ) . 64-73. White. M. ( 2006 ) . The Advantages of Online Learning. Retrieved on February 6. 2007. from hypertext transfer protocol: //www. associatedcontent. com/article/50695/the_advantages_of_online_learning. hypertext markup language Wang. Y. ( 2007. April ) . Internet uses in University classs.International Journal of E-Learning. 6( 2 ) . 279-292.

Chinese economy essays

Chinese economy essays If China's economy grows as fast for the next 20 years as it has for the past 14, it will be the biggest economy on earth: I feel that China's drastic improvements over the last 14 years are overwhelming, with their Real GNP growing at a rate of 9% a year, which means by, 1994, China's economy will match the performance of countries like Japan and Taiwan. China's standard of living has also increased, and the number of people who were considered absolutely poor decreased approximately 63%. I feel with the vast amount of people living in China, and the economic activity booming like it is, China's exports will continue to grow, as well as the standard of living. This will create more revenue, and more capital for them to produce even more goods and become even larger, prospering as one of the biggest economies on the earth. I also feel that China should try to overcome its corrupt system and steadily move Competition has been the key to China's success: I believe that competition has been the key to China's success. When Mr. Deng opened the free market, it brought the first signs of the farmers becoming more rich since the 1950s. His political genius allowed the farmers to become rich. He also introduced the "open-door policy" which is proving to be very beneficial, as they follow in the footsteps of their strong rich neighbours. Mr. Perkins believed four conditions must be met for a market system to work well in reforming centrally planned economy. I believe if China continues to improve its productivity, and the number of monopolies decrease as studies show, China will move into a capitalist front only to prosper. An Inflationary crisis within two years will test The 14th Communist Party Congress, set the official seal on the fourth wave of economic reform. Market Splinteri ...

Avocado History, Domestication, and Spread

Avocado History, Domestication, and Spread Avocado (Persea americana) is one of the earliest fruits consumed in Mesoamerica and one of the first trees domesticated in the Neotropics. The word avocado derives from the language spoken by the Aztecs (Nahuatl)  who called the tree ahoacaquahuitl  and its fruit ahuacatl; the Spanish called it aguacate. The oldest evidence for avocado consumption dates back almost 10,000 years in Puebla state of central Mexico, at the site of Coxcatlan. There, and in other cave environments in the Tehuacan and Oaxaca valleys, archaeologists found that over time, avocado seeds grew larger. Based on that, the avocado is considered to have been domesticated in the region by between 4000-2800 BC. Avocado Biology The Persea genus has twelve species, most of which produce inedible fruits: P. americana is the best known of the edible species. In its natural habitat, P. americana grows to between 10-12 meters (33-40 feet) high, and it has lateral roots; smooth leathery, deep green leaves; and symmetrical yellow-green flowers. The fruits are variously shaped, from pear-shaped through oval to globular or elliptic-oblong. The peel color of the ripe fruit varies from green to dark purple to black. The wild progenitor of all three varieties was a polymorphic tree species that spanned a broad geographical area from the eastern and central highlands of Mexico through Guatemala to the Pacific coast of Central America. The avocado should really be considered as semi-domesticated: Mesoamericans didnt construct orchards but rather brought a few wild trees into residential garden plots and tended them there. Ancient Varieties Three varieties of avocado were created separately in three different locations in Central America. They were recognized and reported in surviving Mesoamerican codexes, with the most detail appearing in the Aztec Florentine Codex. Some scholars believe these varieties of avocados were all created in the 16th century: but the evidence is inconclusive at best. Mexican avocados (P. americana var. drymifolia, called the ​aoacatl in the Aztec language), originated in central Mexico and are adapted to the tropical highlands, with relatively good tolerance to cold and small fruits that are covered by a thin, purple-black skin.Guatemalan avocados, (P. americana var. guatemalensis, quilaoacatl) are from southern Mexico or Guatemala. They are similar in shape and size to the Mexican but have a more ovoid and lighter-colored seed. Guatemalan avocados are adapted to medium elevations in the tropics, are somewhat cold-tolerant, and have a thick, tough skin.West Indian avocados (P. americana var. americana, tlacacolaocatl), despite their name, are not from the West Indies at all, but rather were developed in the Maya lowlands of central America. They are the largest of the avocado varieties and are adapted to lowland humid tropics and tolerant of high levels of salt and chlorosis (plant nutrient deficiencies). The West Indian avocado fruit is r ound to pear shape, has a smooth easy-to-peel light green skin and abundant flesh with a slightly sweet taste. Modern Varieties There are about 30 main cultivars (and many others) of avocados in our modern markets, of which the best known include the Anaheim and Bacon (which are derived almost entirely from Guatemalan avocados); Fuerte (from Mexican avocados); and Hass and Zutano (which are hybrids of Mexican and Guatemalan). Hass has the highest volume of production and Mexico is the major producer of exported avocados, nearly 34% of the entire global market. The major importer is the United States. Modern health measures suggest that eaten fresh, avocados are a rich source of soluble B vitamins, and of about 20 other essential vitamins and minerals. The Florentine codex reported avocados are good for a variety of ailments including dandruff, scabies, and headaches. Cultural Significance The few surviving books (codices) of the Maya and Aztec cultures, as well as oral histories from their descendants, indicate that avocados held a spiritual significance in some Mesoamerican cultures. The fourteenth month in the classic Mayan calendar is represented by the avocado glyph, pronounced Kankin. Avocados are part of the name glyph of the classic Maya city of Pusilh in Belize, known as the Kingdom of the Avocado. Avocado trees are illustrated on the Maya ruler Pacals sarcophagus at Palenque. According to Aztec myth, since avocados are shaped like testicles (the word ahuacatl also means testicle), they can transfer strength to its consumers. Ahuacatlan is an Aztec city whose name means place where the avocado abounds. Sources This glossary entry is a part of the About.com guide to Plant Domestication, and the Dictionary of Archaeology. Chen H, Morrell PL, Ashworth VETM, de la Cruz M, and Clegg MT. 2009. Tracing the Geographic Origins of Major Avocado Cultivars. Journal of Heredity 100(1):56-65. Galindo-Tovar, Marà ­a Elena. Some aspects of avocado (Persea americana Mill.) diversity and domestication in Mesoamerica. Genetic Resources and Crop Evolution, Volume 55, Issue 3, SpringerLink, May 2008. Galindo-Tovar ME, and Arzate-Fernndez A. 2010. West Indian avocado: where did it originate? Phyton: Revista Internacional de Botnica Experimental 79:203-207. Galindo-Tovar ME, Arzate-Fernndez AM, Ogata-Aguilar N, and Landero-Torres I. 2007. The Avocado (Persea Americana, Lauraceae) Crop in Mesoamerica: 10,000 Years of History. Harvard Papers in Botany 12(2):325-334. Landon AJ. 2009. Domestication and Significance of Persea americana, the Avocado, in Mesoamerica. Nebraska Anthropologist 24:62-79. Martinez Pacheco MM, Lopez Gomez R, Salgado Garciglia R, Raya Calderon M, and Martinez Muà ±oz RE. 2011. Folates and Persea americana Mill. (Avocado). Emirates Journal of Food and Agriculture 23(3):204-213.

Introduction to the Internet and E Business- H1 Essay

Introduction to the Internet and E Business- H1 - Essay Example E-Business means running an online business in order to improve productivity of the business. In today’s world, almost every business needs to have an online presence to attract customers. Website is the most popular platform for internet marketing. Our company, Home Delights will also make use of a website for marketing purposes. Holub (2005) asserts, â€Å"One of the easiest ways to help your business gain more exposure and potential customers is to have a professionally developed website†. E-Business model is a set of planned activities used by a company to generate profitable growth of the revenue using internet technology. Home Delights can make use of Business-to-Customer (B2C) model to increase its profits. Advertising, referral fee, and subscription charges will be the main sources of revenue generation. The first model, which will be used by our company, is Comparison-Pricing model. Comparison-Pricing model will help the customers find the most suitable catering company from a variety of companies through polling. Demand-Sensitive model will enable a group of customers to get a group discount on using the services of Home Delights. There are many methods through which Home Delights can make use of internet technology to sell its services to the customers. Some of the most popular ways include web marketing, classified ads, selling through company’s website, and selling through email marketing. Some other uses of the internet which can benefit our company include online chat and email system to improve the customer service, advertising through internet to enable the business reach international market, and providing complete information about the company on the internet to increase credibility of the business. The first company, Eatable Delights Catering, provides a variety of catering services to the customers. The services include party arrangements, wedding

Defining the Role of the President of the United States as Outlined in Research Paper

Defining the Role of the President of the United States as Outlined in the US Constitution - Research Paper Example The President can appoint people to high-level positions of public administration. This role and power are enshrined and provided for in Section II of Article II of the Constitution where the Chief Executive can select top employees, subject to the approval of the Senate. Still, as the Chief Administrator, Section III of Article II bestows the power to make recommendations on fiscal policies on the President of the United States. The consideration of this article is always done in light of Article I of the US constitution which accords Congress the power to review taxes and spending. Nevertheless, the power to control the budget-making process is chief among the crucial administrative prerogatives of the President of the US. In this light, it is often the President who makes the decision on how and where the money is spent. At the end of the 1990s, the Office of the President took over a more significant function in determining federal spending. Section III of Article also extends the Office of the President of the United States the powers of a Chief Magistrate. Particularly, Section III of Article states that the President of the United States â€Å"†¦ shall take care that the laws be faithfully executed†¦Ã¢â‚¬  In a closely related wavelength, Section VII of Article I accords the President of the United States the powers of the Chief Legislator. This section of the US Constitution states that every bill which the Senate and the House of Representative shall pass shall be presented to the President of the United States prior to its becoming law. If the President approves the Bill, he shall append his signature to it. Otherwise, the President shall return the Bill to the House with his objections to it.