Why I choose my major Essay Example | Topics and Well Written Essays - 500 words

Why I choose my major - Essay Example The mission is inspired by the catholic principles of human dignity, solidarity, manifestation of the human freedom, and the common good. The vision of the organization is also based on the human dignity. The curriculum of the institution, which most motivated the choosing, requires students taking marketing to complete sixteen courses in addition to their business and economic courses (The Catholic university of America, pp. 1-4). The course prepares students on how to research consumer needs and be able to develop products and services which satisfy those needs. The students are also prepared on means on how they can communicate the advantages of services and products via effective promotions that influence demand positively. Majoring in marketing will help boost the management course I did in Bahrain. In addition to this, it will enable acquiring of the best skills that are much needed in any successful organization. Having done management as the first degree, marketing as an additional course will help understand how the whole organization works from management to the juniors through marketing. In order to complete the course, one is required to take philosophy, theology, humanities, literature, writing, and composition. The other courses will very much contribute to the expansion of my career and field. Due to the additional courses offered by the organization as core units, they will assist in flexibilit y in the job market and management of the organization (The Catholic university of America, pp. 1-2). Another point of consideration was the foundation of the university. As the institution is founded on catholic values, it will add upon the understanding of the religious values and teachings as well as diversification of the religious field. The culture of the institution and that of Americans will also help in understanding of the different ways of living by different people.

The Food Sector of Saudi Arabia Research Paper Example | Topics and Well Written Essays - 5500 words

The Food Sector of Saudi Arabia - Research Paper Example There is also scope for seeing a wider and diverse range of products apart from the available food products. With average annual sales of 3.5 billion dollars, this sector offers a lot of insights as well as opportunities for strategic marketing. The growth of the food industry in Arab can be seen from the fact that more and more international food organizations are launching their products and services in Saudi Arabia. This can be attributed to the changing food habits of the overall population, increasing demand for diversity in food, etc. The island of oil has seen a gradual shift in the food habits of Arab populations. With the rise in economy and increasing percentage of younger populations, the overall choice and taste for food has changed. More and more population is now opting for outside food outlets, such as restaurants and hotels. As women entrepreneurs and workers are increasing in numbers, home cooked food is being replaced by ordered food. The overall preference of Arab population is shifting towards eating out. This can be seen from the increasing marketing strategies adopted by Arab restaurants. The overall food and drinks purchased by restaurants in Saudi Arabia have seen a 12 percent year on year increase. As more and more people are opting out, the restaurants are also increasing their overall range of food products. Restaurants and hotels in Saudi Arabia have also categorized their food and beverages department according to the target population. Different menus and cuisines are prepared and served for locals as well as tourists in the restaurants. Thus, it can be said that food industry has become a burgeoning sector in Saudi Arabia, provided it is supported by proper marketing and branding activities. However, it is also important to highlight the negative effects of such a change in food preferences. Though outside food is becoming popular as a result of factor such as time saved, convenience, variety etc, it is also true that the overall quality of food is getting compromised. As a result, health concerns among general population are on the rise. Recent government reports have suggested that there has been a rise in obesity and diabetes, basically arising from irregular and unhealthy eating habits. Researchers have also shown that average percentage of obese children have increased in the past five years. Now all of the above facts pose a serious threat on the general health of the Arab population. Thus, it has been important for the government as well as the organizations to educate society in terms of healthy food and healthy lifestyle. Like other organizations in the food sector in Arab, Arzaq also faces few challenges and concerns in terms of marketing its food products. It can be seen that Saudi Arabia has become a hub for international food. Thus, in order to expand its customer base and gain market share as well as brand recognition, Arzaq will have to opt for strategic marketing activities.  Ã‚  

Management of Organisational Behaviour Assignment

Management of Organisational Behaviour - Assignment Example The resultant effects of these problems are that output of the supplies department is less than optimal and the service it renders to its customer is poor. As most of you are aware, the institutions this department services provide essential needs and services to the populace of Glent County. The inability therefore of our department to adequately meet their supply needs can adversely affect their effectiveness in discharging essential services to the county. When symptoms of an illness are noted, they often point to an underlying cause. If this cause can be identified and remedied, the symptoms would vanish and health restored. A stitch in time, we are told saves nigh. There is no point in allowing the illness to fester on, when remedial action can be taken. In the same akin, the problems of Glent county supplies department cannot remain unattended to. It must be addressed in a comprehensive manner. An all -out organizational re-engineering and renewal is needed. In the few months that we have been at Glent county supplies department, these are some of our observations. There are too many rules that govern behavior at this department. The organizational chain of command is unduly long. Decision- making is over centralized. The outcome is that a simple task takes a long period of time to get done.

Digital Reconsruction of America Tropical Essay Example | Topics and Well Written Essays - 750 words

Digital Reconsruction of America Tropical - Essay Example The America Tropical was created during the height of Siqueiros’ haunt for justice and freedom for all oppressed. He expressed it through that mural about all race whether Indians, Creoles, African-American, Mexican-Americans who were tyrannized by their governments. The mural scandalized officials of Olvera Street because it signifies imperialism and a very powerful statement. Olvera Street is an epitome of a Mexican marketplace, which is old-fashioned, folkloric, precious, busy, crowded, and persistently evading anything about political, outrageous and political. In other words, it is a very conservative and historic place for tourists and people who want a peaceful life in their surroundings. Siqueiros broke the silence when he painted it on the street combined with the political theme, but due to wide resistance from the officials, the mural eventually covered by white paint. But then again, the white paint in fact protected the mural from the effects of heavy rain and ext reme exposure to sunlight. Due to widespread acceptance and requests from Chicano artists, they campaigned for the preservation of the America Tropical and a groundbreaking ceremony was held for the restoration of the mural through a platform at the Olvera Street. Christine Sterling was never appreciative of this kind of artwork, she advocated for the rebuilding of the street into a tourist attraction with a theme of a Mexican marketplace. She wanted to expose the city’s Mexican heritage and even hired laborers from the recruited from the local jail to pursue her plans. She really wanted to preserve the city’s rich Mexican influence, but in essence, she never consulted the community of Mexican-Americans to discuss on how they can elaborate the significance and content of the restoration. It is subjective and the approach is more of authoritarian rather than participatory. She deprived the real voice and symbol of Olvera Street, which is the Mexican heritage and struggl e of the people in pursuit for freedom and justice. The objectives of Sterling is kind of related to the Mission Myth because of the romanticism it gets from the restoration and reconstruction project that only depicts tourism, charm and beauty behind the culture and Mexican heritage (Cadge-Moore). It does not encompass the reality of the heritage that is struggle and freedom for social justice and oppression. In addition, elements behind Sequeiros’ mural does not complement with the views of Sterling. The mural portrayed a central figure of an indigenous peasant tied around the double- crossed wood and above the Indian peasant is an eagle representing imperialism as the artist wanted to convey the many sufferings of the people under the government tyranny. A controversial masterpiece of Siqueiros combined public street art with political and revolutionary leanings. While Sterling wanted to create a venue of romanticism and contentment. Frida Kahlo Frida Kahlo is known for he r strong and progressive character who embraced her Mexican heritage throughout her lifetime. Although less influential during her time, her works became popular in the 20th century due to Chicano Movement. She joined the revolution along with her husband, Diego Rivera. Her paintings became a symbol of her character defining her experience and sufferings. One painting is her self-portrait entitled, â€Å"

Explain how large companies raise capital from the equity and bond Essay

Explain how large companies raise capital from the equity and bond markets. Discuss the relevance of the capital asset pricing model ( CAPM) to company seeking evaluate its cost of capital - Essay Example The firm has to decide whether to raise funds through common stock, preferred stock, bonds or hybrid securities or a combination. In the case of common stock, the firm has to decide whether it should it be rights issue or public issue. The company can put on offer its block of securities for sale to the highest bidder or negotiate a deal with the investment banker. Since in the latter, the investment bankers should carry out a substantial investigation, they would do it for best known companies. Otherwise, the prohibitive costs and uncertainty of clinching the deal would make the bidding for lesser known companies unattractive for the investment bankers. Therefore, only the very large companies, about 100 of the largest companies in New York stock exchange have a choice of seeking competitive bidding for their offering. Others have only an option of negotiated deal with an investment banker. In case of a negotiated deal, the firm has to select an investment banker. Most of the investment banks operate in niches. For instance, older and larger veteran merchant bankers such as Morgan Stanley deal mainly with IBM, AT&T and Exxon and such and Drexel Burnham Lambert deals with speculative issues. Some investment bankers have penchant for new issues, while some others with a conservative brokerage client base would not take up speculative and risky issues. In Stage 2, the firm’s initial decisions will be revisited by the merchant banker. For instance, the merchant banker, after studying the environmental trends, may recommend and convince the management to change their earlier plan of raising $200 million by selling common stock to raising $100 million by common stock and the rest by the issue of bonds. In this stage, the firm and investment banker will come to a conclusion as to whether the banker will work on the best efforts basis or will underwrite the issue. In the best efforts basis, the banker does not assume

Triple Threat Criticism Essay Example for Free

Triple Threat Criticism Essay Each of the short stories â€Å"Happy Endings†, â€Å"A Sorrowful Woman†, and â€Å"The Story of an Hour† express the central idea that women are confined and identified by their roles as wives or mothers by society. The authors’ goal of these short stories is to portray modern marriages, to help people be conscious to womens liberalism, and to instruct people not to focus on the endings of stories, but the middle portions. Margaret Atwood, Gail Godwin, and Kate Chopin develop these ideas by utilizing plot, character development, and setting. Atwood’s â€Å"Happy Endings† uses a lack of plot to show how even though the middle parts of life can be different, the endings are always and inevitably the same. In her story, Atwood shows the diverse relationships between men and women, but through every situation, both die. The same thing happens in Chopin’s and Godwin’s stories. While both protagonists start off as committed and loving women dedicated to their family, personal torment eventually lead both of them to death. Both women sit near windows in their rooms and watch the world outside wishing they could be at peace with themselves and find happiness in their relationships. Chopin associates the window and all the lively things outside the window to the freedom of Mrs. Mallard’s new widow status, while Godwin represents the window as a negative object. Also, it is ironic that outside of the windows it is spring, when both of the stories are depressingly gloomy. In â€Å"Happy Endings,† Atwood explains what life is about. She proclaims that plots are a beginning, middle, and an end; â€Å"a what and a what and a what† (Atwood 628). Life is a formula: two people meet; they have jobs, sex, kids, hobbies, illness, and of course, they die. Atwood gives all the examples: older and younger, doctor and nurse, but it is the same formula. Atwood also minimally structures â€Å"Happy Endings,† like an essay, instead of a story. She has different scenarios from A to F, all including the same undetailed, flat characters, but with the same end to prove that no matter what the beginning or middle is, the ending is always the same. The author also chooses to use the most generic names possible, Mary and John, to flatten the characters even further. Atwood repeats the words â€Å"stimulating and challenging† throughout the text. These words are used to describe the character’s jobs, their sex life, and their hobbies. This repetition in diction emphasizes the ordinary and mundane of each characteristic. In storyline F, Atwood speaks directly to the reader. She writes, â€Å"If you think this is all too bourgeois, make John a revolutionary and Mary a counterespionage agent and see how far that gets you,† implying the pursuits are the same, and the characters are unimportant (Atwood 293). Atwood’s audience is everyone, but mostly the people who focus more on the plot of life, than the how and why. In â€Å"A Sorrowful Woman,† Godwin uses character development to drive her story. She writes about predominantly flat and unnamed characters: the man, child, woman. The woman is the only one closest to a round character. She is quirky, for she makes the statement â€Å"vertical bra,† but otherwise her lines are manipulative and predictable. Godwin opens with â€Å"Once upon a time† (Godwin 39) to emphasize how unrealistic the story really is. For example, the man in the story has an exaggeratedly amicable, agreeable nature towards his wife and never challenges her. To make it clear, he repeats the words â€Å"I understand† throughout the story. Godwin includes that the nanny is ugly to emphasize that there is no sexual replacement of the woman. The boy represents innocence. The boy’s last line, â€Å"Can we eat the turkey for supper? † reiterates that the woman’s role in life was through her duties. Godwin uses symbolism when she writes about the woman writing a poem: First, the woman has all her responsibilities and duties, but since she stops doing them, she does not know what else to do. Secondly, the woman tries to write a sonnet that has rules on how you can write it, but then she decides to write free verse, except since there are no rules, she does not know what to write. Godwin also uses the nanny to contrast with the woman; the woman hates her duties and responsibilities, while the nanny enjoys them because she gets paid and it is her choice. Also, she distinguishes both of them by the use of the woman in a white, dull room, and the nanny putting the boys colorful pictures on the walls. â€Å"†¦the child’s gray eyes,† the gray hand-knitted sweaters. The overall effect of repeating the color gray makes the story seem dull and tired. In â€Å"The Story of an Hour,† Chopin uses metaphors and concrete details to develop the central idea that identity is a stereotypical construct. She associates the open window and all the lively things outside it to the freedom of Mrs. Mallard’s new widow status: â€Å"†¦the tops of trees that were all aquiver with the new spring life. The delicious breath of rain was in the air†¦ countless sparrows were twittering in the eaves† (Chopin 15) to compliment that Mrs. Mallard is thinking optimistically now that she knows her husband is dead. Mrs. Mallard expresses her feelings about her recently distinguished marriage with words of being liberated: â€Å"Body and soul free! † Chopin also uses setting to emphasize how women are identified: in the public area of the house, she is named as â€Å"Mrs. Mallard,† but when she goes to her room she is â€Å"Louise. † Chopin ends â€Å"The Story of an Hour† with stating, â€Å"When the doctors came they said Mrs. Mallard had died from heart disease – of joy that kills† (16); sardonically, she is referring to the family thinking that Mrs. Mallard died from the joy of seeing her husband alive, when in reality she died from distinguishing that she is not free any longer. Mrs. Mallard’s death is foreshadowed early in the story when the author mentions that the wife has a heart problem. In all three stories the female characters are unhappy and they eventually die. The authors are feminists in how they condemn men and marriages with how they trap and identify women by society. Atwood, Godwin, and Chopin illustrate this idea with plot, character development, and setting. The authors wrote these three short stories to portray modern marriages, to help people be conscious to womens liberalism, and to explain that the ending of a story is not important, but the middle is. Works Cited Chopin, Kate. â€Å"The Story of an Hour. † The Bedford Introduction to Literature 9th Edition. Meyer, Michael. Boston: Bedford/St. Martin’s Press, 2011. 15-16. Print. Godwin, Gail. â€Å"A Sorrowful Woman. † The Bedford Introduction to Literature 9th Edition. Meyer, Michael. Boston: Bedford/St. Martin’s Press, 2011. 39-41. Print. Atwood, Margaret. â€Å"Happy Endings. † The Bedford Introduction to Literature 9th Edition. Meyer, Michael. Boston: Bedford/St. Martin’s Press, 2011. 624-626. Print.

Role of the Midwife as an Educator

Role of the Midwife as an Educator The researcher has used the terms â€Å"tutor† and â€Å"midwife† in an interchangeable format. Midwifery is about far more than delivering babies. The skills that a midwife needs to carry out her job successfully are legion. In this essay we shall specifically consider the role of the midwife as an educator, and her ability to impart information successfully to a group in a planned parenting session. In order to do this successfully it is obviously important for the midwife (or tutor) to appreciate how adults learn optimally in a different way from children. In this essay we shall explore both the theoretical and practical principles which underpin the delivery of a successful course for prospective parents. We shall also consider the importance of course evaluation in the construction and presentation of future courses. It is important to appreciate that adults learn optimally in a different way to children. The dichotomy is often refered to as pedagogy and andragogy. The fundamental difference between the two is that pedagogy is essentially the process whereby the tutor instructs the students and andragogy is the process which involves more of an interaction between the two, with the tutor guiding the students. (Cervero, R. M et al 1999) In the prospective parenting classes clearly the group are likely to be mainly young adults (the researcher states that they are making a number of assumptions here) and an alternative name for andragogy is experiential learning. This involves the tutor drawing out various experiences that the group, collectively, have had and using them as a basis for discussion and communal learning. (Donaldson, J. F et al. 2000) One could reasonably assume that the participants in the group have not had previous direct experience of parenting, but this does not preclude this method of teaching in this circumstance. They certainly will have observed friends, family and others bringing up their children and of course will have their own experiences with their own upbringing which will have formed a number of their opinions, expectations and values. These can usefully be explored and brought out in discussion for the whole group to use as a learning experience. It is likely that a typical group will include participants from different social backgrounds, ethnic groups and classes. This is also a valuable asset which can be exploited for the benefit of all. Specific examples could be the breast feeding and weaning habits of different ethnic communities and how they differ from what is currently considered to be best practice. Clearly this type of learning is quite different from that which could be used for children (pedagogy) who have very little life experience to draw on. (Johnson-Bailey, J et al 1997) Obviously the midwife will have their own professional learning and agenda together with a vast wealth of practical experience. This should ideally be presented in a sensitive but authoritative way, so that the group can have the opportunity to discuss, evaluate and adopt those elements that they collectively feel are or value and importance to themselves. (Ross-Gordon, J. M et al 2002). Although adults will clearly need to assimilate information – as this is a basic definition of learning – they are far more amenable to techniques which involve self motivation and self-directed learning. (Sheared, V et al. 2001). In this context it is important that the midwife, in addition to simply acting as a tutor and resource, should also suggest other sources of information. Local libraries, NHS leaflets, Local Authority pamphlets and of course the Internet, are all valuable resource options that the prospective parents can access themselves. Part of the information providing responsibility incumbent on the midwife, is the generation of interest which will allow the group members to feel empowered to make further exploration of the area themselves. (EHC 1999) The concept of metacognition is also important in this area. Traditionally a midwife might expect to give a talk on various important points of parenting and the prospective parents would sit passively and absorb the elements that they felt were important to them. The talk would finish and the group would disperse. Metacognition is the ability of the student to appreciate the overall context and content of what they are learning about. This is primarily a two way interaction between student and tutor. (Smith, M. C et al. 1998). If the midwife is able to establish a dialogue between herself and the group it is easier to evaluate and assess the gaps in knowledge and then to suggest strategies for filling them. Equally, it is a valid strategy to establish where the gaps are and then to encourage the student to find the information for themselves in order to bring back to the group for discussion on the next occasion. (Titmus, C 1999). When the tutor is constructing the course, if the andragogical approach is chosen as the most appropriate then they should: Encourage the group members to participate and put forward their own life experiences as much as possible in order to utilise them as exploratory and discussion tools for the group as a whole. Demonstrate to the group how their collective life experiences can be adapted and utilised within the framework of the current discussion (after Merriam, S. B et al. 1999). This is a difficult topic since evaluation is ultimately the most appropriate tool to assess whether the particular course has been successful. There are basically three appropriate viewpoints of evaluation – whether the tutor feels that they have delivered the course successfully, whether the student feels that they have benefited from the course and whether an independent assessor would consider the course appropriate. (Vaske, J. M et al 2001). There is not space to fully appraise all of these eventualities, but clearly it is utterly appropriate to consider the student’s appreciation of the course, whether it fulfilled their expectations and needs together with an assessment of the various areas where they felt that the learning experience was either good or lacking. This is clearly vital, not only from the point of view of deciding whether it is appropriate to continue delivering the course as a public service, but possibly more importantly, to provide feedback to the tutor on just how their delivery was perceived and received. There is obviously no value in presenting a course which is neither appreciated nor useful to the recipients (Tice, E. T et al 1997). Conclusions It is clear that the presentation of a successful adult-orientated course is not just a matter of chance and an informed professional standing up and presenting a series of facts. It is obviously important to optimise the impact and usefulness of the effort involved with an appreciation of the theory and practice of adult learning. The involvement of the audience group, particularly with an invitation and an expectation to share and learn from their own collective experiences, is clearly an important learning tool and should be maximally exploited by the tutor. It is also important to the overall optimisation of the learning experience for the student, that the tutor should develop clear and concise learning objectives for the group and tailor the structure of the group to those objectives. Central to that process is the formulation of an appropriate learning plan, which, in this particular format does not necessarily have to be a formal written plan, but can take the form of either notes or a mentally organised format by the tutor. (Taylor, K et al 2000). Cervero, R. M., and Wilson, A. L. 1999 Beyond Learner-Centred Practice: Adult Education, Power, and Society. Journal for the Study of Adult Education 13, no. 2 (November 1999): 27-38. Donaldson, J. F.; Flannery, D. D.; and Ross-Gordon, J. M. 2000 A Triangulated Study Comparing Adult College Students Perceptions of Effective Teaching with Those of Traditional Students. Continuing Higher Education Review 57, no. 3 (Fall 2000): 147-165. EHC 1999 Effective Health Care. Getting evidence into practice. York: University of York, 1999. Johnson-Bailey, J., and Cervero, R. M. 1997 Beyond Facilitation in Adult Education: Power Dynamics in Teaching and Learning Practices. In Crossing Borders, Breaking Boundaries. Proceedings of the 27th Annual SCUTREA Conference, edited by P. Armstrong et al. London: Birkbeck College, 1997. (ED 409 438) Merriam, S. B., and Caffarella, R. S. 1999 Learning in Adulthood. A Comprehensive Guide. 2d ed. San Francisco, CA: Jossey-Bass, 1999. Ross-Gordon, J. M., ed. 2002 Contemporary Viewpoints on Teaching Adults Effectively. New Directions for Adult and Continuing Education no. 93. San Francisco: Jossey-Bass, Spring 2002. Sheared, V., and Sissel, P. A., eds. 2001 Making Space: Merging Theory and Practice in Adult Education. Westport, CT: Bergin Garvey, 2001. Smith, M. C., and Pourchot, T., eds. 1998 Adult Learning and Development. Perspectives from Educational Psychology. Mahwah, NJ: Erlbaum, 1998. Taylor, K.; Marienau, C.; and Fiddler, M. 2000 Developing Adult Learners. San Francisco, CA: Jossey-Bass, 2000. Tice, E. T. 1997 Educating Adults: A Matter of Balance. Adult Learning 9, no. 1 (Fall 1997): 18-21 Titmus, C. 1999 Concepts and Practices of Education and Adult Education: Obstacles to Lifelong Education and Lifelong Learning? International Journal of Lifelong Education 18, no. 5 (September-October 1999): 343-354. Vaske, J. M. 2001 Critical Thinking in Adult Education: An Elusive Quest for a Definition of the Field. Ed.D. dissertation, Drake University, 2001. ############################################################# Word count 1,611