The Clips in Relation to Constructivist and Socio-Cultural...

Consider the clips in relation to constructivist and socio-cultural approaches to learning. How do they reflect an image of the child as strong and capable and the value of knowledge acquired within homes and families? The first clear example was Morgan (McWilliams, 2011), she displayed a perfect example of the Zone of proximal development, as she learned a new skill through social guidance and interaction with her mum, then she felt the sense of achievement when she completed the task independently. This comes along with the clip of the two boys washing the dishes (RendiStDenis, 2011).It shows how the children are capable of doing things acquired from the community around them through their contribution to the world (DEEWER, 2009), as it†¦show more content†¦For example, she mentioned that â€Å"being an active citizen is a contested kind of belonging† (Giugni, 2011,P.16). When she talked about the political involvement in their daily practice, she made me think that it is beyond the vote in elections, it is about respecting their interests in whatever they are involved in and giving them the chance to show competence in exploring new fields. What did you find interesting or challenging in Burman’s chapter about Piaget and Vygotsky? Burman, (2008) demonstrated different views about how piaget’s and vygotsky’s theories were influenced by the social and political changes. For example, Piaget’s theories were in time when there was a great interest in science. Therefore, his theories were, â€Å"†¦to link biology and philosophy through the study of the development of the child† (Burman, E; 2008, p. 244). Nowadays, as educators, we are also affected by the political agenda that encourages and protects our cultural diversity. For example, you can find our program build on how to respect and deal with different traditions and cultures in our community using various activities. References Burman, E. (2008). Deconstructing Developmental Psychology: Piaget, Vygotsky and developmental psychology (2nd Ed). London: Routledge. DEEWER. (2009). Belonging, being and becoming: The early years learningShow MoreRelatedPromoting Childrens Play, Learning and Development Essay4125 Words   |  17 Pageschild would be involved and engaged with an activity if it was enjoyable and stimulating. In my discussion I analyse my practice based on the investigation and then discuss my changing values and beliefs and the impact it has had on my practice in relation to promoting children’s play, learning and development. [241 Words] Analysing my practice: In my setting I was finding it difficult to balance between focused and free play activitiesRead MoreKindergarten Curriculum6037 Words   |  25 Pagesappropriate for their holistic development as emergent literates and be ready for formal school. According to National Association for the Education of Young Children (NAEYC) kindergarten is a critical year where children’s experiences nurture positive approaches to learning and prepare children for the more rigorous academic expectations of the primary grades (NAEYC, 2009). Therefore, kindergarten teachers should guide the learners using an engaging and creative curriculum that is developmentally appropriate

What Makes a Hospital a Top 100 Hospital Essay - 979 Words

What Makes a Top 100 Hospital Ronald Regan UCLA Medical Center – What Makes a Top 100 Hospital Castellanos, Juan Manuel DeVry University What Makes a Top 100 Hospital? Since 1993, the Truven Health 100 Top Hospitals program has used both independent and objective research to guide hospital and health system performance. In this process, they analyze public data sources to compare hospitals to similar organizations. The 100 Top Hospitals program uses a balanced scorecard that incorporates public data, proprietary, peer-reviewed methodology and key performance metrics to arrive at an objective, independent analysis of hospital or health system performance. This research measures performance, organizational alignment, progress†¦show more content†¦Well, the sitting on 4 acres the hospital encompasses Ronald Regan UCLA Medical center, Stewart and Lynda Resnick Neuropsychiatric Hospital at UCLA and Mattel Children’s Hospital UCLA. Some key features I found extremely helpful is their organization. Every floor of Ronald Reagan UCLA Medical Center is devoted to a specific specialty and equipped with all of the essential support equipment a nd supplies. Every floor has its own satellite pharmacy, dialysis storage, respiratory therapy workrooms, and resident doctor sleep rooms. Additionally; each patient room has the ability to convert into an intensive care unit (ICU) to allow for the continuous care of a critically ill patient in one room. This makes caring for patients extremely easy as everything they need is made available to them at the exact moment of a potential emergency. (Ronald Regan UCLA Medical Center, 2013) One other element that seems to help with its rating is their â€Å"Healing by design† architectural concept. Renowned architects I.M. Pei and C.C. Pei of Pei Partnership Architects designed Ronald Reagan UCLA Medical Center, with the firm of Perkins amp; Will serving as the executive architect. 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A Game of Thrones Chapter Thirty-four Free Essays

string(40) " Waynwoods were ever ones for ceremony\." Catelyn My lady, you should have sent word of your coming,† Ser Donnel Waynwood told her as their horses climbed the pass. â€Å"We would have sent an escort. The high road is not as safe as it once was, for a party as small as yours. We will write a custom essay sample on A Game of Thrones Chapter Thirty-four or any similar topic only for you Order Now † â€Å"We learned that to our sorrow, Ser Donnel,† Catelyn said. Sometimes she felt as though her heart had turned to stone; six brave men had died to bring her this far, and she could not even find it in her to weep for them. Even their names were fading. â€Å"The clansmen harried us day and night. We lost three men in the first attack, and two more in the second, and Lannister’s serving man died of a fever when his wounds festered. When we heard your men approaching, I thought us doomed for certain.† They had drawn up for a last desperate fight, blades in hand and backs to the rock. The dwarf had been whetting the edge of his axe and making some mordant jest when Bronn spotted the banner the riders carried before them, the moon-and-falcon of House Arryn, sky-blue and white. Catelyn had never seen a more welcome sight. â€Å"The clans have grown bolder since Lord Jon died,† Ser Donnel said. He was a stocky youth of twenty years, earnest and homely, with a wide nose and a shock of thick brown hair. â€Å"If it were up to me, I would take a hundred men into the mountains, root them out of their fastnesses, and teach them some sharp lessons, but your sister has forbidden it. She would not even permit her knights to fight in the Hand’s tourney. She wants all our swords kept close to home, to defend the Vale . . . against what, no one is certain. Shadows, some say.† He looked at her anxiously, as if he had suddenly remembered who she was. â€Å"I hope I have not spoken out of turn, my lady. I meant no offense.† â€Å"Frank talk does not offend me, Ser Donnel.† Catelyn knew what her sister feared. Not shadows, Lannisters, she thought to herself, glancing back to where the dwarf rode beside Bronn. The two of them had grown thick as thieves since Chiggen had died. The little man was more cunning than she liked. When they had entered the mountains, he had been her captive, bound and helpless. What was he now? Her captive still, yet he rode along with a dirk through his belt and an axe strapped to his saddle, wearing the shadowskin cloak he’d won dicing with the singer and the chainmail hauberk he’d taken off Chiggen’s corpse. Two score men flanked the dwarf and the rest of her ragged band, knights and men-at-arms in service to her sister Lysa and Jon Arryn’s young son, and yet Tyrion betrayed no hint of fear. Could I be wrong? Catelyn wondered, not for the first time. Could he be innocent after all, of Bran and Jon Arryn and all the rest? And if he was, what d id that make her? Six men had died to bring him here. Resolute, she pushed her doubts away. â€Å"When we reach your keep, I would take it kindly if you could send for Maester Colemon at once. Ser Rodrik is feverish from his wounds.† More than once she had feared the gallant old knight would not survive the journey. Toward the end he could scarcely sit his horse, and Bronn had urged her to leave him to his fate, but Catelyn would not hear of it. They had tied him in the saddle instead, and she had commanded Marillion the singer to watch over him. Ser Donnel hesitated before he answered. â€Å"The Lady Lysa has commanded the maester to remain at the Eyrie at all times, to care for Lord Robert,† he said. â€Å"We have a septon at the gate who tends to our wounded. He can see to your man’s hurts.† Catelyn had more faith in a maester’s learning than a septon’s prayers. She was about to say as much when she saw the battlements ahead, long parapets built into the very stone of the mountains on either side of them. Where the pass shrank to a narrow defile scarce wide enough for four men to ride abreast, twin watchtowers clung to the rocky slopes, joined by a covered bridge of weathered grey stone that arched above the road. Silent faces watched from arrow slits in tower, battlements, and bridge. When they had climbed almost to the top, a knight rode out to meet them. His horse and his armor were grey, but his cloak was the rippling blue-and-red of Riverrun, and a shiny black fish, wrought in gold and obsidian, pinned its folds against his shoulder. â€Å"Who would pass the Bloody Gate?† he called. â€Å"Ser Donnel Waynwood, with the Lady Catelyn Stark and her companions,† the young knight answered. The Knight of the Gate lifted his visor. â€Å"I thought the lady looked familiar. You are far from home, little Cat.† â€Å"And you, Uncle,† she said, smiling despite all she had been through. Hearing that hoarse, smoky voice again took her back twenty years, to the days of her childhood. â€Å"My home is at my back,† he said gruffly. â€Å"Your home is in my heart,† Catelyn told him. â€Å"Take off your helm. I would look on your face again.† â€Å"The years have not improved it, I fear,† Brynden Tully said, but when he lifted off the helm, Catelyn saw that he lied. His features were lined and weathered, and time had stolen the auburn from his hair and left him only grey, but the smile was the same, and the bushy eyebrows fat as caterpillars, and the laughter in his deep blue eyes. â€Å"Did Lysa know you were coming?† â€Å"There was no time to send word ahead,† Catelyn told him. The others were coming up behind her. â€Å"I fear we ride before the storm, Uncle.† â€Å"May we enter the Vale?† Ser Donnel asked. The Waynwoods were ever ones for ceremony. You read "A Game of Thrones Chapter Thirty-four" in category "Essay examples" â€Å"In the name of Robert Arryn, Lord of the Eyrie, Defender of the Vale, True Warden of the East, I bid you enter freely, and charge you to keep his peace,† Ser Brynden replied. â€Å"Come.† And so she rode behind him, beneath the shadow of the Bloody Gate where a dozen armies had dashed themselves to pieces in the Age of Heroes. On the far side of the stoneworks, the mountains opened up suddenly upon a vista of green fields, blue sky, and snowcapped mountains that took her breath away. The Vale of Arryn bathed in the morning light. It stretched before them to the misty cast, a tranquil land of rich black soil, wide slow-moving rivers, and hundreds of small lakes that shone like mirrors in the sun, protected on all sides by its sheltering peaks. Wheat and corn and barley grew high in its fields, and even in Highgarden the pumpkins were no larger nor the fruit any sweeter than here. They stood at the western end of the valley, where the high road crested the last pass and began its winding descent to the bottomlands two miles below. The Vale was narrow here, no more than a half day’s ride across, and the northern mountains seemed so close that Catelyn could almost reach out and touch them. Looming over them all was the jagged peak called the Giant’s Lance, a mountain that even mountains looked up to, its head lost in icy mists three and a half miles above the valley floor. Over its massive western shoulder flowed the ghost torrent of Alyssa’s Tears. Even from this distance, Catelyn could make out the shining silver thread, bright against the dark stone. When her uncle saw that she had stopped, he moved his horse closer and pointed. â€Å"It’s there, beside Alyssa’s Tears. All you can see from here is a flash of white every now and then, if you look hard and the sun hits the walls just right.† Seven towers, Ned had told her, like white daggers thrust into the belly of the sky, so high you can stand on the parapets and look down on the clouds. â€Å"How long a ride?† she asked. â€Å"We can be at the mountain by evenfall,† Uncle Brynden said, â€Å"but the climb will take another day.† Ser Rodrik Cassel spoke up from behind. â€Å"My lady,† he said, â€Å"I fear I can go no farther today.† His face sagged beneath his ragged, newgrown whiskers, and he looked so weary Catelyn feared he might fall off his horse. â€Å"Nor should you,† she said. â€Å"You have done all I could have asked of you, and a hundred times more. My uncle will see me the rest of the way to the Eyrie. Lannister must come with me, but there is no reason that you and the others should not rest here and recover your strength.† â€Å"We should be honored to have them to guest,† Ser Donnel said with the grave courtesy of the young. Beside Ser Rodrik, only Bronn, Ser Willis Wode, and Marillion the singer remained of the party that had ridden with her from the inn by the crossroads. â€Å"My lady,† Marillion said, riding forward. â€Å"I beg you allow me to accompany you to the Eyrie, to see the end of the tale as I saw its beginnings.† The boy sounded haggard, yet strangely determined; he had a fevered shine to his eyes. Catelyn had never asked the singer to ride with them; that choice he had made himself, and how he had come to survive the journey when so many braver men lay dead and unburied behind them, she could never say. Yet here he was, with a scruff of beard that made him look almost a man. Perhaps she owed him something for having come this far. â€Å"Very well,† she told him. â€Å"I’ll come as well,† Bronn announced. She liked that less well. Without Bronn she would never have reached the Vale, she knew; the sellsword was as fierce a fighter as she had ever seen, and his sword had helped cut them through to safety. Yet for all that, Catelyn misliked the man. Courage he had, and strength, but there was no kindness in him, and little loyalty. And she had seen him riding beside Lannister far too often, talking in low voices and laughing at some private joke. She would have preferred to separate him from the dwarf here and now, but having agreed that Marillion might continue to the Eyrie, she could see no gracious way to deny that same right to Bronn. â€Å"As you wish,† she said, although she noted that he had not actually asked her permission. Ser Willis Wode remained with Ser Rodrik, a soft-spoken septon fussing over their wounds. Their horses were left behind as well, poor ragged things. Ser Donnel promised to send birds ahead to the Eyrie and the Gates of the Moon with the word of their coming. Fresh mounts were brought forth from the stables, surefooted mountain stock with shaggy coats, and within the hour they set forth once again. Catelyn rode beside her uncle as they began the descent to the valley floor. Behind came Bronn, Tyrion Lannister, Marillion, and six of Brynden’s men. Not until they were a third of the way down the mountain path, well out of earshot of the others, did Brynden Tully turn to her and say, â€Å"So, child. Tell me about this storm of yours.† â€Å"I have not been a child in many years, Uncle,† Catelyn said, but she told him nonetheless. It took longer than she would have believed to tell it all, Lysa’s letter and Bran’s fall, the assassin’s dagger and Littlefinger and her chance meeting with Tyrion Lannister in the crossroads inn. Her uncle listened silently, heavy brows shadowing his eyes as his frown grew deeper. Brynden Tully had always known how to listen . . . to anyone but her father. He was Lord Hoster’s brother, younger by five years, but the two of them had been at war as far back as Catelyn could remember. During one of their louder quarrels, when Catelyn was eight, Lord Hoster had called Brynden â€Å"the black goat of the Tully flock.† Laughing, Brynden had pointed out that the sigil of their house was a leaping trout, so he ought to be a black fish rather than a black goat, and from that day forward he had taken it as his personal emblem. The war had not ended until the day she and Lysa had been wed. It was at their wedding feast that Brynden told his brother he was leaving Riverrun to serve Lysa and her new husband, the Lord of the Eyrie. Lord Hoster had not spoken his brother’s name since, from what Edmure told her in his infrequent letters. Nonetheless, during all those years of Catelyn’s girlhood, it had been Brynden the Blackfish to whom Lord Hoster’s children had run with their tears and their tales, when Father was too busy and Mother too ill. Catelyn, Lysa, Edmure . . . and yes, even Petyr Baelish, their father’s ward . . . he had listened to them all patiently, as he listened now, laughing at their triumphs and sympathizing with their childish misfortunes. When she was done, her uncle remained silent for a long time, as his horse negotiated the steep, rocky trail. â€Å"Your father must be told,† he said at last. â€Å"If the Lannisters should march, Winterfell is remote and the Vale walled up behind its mountains, but Riverrun lies right in their path.† â€Å"I’d had the same fear,† Catelyn admitted. â€Å"I shall ask Maester Colemon to send a bird when we reach the Eyrie.† She had other messages to send as well; the commands that Ned had given her for his bannermen, to ready the defenses of the north. â€Å"What is the mood in the Vale?† she asked. â€Å"Angry,† Brynden Tully admitted. â€Å"Lord Jon was much loved, and the insult was keenly felt when the king named Jaime Lannister to an office the Arryns had held for near three hundred years. Lysa has commanded us to call her son the True Warden of the East, but no one is fooled. Nor is your sister alone in wondering at the manner of the Hand’s death. None dare say Jon was murdered, not openly, but suspicion casts a long shadow.† He gave Catelyn a look, his mouth tight. â€Å"And there is the boy.† â€Å"The boy? What of him?† She ducked her head as they passed under a low overhang of rock, and around a sharp turn. Her uncle’s voice was troubled. â€Å"Lord Robert,† he sighed. â€Å"Six years old, sickly, and prone to weep if you take his dolls away. Jon Arryn’s trueborn heir, by all the gods, yet there are some who say he is too weak to sit his father’s seat, Nestor Royce has been high steward these past fourteen years, while Lord Jon served in King’s Landing, and many whisper that he should rule until the boy comes of age. Others believe that Lysa must marry again, and soon. Already the suitors gather like crows on a battlefield. The Eyrie is full of them.† â€Å"I might have expected that,† Catelyn said. Small wonder there; Lysa was still young, and the kingdom of Mountain and Vale made a handsome wedding gift. â€Å"Will Lysa take another husband?† â€Å"She says yes, provided she finds a man who suits her,† Brynden Tully said, â€Å"but she has already rejected Lord Nestor and a dozen other suitable men. She swears that this time she will choose her lord husband.† â€Å"You of all people can scarce fault her for that.† Ser Brynden snorted. â€Å"Nor do I, but . . . it seems to me Lysa is only playing at courtship. She enjoys the sport, but I believe your sister intends to rule herself until her boy is old enough to be Lord of the Eyrie in truth as well as name.† â€Å"A woman can rule as wisely as a man,† Catelyn said. â€Å"The right woman can,† her uncle said with a sideways glance. â€Å"Make no mistake, Cat. Lysa is not you.† He hesitated a moment. â€Å"If truth be told, I fear you may not find your sister as helpful as you would like.† She was puzzled. â€Å"What do you mean?† â€Å"The Lysa who came back from King’s Landing is not the same girl who went south when her husband was named Hand. Those years were hard for her. You must know. Lord Arryn was a dutiful husband, but their marriage was made from politics, not passion.† â€Å"As was my own.† â€Å"They began the same, but your ending has been happier than your sister’s. Two babes stillborn, twice as many miscarriages, Lord Arryn’s death . . . Catelyn, the gods gave Lysa only the one child, and he is all your sister lives for now, poor boy. Small wonder she fled rather than see him handed over to the Lannisters. Your sister is afraid, child, and the Lannisters are what she fears most. She ran to the Vale, stealing away from the Red Keep like a thief in the night, and all to snatch her son out of the lion’s mouth . . . and now you have brought the lion to her door.† â€Å"In chains,† Catelyn said. A crevasse yawned on her right, falling away into darkness. She reined up her horse and picked her way along step by careful step. â€Å"Oh?† Her uncle glanced back, to where Tyrion Lannister was making his slow descent behind them. â€Å"I see an axe on his saddle, a dirk at his belt, and a sellsword that trails after him like a hungry shadow. Where are the chains, sweet one?† Catelyn shifted uneasily in her seat. â€Å"The dwarf is here, and not by choice. Chains or no, he is my prisoner. Lysa will want him to answer for his crimes no less than I. It was her own lord husband the Lannisters murdered, and her own letter that first warned us against them.† Brynden Blackfish gave her a weary smile. â€Å"I hope you are right, child,† he sighed, in tones that said she was wrong. The sun was well to the west by the time the slope began to flatten beneath the hooves of their horses. The road widened and grew straight, and for the first time Catelyn noticed wildflowers and grasses growing. Once they reached the valley floor, the going was faster and they made good time, cantering through verdant greenwoods and sleepy little hamlets, past orchards and golden wheat fields, splashing across a dozen sunlit streams. Her uncle sent a standard-bearer ahead of them, a double banner flying from his staff; the moon-and-falcon of House Arryn on high, and below it his own black fish. Farm wagons and merchants’ carts and riders from lesser houses moved aside to let them pass. Even so, it was full dark before they reached the stout castle that stood at the foot of the Giant’s Lance. Torches flickered atop its ramparts, and the horned moon danced upon the dark waters of its moat. The drawbridge was up and the portcullis down, but Catelyn saw lights burning in the gatehouse and spilling from the windows of the square towers beyond. â€Å"The Gates of the Moon,† her uncle said as the party drew rein. His standard-bearer rode to the edge of the moat to hail the men in the gatehouse. â€Å"Lord Nestor’s seat. He should be expecting us. Look up.† Catelyn raised her eyes, up and up and up. At first all she saw was stone and trees, the looming mass of the great mountain shrouded in night, as black as a starless sky. Then she noticed the glow of distant fires well above them; a tower keep, built upon the steep side of the mountain, its lights like orange eyes staring down from above. Above that was another, higher and more distant, and still higher a third, no more than a flickering spark in the sky. And finally, up where the falcons soared, a flash of white in the moonlight. Vertigo washed over her as she stared upward at the pale towers, so far above. â€Å"The Eyrie,† she heard Marillion murmur, awed. The sharp voice of Tyrion Lannister broke in. â€Å"The Arryns must not be overfond of company. If you’re planning to make us climb that mountain in the dark, I’d rather you kill me here.† â€Å"We’ll spend the night here and make the ascent on the morrow,† Brynden told him. â€Å"I can scarcely wait,† the dwarf replied. â€Å"How do we get up there? I’ve no experience at riding goats.† â€Å"Mules,† Brynden said, smiling. â€Å"There are steps carved into the mountain,† Catelyn said. Ned had told her about them when he talked of his youth here with Robert Baratheon and Jon Arryn. Her uncle nodded. â€Å"It is too dark to see them, but the steps are there. Too steep and narrow for horses, but mules can manage them most of the way. The path is guarded by three waycastles, Stone and Snow and Sky. The mules will take us as far up as Sky.† Tyrion Lannister glanced up doubtfully. â€Å"And beyond that?† Brynden smiled. â€Å"Beyond that, the path is too steep even for mules. We ascend on foot the rest of the way. Or perchance you’d prefer to ride a basket. The Eyrie clings to the mountain directly above Sky, and in its cellars are six great winches with long iron chains to draw supplies up from below. If you prefer, my lord of Lannister, I can arrange for you to ride up with the bread and beer and apples.† The dwarf gave a bark of laughter. â€Å"Would that I were a pumpkin,† he said. â€Å"Alas, my lord father would no doubt be most chagrined if his son of Lannister went to his fate like a load of turnips. If you ascend on foot, I fear I must do the same. We Lannisters do have a certain pride.† â€Å"Pride?† Catelyn snapped. His mocking tone and easy manner made her angry. â€Å"Arrogance, some might call it. Arrogance and avarice and lust for power.† â€Å"My brother is undoubtedly arrogant,† Tyrion Lannister replied. â€Å"My father is the soul of avarice, and my sweet sister Cersei lusts for power with every waking breath. I, however, am innocent as a little lamb. Shall I bleat for you?† He grinned. The drawbridge came creaking down before she could reply, and they heard the sound of oiled chains as the portcullis was drawn up. Men-at-arms carried burning brands out to light their way, and her uncle led them across the moat. Lord Nestor Royce, High Steward of the Vale and Keeper of the Gates of the Moon, was waiting in the yard to greet them, surrounded by his knights. â€Å"Lady Stark,† he said, bowing. He was a massive, barrel-chested man, and his bow was clumsy. Catelyn dismounted to stand before him. â€Å"Lord Nestor,† she said. She knew the man only by reputation; Bronze Yohn’s cousin, from a lesser branch of House Royce, yet still a formidable lord in his own right. â€Å"We have had a long and tiring journey. I would beg the hospitality of your roof tonight, if I might.† â€Å"My roof is yours, my lady,† Lord Nestor returned gruffly, â€Å"but your sister the Lady Lysa has sent down word from the Eyrie. She wishes to see you at once. The rest of your party will be housed here and sent up at first light.† Her uncle swung off his horse. â€Å"What madness is this?† he said bluntly. Brynden Tully had never been a man to blunt the edge of his words. â€Å"A night ascent, with the moon not even full? Even Lysa should know that’s an invitation to a broken neck.† â€Å"The mules know the way, Ser Brynden.† A wiry girl of seventeen or eighteen years stepped up beside Lord Nestor. Her dark hair was cropped short and straight around her head, and she wore riding leathers and a light shirt of silvered ringmail. She bowed to Catelyn, more gracefully than her lord. â€Å"I promise you, my lady, no harm will come to you. It would be my honor to take you up. I’ve made the dark climb a hundred times. Mychel says my father must have been a goat.† She sounded so cocky that Catelyn had to smile. â€Å"Do you have a name, child?† â€Å"Mya Stone, if it please you, my lady,† the girl said. It did not please her; it was an effort for Catelyn to keep the smile on her face. Stone was a bastard’s name in the Vale, as Snow was in the north, and Flowers in Highgarden; in each of the Seven Kingdoms, custom had fashioned a surname for children born with no names of their own. Catelyn had nothing against this girl, but suddenly she could not help but think of Ned’s bastard on the Wall, and the thought made her angry and guilty, both at once. She struggled to find words for a reply. Lord Nestor filled the silence. â€Å"Mya’s a clever girl, and if she vows she will bring you safely to the Lady Lysa, I believe her. She has not failed me yet.† â€Å"Then I put myself in your hands, Mya Stone,† Catelyn said. â€Å"Lord Nestor, I charge you to keep a close guard on my prisoner.† â€Å"And I charge you to bring the prisoner a cup of wine and a nicely crisped capon, before he dies of hunger,† Lannister said. â€Å"A girl would be pleasant as well, but I suppose that’s too much to ask of you.† The sellsword Bronn laughed aloud. Lord Nestor ignored the banter. â€Å"As you say, my lady, so it will be done.† Only then did he look at the dwarf. â€Å"See our lord of Lannister to a tower cell, and bring him meat and mead.† Catelyn took her leave of her uncle and the others as Tyrion Lannister was led off, then followed the bastard girl through the castle. Two mules were waiting in the upper bailey, saddled and ready. Mya helped her mount one while a guardsman in a sky-blue cloak opened the narrow postern gate. Beyond was dense forest of pine and spruce, and the mountain like a black wall, but the steps were there, chiseled deep into the rock, ascending into the sky. â€Å"Some people find it easier if they close their eyes,† Mya said as she led the mules through the gate into the dark wood. â€Å"When they get frightened or dizzy, sometimes they hold on to the mule too tight. They don’t like that.† â€Å"I was born a Tully and wed to a Stark,† Catelyn said. â€Å"I do not frighten easily. Do you plan to light a torch?† The steps were black as pitch. The girl made a face. â€Å"Torches just blind you. On a clear night like this, the moon and the stars are enough. Mychel says I have the eyes of the owl.† She mounted and urged her mule up the first step. Catelyn’s animal followed of its own accord. â€Å"You mentioned Mychel before,† Catelyn said. The mules set the pace, slow but steady. She was perfectly content with that. â€Å"Mychel’s my love,† Mya explained. â€Å"Mychel Redfort. He’s squire to Ser Lyn Corbray. We’re to wed as soon as he becomes a knight, next year or the year after.† She sounded so like Sansa, so happy and innocent with her dreams. Catelyn smiled, but the smile was tinged with sadness. The Redforts were an old name in the Vale, she knew, with the blood of the First Men in their veins. His love she might be, but no Redfort would ever wed a bastard. His family would arrange a more suitable match for him, to a Corbray or a Waynwood or a Royce, or perhaps a daughter of some greater house outside the Vale. If Mychel Redfort laid with this girl at all, it would be on the wrong side of the sheet. The ascent was easier than Catelyn had dared hope. The trees pressed close, leaning over the path to make a rustling green roof that shut out even the moon, so it seemed as though they were moving up a long black tunnel. But the mules were surefooted and tireless, and Mya Stone did indeed seem blessed with night-eyes. They plodded upward, winding their way back and forth across the face of the mountain as the steps twisted and turned. A thick layer of fallen needles carpeted the path, so the shoes of their mules made only the softest sound on the rock. The quiet soothed her, and the gentle rocking motion set Catelyn to swaying in her saddle. Before long she was fighting sleep. Perhaps she did doze for a moment, for suddenly a massive ironbound gate was looming before them. â€Å"Stone,† Mya announced cheerily, dismounting. Iron spikes were set along the tops of formidable stone walls, and two fat round towers overtopped the keep. The gate swung open at Mya’s shout. Inside, the portly knight who commanded the waycastle greeted Mya by name and offered them skewers of charred meat and onions still hot from the spit. Catelyn had not realized how hungry she was. She ate standing in the yard, as stablehands moved their saddles to fresh mules. The hot juices ran down her chin and dripped onto her cloak, but she was too famished to care. Then it was up onto a new mule and out again into the starlight. The second part of the ascent seemed more treacherous to Catelyn. The trail was steeper, the steps more worn, and here and there littered with pebbles and broken stone. Mya had to dismount a half-dozen times to move fallen rocks from their path. â€Å"You don’t want your mule to break a leg up here,† she said. Catelyn was forced to agree. She could feel the altitude more now. The trees were sparser up here, and the wind blew more vigorously, sharp gusts that tugged at her clothing and pushed her hair into her eyes. From time to time the steps doubled back on themselves, and she could see Stone below them, and the Gates of the Moon farther down, its torches no brighter than candles. Snow was smaller than Stone, a single fortified tower and a timber keep and stable hidden behind a low wall of unmortared rock. Yet it nestled against the Giant’s Lance in such a way as to command the entire stone stair above the lower waycastle. An enemy intent on the Eyrie would have to fight his way from Stone step by step, while rocks and arrows rained down from Snow above. The commander, an anxious young knight with a pockmarked face, offered bread and cheese and the chance to warm themselves before his fire, but Mya declined. â€Å"We ought to keep going, my lady,† she said. â€Å"If it please you.† Catelyn nodded. Again they were given fresh mules. Hers was white. Mya smiled when she saw him. â€Å"Whitey’s a good one, my lady. Sure of foot, even on ice, but you need to be careful. He’ll kick if he doesn’t like you.† The white mule seemed to like Catelyn; there was no kicking, thank the gods. There was no ice either, and she was grateful for that as well. â€Å"My mother says that hundreds of years ago, this was where the snow began,† Mya told her. â€Å"It was always white above here, and the ice never melted.† She shrugged. â€Å"I can’t remember ever seeing snow this far down the mountain, but maybe it was that way once, in the olden times.† So young, Catelyn thought, trying to remember if she had ever been like that. The girl had lived half her life in summer, and that was all she knew. Winter is coming, child, she wanted to tell her. The words were on her lips; she almost said them. Perhaps she was becoming a Stark at last. Above Snow, the wind was a living thing, howling around them like a wolf in the waste, then falling off to nothing as if to lure them into complacency. The stars seemed brighter up here, so close that she could almost touch them, and the horned moon was huge in the clear black sky. As they climbed, Catelyn found it was better to look up than down. The steps were cracked and broken from centuries of freeze and thaw and the tread of countless mules, and even in the dark the heights put her heart in her throat. When they came to a high saddle between two spires of rock, Mya dismounted. â€Å"It’s best to lead the mules over,† she said. â€Å"The wind can be a little scary here, my lady.† Catelyn climbed stiffly from the shadows and looked at the path ahead; twenty feet long and close to three feet wide, but with a precipitous drop to either side. She could hear the wind shrieking. Mya stepped lightly out, her mule following as calmly as if they were crossing a bailey. It was her turn. Yet no sooner had she taken her first step than fear caught Catelyn in its jaws. She could feel the emptiness, the vast black gulfs of air that yawned around her. She stopped, trembling, afraid to move. The wind screamed at her and wrenched at her cloak, trying to pull her over the edge. Catelyn edged her foot backward, the most timid of steps, but the mule was behind her, and she could not retreat. I am going to die here, she thought. She could feel cold sweat trickling down her back. â€Å"Lady Stark,† Mya called across the gulf. The girl sounded a thousand leagues away. â€Å"Are you well?† Catelyn Tully Stark swallowed what remained of her pride. â€Å"I . . . I cannot do this, child,† she called out. â€Å"Yes you can,† the bastard girl said. â€Å"I know you can. Look how wide the path is.† â€Å"I don’t want to look.† The world seemed to be spinning around her, mountain and sky and mules, whirling like a child’s top. Catelyn closed her eyes to steady her ragged breathing. â€Å"I’ll come back for you,† Mya said. â€Å"Don’t move, my lady.† Moving was about the last thing Catelyn was about to do. She listened to the skirling of the wind and the scuffling sound of leather on stone. Then Mya was there, taking her gently by the arm. â€Å"Keep your eyes closed if you like. Let go of the rope now, Whitey will take care of himself. Very good, my lady. I’ll lead you over, it’s easy, you’ll see. Give me a step now. That’s it, move your foot, just slide it forward. See. Now another. Easy. You could run across. Another one, go on. Yes.† And so, foot by foot, step by step, the bastard girl led Catelyn across, blind and trembling, while the white mule followed placidly behind them. The waycastle called Sky was no more than a high, crescent-shaped wall of unmortared stone raised against the side of the mountain, but even the topless towers of Valyria could not have looked more beautiful to Catelyn Stark. Here at last the snow crown began; Sky’s weathered stones were rimed with frost, and long spears of ice hung from the slopes above. Dawn was breaking in the east as Mya Stone hallooed for the guards, and the gates opened before them. Inside the walls there was only a series of ramps and a great tumble of boulders and stones of all sizes. No doubt it would be the easiest thing in the world to begin an avalanche from here. A mouth yawned in the rock face in front of them. â€Å"The stables and barracks are in there,† Mya said. â€Å"The last part is inside the mountain. It can be a little dark, but at least you’re out of the wind. This is as far as the mules can go. Past here, well, it’s a sort of chimney, more like a stone ladder than proper steps, but it’s not too bad. Another hour and we’ll be there.† Catelyn looked up. Directly overhead, pale in the dawn light, she could see the foundations of the Eyrie. It could not be more than six hundred feet above them. From below it looked like a small white honeycomb. She remembered what her uncle had said of baskets and winches. â€Å"The Lannisters may have their pride,† she told Mya, â€Å"but the Tullys are born with better sense. I have ridden all day and the best part of a night. Tell them to lower a basket. I shall ride with the turnips.† The sun was well above the mountains by the time Catelyn Stark finally reached the Eyrie. A stocky, silver-haired man in a sky-blue cloak and hammered moon-and-falcon breastplate helped her from the basket; Ser Vardis Egen, captain of Jon Arryn’s household guard. Beside him stood Maester Colemon, thin and nervous, with too little hair and too much neck. â€Å"Lady Stark,† Ser Vardis said, â€Å"the pleasure is as great as it is unanticipated.† Maester Colemon bobbed his head in agreement. â€Å"Indeed it is, my lady, indeed it is. I have sent word to your sister. She left orders to be awakened the instant you arrived.† â€Å"I hope she had a good night’s rest,† Catelyn said with a certain bite in her tone that seemed to go unnoticed. The men escorted her from the winch room up a spiral stair. The Eyrie was a small castle by the standards of the great houses; seven slender white towers bunched as tightly as arrows in a quiver on a shoulder of the great mountain. It had no need of stables nor smithys nor kennels, but Ned said its granary was as large as Winterfell’s, and its towers could house five hundred men. Yet it seemed strangely deserted to Catelyn as she passed through it, its pale stone halls echoing and empty. Lysa was waiting alone in her solar, still clad in her bed robes. Her long auburn hair tumbled unbound across bare white shoulders and down her back. A maid stood behind her, brushing out the night’s tangles, but when Catelyn entered, her sister rose to her feet, smiling. â€Å"Cat,† she said. â€Å"Oh, Cat, how good it is to see you. My sweet sister.† She ran across the chamber and wrapped her sister in her arms. â€Å"How long it has been,† Lysa murmured against her. â€Å"Oh, how very very long.† It had been five years, in truth; five cruel years, for Lysa. They had taken their toll. Her sister was two years the younger, yet she looked older now. Shorter than Catelyn, Lysa had grown thick of body, pale and puffy of face. She had the blue eyes of the Tullys, but hers were pale and watery, never still. Her small mouth had turned petulant. As Catelyn held her, she remembered the slender, high-breasted girl who’d waited beside her that day in the sept at Riverrun. How lovely and full of hope she had been. All that remained of her sister’s beauty was the great fall of thick auburn hair that cascaded to her waist. â€Å"You look well,† Catelyn lied, â€Å"but . . . tired.† Her sister broke the embrace. â€Å"Tired. Yes. Oh, yes.† She seemed to notice the others then; her maid, Maester Colemon, Ser Vardis. â€Å"Leave us,† she told them. â€Å"I wish to speak to my sister alone.† She held Catelyn’s hand as they withdrew . . . . . . and dropped it the instant the door closed. Catelyn saw her face change. It was as if the sun had gone behind a cloud. â€Å"Have you taken leave of your senses?† Lysa snapped at her. â€Å"To bring him here, without a word of permission, without so much as a warning, to drag us into your quarrels with the Lannisters . . . â€Å" â€Å"My quarrels?† Catelyn could scarce believe what she was hearing. A great fire burned in the hearth, but there was no trace of warmth in Lysa’s voice. â€Å"They were your quarrels first, sister. It was you who sent me that cursed letter, you who wrote that the Lannisters had murdered your husband.† â€Å"To warn you, so you could stay away from them! I never meant to fight them! Gods, Cat, do you know what you’ve done?† â€Å"Mother?† a small voice said. Lysa whirled, her heavy robe swirling around her. Robert Arryn, Lord of the Eyrie, stood in the doorway, clutching a ragged cloth doll and looking at them with large eyes. He was a painfully thin child, small for his age and sickly all his days, and from time to time he trembled. The shaking sickness, the maesters called it. â€Å"I heard voices.† Small wonder, Catelyn thought; Lysa had almost been shouting. Still, her sister looked daggers at her. â€Å"This is your aunt Catelyn, baby. My sister, Lady Stark. Do you remember?† The boy glanced at her blankly. â€Å"I think so,† he said, blinking, though he had been less than a year old the last time Catelyn had seen him. Lysa seated herself near the fire and said, â€Å"Come to Mother, my sweet one.† She straightened his bedclothes and fussed with his fine brown hair. â€Å"Isn’t he beautiful? And strong too, don’t you believe the things you hear. Jon knew. The seed is strong, he told me. His last words. He kept saying Robert’s name, and he grabbed my arm so hard he left marks. Tell them, the seed is strong. His seed. He wanted everyone to know what a good strong boy my baby was going to be.† â€Å"Lysa,† Catelyn said, â€Å"if you’re right about the Lannisters, all the more reason we must act quickly. We—† â€Å"Not in front of the baby,† Lysa said. â€Å"He has a delicate temper, don’t you, sweet one?† â€Å"The boy is Lord of the Eyrie and Defender of the Vale,† Catelyn reminded her, â€Å"and these are no times for delicacy. Ned thinks it may come to war.† â€Å"Quiet!† Lysa snapped at her. â€Å"You’re scaring the boy.† Little Robert took a quick peek over his shoulder at Catelyn and began to tremble. His doll fell to the rushes, and he pressed himself against his mother. â€Å"Don’t be afraid, my sweet baby,† Lysa whispered. â€Å"Mother’s here, nothing will hurt you.† She opened her robe and drew out a pale, heavy breast, tipped with red. The boy grabbed for it eagerly, buried his face against her chest, and began to suck. Lysa stroked his hair. Catelyn was at a loss for words. Jon Arryn’s son, she thought incredulously. She remembered her own baby, three-year-old Rickon, half the age of this boy and five times as fierce. Small wonder the lords of the Vale were restive. For the first time she understood why the king had tried to take the child away from his mother to foster with the Lannisters . . . â€Å"We’re safe here,† Lysa was saying. Whether to her or to the boy, Catelyn was not sure. â€Å"Don’t be a fool,† Catelyn said, the anger rising in her. â€Å"No one is safe. If you think hiding here will make the Lannisters forget you, you are sadly mistaken.† Lysa covered her boy’s ear with her hand. â€Å"Even if they could bring an army through the mountains and past the Bloody Gate, the Eyrie is impregnable. You saw for yourself. No enemy could ever reach us up here.† Catelyn wanted to slap her. Uncle Brynden had tried to warn her, she realized. â€Å"No castle is impregnable.† â€Å"This one is,† Lysa insisted. â€Å"Everyone says so. The only thing is, what am I to do with this Imp you have brought me?† â€Å"Is he a bad man?† the Lord of the Eyrie asked, his mother’s breast popping from his mouth, the nipple wet and red. â€Å"A very bad man,† Lysa told him as she covered herself, â€Å"but Mother won’t let him harm my little baby.† â€Å"Make him fly,† Robert said eagerly. Lysa stroked her son’s hair. â€Å"Perhaps we will,† she murmured. â€Å"Perhaps that is just what we will do.† How to cite A Game of Thrones Chapter Thirty-four, Essay examples

Research Process and Secondary Data free essay sample

Data previously collected and assembled for some project other than the one at hand {text:list-item} {text:list-item} Can almost always be gathered more quickly and inexpensively than primary data But may be outdated or may not exactly meet the researchers needs Secondary data, or historical data, are data previously collected and assembled for some project other than the one at hand. Secondary data often can be found inside the company, at a public or university library, or on the internet. In addition, some firms specialise in providing various types of information, such as economic forecasts, that are useful to many organisations. The researcher who gathers data from the Australian bureau of statistics (ABS) or from the economist intelligence unit is using secondary sources. Secondary sources often prove to be very valuable in exploratory research. Investigating such sources has saved many a researcher from inventing the wheel in primary data collection. We will write a custom essay sample on Research Process and Secondary Data or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page   Marketing research is a tool companies use to discover consumers’ wants and needs so that they can satisfy those wants and needs with their product offerings. Marketing research is the marketing manager’s source of information about market conditions. It covers topics ranging from long-range planning to near-term tactical decisions. Marketing research is the systematic and objective process of generating information – gathering, recording, and analysing data to aid marketing decision-making. Basic or pure research seeks to increase knowledge of theories and concepts. The development and implementation of a marketing strategy consist of four stages: Identifying and evaluating opportunities Analysing market segments and selecting target markets Planning and implementing a marketing mix that will satisfy customers’ needs and wants and meet the objectives of the organisation Analysing marketing performance. Marketing research helps in each stage by providing information for strategic decision-making. Managers use marketing research to define problems, identify opportunities and clarify alternatives. They also use it to determine what went wrong with past marketing efforts, describe currents events in the marketplace, or forecast future conditions. Marketing managers determine whether marketing research should be conducted based on: Time constraints Availability of data The nature of the decision to be made The benefit of the research information versus the cost. Decision-making is the process by which managers resolve problems or choose among alternative opportunities. Decision-makers must recognise the nature of the problem or opportunity, identify how much information is available, and recognise what information they need. Every marketing decision can be classified on a continuum ranging from complete certainty to absolute ambiguity. Research proceeds in a series of size interrelated phases. The first is problem definition, which may include exploratory research using secondary data, experience surveys or pilot studies. Once the problem is defined, the researcher selects a research design. The major designs are surveys, experiments, secondary data analysis, and observation.

The Conflict Between the Individual and Society Essay Example For Students

The Conflict Between the Individual and Society Essay The conflict between society and the individual is a theme portrayed throughout Twains Huckleberry Finn. Huck was not raised in accord with the accepted ways of civilization. Huck faces many aspects of society, which makes him choose his own individuality over civilization. He practically raises himself, relying on instinct to guide him through life. As portrayed several times in the novel, Huck chooses to follow his innate sense of right, yet he does not realize that his own instincts are more moral than those of society. From the very beginning of Hucks story, Huck without a doubt states that he did not want to conform to society; The Widow Douglas she took me for her son, and allowed she would sivilize me I got into my old rags and my sugar hogshead again, and was free and satisfied(Twain, 2). Miss Watson lives with Huck and she is always picking at him, trying to make him become conventional. According to the essay, The Struggle to Find Oneself Huck has become so used to being free that he sees the Widow Douglas protection solely in terms of confinement. She doesnt let Huck smoke when he wants and she is always nagging. Miss Watson would say, Dont put your feet up there, Huckleberry; and Dont scrunch up like that, Huckleberry set up straight; and pretty soon she would say, Dont gap and stretch like that, Huckleberry why dont you try to behave?(Twain, 3). We get the feeling that Huck is an individual, a person who is independent and has the willingness to live a life free of complications. Accordi ng to Ryan Schremmers essay Examination of Freedom as an Overall Theme in Adventures of Huckleberry Finn the theme of freedom is shown in Huckleberry Finn, which parallels to his distancing from society:One of the most prominent and important themes of Adventures of Huckleberry Finn is freedom. Freedom not only from Hucks internal paradoxical struggle in defining right and wrong, but also freedom from Hucks personal relationships with the Widow Douglas and his father, as well as freedom from the societal institutions of government, religion, and prejudices. We will write a custom essay on The Conflict Between the Individual and Society specifically for you for only $16.38 $13.9/page Order now When Pap returns for Huck, and the matter of custody is brought before the court, the reader is forced to see the corruption of society. The judge rules that Huck belongs to Pap, and forces him to obey an evil and abusive man. One who drinks abundantly and beats his son. In this case Pap symbolizes the viciousness and cruelty of civilization. Later, when Huck makes it look as though he has been killed, we see how society is more concerned over finding Hucks dead body than rescuing his live one from Pap. This is a society that is more anxious about finding a dead body than it is in the safety of people. This situation prepares us for Hucks need to escape from society. In Schremmers essay we see how Huck struggles for freedom from two families. He tries to stay away from getting sivilized from Widow Douglass and tries to escape his fathers brutality. Later on in Chapter VI Pap kidnaps Huck and puts him in a cabin in the woods. We see how Huck prefers the freedom of the wilderness to the limitations and restrictions of society. It was pretty good times up in the woods there, take it all around (Twain 32). But when Huck feels Paps presence, is when we see how his feelings about being free in the wilderness change. The theme becomes even more evident once Huck and Jim set out, down the Mississippi in chapter VIII. Huck enjoys his adventures on the raft, Nothing could be better(115), Huck thought. But only a few pages later the raft and Jim provide the same comforts. Nothing had ever sounded so good to him as Jims voice, and Huck felt mighty free and easy and comfortable on the raft(128). He prefers the freedom of the wilderness to the restrictions of society. Also, Hucks acceptance of Jim is a total defiance of society. Huck realizes that society would call me a low down ablitionist and despise me for keeping mum,(Twain 62) but he decides not to conform to society. Ironically, Huck believes he is committing a sin by going against society and protecting Jim. He does not realize that his own instincts are more morally correct than those of society. According to the Hartford Courant we understand Hucks feelings about accepting Jim and going against the norm:Most amusing is the struggle Huck has wi th his conscience in regard to slavery. His conscience tells him, the way it has been instructed, that to help the runaway, nigger Jim to escapeto aid in stealing the property of Miss Watson, who has never injured him, is an enormous offense that will no doubt carry him to the bad place; but his affection for Jim finally induces him to violate his conscience and risk eternal punishment in helping Jim to escape. .u6ee72df5af30351c013cb815ae3e5e99 , .u6ee72df5af30351c013cb815ae3e5e99 .postImageUrl , .u6ee72df5af30351c013cb815ae3e5e99 .centered-text-area { min-height: 80px; position: relative; } .u6ee72df5af30351c013cb815ae3e5e99 , .u6ee72df5af30351c013cb815ae3e5e99:hover , .u6ee72df5af30351c013cb815ae3e5e99:visited , .u6ee72df5af30351c013cb815ae3e5e99:active { border:0!important; } .u6ee72df5af30351c013cb815ae3e5e99 .clearfix:after { content: ""; display: table; clear: both; } .u6ee72df5af30351c013cb815ae3e5e99 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u6ee72df5af30351c013cb815ae3e5e99:active , .u6ee72df5af30351c013cb815ae3e5e99:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u6ee72df5af30351c013cb815ae3e5e99 .centered-text-area { width: 100%; position: relative ; } .u6ee72df5af30351c013cb815ae3e5e99 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u6ee72df5af30351c013cb815ae3e5e99 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u6ee72df5af30351c013cb815ae3e5e99 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u6ee72df5af30351c013cb815ae3e5e99:hover .ctaButton { background-color: #34495E!important; } .u6ee72df5af30351c013cb815ae3e5e99 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u6ee72df5af30351c013cb815ae3e5e99 .u6ee72df5af30351c013cb815ae3e5e99-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u6ee72df5af30351c013cb815ae3e5e99:after { content: ""; display: block; clear: both; } READ: †A Few Good Men† Movie Sample EssayIn chapter sixteen, we see the most inhumane action of society. Huck meets some men looking for runaway slaves, and he fabricates a story about his father on the raft with smallpox. The men fear catching this disease and instead of rescuing him, they give him money and advise him not to let it be known of his fathers sickness when seeking help. These men are not hesitant to hunt slaves, yet they refuse to help a sick man. Hucks acceptance of his love for Jim is shown in chapter thirty-one. Huck writes a letter to Miss Watson to return Jim, yet he ends up ripping the letter and wishes to free Jim. All right, then, Ill go to hell- and he tore it up. Here, we see that Huck concludes that he is evil, and that society has been right all along. Huck doesnt realize that his goodness comes from within. He doesnt become aware that those inner qualities are not paralleled to external behavior. If Huck was to catch on that he would be eager to change how society functions instead of running away from it. Huck acts as a much nobler person when he is not confined by the hypocrisies of civilization. Throughout the story we see how he distance himself from society and creates his own world in which he follows his own feelings of whats moral and honorable. From the beginning of the story we see his instinct come into play and how it affects his decisions throughout the story. He almost always goes his own way, makes up his own mind, and lives by his own standards.

Macbeths Inner Look At Acts 4,5,6 Essays - Characters In Macbeth

Macbeth's Inner Look At Acts 4,5,6 Essays - Characters In Macbeth Macbeth's Inner Look At Acts 4,5,6 Today is the true day of all death. For shame, I am lonely in a world of lost hope. I have been deceived to the greatest extent. Those three weird sisters have gone very far to put me through such foulness. They had told me that if the woods of Birnham should move upon my castle that I shall be vanquished. This has become true as my scouts have informed me that such a task has been performed. How could this be? I do not know, but if I were to look into the night the answers would point to the overpowering army of Malcolm. This is all but a murmur in my heart, as the word of my wife's death has become my lost hope. For many days I have been aware of her sick mind and did nothing to solve it. If it was I who decided her contemplation with death let me die in the perilous battlefields of antiquity. My scouts have given warning that MacDuff is in the front-line. I must engage in the battle. May god have mercy on my soul and not let the prophecies of the weird sisters be true.

The History of Fashion Trends Research Paper Example | Topics and Well Written Essays - 1000 words

The History of Fashion Trends - Research Paper Example The essay "The History of Fashion Trends" analyzes the trends in the fashion history. Although, fashion has its roots since time immemorial, the history of fashion design is no older than the mid 19th century when Charles Fredrick Worth launched his first fashion house in Paris. Ever since, the concept of fashion designers has dominated the fashion world. Throughout 20th century, almost all of the high end fashion spread from Paris and London. The boundary between haute-couture and daily wear garments was not strictly defined. At the onset of this century, the concept of fashion photography emerged as did fashion magazines (Jones). Every century and perhaps decade is marked with changes in fashion trends. A major breakthrough in women’s fashion came in 1920’s with the introduction of flapper styles with emphasis on slack clothes and shorter skirts with temporary revivals of long skirts. By the start of 1930’s a large part of western world faced the effects of the Great Depression and haute couture became less popular. The focus shifted from the more romantic haute couture line (marked by a revival of waist lines along with a bust outline, longer hems, and skin-tight evening gowns) to everyday, utility wear . The 1940’s, being years of war, were marked by the production of uniforms, whereas the 1950’s saw the return of fashion with changes in haute-couture. The end of the 20th century was characterized by globalization of the fashion industry with fashion centers emerging all over the world.... The history of fashion has witnessed two popular fashion movements and trends namely The New Romantic and the Punks. It is worth contrasting the two movements in order to gain a deeper insight into these two highly popular trends. The late 1970’s and early 1980’s were marked by the onset of the New Romantic movement characterized by new trends in fashion and music in U.K (Riello and McNeil). The movement is originally marked by the new wave music and has survived to date with few alterations. Friday and Saturday nights were no longer the most celebrated with music; rather, Tuesdays also received special attention when the club â€Å"Gossips† introduced Bowie nights on this day (Riello and McNeil). The trendsetters in Punk fashion include Vivienne Westwood, Jean Paul Gaultier wardrobe worn by bands such as The Exploited (Jones). Flannel shirts printed with political slogans and band names became a popular practice during the 1980’s (Jones). Leather jackets and denim vests were studded painted and tailor made and replaced the earlier practice of tailor made blazers (Jones). Female punks typically entailed shaving the entire head except for a strand in the front (Jones). Perhaps the most prominent recognition of this era was given by the onset of spiked or apparently electrified hair with flamboyant colors and streaks. The main distinction between the New Romantics and its predecessor (the Punk) then became focus on glamour and looking good in the latter, a reflection of softer, more fragile, self-conscious attitudes contrary to the violent, anarchic and crude culture portrayed by Punks. The New Romantics came to be known for their anti-Punk attitudes as they replaced sloppiness with

Global Warming Research Paper Example | Topics and Well Written Essays - 750 words

Global Warming - Research Paper Example Global Warming There are three main ways in which human activities lead to an escalation in the total amount of the greenhouse gases; burning of fossil fuel, deforestation, and agricultural as well as industrial activities. During the combustion of fossil fuels, large amounts of carbon dioxide are produced. Fossils get burnt in order to aid in production of energy that can help in transportation, cooling, heating, and electricity generation. 80% of the total carbon dioxide added in the atmosphere comes from burnt fossil fuels (Spellman & Whiting, 2006). In addition, land use change for example; clearing lands for ranching, agriculture or logging contributes positively in the increased levels of carbon dioxide. Plants contain carbon which gets emitted as carbon dioxide when plants decay or burn. In addition, ozone gas and chlorofluorocarbons results to an increase in the levels of green house gases in the atmosphere. Ozone gas is present in the troposphere, and it emerges from industries. Most of untreated industrial wastes contain methane. Chlorofluorocarbons found in refrigerators and air conditioners also deplete stratospheric ozone layer. However, there are some scientists who dismiss the fact that, global warming is as a result of human activities. Abdussamatov for instance, has come up with a theory that dismisses the idea of greenhouse gases as the leading cause of global warming. He argues that greenhouse gases have minimal influence on earth’s temperature (Pasachoff & Filippenko, 2007). ... During the  combustion  of fossil fuels, large amounts of carbon dioxide  are produced. Fossils get burnt in order to  aid  in production of energy that can help in transportation, cooling, heating, and electricity generation. 80% of the total carbon dioxide added in the atmosphere comes from burnt fossil fuels (Spellman & Whiting, 2006). In addition, land use change  for example; clearing lands for ranching, agriculture or logging contributes positively in the increased levels of carbon dioxide. Plants contain carbon which gets emitted as carbon dioxide when plants decay or burn. In addition, ozone gas and chlorofluorocarbons results to an increase in the levels of green house gases in the atmosphere. Ozone gas is present in the troposphere, and it emerges from industries. Most of untreated industrial wastes contain methane. Chlorofluorocarbons found in refrigerators and air conditioners also deplete stratospheric ozone layer. However, there are some scientists who dismi ss the fact that, global warming is as a result of human activities. Abdussamatov for instance, has come up with a theory that dismisses the idea of greenhouse gases as the leading cause of global warming. He argues that greenhouse gases have minimal influence on earth’s temperature (Pasachoff & Filippenko, 2007). Variation of temperature takes place mostly on Earth and Mars. He, therefore, believes that Carbon dioxide has no influence in Mars. Furthermore, he believes that, if greenhouse gases were to be absent, there would be no life on Earth. Instead, the whole planet would just be a ball of ice. He, however, says that the global warming is due to wobbles in Earth’s

International marketing Dissertation Example | Topics and Well Written Essays - 4500 words

International marketing - Dissertation Example The main focus of an interpretive approach is on processes which help in surfacing up the meanings and negotiating them (Schwandt, 1999). Interpretive approach focuses on the individual and uses one of among several qualitative data collection techniques and analysis processes. This approach further branch out into several other approaches, having different views (Alvesson and Skoldberg, 2000; Lindlof, 1995). The one used in this research is Hermeneutic; which according to Martin and Sugarman (2001) is an approach which â€Å"moves beyond both scientism and social constructionist, accepting the self-interpreting nature of humans within their social-cultural context, but not reducing them completely to these origins†. Hermeneutics can be considered as an approach which enables the researcher to further explore the meaning of the desired topic so as to get an in-depth understanding of it (Alvesson & Skoldberg, 2000). This approach is subjective and uses more personal qualitative techniques. It focuses more on comprehending the situation involved and analysis of qualitative data (Gummesson, 2000). According to Patton (2002), the qualitative data can be collected by means of interviews; structured or semi structured; documents and observations. For this research, data was collected by conducting semi structured interviews. This technique was employed owing to the fact that the research so far done in this area has data and results that have certainly become outdated. Thus to emanate more latest information from within the concerned industries so that it could be useful for further study and exploration, interviews were done which would yield rather up to date and more interesting facts. These interviews have helped the... From this research it is clear that every country has its own communication pattern. For the success of an international business there is a strong need of focusing on relationship development that is â€Å"an integrated effort to identify, build up and maintain a network of relationships with employees, inter-organizational partners and customers for mutual benefit† which significantly require a well thought integrated communication strategy. Thus success of Mc Donald’s working in over 115 countries simultaneously can be taken as an example of it modification of selling and communication techniques to effectively communicate with its various stakeholders. Owing to the importance of relationship building among various stakeholders with varied cultural background, comprehending the role of communication is essential for any company with international business. The intercultural barriers can be effectively removed by imporved and adapted and selling process accordingly be cause if not it leads to the widening of gap between the two culturally different parties thus affecting the rapport of the company, personal bonding and log term compatibility which in turn can badly impact the marketing efforts of the company thus it becomes essentially significant for any company to first analyze the communication pattern of the country it wants to work in and then build the relationship by appropriate communication channel and thus communication. According to the second respondent, they have well established guidelines for conducting marketing in varied countries, however, owing to the fact that culture varies these guidelines are modified accordingly.

History of the English Language in India

History of the English Language in India INTRODUCTION This study aims at studying the language needs of under graduates students, revealing the discrepancies of different participants with respect to actual English language skills and target language skills and then suggest corrections in curriculum, wherever required. The study is conducted at Sant Gadge Baba University; Amravati, on students studying in under-graduate courses.This chapter presents information on the background and purpose of the study. Next, research questions are presented. Finally, definitions of some basic terms used in this study are presented. Background to the Study Global English World English is broadly categorised into three varieties: English as a Native Language (ENL), English as a Second Language (ESL) and English as a Foreign Language (EFL). Accordingly, there are three geographical divisions of English speaking nations viz., ENL territories, ESL territories and EFL territories (Braj B. Kachru in Koul N. Omkar (eds.) 1992: 2 -3, cited in Hasan Kamrul Md,2004).1 ENL territories In countries like the UK, the USA, Canada, Australia and New Zealand, English is the first or often the only language of communication among the people. In ENL territories people use the mother tongue variety of English. ESL territories- In ESL situations English plays a vital role and is used to perform a variety of official, educational, and other roles. For ESL speakers, although English is not their native language but it is an important language in their professional and social lives. Like India, English is used as a second language in almost all the former British colonies (Singapore, Nigeria, South Africa etc.) Often the persons second language becomes the first functional language in adulthood in such cases. In ESL countries English is generally given importance in the educational framework of the nation and taught in schools and colleges. EFL territories In some countries English neither enjoys the status of native language nor second language. It is treated as foreign language and its use is restricted to occupational and educational purposes. In countries like China and Japan, English is taught and learnt mainly for reasons of trade and business and it does not play any role in social interactions. A historical sketch of ELT in India: Pre-colonial period Vasco da Gamas discovery of the sea route to India also paved way for the introduction of English in the sub-continent in 1498.However, it was only in the 18th century, when the Mughal Empire was on the decline and the English East India Company had secured a foothold in India that Indias tryst with the English language began. During this period, English was the language of communication of the elite people and was not the lingua franca of the people. Colonial period With the consolidation of the activities of the East India Company in eighteenth century, began the efforts of teaching English in the South Asian subcontinent. As far back as 1759, Christian missionaries entered India and the 1787 despatch welcomed the efforts of Rev. Swartz to establish schools for the teaching of English. Another significant effort was the publication of the first book, The Tutor, to teach English to the non-Europeans by author John Miller in 1797. This book was published in Serampore in Bengal. Thus the socio- historical stage for the role of English in education was set by the end of the 18th century. T.B. Macaulay, in the Minutes of 1835, for the first time, formally introduced the teaching of English in the South Asian subcontinent. In his Minutes he mentioned the importance and usefulness of the education that would be given to the natives through the medium of English. There were primarily two objectives of such education. The first was to create through this education a class of natives who, despite their blood and colour, would be English in culture and be able to interpret between the rulers and the subjects:à ¢Ã¢â€š ¬Ã‚ ¦a class who may be interpreters between us and the millions whom we govern a class of persons, Indians in blood and colour, but English in taste, in opinion, in morals and in intellect (quoted in Macaulay 1835, quoted in Thirumalai, 2003)2. The second was to create a demand for the European institutions. Although both the objectives were designed to serve the interest of the Masters, not of the subjects, but it provided the framework of formal English ed ucation to India which to a large extent is followed even today.. Thus by the middle of the nineteenth century the aims and objectives of teaching English were very clearly laid out For the remaining period of colonial rule there were a few landmarks in the development of English such as: The establishment of universities in Kolkata, Mumbai and Chennai in 1857 and in Dhaka in 1920 Selective education and training in administration, imparted through English, the Indian University Act (1904) The Resolution on Educational Policy (1913). For the entire period of British rule four broad developments with regard to English education took place: 1600 -1800: During the early years the variety of English used was imitative and formal. It was the language of the rulers and the elite class. 1850 -1947: During the later years more varieties (from very high to very low) appeared. Indian intellectuals and freedom fighters effectively used English as tool to for political awakening and resurgence. Interaction with vernacular languages: As the use of English penetrated the different sections of the educated Indians, a new variety of English emerged. This variety of English had a very distinct Indian flavour and a number of words of vernacular origin were absorbed in English, e.g., Brahmin. Coolie, jungle, and so on. Methodology: Language studies were based on literature and grammar and the means of studies was the grammar-translation method. The spoken component of the language was not practised. The emphasis was given on correctness and complete sentence construction. English also played a critical role in Indias struggle for independence as it became the language of political awakening and resurgence. Even Mohandas K. Gandhi (1869-1948), although a strong advocator of use of national language, used English language effectively to put forth his message to the British Government . Post colonial period Post independence, the perception of English as having an alien power base changed. Kachru notes that English now has national and international functions that are both distinct and complementary. English has thus acquired a new power base and a new elitism (Kachru 1986, p. 12 as cited in Baldridge, 2002).3 For most part of the twentieth century, it remained a language used by a select few. English primarily remained the language of law and administration. The Present State Twentieth century witnessed great advancements in science and technology and this enabled many new ways of sharing information and doing business. Indias international commercial activities led to the need for acquiring proficiency in English as an international language. Now, English was not just the language of the administrators and policy makers but also became the language of the business and professional class. In India, the English speaking population is only about 3-4%, but with Indias massive population, India is among the top three countries in the world with the highest number of English speakers. In terms of numbers of English speakers, the Indian subcontinent ranks third in the world, after the USA and UK. Most English speakers in India are second language speakers, in 1971, it was estimated that the rate of bilingualism in India was 13% and 99% of English speakers are second-language speakers (Mahapatra 1990: 7 cited in Hohenthal , 2003).4 Spolsky points out that English is the most widely spoken second language, followed by Hindi. English is more useful as a lingua franca; the usefulness of Hindi as a lingua franca is regionally limited (Spolsky 1978: 42 cited in Hohenthal , 2003)5. The small segment of the English speaking population controls domains that have professional prestige (Kachru 1986a: 8 cited in Hohenthal , 2003)). It is this small segment of Indian population that hea ds Indias economic, industrial, professional, political, and social progress. Most interactions in the above spheres of life take place in English. In the linguistically plural settings of India, English often acts as the link -language among people of different dialect. For many educated Indians English is virtually the first language. Thus in the present context English is playing a vital role in bringing together people from different regional languages for a closer exchange of social, educational and administrative network of India . It provides a linguistic tool for the administrative cohesiveness of a country (Kachru 1986a: 8). English is used in both public and personal domains and its functions extend far beyond those normally associated with an outside language, including the instrumental, the regulative, the interpersonal and the innovative, self-expressive function (Hohenthal citing Kachru 1986a: 37, 2003))6. As pointed out before, the role of English is not replacive: it overlaps with local languages in certain domains (Kandiah citing Sridhar, 1985;Shridhar and Shridhar, 1986; 1991: 273)7. English language in Indian Education System English is taught as a second language at every stage of education in all states of India and has been accepted as the main medium of instruction in higher education. English is also the state language of two states in eastern India, Meghalaya and Nagaland. In India, English has become an integral part of the curriculum almost at all levels of education. However there are various social, political and cultural factors that affect the position of English in different boards, universities and other institutions. Even the curriculum offered and evaluation tools employed are very diverse across the country. The model of English offered to the learners lacks uniformity and it is this question that continues to challenge the policy makers and education planners. While most States accord English the position of second language, some others treat is as the third language; the regional language and the national language getting precedence. as in other linguistically and culturally pluralistic societies, the position of English is determined by various political, cultural and social considerations. Kachru (1986b:20 cited in Hohenthal , 2003)8 sees primarily three questions which continue to be discussed. The first question concerns the position of English in early and in higher education. The second question is concerned with the roles of the regional language, Hindi and English. The third question deals with the model of English presented to Indian learners, and how that presentation can be made uniformly and effectively. The Government of India has primarily been concerned with the first two questions, which are directly related to language planning at both the national and state levels. There are, as yet, no acceptable answers to any of these questions (Kachru 1986b:20 cited in Hohenthal , 2003).9 1.2 Language Teaching Context at Amravati University Established on 1st May, 1983, this University geographically covers the western Vidarbha belt (i.e., five districts Amravati, Akola, Yavatmal, Buldhana and Washim) of Maharashtra State. The University, in its small span of two and a half decades, has contributed in many ways for economic, social and cultural upliftment of the society by offering quality education. The Motto of this University is Education for Salvation of Soul The University is recognised under Section 12(B) of UGC   Act. The University is also an associate member of Association of Commonwealth Universities, London (U.K.) The University has 10 faculties which includes Arts, Commerce, Sciences, Medicine, Ayurved, Education, Social Science, Law, Home Science, Engineering Technology. The University has facilities to offer post-graduate advanced education in Computer, Biotechnology, Business Management, Law degree courses in Chemical-Technology. SGB,Amravati University University has been one of the foundation universities undergoing expansion and developments in the recent years. Although the University does not have an English Department to date, English courses are offered both at undergraduate and postgraduate levels in colleges affiliated to the University. All undergraduate programs offered by SGBAU are of three years except Engineering (B.E.) Evaluation tools used in order to assess the students performance are generally written exams stated to cover the course objectives moderately rather than fully. That is because listening and speaking skills are not evaluated although practiced during the classes. The exam is generally conducted once, at the end of the academic session. The nature of the written examination paper is largely theoretical. Thus, the results of this study will be an aid to the Curriculum Development Unit of English Board of Studiesof Amravati University (SGBAU)in deciding on the needs of the students and improving the already existing program to better meet the needs of those students. 1.3 Purpose of the Study? English has penetrated all functions and all sections of society. It is a universally accepted tool for communication. It is no longer restricted to the English or Americans as a means for communication. Even within India, with its diversity of languages, English has emerged as the accepted language of communication cross culturally. It has even overtaken Hindi, which is officially the national language, as far communication among people of different native languages is concerned. Although, from time to time, various political lobbies have raised the issue of prohibiting the use of English language, however, they have so far been unsuccessful. This is primarily the result of the accommodating quality of English . Moreover, most of the world communicates in English and if India has to be a part of the Global scenario, English language can be a major bridge. Looking at English language courses in sub metroplises, the fact that glaringly stands out is that little has been done to understand the special learning needs of students here and even lesser attention has been paid to prepare them to function effectively in their workplaces and academic environment. Students hailing from townships and rural areas suffer from geographic as well as cultural disadvantages. Their distance from the metros does not bring the exposure and environment which is naturally a part of the cosmopolitan work culture. Culturally as well, most students belong to families where native language is the means of communication and even in academic institutions the medium of instruction is primarily the local dialect. The prime purpose of this study was to understand the special needs of students who belong to non-metropolitan areas and then attempt to suggest how they can be optimally trained to perform academic and professional functions efficiently. Each of the skills which may be required, reading, writing, listening and speaking may be of different value in terms of their use in a specific field. This study has been able to assess the students only in reading, writing, grammar and vocabulary. Due to a large and scattered sample, the researcher was constrained not to test the listening and speaking skills of the respondents. This study aims at collecting data about the ESP needs of undergraduate students in 2008-2009 Academic Year. By comparing the results of students in each skill and the desired competence level of the items, this study, also aims at examining whether or not there is a need for improvement in those skills. Rodgers (1969 as cited in Hutchinson and Waters,1987) in Nese Ekici,2003 expresses that developments in educational psychology has contributed to the rise of ESP by emphasising the central importance of the learners and their attitudes to learning. Learners have different needs and interests, which has an important influence on their motivation to learn and therefore on the effectiveness of their learning. To get an idea about students English language skills and to see whether there was any discrepancy between their actual language skills and desired skills constituted an important dimension of the study. The foci of this study were both the target needs and learning needs for the English curriculum which is implemented during the undergraduate program. This needs assessment study will be useful in improving the already existing curriculum or designing a new needs-based curriculum and choosing more appropriate curricular elements for the undergraduate students at Amravati University Necessity for syllabus development A planned approach to the teaching-learning process can go a long way it making a course effective and relevant. However, as it is seen as something very complicated , many a times the content of the text books available for the course take the place of the syllabus. There are very strong grounds to support the need for a systematic syllabus development process, the most important of them are: First, right from the onset of the course the teacher understands the ultimate objective of the course as a result of the planned process. This gives an opportunity to the teacher to interrelate and integrate all the elements. This in turn ensures better chances for the syllabus meeting its learning objectives. Secondly, a planned approach enables better selection of teaching materials and aids. The class delivery is better planned and oriented towards the end result. Finally, this syllabus development process leads to improvement of language education. The teacher plans, structures, selects, organises the teaching content in accordance with the learning objectives. Both the learner and the teacher are well aware of the outcome desired and both work in coordination to achieve the common goal. The syllabus theory has not found wide application in ELT practice yet and has often been ignored by applied linguists. However, the application of this theory could be very beneficial for the whole ELT process improvement. This research is an attempt to bring in the application of syllabus development process for SGBAUs language courses. 1.3.1 Research Questions The purpose of the study was to conduct a needs assessment revealing the language skills  of Undergraduate students. The following are the research questions this study sought to address: What is the present language proficiency level of students of under-graduate courses? Is the present curriculum able to meet the language needs of the students? Are their gaps between the desired and actual performance of the students ? Is there a difference in the language competency of students across different streams- Arts, Commerce and Science? Is there a difference in the language competency of students from first year of their undergraduate course to the third and final year? Does a co-relation exist between the students medium of instruction in school and present performance? Are there any specified learning outcomes of the language courses offered by SGBAU? Is a post-course analysis done to match the desired and achieved proficiency levels? Is there any mechanism in place to ensure uniformity of delivery across all colleges under SGBAU? What is the present process for syllabus designing? (More questions to be added) 1.4 Significance of the Study A needs assessment study is usually carried out for different purposes states Richards, 2001(cited in Ekici Nese, 2003). Understanding the learners problems, assessing whether the present syllabus adequately addresses those problems of the learner, identifying what skills the learners need in order to perform a specific role, analysing if a change in approach and strategy is required and identifying the gap, if any, in what the students are able to do and what they need to be able to do are the main reasons for needs assessments to be conducted. Identifying what the under- graduate students are able to do and what they need to be able to do is the main concern of this study. Smith (1989, cited in Ekici Nese, 2003) 12 mentions the concept of severity of needs. As all needs are not of equal importance, severity or importance of the need is used as a main criterion for prioritizing the needs, Smith, 1989 (cited in Ekici Nese, 2003). There are some needs which are of great necessity and thus require foremost attention. This study also aims at prioritizing such needs. The findings of the needs assessment in this study will be made use of in order to recommend changes in the existing curriculum in case such a need is identified according to the data collected from the students. Based on the democratic philosophy, information is gathered about the learning most desired by those groups and the gap between the desired performance from the students and what they are actually doing will reflect the discrepancy philosophy. Hopefully, su ggestions regarding the appropriate curriculum for undergraduate programs will be put forward. 1.5 Terms Frequently Used Clarification of the terms which will frequently be used and constitute the backbone of the study  is essential. To prevent misunderstanding or misinterpretation, some of the terms have been explained here. Need: Need is the difference between what a learner can presently do in a language and what he or she should be able to do. Needs Assessment: A needs assessment is a systematic set of procedures undertaken for the purpose of setting priorities and making decisions about program or organizational improvement and allocation of resources. It is a systematic process for documenting relevant needs (Reviere, 1996). ESP (English for Specific Purposes): It is an approach to language learning, which is based on learner need. The foundations of all ESP are the simple question: Why does this learner need to learn a foreign language? (Hutchinson and Waters, 1987). Target Needs: Target needs refer to what the learner needs to do in the target situation (work domain) (Hutchinson and Waters, 1987). Learning Needs: They refer to what the learner needs to do in order to learn. They show how the learner learns the language items. It refers to the skills that he or she uses (Hutchinson and Waters, 1987). ENL: English as a Native Language ESL: English as a Second Language EFL: English as a Foreign Language Syllabus: Curriculum: (more terms shall be added if needed)