Essay about Cathay Pacific Hbs Case Analysis - 618 Words

Cathay Pacific Case Analysis 10/25/2007 Cathay Pacific (CP) is an interesting case because it is an example of a company attempting to work in isolation, vertically integrated and developing all their needs themselves. Truth is however; in today’s interconnected economy a company working independently simply can not compete. The world has become too dynamic and contains too many other companies developing better solutions to rely solely on one’s internal organization. Cathay eventually recognized this fact and turned to outsourcing to focus on its core competency, customer service and transportation. Outsourcing should only be implemented when a company’s core competitive advantages are not affected and then when†¦show more content†¦As a manager, deciding whether to use third party solutions that impact your core competencies, those cost savings benefits must outweigh the investments costs. IBM becoming involved is a similar situation, the economy as a whole receives cost savings, which CP receives a portion of, but also competitors can immediately match those savings. When IBM took over the data centers in Sydney, it allowed IBM to import best practices from across the globe and also allowed the full capacity of the data centers to be utilized by serving additional clients. Best practices bring lower costs to an operation and higher capacity usage brings greater revenue, all good things but again CP only gets a portion and IBM receives the rest. While costs and benefits are the ultimate management decisions, a coherent strategy from management allows IT professionals to more accurately estimate these value decisions. This is the critical area where CP made its mistakes. Due to the financial situations caused from 9/11, the new airport and China taking back Hong Kong; CP shifted to survival mode and cut costs by outsourcing indiscriminately. This damaged the company a few years later, because many of those decisions were reversed with the EVOLVE IT strategy. Ultimately, CP did a poor IT job because all they did was recognize a problem, escalatingShow MoreRelatedEmirates Airlines12540 Words   |  51 PagesCanada and, to a lesser extent, Germany. Would Emirates’ push into new markets evoke similar reactions from other governments? Thirdly, as Emirates’ global reach expanded, untapped markets were increasingly difficult to find and exploit. Trans-Pacific markets, for example, remained attractive expansion targets, but would require a fundamental move away from Emirates’ sole hub in Dubai. Would its â€Å"mega-hub† model still function with new nodes? Finally, in a hotly contested market to capture the

Unit 8 Writing Assignment Free Essays

string(57) " two weeks is reasonable for the longer research papers\." Rhetoric courses require at least 30 pages of writing that the instructor reads and responds to, and that counts towards the student’s final grade in some way. Because this is a writing course, students should be engaged in writing in some form throughout the entire course. The following list describes the major forms of writing that instructors assign. We will write a custom essay sample on Unit 8 Writing Assignment or any similar topic only for you Order Now 1. Essays (out-of-class papers). Instructors usually assign three to five essays. These essays are 3-5 pages on average and address overall themes of the course that the instructor is also working through in readings and in-class discussion. 2. The research paper (assigned in 102, 104, and 105) is the biggest single project that students accomplish in the course. These papers are at least 8-12 pages and are the focus of at least 5 weeks of the semester. This project is a culmination of the skills taught throughout the semester (105) or year (102, 104). Instructors may assign a topic or scope of topics that also addresses the themes of the course, or instructors may work closely with the students to choose their own topics. . In-progress writing. Essays and especially the research paper should be developed through a structured process. In addition to full drafts, such processes may involve students writing topic proposals, mini-drafts (e. g. , a 3-page draft of a 10-page research paper), annotated bibliographies, short oral presentations that include textual supports (handouts, screen projections), genre variants (e. g. , collage dialogues, narratives), in-progress reports and reflections, and so on. 4. Response papers are typically shorter papers (1-2 pages) that respond to a reading or in-class activity.Instructors may treat these as formal papers and assign a grade, or they may be treated as informal papers and receive assessment based on a number system or check mark system. The goal of these papers may be to ensure students are engaging with readings and to prompt class discussion. 5. Journals can be used for class preparation, essay and research preparation, or as an inducement to write every day (a journal is literally a â€Å"daily writing†). They can be assigned outside of class or as a topic to prompt discussion during class. Instructors vary on the ways they assess journals. Some may give the entire journal a grade at the end of the semester, and others might treat it as informal writing and assess it based on a number system or check mark system. 6. Moodle posts or other online writings. Moodle is one of many online forums available for students writing. Instructors can easily request and build their own Moodle site and post topics for students to discuss about outside of class. This is another way to reinforce themes presented in class or prompt discussion for future classes. Instructors use other online forums such as wikis, blogs, websites, webboard, Illinois Compass (some of which are available from the University, and some from outside sources) for many of the same purposes. Instructors are encouraged to assign some kind of online writing as it fits into the themes of their course. 7. In-class writing. Informal in-class writing makes students more comfortable with their own and their peers’ writing. It also allows students to discover and engage with ideas for their paper assignments. Instructors also assess these in various ways, for example, in the student’s participation grade. Inclass writing could be journal entries, responses to in-class activities, reflections on the assignment that they are handing in, or online posts done in class. 8. Peer reviews. This writing could happen in-class or outside, in response to a draft of a peer’s paper. Sometimes instructors form writing groups for students and require them to respond to several students (3-4 students per group). These writings could also take the form of letters written to peers. This kind of feedback is useful in getting students to develop a vocabulary for how to talk about writing as well as reflect on and implement their own revisions. Peer review could count towards the final assignment grade or also as part of a participation grade if it happens in class. These are the major types of writing that instructors typically assign. The idea is to get students writing early and often, both inside and outside of class, and to be responding to their writing both inside and outside of class. It works well when instructors are enthusiastic about the kinds of writing they assign; is not useful to assign writing as punishment to students. It is important for students to come to see writing as a central and positive part of their lives as students.Essentials for Composing Writing Assignments †¢ Choose your writing assignments carefully. Spend time selecting and formulating your assignments. Well-developed assignments are more likely to result in good student writing experiences than topics thrown together hastily. Try to anticipate how students will handle a topic: they may respond in ways you hadn’t counted on. Be specific about requirements. Always hand out your assignments in written form; specify due dates, length, format, background readings, grading criteria, and the purpose of the assignment. Integrate your assignments.Make sure there is a relationship between in-class work and outof-class work; encourage your students to talk about (and write about) their assignments in class. Devote a part of class discussion to the purpose and the position of a particular assignment within the syllabus. Provide some background information, and create a context in which your students can understand the assignment. Allow plenty of time for questions related to the assignment. Schedule some time to do prewriting exercises in class. Sequence assignments so that students can build rich contexts and produce thoughtful texts. Time your assignments well.Do not overburden the students when you are working under heavy pressure. Don’t ask your students to hand in Essay #2 if you still haven’t returned Essay #1, graded and commented upon; they deserve to see what they did well, and not-so-well, in their last paper before they submit another one. Try to return regular essays within one week; two weeks is reasonable for the longer research papers. You read "Unit 8 Writing Assignment" in category "Papers" Delays in returning graded papers considerably weaken the impact of your feedback. †¢ †¢ †¢ †¢ Use varied and interesting topics. Provide a choice of topics, or allow your students to create their own subtopics.Find out what the interests of your students are and use their suggestions whenever practical. Take into account that your own cultural background may not be the same as your students’; avoid unreflectively ethnocentric topics. Prevent plagiarism. When you borrow topics, tailor them to your own purposes; never use a borrowed assignment verbatim. Make students turn in their drafts, notes, annotated articles, outlines, and written reflections with the final copy of the essay. Original thinking for topics, combined with sufficient guidance during the writing process, should diminish the possibility of plagiarism. See the â€Å"Use of Sources and Plagiarism† section for further discussion of these issues. ) Help students create an array of writing processes for different contexts. Many students do not know how to pre-write or do substantive revision. They compose their papers the night before they’re due because they don’t know what else to do. Similarly, some of your students are unaware of the difference between an essay and an impromptu, that out-of-class essays will require more revision (and hence more time) than in-class ones, and so they think it’s perfectly normal to begin working on an essay the day (or hour) before it’s due.You can dispel such notions by encouraging students to be as self-reflective as possible about their writing. Encourage them to consider their own (and others’) writing processes, whether they’re working on an out-of-class essay, or an in-class one, or even a ten-minute exercise. You may want to share your own revision experiences (in classes or in work environments) to help students understand that drafts and revisions are not artificial work useful only in the writing classroom.Teach writing as a process: model it, discuss it, and give students a chance to practice it in class, under your supervision and with the help of their classmates. Allow for student feedbac k. Informal in-class writing provides your students with a chance to express how they feel about their writing assignments, which topics they want to write about, and how they see their own writing as part of the course goals. Some instructors ask their students to write a paragraph about the essay they’re about to turn in, assessing its merits or describing their writing process; students then submit this paragraph with the paper.Expose students to their peers’ writing. Ask your students for permission to reproduce their papers for class discussion, or simply do it anonymously (don’t restrict yourself to what you consider a â€Å"good† paper; use â€Å"mediocre† papers as well). Turn peer editing into a constructive writing assignment. Encourage students to meet with you. Make sure your students know that they can make appointments for discussion of their work-in-progress. Use conferences or tutorial sessions to discuss drafts of essays. †¢ †¢ †¢ †¢ †¢ The Research Paper ProjectBecause this is the longest and most time consuming single assignment that students work on, we’ve provided you with more details for this one. You should also be receiving lots of guidance from your advisor and the program when constructing your research paper assignment and throughout the process of working on it in the course. Because the AWP research courses (102 and 104) last an entire semester, the form of the research project may vary some in terms of length, approach, and methodology. AWP instructors will discuss these options with their peer advisor.Rhetoric 102, 104, and 105 courses require students to produce a researched argument of 8-12 pages in length (excluding notes and Works Cited) that conforms to a standard documentation style. This barebones description may make the paper sound simple enough. In fact, the research paper project asks students to use all the reading skills of analysis, summary , and synthesis they’ve been developing. It asks them to research thoughtfully, thoroughly, and efficiently, to encounter a variety of primary and secondary sources, and to acquaint themselves with current scholarly or professional knowledge pertinent to their subject.It asks them to put all they’ve learned from their research into service of their own argument. It asks them to produce polished, revised prose that observes the niceties of academic citation. No wonder, then, that students and their instructors often find the research paper daunting, and that the research paper project requires plenty of careful planning from both parties. Orientation sessions, teaching seminars offered in the fall, and peer advising meetings will explore the above in greater detail. The research paper typically serves as the culmination of concepts and skills you and your students have been working on all semester.The research paper not only requires extensive research, but also engagement with sources in a way students may not have experienced before. One of the most challenging parts of your job as a Rhetoric instructor is to clarify both the purpose (why we write it in the first place) and the process (how we go about it) involved in writing the research paper. You may have to clarify the difference between a research paper and a report or narrative assignment. Incorporating other people’s arguments into a paper to support their own argument is a difficult skill for students to master.For this reason, the research paper is best taught as several discrete yet complementary tasks that build up to the final project. These tasks range from generating topic ideas, to formulating a central thesis and organizing material. The content of the research paper should be the primary concern, but with a large number of sources and often overwhelming amounts of information, the organization and presentation of this information need substantial coverage as well. Not surprisingly, introducing the research paper as a daunting assignment w orth an awful lot in the grade break down might affect your students’ morale. Consider introducing it as a unique opportunity to explore the world around them in a new way and develop their knowledge on topics they may have been interested in for years. Encourage students to pick topics that both interest them and allow them to expand their own assumptions or ideas. By making this a project where students can explore things of specific interest to them, you will receive happier students and stronger papers. It is a good idea to familiarize yourself with campus resources for research, and to take your students on a trip to the undergraduate library.The better informed you are, the more you will be able to answer questions and guide students as they research. Suggestions for a Good Research Paper Experience †¢ Make the research paper an integral part of your course. You can do this work in several ways. You can teach the skills of summary, paraphrase, and source integration early, rather than introducing them when students are surrounded by heaps of photocopies. If you allow students to choose their own subjects on essays, you can foreground the crucial process of identifying viable topics for research and then refer back to that process in the context of the final research project.You can forecast how the reading skills you emphasize at the beginning of the semester will pay off as students look for relevant research. You can show how each paper assignment asks students to practice skills they will rely on as they arrange and revise their research papers. Where appropriate, in your end comments on earlier graded papers you can suggest ways students might extend a line of argument to their research project. Allot plenty of time to the research project as you plan your syllabus.Most instructors devote at least a month to this part of the course; here, especially, it is important to emphasize the processes that precede finished writing. Stage and set deadlines for major activities, and consider making grades for component processes—topic proposals, informal outlines, annotated bibliographies, drafts, and the like—a significant part of the project grade. Decide well in advance how you will guide students as they choose their topics, and begin the process of topic selection early in the semester.To put the matter baldly, many instructors will attest to the fact that students who choose a poor topic—one that’s not amenable to informed argument or meaningful research—doom themselves to poor grades on their research paper. Further, some student topic choices may force instructors to confront their own limits as readers, either in their expertise, their interests, or their ability to maintain an impartial stance in response to certain issues. Decide when you want to introduce your students to the library and its instructional resources.Students need some time at the beginning of the sem ester to concentrate primarily on the foundational skills of reading, critical thinking, and argumentation, but you may want to teach them the research process incrementally. You might, for example, require them to use two or three researched sources in their second or third paper, and during this unit ask them to attend the Undergraduate Library’s instructional seminars teaching students how to use library resources (which we highly recommend). Also worth keeping in mind: in the latter weeks of the semester he Undergraduate Library is packed with students from many courses, all of them competing for resources. †¢ †¢ †¢ Choosing Research Paper Topics On the one hand, we want students to write about subjects they care about and find important or stimulating for personal, professional, or intellectual reasons. On the other hand, we want these topics to be workable, and to lead to productive papers. And we have to think about our ability to grade a batch of diverse research papers consistently: How can we assess a critique of Freud’s â€Å"Femininity† lecture in the same breath as an analysis of embryo transfer techniques in dairy cattle?From the start, you may want to declare some topics, or types of topics, off-limits. Examples: †¢ Cliched topics leading mainly to knee-jerk emotional responses and heavy moralizing (e. g. abortion, the horrors of human cloning, and like). Such topics may prove frustrating for you as reader, and perhaps also for your students as they get overwhelmed with political propaganda Sensational topics (Jimmy Hoffa sightings, new theories on the Kennedy assassination, etc. ) Partisan political topics (e. g. , why candidate x should be elected, which political party is best).Topics that don’t lead to academic argument (perhaps the key problem with the above issues is that they are so likely not to lead to academic argument). From this admittedly vast and obvious category, you may want to focus on those topics that would work well for a specialized journal or commercial magazine but have no currency in an academic environment. As an example, you may encounter a student determined to research and argue the question of the best golf clubs (or skis, or computer equipment, etc. ) available for purchase. This topic is appropriate for Golf Digest, but not for an academic audience.Such topics can be converted, sometimes, to inquiries appropriate to our classes. Instead of determining the best set of clubs, for example, a student might ask whether there’s any evidence that purchasing new equipment improves one’s golf game (or ability to ski, or computing, etc. ), and then be led to examine advertising hype and consumer anxiety related to the product. Asking such questions may lead a student to useful encounters with primary sources and academic opinion, and ultimately lead to an argument much more interesting (for writer and reader alike) than the original topic. †¢ †¢ As the scenario above suggests, a crucial part of our work as instructors lies in helping students form a tangible idea of the expectations of an academic audience. While each of us may harbor somewhat different versions of what constitutes a general academic audience, and of what topics are appropriate for that audience, all of us have an obligation to define our version to our students. As a corollary to this point, you may encounter some student topics deeply embedded within a student’s major (the aforementioned investigation of embryo transfer techniques, for example).You can make such topics more workable for yourself and your students by asking students to meet readers from other disciplines halfway; in practical terms, this means asking authors of such papers to show a general academic readership what’s at stake and why the paper’s findings are important. You may want to steer your students away from topics that are constantly used by students in writing or other classes at this and other universities . For one thing, students may have trouble finding necessary sources as they compete with others writing on the same subject.For another, they may benefit from realizing they have little chance of producing new knowledge if they take on such a topic. A final consideration: as you review student topics, think about whether the student will be able to find a wide range of relevant sources as she generates questions associated with her subject. Ideally, the research project gives students a chance to confront primary and secondary sources—to analyze and develop relationships between a set of facts and interpretations of those facts, in other words.Ideally, the project brings the student into contact with relevant and current scholarly work through academic books or journals. If a topic is defined too locally or confined too narrowly to a recent event in the news, relevant scholarly work may be unavailable. Generating Topics We suggest that you start the process of identifying possible topics early in the semester, well before you start instruction in the research project itself. Heuristics and exercises are available in the Rhetoric office, and your peer advisor or an AD will be glad to guide you to these sources.The more practice your students have in identifying topics that lead to viable academic arguments, and the more questions they learn to ask in response to a given topic, the better. If you ask students to k eep writing journals, you might ask them to devote some of their entries to identifying and developing research ideas. These journal entries might then be shared in groups or full-class discussions. In the same spirit, you might allocate a few minutes of discussion each week to topic identification, with the aim of developing a roster of topics to which students constantly add.This roster might be distributed as a handout: you can then choose a handful of topics for further work, asking students to think about the kinds of questions each topic implies, and then about the kinds of research they would need to do in order to develop an argument related to the topic. The Topic Pyramid When considering possible topics for the research paper, consider using the following method, first as a classroom/group activity and later as a take home assignment that students can use more specifically for their own topics.On the board, draw a large horizontal pyramid with six lines through it, top to bottom. On the top line you start out with a simple topic, for instance â€Å"books,† and then as you move down the pyramid, you get more specific with each line, building upon the ideas of the previous lines. This assignment will work with almost any topic, from Spongebob to abortion. For Example: Books Science-fiction books Science fiction books since the 1950s Science fiction books since the 1950s written by women Topics of Science fiction books since the 1950s written by womenHow topics of science fiction books by women since 1950 represent technology The worst that can happen is that the last line of your pyramid can become too specific. In this case, simply take a step up the pyramid and work from there. This is a good way to get students thinking and focusing on their assignments. Here they can see how many levels of inquiry they have to engage in when developing a topic. To help them narrow the steps of the pyramid, encourage them to use the following ideas to make their topic more specified.Time – era, decade, age group, generation Place – as specific as The University of Illinois, the city of Champaign, State of lllinois, The United States Aspect – What is it about the topic that you would like to find out? Purpose – What do y ou hope to accomplish with your inquiry? Audience – Who are you writing this paper for? How can you use your idea of audience to address potential concerns with your line of reasoning before they come up? Attitude – How do you feel about this topic? If this is something too personal, you may find you have a hard time writing a critical paper.If this is a topic you are not interested in, you will find the work of research a trying task. Think about your reasons for choosing your topic and choose an aspect of it about which your feelings are well balanced. Shaping Fields of Inquiry Some instructors choose not to limit student topics in any way, other than stipulating that the topics be amenable to research, capable of producing argument, and suitable for an academic audience. The clear advantage of this approach is that it gives students every opportunity to write about a subject that interests them.Students who haven’t yet defined their academic or professional interests may find this freedom burdensome, however, and thus retreat to the most obvious and cliched topics out of desperation. If you choose an open topic selection system, you will want to give such students plenty of attention and plenty of opportunity, through the methods described above, to find a satisfying and productive topic. Other instructors ask students to develop a topic from within a shared field of inquiry.This method very likely mimic s the research and writing situations students will encounter in their later courses, and removes some of the burden of topic selection mentioned above. It may, however, frustrate students with clearly defined research interests outside this constructed field. (In such cases, a conference or two may help student and instructor negotiate a topic acceptable to both parties. ) Some examples of ways to limit topics: †¢ The Decade Reader: Students vote on a decade in American history and decide on relevant subject areas (e. g. , music, politics, science) to pursue.Papers (or a selection of the â€Å"best† papers, as selected by the class) are then â€Å"published† in a class reader: given judicious management and a clear statement of revision tasks, the processes of editing and publishing these papers can be used as the final writing assignment for the course. Current Events/Geography in the News: Students select or are assigned an issue or location currently in the news and research related issues, places, personages (e. g. , Columbian drug trade, global warming, Swiss banking scandals). Again, a class publication might ensue. †¢Here, as in the prior example, instructors will have to work to ensure that students produce arguments rather than informational reports. †¢ Selection from a student-generated list of topics: This method is workable if the list is substantial, if all students have contributed to it, and if the class has ascertained that all the topics are researchable, capable of producing argument, and suitable for an academic audience. Thematic: If your syllabus reflects sustained attention to a core set of issues (popular culture, gender/race/class, education, literacy, etc. , you may want to ask students to choose a topic that extends and develops this inquiry. The more students have an opportunity to participate in this thematic—the more it reflects students’ interests as well as the instructor’s—the more likely its success. †¢ However you guide your students through the process of selecting a subject, students should submit their topics for your approval. Instructors often choose to make topic proposals a graded writing assignment. Often, you will find yourself suggesting, or requiring, that students narrow the scope of their topics; this is a process you can model, and students can practice, in class.Topic Development and Change As students begin to research their topics, they may find that their focus and interest change— often in dramatic ways. Therefore, it’s a good idea to ask students to submit weekly progress reports or reflections on their work throughout the research paper unit. In many cases, redefining a topic is an integral part of the research process, something many of us have experienced in our own work as writers. First-year students may find this shift unsettling, however, and may be aided by reassurance that many of us change our minds and our focus as we learn more about a given issue.In other cases, however, topic shifts can signal problems. Students who want to choose a new topic because â€Å"the library didn’t have anything† on their topic, for example, may be sending a clear signal that their research skills are underdeveloped: before you approve a topic change, inquire about their research process. More troubling are topic shifts in the last two weeks before the paper is due. Late changes in paper topics may (but may not) signal a potential plagiarism problem; again, you will want to check in with your students often during this process so you can understand the student’s reasons for changing the topic.In order to integrate this large paper into your course and to obtain a full view of the students’ processes, you can: 1. Work out progressive assignmentsâ €”three or four short papers that deal with the research paper topic. Or have students do a mini-term paper before the big one. Thus you might assign summaries of source material, annotated bibliographies, and papers that define terms, sketch out background information, or deal with one aspect of the issue. 2. Check notes, etc. , regularly (in class, to save time). 3.Hold conferences before the paper is due. 4. Discuss in class what students are doing—they could, for example, give short oral reports on their research. 5. Require students to turn in copies of articles, printouts of websites, etc. they used as sources. Assignments Relating to the Research Paper Proposal The proposal assignment falls after you have engaged in some classroom activity involving generating good topics for research, and after students have done something such as the topic pyramid to narrow their potential fields of inquiry.This assignment typically asks students to narrate their topic, their research questions, and their argument more formally. It can be useful in helping students articulate their projects and giving instructors an opportunity to respond to students’ research ideas early on during the research project. Annotated Bibliography The annotated bibliography is typically assigned after you have approved research topics and helps students find and evaluate sources for their final project.It allows you to preview the sources that students are considering and encourage diversity of sources; it allows your students to see what materials they need to find and what they might be missing. This assignment is also easily integrated with a visit to the library, where the librarian will show students some ways to find and evaluate sources for the research project. The Collage Assignment Following the annotated bibliography assignment, it is important to get your students thinking about ways that sources will interact with each other in their final papers.The collage assignment allows students to begin engaging in con versation with their texts and to see how the texts will interact with each other. This assignment asks students to write a script of a conversation that might take place between the student and all of the authors if they were ever in the same room. Creative assignments like this one allow students to engage with their sources in a different way, opening up new opportunities for them to explore their topics. Primary Research You may want students to use some primary sources in addition to secondary sources in their research.Some instructors assign students to do surveys, interviews, observations, or archival research (the Student Life and Culture Archives are a popular choice), and they often find it to be a rewarding experience for instructors and students alike. Consider making the primary research one of the small assignments leading up to the larger research paper rather than just something students cite in the research paper; devoting time specifically to this process ensures that you can provide sufficient guidance in and examples of good primary research strategies and effective ways to turn primary research into writing. Good news: As long as students are doing primary research just for a class assignment, you probably won’t need to worry about having the University’s research board approve their research. ) Many research texts (including the defaults) contain an introduction to primary research, and the Rhetoric office has a variety of resources to help you construct a primary research assignment. Reflections or Progress Reports In addition to the more formal assignments such as the proposal and annotated bibliography, you might also ask students to write short reflections on the research project. These 1-2 page documents, due once a week during the research project, have students articulate more informally where they are in the research process, and how they have developed their ideas or chosen their sources. This kind of document helps students to engage in the process of conducting research and reflect on that throughout the entire project and helps you to respond productively to students’ work and struggles. Drafts Instructors structure the drafting process of the research project in various ways. Some require a full draft which they comment on and have students peer review during the last week of the project.Others require parts of drafts to peer review several times throughout the project. It is important to have drafts due in some way during the research project in order to work with students on research as a process and ensure they are writing consistently rather than only during the final hours of the project. You may want to build in several sorts of response to drafts: written comments (from you) on the paper, peer review both inside and outside of class, small instructorled review groups, and/or full class discussions on parts of the research paper. Helping Students Find Sources The Undergraduate Library staff has developed a bibliographic instruction program for students enrolled in introductory rhetoric courses at the University. The goal of this program is to give students the framework and skills necessary to do research in a large academic library. These skills include identifying, locating, and obtaining sources for a research paper. Our role in the process primarily entails guiding students through the process of narrowing their topics and exposing them to methods of evaluating, analyzing, and synthesizing sources.The Undergraduate Library staff is eager to work with you to ensure that your students receive a solid introduction to the University Library and research skills. Their program includes self-guided tours, online catalog workshops, instruction in locating periodical information, term paper research counseling, and general reference assistance. The Coordinator for Bibliographic Instruction will provide an overview of the programs during your orientation and answer any questions you may have. Think about potential dates in the middle of the semester before the research project for a class trip to the library.A Note on Internet Sources: Some instructors, motivated partly by fears of plagiarism and partly by recognition that students must learn to use print resources, limit the number of Internet resources students can use, or even ban them. Since our goal is to teach students to research widely, effectively, and efficiently, imposing bans or limits on Internet resources may be counter-productive. Web sites published by Federal agencies provide a wealth of valuable information; the Internet is increasingly the site of scholarly activity; many Web sites might be used as the object of extended analysis.If you worry about student propensities to rely too heavily on electronic sources, stipulate that the research paper must use a certain number of print sources, and explain the reasons for this requirement to your students. As many have argued, the Internet offers writing inst ructors a fine opportunity to teach source analysis and evaluation—principles that apply to print sources as well. The Undergraduate Library’s page on evaluating sources offers a starting point for this instruction. You might consider holding a class in a computer lab to facilitate discussions of electronic research.Speak to your peer advisor or AD about arranging lab space. Sample Research Assignments Sample Research Paper Proposal Assignment Your research paper proposal should be a brief narrative describing why you are interested in your issue. This should be more than just a topic; rather, you should outline a possible research question and discuss what you hope to explore and find throughout the course of this project. The research paper proposal is designed to start you thinking about how your paper will be organized and argued.It should be a brief narrative describing why you are interested in your issue. It should be approximately one page long, double-spaced, typed in 12-inch font with a title. Think about the following (but do not limit yourself to) these questions in your proposal: †¢ †¢ †¢ Why am I choosing this topic? Do I have previous knowledge of the topic? What specific questions do I have about this topic? What questions will my research help me answer? Do I already have an idea about what my argument/conclusion will be? The draft of your research paper proposal is due on October 29 in class.You will peer review the proposal in small groups in class. Your final proposal is due on October 31. Your proposal will receive a grade that will be worth 10% of your research project. Sample Annotated Bibliography Assignment This is your first step towards the big research project. Your annotated bibliography assignment will help you get started on the research paper even though you haven’t started writing about it yet. Indeed, you probably should not have a thesis set in your mind before you start researching. If you go into the assignment thinking, â€Å"I want to find materials that prove X,† you will end up with stacked evidence and a paper, which really does not deal with the complexity of the issue. You should go into research with an issue in mind to write about, and a specific topic within that issue. You might also have a specific question about that topic, a guideline question that is going to turn into a thesis once you have gathered evidence. A good annotation both explains and critiques a work, so you should aim to summarize the work from a critical distance.You need to find and annotate at least ten sources for this portion of the assignment. Each entry into the bibliography must contain a full MLAstyle bibliographic citation for the source and a two-paragraph annotation that provides a summary of that source and indications of the use you might make of that source. Notes on the Annotated Bibliography: †¢ The first paragraph in each annotation should summarize the main points of the source. What are its major claims? What major pieces of evidence does it offer to support those claims?The second paragraph in each annotation should talk about the source in relation to your own project. In what ways might you use this source? Does if confirm or complicate what you want to say? To what extent might you agree or disagree with the source? Use your St. Martin’s Handbook to determine what format you should put the bibliographic information into. You will need some primary sources as well as secondary sources. You should strive for some variety among the types of sources: books, journal articles, magazine articles, newspaper articles, web sites, other on-line material, etc.You do not need a certain number of each type, but you need to have a fairly well-rounded bibliography. †¢ †¢ †¢ †¢ Criteria for Evaluation: This assignment will be evaluated according to: †¢ †¢ †¢ †¢ the correctness (in terms of MLA format) of each bibliographic citation; the thoroughness of the summary portion of each annotation; the degree to which you seem to have genuinely considered how you might use each source; and the degree to which you achieved variety among the types of sources. Important Dates: †¢ †¢ Thursday, March 27: The first five sources of your bibliography are due.We will peer review your annotation of these sources in class. Tuesday, April 1: Final Annotated Bibliography is due. Sample Collage Assignment You should think of using sources by putting them into conversation with each other and finding your own role in that conversation. This assignment asks you to take that â€Å"conversation† metaphor seriously. Using all of the source material at your disposal, create a conversation or dialogue among the sources and yourself. That is, write a script of the conversation that might take place if you and all the authors of your sources could be together in the same room at the same time. You can write whatever you want for your own contributions, but the contributions from your sources should consist mainly of direct quotations from those sources. Notes on the Collage: †¢ Be creative. While the default format for this collage is a dramatic script (that is, written like a play), you may choose to represent this conversation in any way you like. Start by providing a â€Å"cast of characters,† a list of the participants in this conversation. Briefly describe the imaginary setting for this conversation. The majority of the collage should be direct quotes from your sources.Put quotation marks around everything you are taking directly from a source, and put the author’s last name and the page number for that quote in parentheses. If you need to add anything to the quotes to make them â€Å"flow† better, put that stuff in brackets [like this]. Don’t just make a list of random quotes from sources. Rather, make the sources â€Å"speak† or respond to each other, or make them respond to questions you might pose to them. Also, don’t limit yourself to presenting quotes from sources that agree with you.Try to represent the range of possible positions concerning your topic. Make yourself a character or participant in this conversation. You might choose to mostly ask questions of your sources, or you might take a position of your own. In addition to your sources and yourself, you may include â€Å"fictional† composite characters that represent a particular position or way of looking at your issue. Don’t overuse this function. The â€Å"conversation† part of this collage should come out to at least 1500 words. Provide an MLA-style â€Å"Works Cited† page at the end of the collage. †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢Criteria for Evaluation: This assignment will be evaluated according to: †¢ †¢ †¢ †¢ †¢ the degree to which this collage puts your sources into a genuine conversation with each other, rather than simply listing quotes from these sources the degree to which you fairly represent a range of possible positions or points of view on your topic the correctness of the in-text citations (see St. Martin’s Handbook), and the correctness (in terms of MLA format) of the â€Å"Works Cited† page (see St. Mart in’s Handbook). Dates: †¢ Bring a 1-page dialogue to class on Tuesday April 1 for in-class activities. †¢ The final collage is due on Tuesday, April 8. How to cite Unit 8 Writing Assignment, Papers

Kinship and Politics free essay sample

In reading Aeschyluss Eumenides, I found the great progress from the revenge between the bloods to the set up of the civil court. It illustrates us the foundation of establishment of orders for Greek people’s new life by showing the fight between the old gods and the new gods’ attitudes towards the murder case of Clytaemestra, with the arguments which mainly focus on kinship and then the civilization. The central theme of this play is the interests and conflicts which were shown during the long debate and words fight between opposites, and the reconciliation of the plaintiff and the defendant. The text shows the relationship between kinship and politics by several arguments among the Furies, Apollo and Athena, who defines â€Å"kinship† in different ways. Apollo: What about a wife who kills her husband? Chorus Leader: Thats not blood murder in the family. Furies claims that husband and wife are not kin, which indicates the kinship is the foundation stone for the human society so that the Furies choose not to pursue after Clytaemestra who killed her husband. We will write a custom essay sample on Kinship and Politics or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page But Apollo rejects this view by saying that husband and wife are not kin is to â€Å"dishonor and annul the marriage bond. Then Apollo quoted Zeus and Hera’s name to counter back because according to what I have read from Hesiod’s Theogony, Zeus and Hera is not only in a marriage relationship, but also they have blood bonds that Hera is the sister of Zeus. What Apollo said has passed important information to us that the whole society bases mainly on blood relationship, i. e. kinship as mentioned here, but it does not only base on blood bonds, but also it is established and thus governed by the chain of social laws. He implied here that Zeus would choose to stand by their side considering of Clytaemestras death and described the situation how Agamemnon was killed to death. Paternal rights were mentioned by Apollo, said that the father, by whom the life seed is planted, is the only true parent. Apollo here represents the male, the young, the powerful and rational while the Furies represent the opposite which is the female, the violent, the old, and the primal. Throughout the argument in Athena’s court, the meaning is clear that at that moment, the society was controlled by male, if more specifically, male gods, say, Zeus. Also It is obviously a very great and meaningful step for human in the civilization history that the old, kinship-based system is not preferable at this stage and an advanced human society system should be created in which different bonds such as bonds between husbands and wives should be recognized and honored, compared to the biological kinship. Moreover, the Eumenides also has more significant political meanings, it again stresses the importance of male patriarchy and also it provides certain means to solve the conflicts between the old justice system and the new justice system, which each represented old gods and new gods. Athena brought in a new trial system, the introduction of jury, although she still respected that the male should be honored above all else for the sake of that she was born from Zeus’s thigh without any women’s distribution. Athena respects men above all else and so supports Orestes. We can have a look at texts below No mother gave me birth. I honor the male, in all things but marriage. Yes, with all my heart I am my Father’s child. I cannot set more stores by the woman’s death. She killed her husband, guardian of their house. Even if the vote is equal, Orestes wins. These texts provide Apollo and Athena the materials that they found evidences to support the thought of not guilty of Orestes. The violence in the old system has fallen to a continuing circle which forced the gods to find out a settlement of a new system of justice, in which the moral conflicts and disputes would fairly be resolved. The gods themselves could not judge cases, or else the world would be caught in the crossfire of the gods as it had during the Trojan War Thus, in the demand of the new system, the settlement at the end illustrates the relationship between kinship and politics, which is that the establishment of court and the introduction of jury has its own political influence. On the other hand, when the jury cannot achieve the same opinions, the kinship will be considered as an important factor as Apollo had mentioned several times the Father, Zeus when the Furies argued against him and also, this is the primary reason why Athena chose to stand by Orestes’ side. Also, Athena’s attitude towards the Furies represents the great author, Aeschylus’ thought towards the feminine appeal. In the author’s time, the society advocates man’s power, represented by Zeus and Apollo, etc. Thus, it can be found easily in the text that Apollo shows direct disgust to the Furies because he thinks them as brutal and evil. Among them, Athena guards Athens and Athena herself is a symbol for that kind of reconciliation. She is female, but she is also a warrior. In the play, under the author’s pen, she entered the stage dressing in armor that covered her entire body. She has the same advantage as her brother, Apollo, rationality. But She acts ore smarter that she does not show any disgust in the conversation with the Furies since she is also compassionate. She is woman, but in terms of her birth, she is a bit different from others since her father gave the birth to her: according to Theogony, she jumped out from her fathers skull. I understand the description of Athena by the author as he wanted to demonstrate to the reader that although he thought it was an era o f male-leading, kinship-based society, but he also understood that this complexity is exactly the reason why it is necessary to set up courts for the purpose of the pursuit of justice. To evaluate and make the right decisions in the complicated circumstances in Orestes case requires big wisdom. In terms of the opinion above, to a great extent, the set-up of the Aegeus court is to involve ordinary people into the trial, to judge for themselves, rather than ask for gods’ intension or simply do everything as they wish, say, meaningless violence cycle. The author tries to find a way to establish a comparative just system, replacing the old system of simple blood relationship. The author also borrows gods’ hand to express the willing to set the foundation of new life orders. The play ended in happiness and harmony to the Oresteia. In conclusion, the debate among Athena, Apollo and the Furies about Orestes killing his mother shows the reality that it is difficult to assess a mans innocence or guilt. The fact that the House of Atreus has once lost its control on murders and violence is a good but critical lesson to all of us. Without recourse to courts, vengeance is the way to try to get justice. This play provides the solution of the establishment of a court to homicides and family disputes in the end. Civilization, as well as rationality will provide a way to put violence under control and dispense justice. The political meaning here is that gods and men work together to set up a formal place where judges and jurors can weigh and make decisions on murder cases correctly and justly rather than subjectively judged by kinship which would be too thoughtlessly.

The Glass Castle Character Change free essay sample

The Glass Castle In the autobiographical novel The Glass Castle by Jennette Walls, Jennette is a young girl growing up in a dysfunctional family full of hard circumstances and extreme poverty. Yet her experiences are still very exciting; having many adventures. Her father is an alcoholic, but when sober is expressive and brilliant, teaching Jennette and her two siblings Brian and Lori about the wonders of life. Jennette changes throughout her struggles from being a wondering naà ¯ve child, to becoming bitter towards her parents for the lifestyle they have put her in to finally developing into a resilient and independent young lady finally accepting her parents for who they are. In the beginning Jennette is a wide-eyed innocuous child who doesn’t realize that her family is different. She trusts her father with her whole being not understanding that his actions and drunkenness affect her. She is innocent and trusting, believing that the limited food, unstable homes and neglectful treatment is all an adventure. We will write a custom essay sample on The Glass Castle Character Change or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page â€Å"Here goes the adventure! I whispered †¦Ã¢â‚¬ ¦ After a while it got cold and uncomfortable in the back of the dark U-Haul. Several hours passed. By then we were all dying to pee and wondering if dad was ever going to pull over.† (49) Every unusual thing her family does is treated like no big deal, and trusting Jennette believes it to be normal, part of everyday life. It takes the Walls’ move to Welsh to open Jennette’s eyes to her family’s irregularities and as a result of her realization, becomes independent. The Walls family is impoverished, living in a 3-room house with no electricity, running water or heat. Her father often doesn’t come home from drinking. Jennette gets a job and vows to leave Welch as soon as possible. She wants to get away from the parents she now resents. â€Å" I had almost $100 saved enough to get me out of there in under 5 months† (89) She takes initiative for her life and saves money to move away and make something of herself. Because of the trying physical and mental conditions she often had to endure she is now stronger as a person. Finally Jennette’s independence and resilience triumph and she moves to New York. She goes to college, acquires a job and has aspirations to become a writer. Because of all the  ordeals they put her through Jennette still resents her parents. One day she realizes: They couldn’t help the way they had raised her. One of the final struggles she has to overcome is the emotional one of watching her parents live by choice, homeless in New York. â€Å"Brian was right, they did have options† (190). She realizes that her parents lived the way they wanted to live their whole lives and if they wanted to change their lifestyle they could. As a result she manages to forgive her parents fully. Despite all of the trials Jennette Walls faces in her autobiography The Glass Castle, she develops in the face of the problems she has to endure. She goes from being an unknowing child, to starting to resent her parents and becoming independent. Finally she becomes completely resilient, managing to come to terms with who her parents are and forgive them.

Infantile Amenisia essays

Infantile Amenisia essays Our brains are constantly at work processing and retrieving information. However, we become frustrated when we cannot readily retrieve information that we have stored in our brains. The inability to remember can occur for a number of reasons that range from simple forgetting to phenomena like Infantile Amnesia. Infantile Amnesia is described as an adults inability to remember events before the age of two or three. This phenomena has proven difficult to test because your memory is in a constant state of reconstruction, (Rupp, 1998, p. 171). That is your memories are influenced by past events, and current perceptions about yourself. Therefore, you may remember events only in a way that it is congruent with your current perceptions of yourself, and current relationships. Rupp illustrated this: Grown children who clash with their parents may find memories of childhood plastered over with new impressions the past becomes gloomier and more dismal; recollections of past injustices loom large. (Rupp, 1998, p.172) Hindsight bias is also a factor in both adult and childhood memories. Hindsight bias occurs when our memory of how certain we were about the accuracy of an event is altered. If an event is recounted that is similar to the memory that we have we tend to become more confident remembering events in a much more positive light. If our memory is found to be false, we quickly remember ourselves as being cautiously doubtful about the event in the first place. Therefore, it is clear that our memories are quite susceptible to error. Sigmund Freud, father of the psychoanalytic school of thought had a different interpretation. Freud contended that it was necessary to repress early childhood memories. This necessity stemmed out of the need to repress anxiety-producing sexual and aggressive memories related to a childs parent or parents. Freud thought that repression of these memories was essen ...

The Connotations of 30 Synonyms for Cheat and Fool

The Connotations of 30 Synonyms for Cheat and Fool The Connotations of 30 Synonyms for Cheat and Fool The Connotations of 30 Synonyms for Cheat and Fool By Mark Nichol Numerous terms, many of them derived from colorful underworld slang, exist to refer to the action of cheating or fooling someone. This post describes the connotation inherent in some of these words and phrases. 1–2. The implication of the nonsense words bamboozle and hornswoggle is that the perpetrator sets out to confuse the mark, or victim. 3. Beguile suggests that the mark is lulled into a false sense of security. 4. Bluff implies that the perpetrator is boasting or making false claims, as someone would to gain an advantage in a card game. 5. Buffalo alludes to the stolid strength of an animal, appropriate to refer to the perpetrator’s efforts to overcome the mark’s caution or reluctance by sheer determination. 6–7. Bleed suggests slowly draining the mark of his or her wealth; squeeze has the same implication. 8. Burn implies that the mark has been damaged by the perpetrator, as if exposed to flame. 9. Chisel suggests that the perpetrator is whittling away at the mark’s defenses to achieve the desired outcome. 10. Con, a truncation of confidence, alludes to the perpetrator’s efforts to gain the mark’s trust so that the person is vulnerable to the persuasion necessary to cheat him or her. 11. Cozen suggests coaxing or trickery. 12. Euchre refers to the act of preventing someone from winning in the game of that name and, by extension, means â€Å"cheat† or, because the game rounds are called tricks, â€Å"trick.† 13–14. Fleece and skin allude to the idea of being deprived of one’s protection. 15. The origins of gaff are obscure, but the word was once slang for a music hall or theater, so the implication may allude to the deceitful promise of an entertainment that was falsely advertised as being worth the admission price. 16–17. Game- and gammon, perhaps derived in Middle English from game- connote both the playful and strategic aspects of cheating, as if the perpetrator is not only toying with the mark but has also carefully planned the ruse. 18. Gyp derives from the widespread association of the nomadic Romani people, long called gypsies (from the mistaken belief that they originated in Egypt, though the ethnic origins of the Romani are in India), with deceitfulness and thievery. (The terms are now widely considered offensive.) 19. Hoodwink originally meant â€Å"blindfold,† so the connotation is of the perpetrator blinding the mark about the truth. 20. Hoax implies an elaborate scheme to persuade the mark that something false is true. 21. Hustle conjures an image of someone being pushed and prodded along toward an outcome advantageous to the perpetrator and detrimental to the mark. 22. Juggle suggests manipulating the mark by constantly keeping him or her off balance as if the mark were being thrown about without a chance to ground himself or herself. 23. Mulct originally meant â€Å"fine,† but its meaning was extended to â€Å"defraud.† 24. Shortchange refers to the literal act of giving someone less money than he or she is owed. 25. Snooker may come from the name of the variation of the game of pool, perhaps from the notion that the mark is tricked into betting that he or she can defeat the perpetrator. 26. Snow compares the perpetrator’s effort to the blinding quality of a snowstorm, preventing the mark from seeing the trick. 27–28. Stick and sting, like burn, allude to the pain that the deception causes the mark. 29. â€Å"String along† implies that the mark is being led to perform an action that will be to his or her detriment. The perpetrator figurative pulls the mark along, but not so heavy-handedly that the mark is dragged; the suggestion is that the leading occurs subtly, little by little, encouraging the mark to do what the perpetrator wants of his or her own volition, with a minimum of provocation. 30. Swindle, which comes from a German word meaning â€Å"dizzy,† connotes disorientation of the mark. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Vocabulary category, check our popular posts, or choose a related post below:50 Redundant Phrases to Avoid50 Diminutive Suffixes (and a Cute Little Prefix)Bail Out vs. Bale Out

Land Law Essay Example | Topics and Well Written Essays - 1500 words - 6

Land Law - Essay Example of the purchase, all three were undergraduates at Hanterbury University, but since graduation A and B have started work in management trainee positions for the Ocean Hotel. C became a postgraduate student at the University. Three months ago, A was told that the hotel wanted to send her on a one-year training programme in Geneva, Switzerland. She discussed the opportunity with B and C, saying that she would like Sardine Cottage to be sold, since in the future she may take up a hotel appointment anywhere in the world and she would rather have her share of the proceeds of sale. B and C told her that they did not want to sell the property, because of its convenience for their work and studies. A consulted a solicitor and asked the solicitor to send a ‘notice of severance’ to B and C. The notice was duly sent, but, before it was delivered to B and C at Sardine Cottage, B was rushed into hospital with serious heart problems. A collected the letters containing the severance not ice, addressed to B and C, immediately after the postman delivered them to Sardine Cottage. B and C have never received the severance notice. B was informed that she was very seriously ill and made a will in hospital leaving all her real and personal property to her mother, W. Unfortunately, B died shortly after making the will. C is stricken with grief over the loss of her cousin B and feels that she would be unable to live in Sardine Cottage in the future. Consequently, she would like the Cottage to be sold. However, due to the credit crunch, A has been told that the training opportunity in Geneva is no longer available and she is opposed to the sale of Sardine Cottage where she wants to continue to live. Moreover, A would like to wait and see if the property market improves before making any decision to sell Sardine Cottage. The registered proprietor of the Ocean Hotel is J, who is also the general manager. The hotel has large grounds, which included a small property

Aesthetics Essay Example | Topics and Well Written Essays - 500 words

Aesthetics - Essay Example In the year 1959, Frank Sibley proposed a different perspective regarding aesthetical concepts saying that these concepts do not depend on any rules or conditions; however, perceptions play a crucial role in judgment or appreciation of the artwork. Subsequently, the article discussed two types of aesthetic concepts: closed concepts and open concepts, where closed concepts come along with some conditions and open concepts enjoy no conditions attached. Lastly, Author indicated that although a number of theorists and scholars have proposed various definitions of art; however, all of them fall in one of the three categories: representation, expression, and form. Since centuries, art and beauty remained some of the influential and significant notions of the human society that inspired individuals to develop aesthetical understanding of existing, as well as non-existing objects. However, particular studies focusing on aesthetics began in early 18th century as theorists and philosophers proposed their theories of harmony, art, music, etc. In such efforts, Immanuel Kant has been prominent as a number of theorists used Kantian thoughts for their basis. In brief, Kant proposed that inclusion of concepts and perceptions into art causes impurity in artworks, and thus, objectivity or universality is essential for purity in the artwork. The author of this article has specifically conversed about different aesthetic concepts that existed since eighteenth century in this sub-topic of ‘Aesthetic Concepts’ in his article, ‘Aesthetics’ (Slater, 2005). In this regard, author indicated that 18th century witnessed development of wild romanticism in art and literature that enabled appreciation of a significant aesthetic notion, ‘Sublimity.’ To validate his point, author has indicated usage of similar term in Edmund Burke’s book in which, Burke showed closer

CD for Holden Essay Example for Free

CD for Holden Essay How have you been? I have actually missed you a lot. The other day, I took a road trip with my parents and I thought of you. I remembered how you told me you wanted me to burn a CD with music for you. Thus, I listened to my iPod the whole way and selected many cool songs that I think you would like. Please get back to me and tell me which ones you liked and all. Also, I know you told me to only put around 10 songs but I could not contain myself and I chose 16 of them. I hope you will like them, because to tell you the truth all of these songs kill me. The first song I chose to put in the CD is 3 Cigarettes by The Sleeping. Besides the beat and instruments that are cool as hell, the lyrics really remind me of you. First of all, there are the obvious connections to cigarettes, which seem to be one of your passions. Also when he says I have been drinking more and eating less reminds me of you. It is pretty much all that you have done lately, smoked, drank, and thought of Jane. Just remember that just like they say we dont have to blame ourselves you should not blame yourself for everything that has been happening. Finally, the line Do you care? Are you there? Are you listening? kills me and I am sure it will kill you too. It is calling for peoples attentions, it is calling all those phonies and it makes me wonder if anyone really cares about me. I am sure it will make you feel the same way too. The next song I chose was Through the Glass by Stone Sour. I think that this song is talking about an insider who became a stranger and now they are looking from the outside back in. This makes me think of you because many times throughout your life you have alienated yourself. You just look from the outside as time passes by and sometimes you feel like going back in, and being an insider again but you dont. The phrase Im looking at you through the glass; dont know how much time is passed. Oh God it feels like forever makes me think of you a lot. Because you are always thinking about how quickly time passes by. It seems like you have been alienating yourself for a long time now, it feels like forever. The next song on your CD is Tears in Heaven by Eric Clapton. I just had to add this one. I know that you are really sensitive about your brothers death and all, and you dont like talking about it. However, I think that the sooner you face reality the better it will be for you and everyone. This song was made for his son who died. He was very meaningful to Eric Clapton just like your brother Allie was to you. I know you so well, that I am sure that you have wondered about many of the things that this song is stressing about. Such as if Allie would remember your name, and if it would all be the same. Also, there is a bigger picture to it. I remember about an specific conversation with your sister Phoebe you told me about. She asked you to name one thing you really liked and you said you really liked Allie. I think you should listen to lines such as Cause I know I dont belong here in heaven and Cause I know I just cant stay here in heaven. The bigger picture that these lines are showing and I am trying to prove to you is that as much as you love Allie you have to let him go. You are both in different worlds now, and wherever he is, you dont belong there. At least not yet. Holden, you should really get on with your life and just keep with you all of the good memories you have with Allie but let him go. It is the best thing to do. I am sure you will enjoy quite a lot the next song I picked out for you. It is a classic by the great band Pink Floyd. This one is called Another Brick in the Wall. You might have heard of it already. The meaning of the song is to say that in school they treat us all the same and they do not respect that everyone is a separate and different individual. Pink Floyd is saying that this is all false control and they are putting all the students together and trying to make them all the same, therefore losing their individualities. I can tell that you will agree with these lines, and that they will really kill you. When they say All in all its just another brick in the wall, the meaning is that every single one of us students are just a tiny brick of the wall of hypocrisy, superficiality, and shallowness that they are trying to build. They are the ones that you every so often refer to as the phonies. That is what I think this song is criticizing, phonies who try to make everyone be the same. They try to make everyone be like them. Hopefully there are still people out there, like me and you, who are going to fight this and knock down this wall of phonies. The next song I picked is called Boys Dont Cry by The Cure. It makes me think of you and Jane. When I listen to it, I think of how you like Jane so much and she is the only girl that you truly care about but you wont tell her. Just like the song is describing, you often say I would You mention things that you would do, such as give her a buzz, and visit her, and ask her on a date. However, you never do any of it. The line boys dont cry is obviously making a critic to some boys like you, who would rather hide their feelings and appearing tough instead of telling the truth and possibly crying. I love the line I try and laugh about it hiding the tears in my eyes and the one I try to laugh about it; cover it all up with lies. Both of these lines are very strong. They also show things that you do. You often act all nonchalant and like giving Jane a buzz is just something you would do any day. However, I think it is much deeper than that. You are scared of being rejected by her because she is the only one you care about. So, you just act casual and cool about it and lie and hide your feels for her. The next song, The Permanent Rain by The Dangerous Summer follows the same line as the one before. I think that just like the singer is saying, I wont let this die, you shouldnt let what you have with Jane die. You and her both have a really strong connection and bond. I think it would be very sad if you did not do anything about it. I think you should go and tell her how you feel. It is really the best thing to do. When he says, I know its not helping to hear me say: I wish it was me in the car the other day really makes me think of you as well. Even though you have never actually told her about it, you have wondered for a long time about her and Stradlater in his teachers car. You wonder about what happened and you cannot help but wish that it were you with her in the car instead of Stradlater. Finally, when the line You know it meant a lot, but I was just a kid comes up it seems like it was written for you. You were both too young to fully understand the connection that you both h ad. Now, I think you are old and mature enough to understand it and your relationship with Jane should mean even more if you tell her how you feel. The next song, however, is not about Jane. It is about High School, hence the name High School Low by Say Anything. Just like you, the guy in the song is sixteen. He is also worrying about things such as the whole high school experience, and girls. I find there is even a connection to you when he says, My teacher says that Im brilliant. It reminds me of how Mr. Spencer would try and get the best out of you. He did not say you were brilliant, however, he acknowledge that you had so much more potential than the one you were showing with your poor grades and test scores. The passage about looking at pictures of himself when he was a child can also be compared to you. I know that you have often thought about how it is such a horrible experience having to grow up and all, but we will get to this topic later. To do with the whole grades issue, he also says My grades look pretty damn low. I want to motivate myself, but how the hell am I supposed to work. This is something that is so similar to you that it could have come out of your mouth. At the same time that you realize that your grades are low and you need to make an effort, you dont know how to. You are confused about what you should do that would motivate yourself. I remember you told me that when your psychoanalyst asked you if you would apply yourself when you got back to school in September you said you did not know. I mean of course you want to, but as you said it yourself, you are not able to tell how you are going to behave. One phrase that is constantly repeated is take me away. Just like you, this boy wants to run away from these high school days and from all the phoniness and move on to a better part of life; be it the past or the future. Speaking of phonies, this is what my next chosen song is about. It is called Mutiny! by Set Your Goals. This song is clearly criticizing people. In my opinion, it is criticizing the phonies. What leads me to think this way is when things such as superior, you are inferior and heroes have betrayed are said. This is talking about people who think that they are better than other s when they really are nothing special. It is also talking about how people can just betray you and change all of the sudden. Finally, the line I will find the line and cross it every time reminds me of you. It reminds me of how you many times alienate yourself as a form of protection. Therefore, I think that crossing the line is a symbol for you of that crazy red hunting hat you wear. You wear it to prove your point and to show people that you dont care and youre fine with being different. This is nothing else but a way of crossing the line. The next song I chose is called Flake and it is by Jack Johnson. In case you dont know, a flake is someone who says that they will go somewhere or do something and then they dont. Am I the only one who sees a resemblance here to you?! Yes, I am going to start talking about Jane again. You seriously have to stop saying that you will call her, unless you are actually planning on doing it. Otherwise, you are just flaking. The strong line It seems to me that maybe pretty much always means no is what I feel sometimes when you start talking to me about her. You say that you might call her if you feel like it. Now, I am starting to see it as something you just have to say to feel good about yourself, to show that you have the power to call her. I think you should not flake Jane. Besides that, it is a great song and I really love the instrumental and the beat for it. I am sure you will love it too! The next song I picked is a slow one. I find it truly beautiful. It is called Cannonball by Damien Rice. It is also a love song. What I think it is talking about is about someone whom he really loves but that he cannot be with for a reason or another. He talks about how he remembers the girl all the time, and the things that remind him of her. I think that the way he feels about this girl is just like how you feel about Jane. It reminds me of how you remember her because of little things such as how she always kept her kings on the back. This song also brings up the issue you have of lying and it claims that the issues he had to face in life when dealing with love are the ones that made him be like that. It also reminds me of you when he mentions that It is not hard to fall when you float like a cannonball because you can often be very heavy and therefore you sink into your issues like a cannonball sinking down in an ocean. My favorite like on this song, however, has to be the last one. It says when you know that you just dont know. I think it is talking about when people are confused and how it takes courage, to even admit that you are lost. Speed of Sound by Coldplay is also sort of a slow song. The main point to this song is that it is talking about time. I think that Coldplay is trying to show how everything moves so fast, like the speed of sound. Time goes by too quickly, Holden. I know you have already realized that before, considering how you have told me countless times and made me notice that once we notice everything has already happened. This song could have been sung by someone who is waiting on a platform and they are noticing how fast things happen. It also talks about the issues we all have with dealing with this fast-moving time. Be prepared because this next song I am about to introduce to you will kill you. I am serious. It is called Forever Young and it is by Alphaville. It is impossible for me to listen to it and not think of you. The main point to this song is the fact that we all get old. The singer obviously wants to be forever young just like you! You tend to resist the natural process of maturity and growing up. It seems like you want to be forever young without having any responsibilities or having to deal with any problems of adulthood. I think this is mostly because you are scared. You are scared of what awaits for you, and it all sort of mystify you. That is why you invent that you do not want to be an adult because it is a world of phoniness. It is your way of running away from the fact that you are actually scared of growing up because you do not have a clue of what any of it is like. A line on this song that I find really interesting is Some are like water, some are like the heat, some are a melody and some are the beat. I think that this line is talking about the people that make our life what it is. The people that are there for us. I think that water is a symbol for the people that are a bit colder and the heat for the ones who are warm. The people who are a melody are the ones, like Jane, who come every once in a while and they completely change how you were before, just like the melody of a song. The melodies of someones life are not always there, but we can never be the same after they leave. Finally, the beat is a symbol for the people who are there to support you in your life constantly, just like the beat in a song. It is also impossible to be the same without the beats of our life, such as Phoebe, because they are the ones that we can call whenever we need. I think you will really enjoy the next song I picked. It is called Marching Bands of Manhattan by Death Cab for Cutie. First of all, the main reason of why it reminds me of you is the whole New York experience. I know how much that city describes you. I am sorry but I will have to bring old Jane up once again. I think that this song is mostly talking about how he wants to be with someone that doesnt know how they feel. I think that this is your type of song, and I hope you will like it. If you like it, you should look up more songs by Death Cab for Cutie, they all send like this and have wonderful lyrics. Well, this is pretty much all, I hope you enjoyed the songs I chose and you will take some of the advice I gave you. Remember to get back to me and tell me what you thought of them. Oh! Also, I hope you like the cover for the CD! I know how crazy you have been about those ducks on Central Park and I just thought you would enjoy that. Love, Deb P.S. The two other songs I added were songs I found searching on the internet that were inspired by The Catcher in the Rye and I thought that they would be interesting to add.

Poly Canyon Essay -- Descriptive Nature Essays Observation

It is a sunless morning shrouded in mist. The clouds look ominous with the threat of rain. It is quiet, for no creatures are awake yet, not even the hikers. The air is crisp and smells fresh after a night covered in the ocean fog. A Eucalyptus grove stands at the trail entrance with a deliciously pungent greeting that carries through the air. Along the trail as the foliage gets thicker, it is evident that Mother Nature knows the autumn season has arrived. Leaves have begun to turn the fall colors and drop to the trail floor. Even the poison oak has participated in autumn and looks colorful and festive. Golden Eucalyptus leaves litter the trail like sparkling, perfume-infused flecks of gold. The effect is magical. It is the perfect atmosphere to begin our ascent of Poly Mountain. Turning off the beaten path, we made our way single file and marching like army troops, up the steep trail leading to a sloping canyon filled with wonders. There, upon the bluff, stood a pair of deer staring blankly at us as we snapped furiously with our cameras to hold this moment forever. Just as soon as the deer had appeared through the mist, they vanished. As the trail weaved higher and further away from civilization, birds, squirrels and deer emerged from their warm nests, burrows and dens. Bird songs fluttered through the air and more deer scampered down the trail heading to isolated meadows to fill their bellies with the delicious vegetation that Poly Canyon has to offer. Poly Canyon, located directly behind Poly Mountain, is filled with flora. Some is abundant like the Yucca Plant and poison oak. There are also some less abundant species that cover the hills. The Coastal Live Oak trees are gentle gi... ...e. It was the perfect moment; serene and natural. Nobody wanted to leave. After being in such a high state, going back down the mountain into the real world was deflating. As we descended down to the â€Å"Poly P† and to the campus below, reminders of civilization became more evident. Plastic bottles littered the trail. Pillow cases from the â€Å"P† were strewn all through the Yucca. Corroded barbed wire lined the gate back to the real world. We came across a water tank embedded in the hill, surrounded by fences and warning signs. Patches of Star Thistle littered the path and grabbed at our feet. The asphalt of the parking lot was ugly and covered the ground like a blanket of death for all the plant life on the hills. This â€Å"welcome† back to civilization made us yearn to climb back up the stairs to our heavenly view and escape civilization once again. Poly Canyon Essay -- Descriptive Nature Essays Observation It is a sunless morning shrouded in mist. The clouds look ominous with the threat of rain. It is quiet, for no creatures are awake yet, not even the hikers. The air is crisp and smells fresh after a night covered in the ocean fog. A Eucalyptus grove stands at the trail entrance with a deliciously pungent greeting that carries through the air. Along the trail as the foliage gets thicker, it is evident that Mother Nature knows the autumn season has arrived. Leaves have begun to turn the fall colors and drop to the trail floor. Even the poison oak has participated in autumn and looks colorful and festive. Golden Eucalyptus leaves litter the trail like sparkling, perfume-infused flecks of gold. The effect is magical. It is the perfect atmosphere to begin our ascent of Poly Mountain. Turning off the beaten path, we made our way single file and marching like army troops, up the steep trail leading to a sloping canyon filled with wonders. There, upon the bluff, stood a pair of deer staring blankly at us as we snapped furiously with our cameras to hold this moment forever. Just as soon as the deer had appeared through the mist, they vanished. As the trail weaved higher and further away from civilization, birds, squirrels and deer emerged from their warm nests, burrows and dens. Bird songs fluttered through the air and more deer scampered down the trail heading to isolated meadows to fill their bellies with the delicious vegetation that Poly Canyon has to offer. Poly Canyon, located directly behind Poly Mountain, is filled with flora. Some is abundant like the Yucca Plant and poison oak. There are also some less abundant species that cover the hills. The Coastal Live Oak trees are gentle gi... ...e. It was the perfect moment; serene and natural. Nobody wanted to leave. After being in such a high state, going back down the mountain into the real world was deflating. As we descended down to the â€Å"Poly P† and to the campus below, reminders of civilization became more evident. Plastic bottles littered the trail. Pillow cases from the â€Å"P† were strewn all through the Yucca. Corroded barbed wire lined the gate back to the real world. We came across a water tank embedded in the hill, surrounded by fences and warning signs. Patches of Star Thistle littered the path and grabbed at our feet. The asphalt of the parking lot was ugly and covered the ground like a blanket of death for all the plant life on the hills. This â€Å"welcome† back to civilization made us yearn to climb back up the stairs to our heavenly view and escape civilization once again.

Personal Response to Family of Little Feet Essay

The beginning of the story starts out sounding like a fairytale about a family with little feet and then transforms into a story that is being told about a little girl and two of her friends that are given three pairs of high heeled shoes to play with, â€Å"†¦. magic high heels†. The girls each try on and swap between them the three pairs of shoes and then begin walking about the neighborhood with the shoes on and the speaker notes the different reactions that they receive from the different people they pass while wearing the shoes. The speaker states â€Å"Down to the corner where the men can’t take their eyes off us. We must be Christmas†. They pass a shop keeper that asks them if their mother knows they have shoes like that, and he tells them they are too young to be wearing them. Then the girls pass the laundromat where six female cousins just ignore them as they walk by in the high heels, and one of the girls named Lucy states that the cousins are always jealous. Lastly they pass a tavern where one of the girls, Rachel yells out to the bum that is standing out front, â€Å"Do you like these shoes?† The bum answers â€Å"yes† to Rachel and he asks her name in which she replies â€Å"Rachel†. The bum tells Rachel how pretty she is and that her shoes are beautiful. He proceeds to tell Rachel â€Å"Rachel, you are prettier than a yellow taxi cab. You know that†? The other little girl Lucy, seemingly knowing better, doesn’t like this encounter with the bum and tells her friend that â€Å"we got to go†. The bum then offers Rachel a dollar for a kiss which she seems to be considering until her friend Lucy grabs her by the hand and begins to run from the bum, all the while he is still yelling something that the girls aren’t close enough to hear any longer. This obviously scared, at the very least Lucy because the next paragraph begins â€Å"We are tired of being beautiful†. Lucy hid the shoes and then one day her mother was cleaning and threw them away but â€Å"no one complains†. By the way no one complains when the shoes are thrown away shows that the girls have had their first real encounter with the mature world awaiting them, and they are not yet ready to enter it at their young ages.

Nursing Practice and Profession Abstract

AbstractNurses committed to the interpersonal caring hold themselves accountable for the human well being of patients entrusted to their health care. Being accountable means being attentive and responsive to the health care needs of individual patient. It means that my concern for the patient transcends whatever happens during my shift, and that I ensure continuity of care when I leave the patient. In today’s highly fragmented system of care, patients often find themselves unable to point to any one care giver who knows the overall situation and is capable and willing to coordinate the efforts of the healthcare team. Being responsive and responsible earns a patient’s trust that â€Å"all will be well† as the healthcare needs are addressed. This will be the central them of this paper in the quest of establish the nurse’s accountabilities in evaluating or implementing change.Nurses who are sensitive to the legal dimensions of practice are careful to develop a strong sense of both ethical and legal accountability. Competent practice is a nurses’ best legal safeguard. When working to develop ethical and legal accountabilities, nurses must recognize that both deficiencies and or excesses of responsible caring are problematic.Although it is reasonable to hold oneself accountable for promoting the human well being of the patients, nurses can err by setting unrealistic standards of responsiveness and responsibility for themselves. Prudence is always necessary to balance responsible self care with care for others. Inexperienced nurses might feel totally responsible for effecting patient outcomes beyond their control and become frustrated and sad when unable to produce the desired outcome Conversations about what is reasonable to hold ourselves and others accountable for are always helpful.Each employing institution or agency providing nursing service has an obligation to establish a process for reporting and handling practices by indiv idual or by health care systems that jeopardizes a patient’s health or safety. The American Nurses Association code of Ethics obligates nurses to report professional conduct that is incompetent, unethical or illegal. For nurses, incompetent practice in measured by nursing standards, unethical practice is evaluated in light of the professional codes of ethics, while illegal practice is identified in terms of violation of federal legislations and laws.Nurses must respect the accountability and responsibility inherent in their roles.   They have the moral obligations in the provision of nursing care, hence they collaborate with other health care providers in providing comprehensive health care, recognizing the perspective and expertise of each member.   Nurses have a moral right to refuse to participate in procedures that may violate their own personal moral conscience since they are entitled to conscientious objection. They must keep all information obtained in a profession al capacity confidential and employ professional judgment in sharing this information on a need to know basis. Nurses are expected to protect individuals under their care against lack of privacy by confining their verbal communications only to appropriate personnel; settings, and to professional purposes. They are obliged to adhere to practice that limits access to personal records to appropriate personnel.They must value the promotion of a social as well as economic environment that supports and sustains health and well-being. It includes the involvement in the detection of ill effects of the environment on the health of the patient as well as the ill effects of human activities to the natural environment. They must acknowledge that the social environment in which the patient inhabits has an impact on health. Nurses must respect the rights of individuals to make informed choices in relation to their care. They have this responsibility to inform individuals about the care available to them, and the choice to accept or reject that care.   If the person is not able to speak for themselves, nurses must ensure the availability of someone to represent them. It is vital to respect the decisions made concerning the individual’s care.Standards of care are one measure of quality.   Quality nursing care provides care by qualified individuals. Likewise, the individual needs, values, and culture of the patient relative to the provision of nursing care is important to be respected and considered hence it should not be compromised for reasons of ethnicity, gender, spiritual values, disability, age, economic, social or health status, or any other grounds.   Respect for an individual’s needs includes recognition of the individual’s place in a family and the community. It is due to this reason that others should be included in the provision of care, most significantly the family members. Respect for needs, beliefs and values includes culturally sensi tive care, and the need for comfort, dignity, privacy and alleviation of pain and anxiety as much as possible.â€Å"Evidence-based practice (EBP) is a problem solving approach to clinical practice that integrates the conscientious use of best evidence in combination with a clinician’s expertise as well as patient preferences and values to make decisions about the type of care that is provided† (Melnyk, 2004). Quality of care outcomes refers to accuracy and relevance demonstrated by the decisions concerning the need for medical and surgical intervention. Evidence of appropriateness in healthcare is necessary to improve health outcomes, balance costs, provide guidance to physicians and meet the need of the new informed health consumer. Appropriateness is unlike effectiveness since the later refers to the degree in which an intervention achieves the objectives set (Muir Gray, 1997). One criterion of appropriateness is that of necessity.As technology and improved methods o f care has advanced, access to appropriate interventions should likewise improve. Today some interventions are still limited such as magnetic resonance imaging (MRI) in rural communities and since access to this technology is limited, a criterion of necessity is used to determine who is able to access and how quickly. Therefore although use of MRI may be appropriate in diagnostics, it may be underused. Advancements in technology, interventions and clinical research will provide updated evidence which in turn would affect ratings of appropriateness (Muir Gray, 1997). Clinical guideline statements are developed from evidence to assist healthcare practitioners in making appropriate health interventions (Woolf, Grol, Hutchinson, Eccles & Grimshaw, 1999).The clinical guideline may be a general statement or concise instruction on which diagnostic test to order or how best to treat a specific condition. The purpose of clinical guidelines is as a tool for making decisions that will result i n more consistent and efficient care. Guidelines are not rules nor are they mandatory. The benefits of clinical guidelines include: Improved health outcomes; Increased beneficial/appropriate care; Consistency of care; Improved patient information; Ability to positively influence policy; Provide direction to health care practitioners;ReferencesAgency of Healthcare Research and Quality. (n.d.). Outcomes research fact sheet. [Online].Available: https://www.ahrq.gov/professionals/clinicians-providers/guidelines-recommendations/index.htmlBrook, R.H. (1994). Appropriateness: The next frontier. [Online]. Available:http://www.bmj.com/content/308/6923/218.full?ijkey=t7GNbMJu0NIhAFitch, K., Bernstien, S. J., Aguilar, M. D., Burand, B., LaCalle, J. R., Lazaro, P. van het Loo,McDonnell, J., Vader, J. P., & Kahan, J. P. (2001). The RAND/UCLA appropriatenessmethod user’s manual. [Online]. Available:http://www.rand.org/pubs/monograph_reports/MR1269.html?John A. Hartford Foundation. (n.d.). [Online]. Available: http://www.johnahartford.org/Muir Gray, J.A. (1997). Evidence-based healthcare: How to make health policy and managementdecisions, New York: Churchill Livingstone.Woolf, S. H., Grol, R., Hutchinson, A., Eccles, M., & Grimshaw, J. (1999). Clinical guidelines:Potential benefits, limitations and harms of clinical guidelines. [Online]. Available:http://www.bmj.com/content/318/7182/527.full

OD Application Harley

OD Application Harley Harley-Davidson is the company with the prolonged history which started in 1903. The history of the company’s development is characterized by the periods of successes and failures because of the company’s orientation to producing high-quality expensive motorcycles interesting for the narrow audience (Brown, 2010, p. 295; Harley-Davidson, 1999).Advertising We will write a custom case study sample on OD Application: Harley-Davidsons Plant Run by Work Teams specifically for you for only $16.05 $11/page Learn More During a long period of time, the company’s organization was based on the principle of the strong leadership. Nevertheless, Harley-Davidson changed the approach to the corporate culture and organization in 1998, while building the Harley-Davidson plant in Kansas City. The Harley-Davidson Kansas City plant is characterized by the focus on empowering employees and developing the natural work groups in 8 to 15 members who work to achi eve the company’s goals without references to the leaders’ rules and regulations (Brown, 2010, p. 295). The idea to develop the successful plant based on the principle of natural work groups can be discussed as rather realistic, if all the aspects of this unique structure and organization are stated and fixed in detail. This approach can work effectively because every employee belonging to the team works to contribute to the company’s goal; every employee is empowered to make decisions and discuss them with the other team members; such important issues as schedules, strategies, and budgets are controlled by the teams; all the employees share the same information because of the slight differences in their statuses and positions; the open communication between all the team members is possible; and the employees share the same responsibilities while orienting to completing the company’s common goal (Brown, 2010, p. 295). Thus, the plant’s organization is based on the idea of the team cohesion which can provide a lot of benefits for the company and contribute to the significant increases in the employees’ motivation and productivity. However, this type of structure can be associated with many problems, if the shift from the team interests to the individual interests is realized. From this point, the self-managed work teams can work effectively till the members of the teams become focused on the individual contribution to the work of the team and to the group achievements (Harley-Davidson, USA, 2014). The team members can also observe the problems in communication which can lead to conflicts. Thus, the employees can become focused on their individual role in the process, orient to pursuing individual goals, concentrate on the realization of the personal ambitions, and begin to demonstrate their leader’s qualities. For instance, conflicts can be observed during the decision making process because the decision should b e made with references to the vision of the majority.Advertising Looking for case study on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More That is why, definite improvements to affect the organizational structure based on the natural work groups should be implemented at the Harley-Davidson Kansas City plant. It is important to state clearly the functions and responsibilities of the Plant Leadership Group in order to avoid the conflicts between the group members which can depend on the individual ambitions and career plans. Furthermore, all the corporate information should be shared between the employees equally. The reward system should work equally in relation to all the working teams, depending on their productivity. It is also possible to improve the performance appraisal and reward systems to add to the employees’ motivation. Moreover, the plant’s employees should be trained to see the priority of the team goals as the path to the company’s high achievements. References Brown, D. (2010). An experiential approach to organization development. Upper Saddle, NJ: Pearson/Prentice Hall. Harley-Davidson: Company history and background. (1999). Retrieved from https://www.h-dsn.com/genbus/PublicDocServlet?docID=18docExt=p Harley-Davidson, USA. (2014). Web.