Sources and Classifications of Law in the United Kingdom Essay

Sources and Classifications of Law in the United Kingdom - Essay Example   Legislation refers to the law, which is made by a body specially constituted for that purpose. The legislation is classified into primary and secondary legislations. Legislation in the UK derives from various sources. The Supreme legislation body for the United Kingdom is the Parliament of the UK of Great Britain and Northern Ireland, British Overseas territories and British Crown dependencies; the parliament is also referred to as the Westminster.   Each of the three major jurisdictions of the United Kingdom: Northern Ireland, English and Wales, and Scotland has its laws and legislative systems. The Westminster possesses legislative supremacy; therefore, it has ultimate power over all other political powers in the United Kingdom and its territories. Legislation in the United Kingdom takes the form of Acts or Statutory Instruments. The Acts are passed directly by Parliament while the government minister or the Queen-in-council makes Statutory Instruments under the authority of Parliament.   Primary legislation constitutes the law made by the legislative branch of the government. The primary legislation takes the form of Acts of Parliament in the United Kingdom. In primary legislation, the parliament is the law making body; this is because Parliament derives its law making powers directly from the Constitution.  Ã‚   Secondary legislation in the United Kingdom must receive the authorization from the primary legislation in order to ensure conformance to boundaries laid down by primary legislation.   Ã‚  

Art Projects: Drawing a Partridge and Crayon Art

Art Projects: Drawing a Partridge and Crayon Art How to draw a partridge in a pear tree How to seal a pendant colored with melted crayon shavings How can I make a bracelet out of DMC floss? HOW TO DRAW A PARTRIDGE IN A PEAR TREE The topic that this article is going to focus on is about a bird which is not so famous but means a lot when people come across occasions like Christmas. Many must not have heard about this bird and those who have heard it might recollect it from the phrase, Partridge in a Pear tree. Lets now get to know more about this bird and the meaning behind the phrase. In short, lets draw a partridge to our attention which is generally referred in context with a pear tree. A partridge is basically a bird belonging to the pheasant family also called as Phasianidae. They are non-migratory, medium-sized birds which are native to Europe, Africa and Asia. They are ground-nesting birds which are involved mainly in the seed-eating livelihood. These details must have given the readers enough information about a brief outlook of a partridge. But these details matter more to a biologist rather than general readers. The specialty of this bird is that, it has a unique relationship with the pear tree. Christians must be probably aware of the phrase, i.e. to draw a partridge to a pear tree, because the event takes place in Christmas. Partridge in a pear tree is actually a stocking kit from Bucilla which features a beautiful partridge nestled in a tree. To draw a partridge in a pear tree implies decorating the Christmas tree with a stocking which contains a partridge in a pear tree surrounded by glittering golden pears. To draw such a thing on a Christmas tree pleases Santa Claus and the tree glitters even more. The things need to create a partridge in a pear tree are sequins, beads, needles, cotton floss, metallic threads, stamped felts and glitter for shining. The stocking should be approximately 18 long diagonally and must display a partridge bird on a tree with pears around it. This is the way in which the stocking is created. There are several interpretations about the partridge in a pear tree phrase. One implication is that, it is a Christmas song which depicts the love between two persons by offering the partridge in a pear tree gift to each other. Another story behind this topic is known world wide. Partridge has been named from the Greek word, Perdix which was once the name of a Greek king. This king was once cast from a tower into the ocean by his enemy and he emerged as a bird from there and was carried to heaven by Goddess Athena. Thus, Athena represents the pear tree which was responsible for carrying the bird Perdix which is called partridge, to heaven. Thus sometimes, the bird, partridge was also referred as a symbol of Jesus Christ and thus the Christmas carol containing the phrase was formed. These two instances clearly tell us how Christians believe in the partridge in the pear tree and wait to draw a partridge each Christmas. Thus, the readers must have gained a spectacular piece of mythological history which is followed throughout the world each Christmas, when people around the world get ready to draw a partridge in the pear tree. It also takes us to a bright moral that, occasions like these get focused only when they are followed regularly. BEST BRAND/TYPE OF TRANSFER PAPER FOR EMBROIDERY OR CREWEL WORKS Art and Craft form the major part of the creation industry. This industry is mainly based on the skills of the artists to imagine, design and create. While in school days everyone is taught a bit of art and craft, some like it, some dont. The days are greatly remembered when the tracing paper was used as the means of creating an exact copy of the image mechanically before printers came into existence. Transfer papers are also of the same kind as tracing papers and also have the same purpose. Many creative things can be done using this transfer paper such as, printing on t-shirts, designs on pots and many more. But the purpose that surprises many is the use of transfer paper for embroidery. The task seems new as the traditional method of doing embroidery on cloth articles was with a needle and many colorful threads. Earlier the design to be made was sketched with a pencil roughly onto the cloth and then the thread was used to give it an outline. Now-a-days, the free-hand sketching has been made more perfect by the use of transfer paper. The best quality transfer paper gives astonishing results and gives the impression of a perfect design. The process of using transfer paper for embroidery can be explained briefly as follows. Inkjet or any other printer is first used to print the image on the transfer paper. This image can then be transferred onto the clothing by a heat press. This process is also called as an iron-on. The image once transferred can be embedded in the cloth by the use of embroidery. There are several types and brands of transfer papers available in the market. These can be named as, heat transfer paper, inkjet transfer paper, sublimation transfer paper, color laser transfer paper etc. Each of them has their own advantages and disadvantages. The most expensive one is the color laser transfer paper. It seems the names of the transfer papers belong to the names of the printers they are used with. Inkjet transfer paper comes in two varieties, for light colored fabric and for dark colored fabric. The fabrics which are going to be used for printing need to be of good quality to increase the life of the print on it. Use of transfer paper for embroidery is an exciting option for creating and printing various designs on the fabric using the various transfer papers. This is a new fashion of clothing which is growing at a rapid pace in the fashion industry. This act of using transfer paper for embroidery on the clothes prompts the designers to try the process at home or open centers for such printing works. The embroidery which seemed boring for so many years will finally be retrieved in a new form and the clothes wore will have the designs made by the person wearing it. The important suggestion is to select the proper and the best type of printing and embroidery technique and last but not the least the best brand and quality of transfer paper for attractive printing. HOW TO SEAL A PENDANT COLORED WITH MELTED CRAYON SHAVINGS Jewellery is that part of beautification which includes various forms of designs and gems embedded with it. This has various forms ranging from the most expensive one to the most simple but beautiful ones. A ring looks incomplete without a gem; similarly a necklace seems incomplete without a pendant. Pendant is that part of the necklace which gives it a meaning and an extra bit of enhancement to the necklace. Pendant can exist in various forms, but the most discussed one lately is the one with melted crayon shavings. The reason for this can be known shortly. A pendant is that part of a necklace that is always hanging from it and gives it an identity. It can exist in various shapes, the most preferred of which is the heart shape. A pendant can be made of gold, silver, titanium etc., but the most simple and home made pendant is the one with melted crayon shavings. The process of giving a final polish or impact to the pendant is called as sealing. Sealing means the same as a piece of stamped wax which ensures strength for the material on which it is applied. Crayons are most popularly used for coloring, but they have a disadvantage of their disposal, because once the sharp point is gone, it is of no further use unless someone sharpens it. These crayons can then be converted into shavings and melted together to give it a different shape and color and used for various purposes. The following are the steps for sealing a pendant colored with melted crayon shavings Take the crayons available and cut them in the form of shavings in the way a tree is cut slice by slice. Make the slices as finer as possible to melt them quickly. After the shavings are ready, melt them by placing them on a tough paper and either placing them in an oven or doing it by an iron. The melted shavings are now ready for applying on the pendant to be sealed. Apply the crayon shavings onto the pendant. Make the colored pendant cool by keeping it at normal temperature. Use a metal rod or a log of wood and seal the pendant with a wax coating so that it gets a shiny look onto it. The pendant is now sealed and can be put into a necklace for use. The precaution to be taken here is while melting and sealing. It is suggested that these tasks are done by an adult and done carefully to avoid injuries. The above method of pendant making gives the pendant a simple look but a durable one. Also, it is a best from waste effort as the crayons suggested for use are the broken or spoilt ones. This task has given a great idea of recycling and recreation for generations to learn. The act of making such melted crayon shavings and using them for sealing a pendant will soon become a profession in the near future. HOW CAN I MAKE A BRACELET OUT OF DMC FLOSS Decoration is an activity which everyone loves to do, then it does not matter whether it is a house or an office or any other thing. The simplest way of decoration that humans use to look different and enhance their outer beauty is jewellery. Though women have more jewellery to look rich and beautiful, men dont have that much stuff in number. But both share some common jewellery types which include chains, rings and bracelets. Bracelets can be made from various materials. It is unbelievable that a bracelet does not compulsorily need metals for its creation. It can be made even with rubber or fiber or floss. Thus, to make a bracelet from DMC floss is what interests many for its discussion. Floss in generic form refers to an embroidery thread which is a rough silk obtained from a silkworms cocoon. DMC is a manufacturing unit which manufactures and supplies various kinds of floss to different locations. Thus, to make a bracelet from such a DMC floss is not very tough if proper precautions are taken. The process can be explained as a sequence of steps which are as follows. Bracelets generally are of the wrist size and the thickness can be defined by the amount of floss to be used. So cut 18 25 inches of DMC floss and make the ends line up evenly. Hold the ends together and tie a knot which has a 1 inch tail. Separate the 3 strands and form the number 4 over the adjacent strand. Then just follow the motion used while stitching clothes and make circular rounds about it. Continue this motion till the bracelet attains the desired size. Also the length can be increased as needed. The steps mentioned above give a brief idea about the creation of the bracelet. Many users will have other ideas of the material used for more decoration like beads or pearls and hence, they can go ahead with their own creations. The only care that is to be taken while designing this bracelet is the precision and the sensitivity factor. This is because, you cannot make a bracelet in a hurry, as it can lead to loosening of the floss and will reduce its life. The bracelet also needs to be tight enough to stay tight on the wrist and not fall off. The act of making the bracelet can be done quickly only by a professional. Beginners will take approximately 1 hour to complete this task, and they need to have patience for this. DMC floss is a tough thread and will not easily break off. A blade or a scissor is needed to cut it off and hence it is strong enough to last for a longer duration as compared to other threads. A bracelet is a symbol of friendship as bands are used on friendships day. The best idea is to make a bracelet out of such floss and present it to your friend or your loved one as a symbol of love and gratefulness.

The Great Gatsby and The Hollow Men Essay -- essays research papers

The Great Gatsby has been one of the classic novels of the twentieth century. It creates a unique society that makes the story such a masterpiece. Another magnificent work that relates to The Great Gatsby is T.S. Eliot's 'The Hollow Man.'; The lines in the poem portray the story so vividly that it should have been an epigraph for the novel. The poem's references to hollow and stuffed men, can describe different characters in The Great Gatsby. The hollowness of men represents ruthless barbarians with no respect for humans and no understanding of love. However, the stuffed men seem to be educated, wealthy, and respectful. The differences in these types of men can be seen through the events of the novel. Another aspect of the poem that represents the novel is the idea of the paralyzed force. This force symbolizes freedom and uniqueness. It also is captivating and serves as authority. So, the similarities between The Great Gatsby and 'The Hollow Men'; remarkably show the hollow and stuff ed characteristic of the people in Gatsby's secret society.   Ã‚  Ã‚  Ã‚  Ã‚  The first similarity between the two pieces of work is the hollowness in mankind referred to by the poem. In the novel there are two main characters that depict such hollowness. The antagonistic character of Tom Buchanan represents the ruthless and careless American whose dream is to use women and acquire money. In addition he has no respect towards others which creates pain for people around him. An example of this is when Myrtle repeatedly uttered his wife's name which was Daisy. Tom took this as an insult and viciously punched her in the nose. He never took into consideration that hitting a women is uncivilized. Another quality he has is to flaunt his wealth in other peoples' faces. This can be seen when he takes Nick around his colossal house. Tom wants others to feel jealous of his riches, when he is actually jealous of the others around him. Thus revealing his emptiness of heart and spirit. His hypocritical remarks show his hollowness towards other. During t he climatic scene in the plaza hotel he said 'I suppose the latest thing is to sit back and let Mr. Nobody from Nowhere make love to you wife.(137)'; He doesn't take into account that he has been doing the same thing with Myrtle and plenty of other ladies. Another hollow character in the novel is Daisy. Daisy portrays the conceite... ...ed to be in charge of the conversation. Also, Owl Eyes was one of the few honorable people who attended Gatsby's funeral. He had an admiration toward Gatsby and cherished his view toward life.   Ã‚  Ã‚  Ã‚  Ã‚  So, 'The Hollow Man'; has many parallels that make it a perfect epigraph for The Great Gatsby. The three key aspects of the poem that relate it to The Great Gatsby were the hollow men, the stuffed men, and the paralyzed force. All three depict the society Gatsby lived in and the life he had to go through. The hollow and stuffed men showed the two types of people in Gatsby's society. The hollow men contain no inner spirit or love toward one another. However, the stuffed men consisted of bravery, self-control, and love. They were Tom, Daisy, Jay, and George, respectively. The poem categorizes where people fit in society. The final parallel is the paralyzed force including Owl Eyes and the billboard. Both had a frozen outlook on life and someone to look up to. In conclusion, Fitzgerald and Eliot created classics that will be analyzed for many years to come. However, no one will be able to make an epigraph for The Great Gatsby better than Eliot's 'The Hollow Man.';

Cost of Living in America

Samad Saadiq Cost of Living in America America is the best place to live. But â€Å"money is the key to survival† (Crute) which all Americans live by. With the economy growing fast so is the cost of living. The cost of living is the amount of money it cost to survive with the basic necessities. Even though majority Americans survived off of the cost of living, they believed that things would get better, and they would be able spend money on things other than necessities. The changes in the type of jobs, necessities, and how people spent money 50 years ago to now increase the cost of living.This is why the cost of living provides more jobs, better pay, and better places to live. With work being the only source of income people viewed it as an â€Å"obligation† (Crute). â€Å"Work was something that everyone did, and wasn't considered a job† (Crute). People worked because they had to; it was the only way to survive. Families could not survive if their parents did n ot work, because there was no money. Although most of the money that came into the households came from the parents; children also worked and brought in money.The only jobs that existed were jobs that provide goods and services needed for survival. â€Å"My mother was an in house nurse and worked barely for minimum wage† (Crute). The average American would pay â€Å"$49,000 for a house, 35 cents for cigarettes, and one cent for candy† (Crute). A place to stay and food to eat are the necessities. Rarely was money spent on things such as movies, candy, or eating out. Living was just living and we survived just fine off of the basic needs in 1960. The 21st century is a lot different compared to how people viewed the world 50 years ago.Most people go to work because they enjoy what they do or they enjoy the benefits from the job. There are jobs for just about anything you want to do in the world, encouraging more Americans to work. Majority of Americans work, but the gover nment is more  involved  in helping  struggling  families who don't work to survive. There are child labor laws that prohibit children from working until they turn at least 14 years old. The economy is in such a terrible state that nothing is cheap, increasing the cost of living. The average loaf of bread cost about $3. 9 which is more than a gallon of gas. Even though nothing is cheap we do spend money on more than necessities. People pay thousands of dollars to put rims on their cars instead of hubcaps.This is like throwing away money. Hard earned money should be spent but not wasted. Crute remembers paying 25 cents for a gallon of gas, that we now pay $2. 79 for. In order to keep up with the increasing prices of these products and people living their lavish life styles, they have to pay workers more money to survive. With the cost of living now at â€Å"$8. 5 per hour† (WHD) people feel encouraged to spend it on the finer things in life. Such as the $49,000 dollar home this now costs $350, 000, or a $30,000 car. Even though the cost of living is expense it created better opportunities for American citizens. Money is everything and Americans have been given more over the years because it costs more to live it in a beautiful place. Citizens still need the necessities but now there are more than just food and shelter that are considered necessities. If it wasn’t for cost of living costing so much we wouldn’t be able to enjoy our money like we do now.It would feel like the people who worked 50 years ago like an obligation but it doesn’t. Everything has increased from the number of jobs to the amount of money we bring home in just one month. The cost of living is now more than survival it’s about living life.Word Count: 672 words Works Cited Crute, Samad. â€Å"Cost of Living. † Telephone interview. 1 Nov. 2010. â€Å"U. S. Department of Labor – Wage and Hour Division (WHD) – Minimum Wage Laws in t he States. † The U. S. Department of Labor Home Page. N. p. , n. d. Web. 05 Nov. 2010. <http://www. dol. gov/whd/minwage/america. htm>.

Learning Experiences Essay

The value of education undoubtedly depends on the purpose behind it. Activities also give the child new abilities, and allow him/her to discover abilities never known to have existed before, or strengthen skills that naturally exist in any human being. When a child is born, the child learns by interacting with the world around him/her, and this is the foundation for building the child’s intellectually abilities as well as the child’s personality, emotionally and socially (Mahapatra, 2009). This paper focuses on the learning experiences that a child acquires from various activities, as dictated by the child’s age. In this study, there are 5 age groups that would be considered. The first stage is the stage of ‘younger babies, the ‘older babies,’ the ‘toddler stage,’ the ‘kindy stage,’ and the last stage, the ‘preschoolers. ’ In this paper, the researcher would like to discuss the teaching strategies to be used, including all the considerations to be involved when it comes to teaching organisation. Young babies †¢ Young babies are children whose age is categorized as babies who are of 6 months old from the time when they are born. †¢ During this stage, the baby shall learn basic activities such as learning to sit on his/her own and learning to explore the world using his/her hands. Other senses are also at play since the child is naturally curious about the world and will use his/her sense to learn. At this stage, babies tend to use their mouths as well to explore things, which is why it is important that they be given toys that are not hazardous and will not cause choking. Some toys have been specifically designed for a baby’s learning purpose and these toys are safe to be kept in the mouth. †¢ Activities that can benefit a child’s learning experience can be aided by toys. Learning resources can start with toys that can be placed in the child’s crib, such as colourful mobiles, as well as toys that can be squeezed, such as musical toys. Other toys can be toys that require the child to use his/her body muscles to push and pull, in order to stimulate the child’s grabbing and grasping skills (Henig, 2008). †¢ As a teacher, it is important that the child be given materials to encourage him/her to be aware of his/her senses, what they are for and how to use them. For instance, the child can be given a musical ball, which the child has to squeeze in order for sounds to be heard. †¢ The learning experience of the child can be evaluated by the kinds of toys that stimulates the child’s brain. For instance, the teacher or the caregiver can provide a variety of toys for the child to play with, and depending on what toy the child picks up the most, the teacher can decide what toy appeals more to the child. If the child picks up the musical toy more often, it means that the sound that the ball makes appeals to the child’s senses. Older Babies †¢ Older babies are approximately aged from 6 to 15 months. †¢ At this stage, babies are able to develop their problem solving skills as they continue learning about a variety of new objects. They are also more able to understand people, and at this stage, the child starts to constantly seek for independence, and they try to develop their own self-esteem. Toys are also more played with, since the child starts to learn how to play ‘properly. ’ For instance, when a child is given toy blocks, or toys such as Lego, the child is actually able to build ‘something’ out of these blocks. In addition to this, the child is also more curious, so providing the child with a play area complete with swings, slides and other play structures encourages active play. †¢ Activities that could be advised for a child of this stage could be providing a child with a puzzle to complete. The teacher could provide the child with a cardboard jigsaw puzzle where the child has to form the pieces together in order to make a picture. This activity helps stimulates mind activity in the child, while wooden puzzles also stimulate sensory discrimination as well as the development of the child’s eyes and hands. An environment such as a playground could give the child enough room to set up his/her own dramatic scene, along with his/her own playmates. The teacher can provide the child with materials such as costumes in order for the child to be more creative in role playing. †¢ The teacher’s responsibility at this point is just to observe the child’s activities and not to actually help the child to do the right thing. This way, the child can have more freedom to express himself/ herself. Toddlers †¢ Toddlers are aged from 15 to 36 months. †¢ At this stage, toddlers are fascinated by household objects, the different shapes of objects and their textures. It is also at this stage where the toddler’s motor skills develop at a fast rate, and this is the stage where the greatest changes in a child’s life and the child’s mind happens. Furthermore, the child is able to express himself/herself more (University of Georgia, 2007). †¢ For this stage, the teacher can coordinate an activity that allows the child to use his sense of sound better, while also developing the child’s creativity level at a faster rate. The teacher could create a fun experience for the toddler by allowing the child to use a variety of cooking utensils for the child to play with. Pots, pans, and cans can be used, and the child can be given wooden utensils so he/she can make a personalized instrument and bang the items together to make his/her own rhythm. A rhythm game can also be played where the teacher can play a certain rhythm and have the child copy it and repeat it accordingly (Tomlinson, 2008). †¢ This activity stimulates the child’s response to sounds, and the teacher can begin to teach the child new words such as ‘beat,’ or ‘drum,’ to talk about the activity itself, or the teacher can teach the child descriptive words to allow the child to express his/her feelings while performing the activity. At this stage, the teacher helps the child be more familiar with shapes, textures, smells and even taste. Kindy Stage †¢ This stage is concerned with kids who are aged approximately 36 to 52 months. †¢ This is the kindergarten stage, where the child has begun to talk, sing and dance. This is also the stage where the child is supposed to be taught how to read since the child can already understand some concepts about the world. Children at this stage may start to struggle at first with reading. Therefore it is advised that the teacher or the caregiver read to the child every day. This way, the child can begin to realize that reading is a fun activity, and the child is also able to use his/her imagination as the adult reads to him/her. †¢ Learning how to read starts with a child’s ears. An activity that a teacher can do for the child would be to read a story to the child and to ask the child questions regarding the story. For instance, after reading a story about animals, the teacher can use the help of pictures with animals on them, as well as cards containing the names of these animals. The child’s task is to attach each word card to the picture it corresponds with. †¢ This way, the child is able to be familiarize himself/herself with new vocabulary, new situations and experiences, and the child can even match what he/she learns from reading to what he/she sees, hears, touches, and taste in real life (Cooper & Cooper, 2008). Preschoolers †¢ Preschoolers are from the age of 48 to 52 months old. †¢ At this stage, children can recall concepts easier, and also familiar words. They can also understand new words and new concepts better and can understand the meanings of basic words such as ‘over,’ and ‘under’ (Child Development Institute, LLC, 2008). When it comes to mathematical concepts such as addition and subtraction, there exists a pervasive relationship between a child’s understanding and the child’s procedural skills. Procedural knowledge refers to the child’s skills that are required in order to solve mathematical problems. †¢ For this stage, the teacher can do an activity by using materials such as marbles. The teacher can lay out the marbles on the ground and ask the child to count them. The teacher can then take away a number of these marbles and ask the child to count the marbles again. This way, the child can understand the meaning of subtraction, while the teacher can teach addition by adding more marbles to the pile and asking the student to count them. The teacher can first demonstrate how it is done first so that the child can easily follow. †¢ Such an activity helps the child to clearly understand the meaning of both addition and subtraction, as well as helping him/her to recite the numbers more often. This way, the child is also made familiar with more numbers. †¢ The teacher’s duty is to ensure that the child is able to count properly, as well as add properly and subtract properly. Previous stages allowed the child to have the freedom to perform in any way the child wants. At this age, however, the teacher should introduce the child to correct mathematical concepts so the child is able to retain in his/her mind such information (Geary et al. 2000) †¢ Such mathematical drills should be performed time and time again so that the child will not easily forget. The teacher can evaluate the child’s performance by repeating the exercise again and again, giving way for the child to make mistakes. For all the activities mentioned, it would help the teacher as well to use the reward system when a child performs well. This is especially advised for children who may be stubborn and require a little ‘pushing’ in order to perform accordingly or better. It must also be noted that children cannot be expected to learn quickly so the teacher must be patient and should help the child do so (Fendrich et al. 1993) References Child Development Institute, LLC. 2008. Language development in children, on January 15 2009, from http://www. childdevelopmentinfo.com/development/language_development. shtml Cooper, T. & Cooper, S. (2009) Teaching reading: Part One, retrieved on January 15 2009 from http://www. teaching-children-to-read. net/ Fendrich, D. W, Healy, A & Bourne, L (1993) Mental arithmetic: Training and retention of multiplication skill, Cognitive Psychology Applied, pp. 116-133. Geary, D, Hamson, C & Hoard, M (2000) Numerical and arithmetical cognition: A longitudinal study of process and concept deficits in children with learning disability, Journal of Experimental Child Psychology, 77, pp. 236-263. Henig, R. (Februaru 17 2008) Taking play seriously, New York Times Magazine, p. 38. Mahapatra, A. (January 11 2009) Activity leads to learning, The Hindu. Tomlinson, P. (2008) Psychological theory and pedagogical effectiveness: The learning promotion potential network, British Journal of Educational Psychology, 78, pp. 507-526. University of Georgia (2007) Learning and development: infants birth to 12 months. Better Brains for Babies, retrieved January 15, 2009 from http://www. fcs. uga. edu/bbbgeorgia/childDev_00-12. php

Words Beginning With For- and Fore-

Words Beginning With For- and Fore- Words Beginning With For- and Fore- Words Beginning With For- and Fore- By Maeve Maddox English has several words that begin with the prefixes for- and fore- Sometimes the prefix means â€Å"before† or â€Å"in front of.† Sometimes it means â€Å"outside,† a meaning derived from an Old French element related to modern French hors, as in the French borrowing hors d’oeuvre, â€Å"outside the main course.† Perhaps the most frequently misspelled of this category is the word found at the beginning of many books: Foreword. A book’s foreword is a preface, a brief essay not necessarily essential for the understanding of the text of a book and commonly written by someone other than the author of the text. Confusion arises from the existence of the adjective forward. As an adjective, forward is used to describe something that is in front of or ahead of something else. On a ship, things located towards the front are said to be forward, for example, the â€Å"forward hold.† A â€Å"forward child† in a positive sense is a clever child, precocious for its years. In a negative sense, a â€Å"forward child† is like the ones on television who exchange quips, insults, and double entendres with adults; again, the sense is that the child is ahead of its years. The three verbs forecast, foretell, and foresee all mean â€Å"to predict† or â€Å"to prophesy,† but have different connotations: The weatherman forecast showers for Monday. (prediction based on analysis of data) The gypsy foretold Gwen’s marriage to a rancher. (prediction based on mysterious knowledge) Harold’s business experience enabled him to foresee the consequences of his partner’s decision. (prediction based on personal experience) Some other verbs beginning with fore- in which the sense is â€Å"happening before† are: forebode: to announce beforehand. Forebode and forbid come from OE verbs with similar meanings. Forbid now means â€Å"to command a person not to do something.† Forebode means to announce ahead of time. The word forbode carries a connotation of dread, for example, â€Å"Vanishing act of middle class forebodes turbulent time.† The verb bode, on the other hand, means simply â€Å"to predict† or â€Å"to give promise of something† and may be used in either a positive or a negative context: Stephen Colberts Super-Charming Late Show Appearance Bodes Well for His New Gig. Scottish independence does not bode well for its economy foreordain: to determine in advance. â€Å"His hostility drives the drama in the first act, and his frenetic dancing in the second makes his demise seem foreordained.† forewarn: to warn or caution in advance. This quotation from Charles Kingsley has become a proverb: â€Å"To be forewarned is to be forearmed,† (i.e., knowledge of what is about to happen is like having a weapon with which to defend yourself). In the following nouns the prefix has the sense of â€Å"before†: forelock: A lock of hair growing from the fore part of the head, just above the forehead. In old novels you’ll find references to farm workers and other social inferiors touching or tugging their forelocks to show respect to their superiors: â€Å"There was plenty of bobbing from the girls and pulling of forelocks from the boys.† The expression â€Å"to take opportunity by the forelock† means to take advantage of a situation as aggressively as possible: â€Å"He seized opportunity by the forelock and secured the best aid possible in his business† forefather: an ancestor, one who has come before. foresight: The action or faculty of foreseeing what must happen. For example, â€Å"[Jacob Little] had unusual foresight, which at times seemed to amount to prescience.† In the following verbs, the prefix is from the French borrowing that meant â€Å"outside†: forbear: to abstain or refrain from â€Å"The defendants were asked to forbear to arrest Mr. Swift.† forswear: to swear falsely; to abandon or renounce â€Å"As waggish boys in game themselves forswear, So the boy Love is perjured everywhere.† A Midsummer Night’s Dream, I, i, 240-241. forfeit: to lose the right to; give up â€Å"The execution of a murderer does not violate his right to life, because he forfeited that right when he committed a murder.† John Locke forget: to lose remembrance of forgive: to give up resentment forsake: to give up, renounce foreclose: to preclude, hinder, or prohibit (a person) from (an action). Although spelled fore-, the prefix in foreclose has the â€Å"out† meaning, as in â€Å"to shut out.† Finally, there are two words that look almost alike, but have quite different origins: forebear (noun): An ancestor, forefather, progenitor (usually more remote than a grandfather). This noun is formed from the prefix fore- (before) and an old word, beer. This beer has nothing to do with the beverage. Instead, it comes from the verb to be. A be-er is one who exists. A forebear existed before you did. forbear (verb): to abstain or refrain from something. â€Å"Woman, forbear that weeping!† 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:Using "a" and "an" Before WordsHyper and HypoSupervise vs. Monitor

Hans Christian Andersen Biography

Hans Christian Andersen Biography Hans Christian Andersen was a famous Danish writer, known for his fairy tales, as well as other works. Birth and Education Hans Christian Andersen was born in the slums of Odense. His father was a cobbler (shoemaker) and his mother worked as a washerwoman. His mother was also uneducated and superstitious. Andersen received very little education, but his fascination with fairy tales inspired him to compose his own stories and arrange puppet shows, on a theater his father had taught him to build and manage. Even with his imagination, and the stories his father told him, Andersen did not have a happy childhood. Hans Christian Andersen Death: Andersen died in his home in Rolighed on August 4, 1875. Hans Christian Andersen Career: His father died when Andersen was 11 (in 1816). Andersen was forced to go to work, first as an apprentice to a weaver and tailor and then in a tobacco factory. At the age of 14, he moved to Copenhagen to try a career as a singer, dancer and actor. Even with the support of benefactors, the next three years were difficult. He sang in the boys choir until his voice changed, but he made very little money. He also tried the ballet, but his awkwardness made such a career impossible. Finally, when he was 17, Chancellor Jonas Collin discovered Andersen. Collin was a director at the Royal Theater. After hearing the Andersen read a play, Collin realized that he had talent. Collin procured money from the king for Andersens education, first sending him to a terrible, taunting teacher, then arranging a private tutor. In 1828, Andersen passed the entrance examinations to the university in Copenhagen. His writings were first published in 1829. And, in 1833, he received grant money for travel, which he used to visit Germany, France, Switzerland, and Italy. During his journey, he met Victor Hugo, Heinrich Heine, Balzac, and Alexandre Dumas. In 1835, Andersen published Fairy Tales for Children, which contained four short stories. He eventually wrote 168 fairy tales. Among Andersens best known fairy tales are Emperors New Clothes, Little Ugly Duckling, The Tinderbox, Little Claus and Big Claus, Princess and the Pea, The Snow Queen, The Little Mermaid, The Nightingale, The Story of a Mother and The Swineherd.In 1847, Andersen met Charles Dickens. In 1853, he dedicated A Poets Day Dreams to Dickens. Andersons work influenced Dickens, along with other writers like William Thackeray and Oscar Wilde.

Battle of the Frontiers in World War I

Battle of the Frontiers in World War I The Battle of the Frontiers was a series of engagements fought from August 7 to September 13, 1914, during the opening weeks of World War I (1914-1918). Armies Commanders: Allies General Joseph JoffreField Marshal Sir John FrenchKing Albert I1,437,000 men Germany Generaloberst Helmuth von Moltke1,300,000 men Background With the beginning of World War I, the armies of Europe began mobilizing and moving towards the front according to highly detailed timetables. In Germany, the army prepared to implement a modified version of the Schlieffen Plan. Created by Count Alfred von Schlieffen in 1905, the plan was a response to Germanys likely need to fight a two-front war against France and Russia. After their easy victory over the French in the 1870 Franco-Prussian War, Germany viewed France as less of a concern than its larger neighbor to the east. As a result, Schlieffen elected to mass the bulk of Germanys military might against France with the goal of winning a quick victory before the Russians could fully mobilize their army. With France out of the war, Germany would be free to focus their attention on the east (Map). Anticipating that France would strike across the border into Alsace and Lorraine, which had been lost during the earlier conflict, the Germans planned to violate the neutrality of Luxembourg and Belgium to attack the French from the north in a massive battle of encirclement. German troops were to hold along the border while the right wing of the army swung through Belgium and past Paris in an effort to destroy the French army. In 1906, the plan was adjusted by Chief of the General Staff, Helmuth von Moltke the Younger, who weakened the critical right wing to reinforce Alsace, Lorraine, and the Eastern Front. French War Plans In the years before the war, General Joseph Joffre, Chief of the French General Staff, sought to update his nations war plans for a potential conflict with Germany.  Though he originally desired to design a plan that had French troops attack through Belgium, he was later unwilling to violate that nations neutrality. Instead, Joffre and his staff developed Plan XVII which called for French troops to concentrate along the German border and commence attacks through the Ardennes and into Lorraine.  As Germany possessed a numerical advantage, the success of Plan XVII was based on them sending at least twenty divisions to the Eastern Front as well as not immediately activating their reserves.  Though the threat of an attack through Belgium was acknowledged, French planners did not believe the Germans to have sufficient manpower to advance west of the Meuse River.  Unfortunately for the French, the Germans gambled on Russia mobilizing slowly and devoted the bulk of their strength to the west as well as immediately activated their reserves. Fighting Begins With the start of the war, the Germans deployed the First through Seventh Armies, north to south, to implement the Schlieffen Plan.  Entering Belgium on August 3, First and Second Armies pushed back the small Belgian Army but were slowed by the need to reduce the fortress city of Liege.  Though the Germans started to bypass the city, it took until August 16 to eliminate the last fort.  Occupying the country, the Germans, paranoid about guerrilla warfare, killed thousands of innocent Belgians as well as burned several towns and cultural treasures such as the library at Louvain. Dubbed the rape of Belgium, these actions were needless and served to blacken Germanys reputation abroad.  Receiving reports of German activity in Belgium, General Charles Lanrezac, commanding the Fifth Army, warned Joffre that the enemy was moving in unexpected strength.   French Actions Implementing Plan XVII, VII Corps from the French First Army entered Alsace on August 7 and captured Mulhouse.  Counterattacking two days later, the Germans were able to reclaim the town.  On August 8, Joffre issued General Instructions No. 1 to the First and Second Armies on his right.  This called for an advance northeast into Alsace and Lorraine on August 14.  During this time, he continued to discount reports of enemy movements in Belgium.  Attacking, the French were opposed by the German Sixth and Seventh Armies.  As per Moltkes plans, these formations conducted a fighting withdrawal back to a line between Morhange and Sarrebourg.  Having obtained additional forces, Crown Prince Rupprecht launched a converging counterattack against the French on August 20.  In three days of fighting, the French withdrew to a defensive line near Nancy and behind the Meurthe River (Map).  Ã‚  Ã‚  Ã‚   Further north, Joffre had intended to mount an offensive with the Third, Fourth, and Fifth Armies but these plans were overtaken by events in Belgium.  On August 15, after urging from Lanrezac, he ordered Fifth Army north into the angle formed by the Sambre and Meuse Rivers.  To fill the line, the Third Army slid north and the newly-activated Army of Lorraine took its place.  Seeking to gain the initiative, Joffre directed Third and Fourth Armies to advance through the Ardennes against Arlon and Neufchateau.  Moving out on August 21, they encountered the German Fourth and Fifth Armies and were badly beaten.  Though Joffre attempted to restart the offensive, his battered forces were back at their original lines by the night of the 23rd.  As the situation along the front developed, Field Marshal Sir John Frenchs British Expeditionary Force (BEF) landed and began concentrating at Le Cateau.  Communicating with the British commander, Joffre asked French to cooperate with La nrezac on the left. Charleroi Having occupied a line along the Sambre and Meuse Rivers near Charleroi, Lanrezac received orders from Joffre on August 18 instructing him to attack either north or east depending on the enemys location.  As his cavalry was unable to penetrate the German cavalry screen, Fifth Army held its location.  Three days later, having realized that the enemy was west of the Meuse in force, Joffre directed Lanrezac to strike when an opportune moment arrived and arranged for support from the BEF.  Despite these orders, Lanrezac assumed a defensive position behind the rivers.  Later that day, he came under attack from General Karl von Bà ¼lows Second Army (Map).   Able to cross the Sambre, German forces succeeded in turning back French counterattacks on the morning of August 22.  Seeking to gain an advantage, Lanrezac withdrew General Franchet dEspereys I Corps from the Meuse with the goal of using it to turn  Bà ¼lows left flank.  As dEsperey moved to strike on August 23, Fifth Armys flank was threatened by elements of General Freiherr von Hausens Third Army which had begun crossing the Meuse to the east.  Counter-marching, I Corps was able to block Hausen, but could not push Third Army back over the river.  That night, with the British under heavy pressure on his left and a grim outlook on his front, Lanrezac decided to retreat south. Mons As Bà ¼low pressed his attack against Lanrezac on August 23, he requested General Alexander von Kluck, whose First Army was advancing on his right, to attack southeast into the French flank.  Moving forward, First Army encountered Frenchs BEF which had assumed a strong defensive position at Mons.  Fighting from prepared positions and employing rapid, accurate rifle fire, the British inflicted heavy losses on the Germans. Repelling the enemy until evening, French was compelled to pull back when Lanrezac departed leaving his right flank vulnerable. Though a defeat, the British bought time for the French and Belgians to form a new defensive line. Aftermath In the wake of the defeats at Charleroi and Mons, French and British forces began a long, fighting withdrawal south towards Paris. Retreating, holding actions or unsuccessful counterattacks were fought at Le Cateau (August 26-27) and St. Quentin (August 29-30), while Mauberge capitulated September 7 after a short siege. Forming a line behind the Marne River, Joffre prepared to make a stand to defend Paris. Increasingly irate by the French habit of retreating without informing him, French wished to pull the BEF back towards the coast, but was convinced to stay at the front by War Secretary Horatio H. Kitchener (Map). The opening actions of the conflict had proved a disaster for the Allies with the French suffering around 329,000 casualties in August.  German losses in the same period totaled approximately 206,500.  Stabilizing the situation, Joffre opened the First Battle of the Marne on September 6 when a gap was found between Kluck and  Bà ¼lows armies.  Exploiting this, both formations were soon threatened with destruction.  In these circumstances, Moltke suffered a nervous breakdown. His subordinates assumed command and ordered a general retreat to the Aisne River. Fighting continued as the fall progressed with the Allies assaulting the Aisne River line before both commenced a race north to the sea.  As this concluded in mid-October, heavy combat began again with the start of the First Battle of Ypres.  Ã‚  Ã‚   Selected Sources: First World War: Battle of the FrontiersHistory of War: Battle of the Frontiers

Organizational Development Essay Example | Topics and Well Written Essays - 2750 words

Organizational Development - Essay Example Two definitions that more aptly represent the thrust of organization development today are: "Organization development is a system-wide application of behavioral science knowledge to the planned development and reinforcement of organizational strategies, structures, and processes for improving an organization's effectiveness." (Cummings et al, p.2) An astute organization development practitioner would carefully evaluate the working systems with set targets to identify pitfalls and suggest holistic changes for improved effectiveness. One of the key components of organization development is change management. Change management is a complex system which involves judicious and intelligent application of a range of ideas from the fields of business, engineering, sociology, and psychology. As organizations face stiff competition, changes in the organizations become imperative for survival. It becomes more and more necessary for the organization to implement a robust change management system to help the organization grow and sustain and meet the challenges that it faces from within and without. A change management system in its broad outline may be regarded as a "structured process that will cause proposed changes to be reviewed for technical and business readiness in a consistent manner that can be relaxed or tightened to adjust to business needs and experiences." (Indiana University, 2009) A robust change management practice would involve the convergence of two predominant fields of thought: the mechanical focus to change and the human focus on change. Till recently, a lot of companies had likened the different functions of their business to a mechanical clock made up of individual mechanical pieces which they could alter or change to suit a specific situation and produce the desired results. This change could be radical or gradual as was deemed necessary. The need for change management concepts was not realized till their projects faced serious hurdles to implementation or encountered stiff resistance. Change management has now come to mean "the process, tools and techniques to manage the people-side of business change to achieve the required business outcome, and to realize that business change effectively within the social infrastructure of the workplace." (Change Management Learning Center, 1996-2008) The foundation stone to the human side of change management was laid by William Bridges in his book named Transitions. (Ed Batista, 2008) Though he relates human behavior to change in a workplace only a few times in his book, this work brought a new perspective to change management and resulted in two schools of approach to business practice, measurement of success and perspectives of change: the engineer's approach or the mechanical approach and the psychologist's approach. The table below summarizes the major differences in the two approaches: Engineer Psychologist Focus Processes, systems, structure People Business practices BPR, TQM, ISO 9000, Quality Human resources, OD Starting point Business issues or opportunities Personal change, employee resistance (or potential for resistance) Measure of success Business performance, financial and statistical metrics Job satisfaction, turnover, productivity loss Perspective on change "Shoot the stragglers, carry

There are three pairs of questions below Article

There are three pairs of questions below - Article Example The Yoga of the Gita is founded on two major terms: ‘Vairagya’ and ‘Abhyasa’. While it may be difficult not to use â€Å"and† between the two closely related terms, the connector â€Å"and† should be used carefully because the two terms basically refer to the same thing. The two go hand in hand. An individual cannot practice ‘Vairagya’ in one day and practice ‘Abhyasa’ on another day. The two go together and are like the head and tail of a coin. Essentially, there is usually no time variation between the practice of ‘Vairagya’ and ‘Abhyasa’. People must be adept and skillful in ‘Vairagya’ and ‘Abhyasa’ simultaneously. While individuals have to be withdrawn, they must also be concentrated at the same time. This is reflected in non-attachment and steadfastness, which form the major principle in Yoga of Bhagavad-Gita. The ultimate meaning is that individuals must be very observant. A person must ever be cautious and is not supposed to forget this important virtue. â€Å"Pramada† or weakness is perceived to be a big mistake in a bid to perfect one’s soul. An individual needs to be an expert in connecting ‘Vairagya’ and ‘Abhyasa’. As the Gita tells us, the art of expertnesses in itself manifests Yoga, which is referred to as Yogah Karmasu Kausalam. Yoga is also the ability of an individual to present himself to daily life issues and to acclimatize to different scenarios. This is because according to Gita, each situation is a timeless incidence. Despite the fact that Bhagavad Gita is perceived to be an archaic text of yoga, it has limited coverage of practical yoga. The Gita conforms to Arjuna’s urge for divine assistance. Krishna provides solutions to Arjuna’s questions on ways to explore his internal holiness in order to take charge of his worldly mandates (Prakash, 2009). Yoga takes the form of Karma yoga, which is the service yoga, jnana yoga, which is a yoga that concerns knowledge, especially self-knowledge and finally, bhakti yoga, referring to the yoga of dedication or devotion to love. Bhakti yoga is the most important off all forms of yoga in the Gita. In the Gita, there are various forms of yoga that fundamentally refer to a single thing. The other forms yoga are all belong to bhakti-yoga. The divergence is only in the level of emphasis (Prakash, 2009). Bhakti-yoga is the perfection of all other forms of yoga and hence stands out as the most important form of yoga. Q2b. The following quotes form the main foundation of the principle of the doctrine of Conditioned Genesis: â€Å"When this is, that is; This arising, that arises; When this is not, that is not; This ceasing, that ceases† This principle of conditionality, relativity as well as interdependence clarifies the process of life from birth to death. It explains how life comes about, exists and progresses (Rahula, 1974, p. 53). According to the doctrine of Conditioned Genesis, life does not happen like a sequence of reactions but reflects a string of recurring events. Every element is conditioned and is conditioning at the same time. The doctrine of Conditioned Genesis is as such cyclical and not similar to a sequence of reactions. The doctrine of Conditioned Genesis holds that the notion of an abiding and eternal gist in man is a bogus belief and only a mere psychological projection. The assessment of the twelve elements of the doctrine enables

Business Communication Essay Example | Topics and Well Written Essays - 500 words - 2

Business Communication - Essay Example First, Marge did not plan well for Jerry’s evaluation. Jerry is full of excitement about his evaluation, has thus prepared well, and planned his time well in a way that he arrives at the conference room five minutes earlier. As a good leader, Marge needed to do likewise and appear on time for Jerry’s evaluation, which would give both of them a chance to converse and come to an agreement before eleven o’clock. Marge is using her lagging behind schedule, her hectic morning, and a meeting ahead with an important client as an excuse to sit and evaluate Jerry in a proper manner. Her lack of planning brings about the miscommunication between her and jerry. Jerry even quotes her as â€Å"late again† to show that it is a habit. A second barrier to communication between Jerry and Marge is their conflicting goals. As a supervisor to Jerry, Marge retorts that if he rates Jerry anything beyond average, he may relax. She appreciates that Jerry is working hard, but she does not communicate this to him. Instead, she decides to give him this rating to make Jerry work harder and improve on his work. On the other hand, Jerry expectations are high and according to him, an above average or excellent is his rating. He needs an explanation as to why Marge rates her as average and refuses to sign the evaluation documents. Marge cannot explain her aim in rating Jerry in the average column and thus they fail to understand one another. According to slide share website, â€Å"effective communication takes place when other can see situations as we do, think about the situation as we do, and understand the message as we do† (Slide share web). Failure to this, wrong assumptions fill up the intended message hindering comm unication. Thirdly, another barrier to communication is ones state of mind at the time of receiving and sending the message. This is because encoding and

Taxation Essay Example | Topics and Well Written Essays - 2000 words - 10

Taxation - Essay Example This new progressive income tax introduced by Pitt saw the people remitting a levy of 2 old pence for every pound on incomes that were more than  £60 (this minimum amount was reviewed in 2014 and fixed at  £5348). The levy actually increased up to a maximum amount of 2 shillings (10 percent) particularly on incomes more than  £200. Pitt had projected a total receipt of  £10 million from the new tax but in actual sense it raised just over  £6 million in 1799 (James, 2009, pg. 30). This income tax introduced by Pitt was levied between 1799 and 1802 and was abolished by Henry Addington basically during the peace of Amiens. Addington had actually taken over as prime Minister following the resignation of Pitt in 1801 as a result of Catholic Emancipation. Recommence of the hostilities in 1803 saw the reintroduction of income tax by Addington; however, it was re-abolished in 1816 a year after the Waterloo Battle. Income Tax Act 1842 by Sir Robert Peel again saw the reintroduction of the income tax in the United Kingdom due to the growing deficit in the budget. This new income was only levied on incomes above  £150 which in 2014 was fixed at  £11,956 (James, 2009, pg. 41). Income tax in the UK has practically changed over the years. Firstly it was levied on a person’s income even though the persons were not beneficially entitled to the income which was taxed however; at the moment a person pays tax only on the income to which they are beneficially entitled. In 1965, an introduction of corporation tax took out most companies from the then income tax net. Income and Corporation Taxes Act 1970 consolidated the changes in the taxation. Further, there were changes in the taxation schedules. For instance, in 1988, Schedule B was abolished, in 1996, Schedule C was abolished and in 2003, schedule E was also abolished. The remaining Schedules were then superseded by an act introduced in 2005(Income Tax (Trading and other Income) Act 2005 particularly for the

ICTs in Global Context Essay Example | Topics and Well Written Essays - 1750 words

ICTs in Global Context - Essay Example Such applications refer to the government online (E-Government), the introduction of the Electronic Voting System, the expression of the people’s opinion regarding a certain political decision by signing an on-line petition, as well as to the information and publicity developed on the Internet, in the electronic mail and throughout the informatics technologies.† (Annals, 2005 University of Craiova). But many argue that there an increase in the benefits of any country as a result of the spread of capitalism. ICTs have the ability to fast-track any country’s participation in the global politics and decision making policies. ICTs give any government domination over the policies due to extensive financial and technical resources, to facilitate in its global presence, and helping in ggrowth of a new entrepreneurial class with innovative corporate practices. If the FOSS model is applied then any country’s government has control over its ICT infrastructure, in ter ms of security, support and development and cost thereby increasing development and employment means. Also the government has open standards and open formats now, allowing for international co-operation. Theorists have different views about the effect that ICTs have on politics. Hyperglobalists think that due to ICTs political power becomes transferred into the hands of those which do not deserve it. Transformationalists think that ICTs cause the power of the government to become uneven and multilayered as they reconstitute and restructure their power. Skeptics state that ICTs are overstatement that only serves to extend policies and cause unrest in the country as a result of a power upsurge. Critiques argue that ICTs cause privatizations.... The wide spread use of ICTs has changed the world much, whether to our liking or not, is still to decides. Most of it is certainly in our favor. But nothing good in this world comes without a price. ICTs promote globalization which refers to the accelerated worldwide intermeshing of states and the closer integration of economies and cross-border traffic and communication becoming denser. It is also the process whereby individual lives and local communities are affected by economic and cultural forces that operate worldwide. ICTs allow poor states to come edge to edge with the developed countries and promote better communication. It can even give the states a place in the global economic picture. But are most of the benefits good enough to account for all the bad that is brought about by the ICTs. Due to ICTs a different category of ‘information poor’ states is formed. States run after information that is categorized as valuable information and knowledge and beats the oth ers for it at all costs increasing the already deep world-wide unrest. In many places the western structures of knowledge and power and economic superiority is still maintained not allowing the underdeveloped countries to come forward. ICTs are also responsible in an on-going masculine discourse development. ICTs ignore finance problems such as recurrent costs of computer servicing and training and are still intent on supplying rather than the demand side.

International business Essay Example | Topics and Well Written Essays - 3000 words - 8

International business - Essay Example Unilever is regarded as the one of the leading fast moving consumer products suppliers. The business environment of Unilever has been transformed in to a more complex and diverse phenomenon with its independent approach to managing an internationally diverse strategic operational environment, supply chain (logistics) and value chain (www.unilever.com). It owns over 400 world’s popular consumer brands of foods, beverages, personal care and cleaning agents thus offering richness and variety to a global customer base in different countries. Its overall business strategy encompasses a series of other segmental operations. Unilever has adopted a functionality-based approach to its logistic operations, value chain management and decision making in the larger context of corporate expansion, both within the UK market and other regions (Boyle, & Ottensmeyer, 2005). It sells packaged consumer goods to captive consumers who have rarely abandoned the company in preference for another. The logic behind its success is to be found in its mission statement – â€Å"meeting the everyday needs of people everywhere†. Thus out of every two households in the world one uses Unilever products. It controls roughly 90 subsidiaries in the world. It’s the second largest packaged food company in the world just behind Procter & Gamb le (www.unilever.com). Its global network of logistics and value chain has little parallel elsewhere. The current global logistic operations strategy at Unilever is largely determined by its Enterprise Resource Planning (ERP) strategy, Balanced Score Card (BSC) Framework and Value, Rarity, Inimitability, Organization (VRIO) framework. In ERP the top-down perspective has helped to map out strategic partnerships with a diverse network of suppliers (Jacobs, & Chase, 2010). Thus its ERP techniques have facilitated Unilever’s value chain management functions to a greater extent by doing away with tedious and time

ICTs in Global Context Essay Example | Topics and Well Written Essays - 1750 words

ICTs in Global Context - Essay Example Such applications refer to the government online (E-Government), the introduction of the Electronic Voting System, the expression of the people’s opinion regarding a certain political decision by signing an on-line petition, as well as to the information and publicity developed on the Internet, in the electronic mail and throughout the informatics technologies.† (Annals, 2005 University of Craiova). But many argue that there an increase in the benefits of any country as a result of the spread of capitalism. ICTs have the ability to fast-track any country’s participation in the global politics and decision making policies. ICTs give any government domination over the policies due to extensive financial and technical resources, to facilitate in its global presence, and helping in ggrowth of a new entrepreneurial class with innovative corporate practices. If the FOSS model is applied then any country’s government has control over its ICT infrastructure, in ter ms of security, support and development and cost thereby increasing development and employment means. Also the government has open standards and open formats now, allowing for international co-operation. Theorists have different views about the effect that ICTs have on politics. Hyperglobalists think that due to ICTs political power becomes transferred into the hands of those which do not deserve it. Transformationalists think that ICTs cause the power of the government to become uneven and multilayered as they reconstitute and restructure their power. Skeptics state that ICTs are overstatement that only serves to extend policies and cause unrest in the country as a result of a power upsurge. Critiques argue that ICTs cause privatizations.... The wide spread use of ICTs has changed the world much, whether to our liking or not, is still to decides. Most of it is certainly in our favor. But nothing good in this world comes without a price. ICTs promote globalization which refers to the accelerated worldwide intermeshing of states and the closer integration of economies and cross-border traffic and communication becoming denser. It is also the process whereby individual lives and local communities are affected by economic and cultural forces that operate worldwide. ICTs allow poor states to come edge to edge with the developed countries and promote better communication. It can even give the states a place in the global economic picture. But are most of the benefits good enough to account for all the bad that is brought about by the ICTs. Due to ICTs a different category of ‘information poor’ states is formed. States run after information that is categorized as valuable information and knowledge and beats the oth ers for it at all costs increasing the already deep world-wide unrest. In many places the western structures of knowledge and power and economic superiority is still maintained not allowing the underdeveloped countries to come forward. ICTs are also responsible in an on-going masculine discourse development. ICTs ignore finance problems such as recurrent costs of computer servicing and training and are still intent on supplying rather than the demand side.

Social venture Essay Example | Topics and Well Written Essays - 750 words

Social venture - Essay Example Through the efforts of volunteers, the food collected are â€Å"sort, repack and shelve almost 400 tons of food at our warehouse every week, doing the work of what would be about 50 full-time employees† San Francisco Food Bank (2011). This makes the organisation boast of close to two million pounds of food in their warehouse. These pounds of food are given back to society by delivering them to over four hundred local non-profit making organisations who for various reasons may be in need of the food. Social Problems and Challenges addressed by San Francisco Food Bank As its name suggest, the social problem addressed by San Francisco Food Bank is hunger reduction and provision of food to feed the masses. This social problem addressed by the organisation cannot be described with any other words better than saying it is a course in the right direction. The decision to tackle food related problem is particularly important noting the fact that scholars shuch as Abraham Maslow recogn ises food as the number one need of humanity. This way, it is true to conclude that San Francisco Food Bank tackles the most important social problem of humanity. The basis on which the organisation operates in this venture of social problem is seen in its mission statement, which is stated as â€Å"We provide food to over 24,000 households in San Francisco and Marin counties each week. We will distribute 41.5 million pounds of food to the community this year, enough to feed 88,000 meals every day† (Charity Navigator, 2011). Clearly, the figure of 88,000 meals everyday is awesome and needful. Inversely, the city of San Francisco would have 88,000 meals missed every day and some 24,000 households would have suffered empty stomach but for San Francisco Food Bank. Strategies used in addressing social problems The major strategy used by San Francisco Food Bank in the jurisdiction of its social mission is volunteerism and fundraising. According to the organisation, they â€Å"rel y on volunteers like you to help sort, package and distribute healthy food to people in need in San Francisco† (San Francisco Food Bank (2011). Volunteerism is also seen in the acquisition of the food in the organisation’s ‘food bank’. This way, the company acknowledges the fact that â€Å"this can include test-marketed products, items close to code date, produce that is the wrong shape or size for conventional markets and excess. Food drives are an important source of variety.† Day in an out, the organisation through mass media advertisement and publicity programs solicit for the inclusion of the ordinary San Franciscan in its volunteer activities. The organisation also organises fundraising events that aims at soliciting for physical cash for the running of the organisation. Scrutiny of San Francisco Food Bank’s Strategies in addressing Social Problems – including Projected Social Impact The major strength of San Francisco Food Bankâ €™s strategy for addressing its social interventions is that the work output of the company is extremely large to be undertaken by regularly and fully employed workers, especially as the organisation is only a non-profit making venture. Volunteerism is chosen by the organisation purposely because the work load on the organisation is extremely tedious and vast. Needing to feed over 24,000 households with 41.5 million poun

Determination of Adulterants in Honey Using HPLC Method

Determination of Adulterants in Honey Using HPLC Method Determination of adulterants such as hydroxymethylfurfural (HMF) in honey using HPLC method 2. Materials and Methods 2.1 Materials Standard of hydroxymethylfurfural was purchased from sigma Aldrich. All the samples and standards were diluted using distilled deionised water. Methanol, sodium hydroxide,diphenyl-1-pikryl, ascorbic acid, 2,2- hydrochloric acid and acetic acid were of analytical reagent grade and purchased from Techno PharmChem, Avonchem and Alpha Chemika Ltd. Most glassware used are stainless steel dish, porcelain crucible, beakers (5, 25, 100 and 250 mL), pipettes (1, 10 and 50 mL), burette (10 and 25 mL), measuring cylinders (10, 100, 250 and 500 mL) and volumetric flasks (10, 100, 200, 1000 mL) were of grade A. All the glasswares were rinsed with distilled deionised water to remove surface contaminants prior to use. Oven, Incubator and furnace used were of make Gallenkamp, Memmert and respectively The absorbance was recorded on a Perlong DNM-9602 Microplate Reader. 2.2 Description of honey sample 13 Honey samples of different brands (Wescobee, Elodie, EL BREZAL, Hosen, Tropic, Lune de miel, Mc Mahon’s, ALSHIFA, Casino, Sunny, Gitto’s, Rodrigues Honey, and Natural Honey) were bought from Intermart Hypermarket, Jumbo Hypermarket and Monoprix Hypermarket. Brief details of different honey analysed, highlighting the manufacturing and expiry date, lot no, country of origin, and ingredients (if specified) are given in table 5. Table 5: Description of honey samples Sample code Sample Brand/ Name Details SP1 (a) Wescobee 100% Pure Honey Manufacturing date: May 2014 Expiry date: May 2017 Lot no:4107A Origin: Australia Ingredient: Pure honey SP9 (b) Elodie Miel Fruità © Manufacturing date: NA Expiry date: 28.08.15 Lot no: 4059ID Origin: France Ingredient: NA SP3 (c) EL BREZAL Eucalyptus Honey Manufacturing date: February 2014 Expiry date: February 2017 Lot no: 2247 Origin: Spain Ingredient: 100% pure natural honey SP8 (d) Hosen Pure Honey Manufacturing date: 25.10.13 Expiry date: 24.10.15 Lot no: NA Origin: China Ingredient: 100% honey SP6 (e) Tropic Lychee Honey Manufacturing date: September 2012 Expiry date: August 2014 Lot no: TP-002 Origin: India Ingredient: Pure honey SP10 (f) Lune de miel Miel de fleur Manufacturing date: NA Expiry date: 01.05.16 Lot no:L28663A Origin: France Ingredient: 100% pure honey SP5 (g) Mc Mahon’s Pure Honey Manufacturing date: NA Expiry date: March 2016 Lot no: B140813 Origin: Australia Ingredient: NA SP7 (h) ALSHIFA Natural Honey Manufacturing date: November 2013 Expiry date: October 2018 Lot no: NA Origin: Saudi Arabia Ingredient: 100% natural SP4 (i) Casino Miel de fleur Manufacturing date: NA Expiry date: 10.03.16 Lot no: 206354 Origin: France Ingredient: NA SP12 (j) Sunny Pure Honey Manufacturing date: NA Expiry date: 24.01.16 Lot no: NA Origin: Mauritius Ingredient: Honey SP11 (k) Gitto’s Special Honey Manufacturing date: 27.06.14 Expiry date: 26.06.15 Lot no: NA Origin: Mauritius Ingredient: Cane sugar syrup 85%, pure honey 15% SP2 (l) Rodrigues Honey Manufacturing date: NA Expiry date: NA Lot no: NA Origin: Rodrigues Ingredient: NA SP13 (m) Natural Honey Manufacturing date: NA Expiry date: NA Lot no: NA Origin: Mauritius Ingredient: NA 2.3 Methods 2.3.1 Sample preparation prior to physicochemical analysis 2.3.1.1 Moisture Moisture was determined according to AOAC method (925.45D) (Appendix I). Stainless steel dish with 25g sand and a glass rod were dried in an oven for 1 hour, cooled in a desiccator then weighed. 1g of homogenised honey sample was added and mixed thoroughly with the sand by means of the rod. The latter was then heated on steam bath for 15 min and dried in an oven for 2 hours at 60 °C, removed, allowed to cool in desiccator and weighed to a constant mass. 2.3.1.2 Ash Ash was determined according to AOAC method (920.181) (Appendix II) such that 5g of homogenized honey samples were added to pre-weighed empty porcelain. The samples were then allowed to dry on a water bath and heated on a hot plate until carbonized. The resulting carbonized samples were place in furnace at 600 °C for 6 hours, removed, allowed to cool in desiccator and weighed. 2.3.1.3 pH pH was measured at 25 °C by preparing a 10% (w/v) solution (dry weight basis) in distilled deionised water by a Delta Ohm HD 8706 pH meter. 2.3.1.4 Total Acidity Free acids, lactones, total acidity and pH were measured using a Mettler Toledo MP 220 pH meter according to the AOAC method 962.19 (Appendix III) as follows: 10g of honey samples were weighed in a 250 mL beaker and dissolved in 75 mL of CO2 free distilled deionised water (obtained by cooling freshly boiled deionised water). The mixtures were stirred using magnetic stirrer and titrated against 0.05M sodium hydroxide at a rate of 5 mL/min until the pH reached 8.50. 10 mL of 0.05M sodium hydroxide was pipetted and back-titrated with 0.05M hydrochloric acid to pH 8.30. A blank titration was also performed using similar procedure. Acidity of honey samples were calculated as follows: 2.3.1.6 Electrical conductivity The electrical conductivity was determined based on a method derived from Apiservices from the ash content of the honey samples according to the equation: 2.3.2 Sample preparation for HMF determination prior to HPLC analysis Aliquots of honey samples were prepared by weighing 1g of honey and were diluted to 10 ml with distilled water, filtered on 0.45 mm filter and injected into an HPLC equipped with a UV detector. The HPLC column was an Agilent, C18, 5 µm, 125 x 4 mm. The HPLC conditions were the following: isocratic mobile phase, 1% of acetic acid and methanol in the ratio (80:20); flow rate, 0.25 ml/min; injection volume, 2  µl, temperature; 30 °C. All the solvents were of HPLC grade. The chromatograms were monitored at 285 nm. All the samples were analysed in triplicates and after every 6 samples, a standard check was analysed. HMF was identified by analysing the peak in honey with a standard HMF, and by comparison of the spectra of the HMF standard with that of one honey samples. The amount of HMF in the honey samples was determined using a calibration curve and by comparing the peak area of the standard and the resulting samples. All honey samples were stored at room temperature (25–30 °C) in a well closed container and the HMF content of each sample was analysed on a monthly basis throughout a period of four months. To determine HMF progress during heat treatment, honey samples were subjected to heat treatment by placing 1g honey sample in a glass container, and heat in a water bath at 40 ºC, 60  ºC, 80 ºC, and 100 ºC for 5 min. The time was calculated when temperature reached the required degree. The honey samples were then cooled rapidly to room temperature (25 °C) and proceed as above to determine the HMF content. 2.3.2.1 Calibration curve for HMF for HPLC analysis A 100 ppm stock solution of HMF standard was prepared by dissolving 0.0101 g of HMF standard in 100 mL of distilled deionised water in a 100 mL volumetric flask. From the 100 ppm stock solution, 10 ppm, 20 ppm, 30 ppm, 40 ppm and 50 ppm standard solution were prepared separately in 10 mL volumetric flasks. The different volumes of the stock solutions which were diluted to 10 mL are given in Table 4. The resulting standards were analysed on a HPLC UV detector at 285 nm and a calibration curve was plotted. Table 6: Volume of 100 ppm stock to prepare different concentration of HMF Concentration/ppm Volume of 100 ppm stock used/mL 10 1.00 20 2.00 30 3.00 40 4.00 50 5.00 A 10 ppm spike sample of HMF was prepared by pipetting 200  µL of 100 ppm stock solution of HMF standard and transferred to the 2 g sample of honey and diluted to 20 mL with distilled deionised water. 2.3.2.2 Limit of detection and quantification The limit of detection and quantification of HMF was calculated according to EPA method SW-846 (Appendix V). LOD is defined to be the minimum level at which the analyte can be detected reliably with signal-to noise 3:1. Different standards of HMF was analysed namely 0.1, 0.05 and 0.04ppm such that detection limit of HMF was thus then established by analysing a 0.05ppm HMF standard solution seven times and the standard deviation of the repeats for the analyse was multiplied by a factor 3.14 based on student t-statistics. The limit of quantification with signal-to noise ratio 10:1 was calculated by multiplying the obtained standard deviation by 10. 2.3.3 Anti-oxidative property using DPPH radical scavenging activity 4.5mg of DPPH (1, 1-diphenyl-2-picrylhydrazyl) was dissolved in 100 mL methanol and wrapped in aluminium foil to prevent light from entering. For the assay, a 96 wells Elisa plate was used. 100 µL of test sample was placed in the first well using micropipette. 50 µL methanol was added to all other wells and serial dilution was done. 50 µL of sample from the first well was pipette and transferred to the second well previously containing 50 µL methanol and the solution was mixed to ensure homogeneity. The 50 µL of the resulting solution was pipette and transferred to the third well and so on. Each well now contained 100 µL of solution after the dilution. 100 µL DPPH (4.5mg/100ml) solution was then added to every well. The solutions were incubated for 30 minutes at 37 °C in an incubator and the absorbances of the resulting solutions were read at 492nm on a Perlong DNM-9602 Microplate Reader. The % scavenging activity of the samples was calculated as follows: Antioxidative property of the samples; firstly with no heating of the honeys and secondly with a heating temperature of 100 °C for five minutes were performed and proceed similarly to that of control ascorbic acid. Note: A yellowish change in colour indicates the presence of ascorbic acid activity. 1311

Treatment Plan for Codrina Essay -- Becks theory on cognitive therapy

As Codrina’s counselor, you will create an effective treatment plan that is based on Beck's theory on cognitive therapy. What cognitive distortions can you infer that Codrina has because of her past? Codrina is a 40-year-old, divorced, white female seeking counseling at a university counseling center. She is seeking counseling because she has been unable to sleep well and has lost her appetite after her roommate ran off with her husband. Codrina was raised in a state orphanage in Russia and her childhood years were of isolation, hunger and scarcity. She describes spending many days just staring at the wall and rocking back and forth. Once she left the orphanage at 16 years, she worked in Moscow for a few years until she met her American girlfriend. She lived with her for a couple of years in Moscow and then moved to the U.S. Codrina met a young man and their relationship moved quickly to where they married within months of their first meeting. Meanwhile her girlfriend had become unusually cold toward her and started to verbally abuse her during their visits. One day, Codrina discovered that her girlfriend was having sex with her husband. She filed for and was granted a divorce. I n session, Codrina claimed that this breakup was her partner's loss and that anyone would be lucky to have her. However, even six months after the divorce, she is unable to sleep at night (she had trouble sleeping as a child as well.) She wants help for insomnia from her therapist. Codrina also complains about a new male friend who she hangs out with, who, she reports is starting to be rude and insensitive to her. She was thinking of starting a business with this friend, but now does not trust him to be fair to her in his business dealings. She wants to... ...o think back to where they were and what they were doing when the incident or argument occurred. This exercise can foster greater access to the emotions they were experiencing at the time† (Beck, 1963). Works Cited AARON T. BECK, MD. Arch Gen Psychiatry. 1963; 9(4):324-333. doi:10.1001/archpsyc.1963.01720160014002. Retrieved from http://archpsyc.jamanetwork.com/article.aspx?articleid=488402 Ackerman, Brian P.; Kogos, Jen; Youngstrom, Eric; Schoff, Kristen; Izard, Carroll. Family instability and the problem behaviors of children from economically disadvantaged families. Developmental Psychology, Vol 35(1), Jan 1999, 258-268. doi: 10.1037/0012-1649.35.1.258 Rubin, Kenneth H.; Mills, Rosemary S..The many faces of social isolation in childhood. Journal of Consulting and Clinical Psychology, Vol 56(6), Dec 1988, 916-924. doi:10.1037/0022-006X.56.6.916

Sleeping Arrangements :: Essays Papers

Sleeping Arrangements The autobiography I read was Sleeping Arrangements, the childhood memoirs of Laura (Lily) Shaine Cunningham. I chose this person simply because I had never heard of her before. Everybody was doing a book on celebrities, and at first I wanted to do Audrey Hepburn. I love her films; I have even already read a biography on her. But many other people were doing their biographies on her, and I realized that if I could find a book by a person who has led a typical childhood I would be different. By finding a book by a person I had never heard of I thought that I would find a normal life, but this book showed me that there isn’t a normal or typical childhood for anyone. Lily, as she is referred to throughout the book, is not famous. Lily was born the daughter of Larry Moore, though she isn’t sure of the spelling, and Rosie Shaine. Until she was three Lily and Rosie wandered from relative to relative, sleeping under dining room tables or where ever there was room for them. Then they rented an apartment in the Jewish section of the Bronx. Lily made two friends there, Diana and Susan, and they had wild unsupervised fun roaming about the parks and abandoned buildings. When Lily was 6 her mother became very ill and her Uncle Gabe comes to live with them. A couple weeks later Rosie dies in the hospital and Lily’s other uncle, Len, comes to help Gabe. They move to a bigger apartment in the same building, and let Lily decorate it. The walls are painted orange and white stripes in two rooms; pink and white stripes for another room, and for the living room a gold lamà © convertible sofa. Eventually the â€Å"unkies† mother move s in too, and then their family is complete. Over the years Lily learns about love, life, and death, although not all of it is accurate. Lily has gone on to write many books, plays, and her most famous work, A Place In The Country. The part of this book that really interested me the most was the first one and a half chapters. â€Å"He’s fighting in the war.† (Pg 1) This is what Lily told people when they asked where her father was.

Marketing Plan (Innisfree)

1. Background Innisfree is a natural brand that shares the benefits of nature from the pristine island of Jeju allowing for vibrant beauty and pursues an eco-friendly green life to preserve the balance of nature. Innisfree’s snail mask, which is our new product, is this marketing plan’s character. Snail Mask is very popular and its market growth is stable because snail mask is very useful to protect and repair the skin. Our target market is the middle class and the reaches of customers are both female and male.Also, age distribution is about 21 to 50 years old. Besides, the competition of the marketing is come from different countries such as Etude house, Nature republic in Korea, Shu uemura Shiseido in Japan and Lancà ´me, Estee lauder in America. Therefore, the competition of marketing is extremely competitive.2. The SWOT analysisStrength: 1) Our product’s formula is unique – unlike other brands.2) Use 3 years for research and development this snail mas k.3) The ingredients of our snail mask are in high quality.4) Our factory has many large-scale machines – we can have mass production.Weaknesses: 1) The selling price is high as the production cost is high.2) The package of our snail mask is not attractive.3) We cannot throw a lot of money and resources of this product as our company has many other skincare products.Opportunities: 1) Rising of South Korean fashion – Hong Kong people are affected by the Korean dramas, pop music and idols.2) Increase the confidence of buying Korean skincare products – good public reputation3) Men now pay attention on their images and start to protect their skin by using skincare products.4) Hong Kong women’s purchasing power on skincare products is high.Threats:1) The rising rate of currency rate (RMB) – the manufacturing cost become higher and higher as our factory is set in mainland.2) The weather condition of Hong Kong is not as dry as South Korea. People may not use our snail mask frequently.3) The trend of the medical beauty treatment is rising – the traditional masks are not attractive enough.3. Target of sales revenue& market share First of all, the snail mask is priced at $30 HK dollars each and anticipated to sell 300,000.Therefore; we expected to earn 1.5 million for sales revenue. It is because the snail mask is new product, we do not expect too much in sales revenue. Also, we expect that the snail mask have 5% in the market share.4. Describing the promoted product First, Moisturizing, skin whitening and renewing the skin cells are the 3 major factors that Hong Kong people mostly concerned. Our snail mask has 80% of Snail Secretion Filtrate. This ingredient can help to increase the elasticity of skin effectively and revitalize the damaged skin. Also, among all snail masks from other brands in the market, our product contains the highest concentration of Snail Secretion Filtrate. And we add almond oil and aloe vera in order to increase the moisture of the mask, add milk for skin whitening. Second, Hong Kong people like product in high quality and effective.Although our snail mask’s selling price is a bit higher than other brands, we can ensure that our ingredients are natural and come from France so that the quality is safe and good. Moreover, for the paper mask, it is specially formulated with 3D technology. It provides perfect wearability to the mask and allow the treatment essence quickly sink into the skin. Third, Hong Kong people are very prudent of choosing masks. Our company is a well-known Korean skincare company and has good reputation.And we also have branches in Hong Kong. In order to gain customers’ trust, they can retrieve their money if the product has any problems. Lastly, the needs of men maintaining their skin are rising. Therefore, our product’s unique formula can be fit both men’s and women’s skin. It is convenient and couples can maintain their skin t ogether by using our mask.5. The target customer in HK After our deliberations, we decided that the snail mask only launched in Hong Kong. One of the reason is Hong Kong is influenced by the South Korean fashion deeply, particularly cosmetic products. People in Hong Kong have a  requirement of high quality skin care product .They have confidence of the Korea brand and easy to build brand image and loyalty. Furthermore, no matter male or female, they maintain their skin by using skin care products. So we choose the target customer in Hong Kong as the product is relatively easy to enter the market and help company to earn profit. On the contrary, we do not choose the target customer in China. It is because we hope the snail can first try the temperature of a smaller market.6. Promotion toolsAdvertising Endorser Invite Korean popular idols – Kang Gary and Song ji hyo. They play as Monday couple of running man which is the popular TV program in Korea and Hong Kong. As our produ ct is suitable for both male and female, our promotion firstly focus on couples’ market of Hong Kong. Their couple’s images are suitable for promoting our product. We will ask them to come to Hong Kong to promote the snail mask.Mtr Station and Bus stopSet a poster at the light box of mtr station and bus stop. Transportation can easily contact with target market, because there are strong flows of people at each public transport confluence, The probability of contacting target customer will be increase.FacebookBecause facebook is the most popular social website in the world, the number of users accounted for 16% of the world, at Hong Kong it has 3.65 million users. We will establish the fans page on facebook, also the first 100 users who click like to our page can get a trial product of mask free. They can get it from our shop in Mong Kok . It can increase the chance of contacting target customer and free trial product can make users give us a feedback.TV advertisingIt i s the most effective idea of advertising, because TV is common in this 21st century, TV is in everywhere. Although using TV adverting is expensive, it can contact with target customer effectively. We will ask our advertising endorser to film an advertisment for our products. Also it must be high  frequency of showing at night, it can focus on the couples’ marketYoutube channelYoutube is the most popular video-share website in the world. Every video starts playing on youtube, you must watch a small advertisement first, but the time only have fifteen seconds. We can make a short advertisment and still including our advertising endorser.Others We will organise some street promotion in other to attract people who do not use Facebook regularly. And we will hire some models to distribute some trial product to the pedestrian who fit our target group.7. Budget for promotion The total budget is $700000 HKD.Advertising Endorser———$300000HKD (it has a discount alr eady, because we are the local company of Korea)Mtr Station and Bus stop————-$100000HKDFacebook———–$10000HKD (including the sample, the salaries of technology team)TV advertising—————$200000HKDYoutube———–$70000HKDFor others ———–$20000HKD (including having any accident)8. Action Plan 1. Find Korean Agents Company to discuss the contract of those two popular idols and arrange the schedule of their job.2. The place of trial product distribution will set up at downtown like Causeway Bay and Mong Kok, it attracts more customers.3. Contact with KMB and MTR, discuss the contract  and the placement of our poster.4. Contact with TVB and Youtube HK to discuss the showing time of our advertisement.

College Interview Essay

Most college interview questions are meant to help you and the interviewer find out if the college is a good match for you. Rarely will you get a question that puts you on the spot or tries to make you feel stupid. Remember, the college is trying to make a good impression too. Use the interview to show off your personality in ways that aren’t possible on the application. 1. Tell me about yourself. Im Romualda Heredia who really love silence place. Because of that people called me a very quiet person. That’s make me unique because of my silence,people got make mistakes in judging me. They think that I can’t do that and can’t do this but one day they are often surprise of my excellency. So im a typical mysterious person. This question seems easier than it is. How do you reduce your whole life to a few sentences? And it’s hard to avoid commonplace answers like â€Å"I’m friendly† or â€Å"I’m a good student. † Of course you want to demonstrate that you’re friendly and studious, but try also to say something memorable here that really makes you different from other college applicants. Can you hold your breath longer than anyone in your school? Do you have a huge collection of Pez dispensers? Do you have unusual cravings for sushi? â€Å"Tell me about yourself. † It seems like such an easy question. In some ways, it is. After all, if there’s one subject you truly know something about, it’s yourself. The challenge, however, is that knowing yourself and articulating your identity in a few sentences are very different things. Before setting foot in the interview room, make sure you put some thought into what it is that makes you unique. Certain characteristics are desirable, but they are not unique. The majority of students applying to selective colleges can make claims such as these: â€Å"I’m hard working. † â€Å"I’m responsible. † â€Å"I’m friendly. † â€Å"I’m a good student. † â€Å"I’m loyal. † Granted, all of these answers point to important and positive character traits. Of course colleges want students who are hard working, responsible, and friendly. That’s a no-brainer. And ideally your application and interview answers will convey the fact that you are a friendly and hard-working student. These answers, however, are all predictable. Nearly every applicant could give the same answers. If we go back to the initial question — â€Å"Tell me about yourself† — we need to recognize that the answers any applicant can give do not successfully define what characteristics make you special. The interview is your best opportunity to convey your unique personality and passions, so you want to answer questions in ways that show that you are you, not a clone of a thousand other applicants. So, when asked to tell about yourself, don’t spend too much time on the predictable answers. Show the interviewer who you are. What are your passions? My passion are writing and reading novels. I like those two because it comforts me a lot whenever im alone. What are your quirks? My quirks are Why do your friends really like you? They like me when I told them funny quote or stories in serious manner. They are always convinced of my seriouseness but in the end,,it is something that makes them laugh . What makes you laugh? I laugh when nobody laugh at my jokes. I don’t know why but im used to it. What makes you angry? Im angy most of the time when I met some irritating and annoying person. I don’t like those kind of person because its not in my attitude. Did you teach your dog to play the piano? Do you make a killer wild strawberry pie? Do you do your best thinking when on a 100-mile bike ride? Do you read books late at night with a flashlight? Do you have unusual cravings for oysters? Have you ever successfully started a fire with sticks and a shoelace? Were you ever sprayed by a skunk taking out the compost in the evening? You are almost guaranteed to be asked to tell about yourself, and your interviewer truly is interested in getting to know you. Your answers need to take the question seriously and you need to answer sincerely, but make sure you are actually painting a colorful and detailed portrait of yourself, not a simple line sketch. Be specific when answering this, and show that you’ve done your research. Also, avoid answers like â€Å"I want to make a lot of money† or â€Å"Graduates of your college get good job placement. † You want to highlight your intellectual interests, not your materialistic desires. What specifically about the college distinguishes it from other schools you’re considering? 2†³Why are you interested in our college? † Like many of the most common interview questions, this one seems like a no-brainer. After all, if you are interviewing at a school, you have presumably done some research and know why you are interested in the place. Nevertheless, some answers to this question are better than others. Your answer should show that you have specific and admirable reasons for attending the college. The following answers are not likely to impress your interviewer: â€Å"Your college is prestigious. † â€Å"I’ll make lots of money with a degree from your college. † â€Å"All my friends are going to your college. † â€Å"Your college is convenient and close to home. † â€Å"My counselor told me to apply. † â€Å"You’re my safetly school. † The interviewer is hoping that you are interested in the college for reasons other than peer pressure or convenience. Similarly, if you say you applied entirely because of a parent or counselor’s recommendation, you’ll be suggesting that you lack initiative and have few thoughts of your own. When it comes to prestige and earning potential, the issue is a bit more fuzzy. After all, name recognition and your future salary are both important. The interviewer most likely is hoping that you find the college prestigious. That said, you don’t want to come across as someone who is more concerned with material gain and prestige than with pursuing your passions and getting a high quality education. Many students choose a college based on sports. If you love nothing more than playing soccer, you’re likely to look at colleges that have strong soccer teams. During the interview, however, keep in mind that students who are interested in nothing except sports often fail to graduate. Any answer you give about athletics should be balanced with academics. What you most need to do when answering this question is show the interviewer that you know the college’s distinctive features well. Don’t simply say that you want to go to the college to get a good education. Be specific. Let the interviewer know that you were drawn to the college’s innovative first-year program, its emphasis on experiential learning, its Honors Program, or its international focus. Also feel free to mention the school’s wonderful hiking trails, its quirky traditions, or its amazing lilacs. Whatever you say, be specific. Before you set foot in the interview room, make sure you have done your research and identified several features of the college that you find particularly appealing, and make sure at least one of those features is academic in nature. 3. What can I tell you about our college? You can almost guarantee that your interviewer will provide an opportunity for you to ask questions. Make sure you have some, and make sure your questions are thoughtful and specific to the particular college. Avoid questions like â€Å"when is the application deadline? † or â€Å"how many majors do you have? † This information is both uninteresting and readily available on the school’s webpage. Come up with some probing and focused questions: â€Å"What would graduates of your college say was the most valuable thing about their four years here? † â€Å"I read that you offer a major in interdisciplinary studies. Could you tell me more about that? † 4. Who in your life has most influenced you? There are other variations of this question: Who’s your hero? What historical or fictional character would you most like to be like? This can be an awkward question if you haven’t thought about it, so spend a few minutes considering how you would answer. Identify a few real, historical, and fictional characters you admire, and be prepared to articulate WHY you admire them. Myself — In truth, you probably are the person who is most responsible for your success. You may, in fact, be self-reliant with no real heroes. However, if you answer this question with yourself you will sound self-absorbed and selfish. Colleges want to admit students who help each other out and work as a community. They don’t want solitary egotists. A Friend — For good or bad, your close friends have a huge influence on your decisions and behavior. Whatever your answer, bring the influential person to life for your interviewer. Avoid vague generalities. Provide colorful, entertaining, and specific examples of how the person has influenced you. 5. Why do you want to major in ______________ ? Realize that you don’t need to have decided upon a major when you apply to college, and your interviewer will not be disappointed if you say you have many interests and you need to take more classes before choosing a major. However, if you have identified a potential major, be prepared to explain why. Avoid saying that you want to major in something because you’ll make a lot of money — your passion for a subject will make you a good college student, not your greed. Read more tips on this question†¦ Make sure you are ready to explain why you are interested in a particular field. What experiences or high school courses piqued your interest? At some large universities it is possible that you will need to pick a field of study when you apply. For example, some of the California public universities are trying to balance enrollments within different programs. And if you are applying to a business or engineering school within a larger university, you will often need a specialized application for that school. 6†³Tell me about a challenge that you overcame. † The question isn’t a difficult one as long as you’ve put a couple of minutes of thought into it before your interview. The main danger with the question is being unable to think of an appropriate challenge during the interview. Realize that you can draw from many different kinds of â€Å"challenges† when you answer this question. You don’t need to have lived a life of adversity or oppression to have a meaningful challenge to discuss. So your first step is to figure out what challenge you want to share with your interviewer. You would be wise to shy away from anything that is too personal — you don’t want your interviewer to feel uncomfortable. But an appropriate challenge can come in many forms: An academic challenge — Perhaps you found chemistry or English particularly difficult? A challenge at work — Did you have a boss or co-worker who was difficult to work with? An athletic challenge — Did you have to work hard to improve your skills? Did you have a competition that was especially demanding? A personal tragedy — Did you lose someone close to you and have a hard time getting over the loss? A personal goal — Did you set a goal for yourself that was difficult to accomplish? An ethical dilemma — Were you put in a position where none of your options were attractive? Keep in mind the purpose of this type of question. The interviewer isn’t necessarily interested in hearing about some horror story from your past. Rather, the question is designed to help the interviewer discover what type of problem solver you are. College is all about developing critical thinking and problem solving skills, so the interviewer wants to see that you have promise in these areas. When confronted with a challenge, how do you respond? 7†³What do you do in your free time? † The interviewer might ask this question in one of many ways: What do you do for fun? What do you do when you’re not in school? What do you do on your weekends? This is not a trick question, and many kinds of answers will do well. The interviewer is simply trying to get to know you better. College is about much more than academic classes, and the admissions folks want to know how you keep yourself busy when you’re not doing schoolwork. The most attractive students are those who do interesting things in their spare time. So, when you answer the question, make sure you actually sound like you do interesting things in your spare time. Answers like these will not impress: I like hangin’ with my friends. (Do you actually do anything with those friends, or do you just take up space on our little planet? ) I do Facebook in all my free time. (This is true for many students, but too much online time is a major source of poor academic performance in college) I like partying. (Another activity that, if a abused, has caused many students to fail out of college) I watch lots of TV. (Many of us watch too much TV; don’t highlight that fact during your interview) I don’t have any free time. (This answer is true for some highly involved students, but it is an evasive answer; what would you do if you did have free time? ) I’ve been reading all of the Greek classics. (Good for you, but really? Colleges like good scholars, but they also want students who occasionally take their heads out of their books) The best answer to this question will show that you have passions outside of the classroom. The question allows you to show that you are well rounded. Within reason, it doesn’t much matter what you do in your free time as long as you do something. Do you love working on cars? Playing a pick-up game of soccer? Hiking in the neighboring mountains? Experimenting in the kitchen? Building rockets? Playing word games with your younger brother? Painting sunsets? Surfing? Your transcript will show that you are a good student. Your answer to this question will show that you are also someone who has diverse interests that will enrich the campus community. 8†³What do you see yourself doing 10 years from now? † This interview question can come in many flavors: What do you want to do with your life? What are your goals? What is your dream job? What do you want to do with your college degree? However your interviewer phrases the question, the goal is similar. The college admissions folks want to see if you have thought about your future. A lot of students don’t succeed in college for the simple reason that they don’t have a clear sense of why college is important to them and their goals. This interview question is subtly asking you to show how college fits into your long-term planning. Realize that you definitely do not need to know what you want to be doing ten years from now. College is a time of exploration and discovery. Many prospective college students have not yet been introduced to the fields that will define their future careers. The majority of students will change majors before they graduate. Many students will have careers that aren’t directly connected to their undergraduate majors. That said, you don’t want to evade the question. Answers such as these may be accurate, but they won’t impress anybody: â€Å"I don’t know. † True enough, but keep on reading to see a better way to present your uncertainty. â€Å"I’m not sure what I’ll be doing, but I want to be making lots of money. † This answer suggests that you have no academic interests, but you have strong materialistic desires. Such attitudes aren’t very attractive to a college that is trying to enroll an interesting and engaged group of students. â€Å"I want to be working for a big company. † Try to focus more. What type of company? Why? A vague answer isn’t going to create a strong impression. â€Å"I hope I’ll be married with kids. † That’s fine, but the interviewer isn’t really asking about your personal life (in fact, it wouldn’t be appropriate for an interviewer to ask about your future plans for family and marriage). Keep focused on career goals that are connected to your college education. So, if asked about your future goals, be honest but also answer in a way that shows you have actually thought about the relationship between college and your future. Here are a couple ways to approach the question: â€Å"I want to major in aeronautical engineering and work for NASA. † If you know what you want to do, an interview question about your future is easy to answer. However, be sure to elaborate and explain why you want to pursue a certain career path. What got you interested in the field? What do you hope to accomplish in this career? â€Å"I don’t know what I will be doing, but I know I want to work with people. In college I’m interested in taking classes in sociology and psychology to learn what some of the options are. † An answer such as this shows your uncertainty, but it shows that you know yourself, you’ve thought about the future, and you are eager to explore new fields of study. Again, the interviewer is not expecting you to know what you will be doing in ten years. If you can see yourself in five different careers, say so. You will have successfully answered this question if you do more than shrug your shoulders or evade the question. Show that you are excited about the future and that college plays a role in that future. 9†³Does your high school record accurately reflect your effort and ability? † This interview question provides you with an opportunity to explain a bad grade or weak spot in your academic record. Nearly all highly selective colleges have holistic admissions, so the admissions officers want to get to know you as a person, not just as a list of grades and test scores. Your interviewer knows that you are human and that extenuating circumstances can sometimes affect your academic performance. That said, you don’t want to sound like a whiner or grade grubber. If you have mostly A’s, don’t feel that you need to come up with an excuse for that one B+. Also, make sure you’re not blaming others for your own academic performance. The admissions folks won’t be impressed if you complain about an unreasonable teacher who doesn’t give out easy A’s. The following responses are all poor ways to answer the question: â€Å"I’m very good at math, but my teacher didn’t like me. That’s why I got a C+. † Really? This response suggests that you aren’t mature enough to own up to the grade you earned. Was your math teacher really that biased and unprofessional? And if so, why didn’t you address the unethical behavior with school officials? Even if your teacher didn’t like you, this isn’t something you want to highlight in your interview. Are you unlikable? â€Å"I worked really hard, so I don’t know why my grades weren’t higher. † This response makes you sound clueless. Students who don’t understand the low grades they earned are risky prospects for a college to admit. Successful students know what went wrong, and they work to address the problems. â€Å"I would have put more effort into my classes, but I was too busy with my job and sports. † While this response may be honest, it will not create a good impression. It’s wonderful that you are busy with work and athletics, but successful college students have strong time management skills and they give academics top priority. â€Å"I didn’t have to work hard to get all those A’s. † Shhh. Sure, we all had classes that were easy A’s, but don’t draw attention to this fact during your interview. So, how should you answer a question about the relationship between your record, your effort and your ability? In general, take ownership of your grades and justify low grades only if you have truly extenuating circumstances. The responses below would all be appropriate: â€Å"My parents got divorced at the beginning of my sophomore year, and I’m afraid I was too distracted to put in my best effort at school. † Fair enough. Big upheavals at home — divorce, death, abuse, frequent moves — can certainly make it difficult to devote 100% of your effort to academics. If a large domestic issue did affect your grades, your interviewer will want to know about it. Ideally, however, your academic record shows that the dip in grades was short-lived. If your grades never recovered, the admissions officers will wonder if you have gotten your act together enough to do well in college. â€Å"I had gallbladder surgery in 9th grade and was on a lot of pain medications. † Serious illness or surgery can certainly disrupt your academic efforts, and it is worth mentioning this type of disruption if it had a negative impact on your grades. Here, as with the response above, your record should show that the dip in grades was temporary. Make sure you are talking about serious health issues. Your interviewer will not be impressed if you try to blame that weak semester on the sniffles. â€Å"Yes, my record does reflect my effort. I didn’t work as hard as I should have in 9th grade, but by 10th grade I had figured out how to be a successful student. † The honesty of this response is refreshing. Some students figure out how to succeed later than others. There is nothing wrong with this. In general, colleges will be pleased to see that your grades have trended upwards throughout high school. A downward trend will raise red flags. Again, don’t be tempted to explain every little aberration in your academic record. The interviewer is really looking to see if you had any major extenuating circumstances that affected your grades. If you come across as the type of student who goes on a rant complaining about a single B+, you’re going to sound like an annoying whiner. 10. â€Å"Recommend a Good Book to Me. † The question can come in many different forms: â€Å"What’s the last book you read? â€Å"; â€Å"Tell me about a good book you’ve read recently†;†What’s your favorite book? Why? â€Å"; â€Å"What types of books do you like to read? â€Å"; â€Å"Tell me about a good book you read for pleasure. † Whatever the form of the question, the interviewer is trying to learn a few things by asking about your reading habits and book preferences: Do you read for pleasure. Active readers are people who are intellectually curious. They are also people who are likely to have better reading comprehension and writing skills than non-readers. Students who read a lot in high school are more likely to succeed in college than students who don’t. Do you know how to talk about books. A lot of your college course work will involve discussing and writing about what you have read. This interview question helps figure out if you are up for the challenge. Your interests. You are likely to get asked about your interests and passions in another interview question, but books are one more way to approach the topic. If you have a love of novels about Cold War espionage, that information helps the interviewer get to know you better. A book recommendation. An interview is a two-way conversation, and your interviewer may actually want to learn about some good books he or she isn’t familiar with. Don’t try to second guess this question too much by recommending a book simply because it has historical or cultural significance. You’ll sound insincere if you state that Bunyan’s Pilgrim’s Progress is your favorite book when in truth your much prefer Stephen King novels. Nearly any work of fiction or nonfiction can work for this question as long as you have things to say about it and it is at an appropriate reading-level for a college-bound student. There are, however, a few types of works that might be weaker choices than others. In general, avoid works such as these:Works that were obviously assigned in class. Part of this question is to see what you read outside of class. If you name To Kill a Mockingbird or Hamlet, you’ll sound as if you’ve never read anything but assigned books. Juvenile fiction. You don’t need to hide your love of Diary of a Wimpy Kid or Redwall books, but these works are also loved by kids much younger than you. You’d do better to recommend a book that is more in line with a college-level reader. Works chosen simply to impress. James Joyce’s Finnegan’s Wake isn’t anyone’s favorite book, and you’ll sound insincere if you recommend a challenging book in an effort to make yourself look smart. The issue gets a little more fuzzy with works like Harry Potter and Twilight. Certainly plenty of adults (like me) devoured all of the Harry Potter books, and you’ll even find college courses on Harry Potter. You certainly don’t need to hide the fact that you were addicted to popular series such as these. That said, so many people love these books (including much younger readers) that they make for a rather predictable and uninteresting answer to the interviewer’s question. So what is the ideal book? Try to come up with something that fits these general guidelines: Pick a book that you sincerely love and that you are comfortable talking about. Pick a book with enough substance to it so that you can explain why you like the book. Pick a book that is at an appropriate reading level; something that is a huge hit among fourth-graders is probably not your best choice. Pick a book that gives the interviewer a window into your interests and passions. This last point is important — the interviewer wants to get to know you better. This interview question isn’t so much about the book you choose as it is about you. Make sure you are able to articulate why you are recommending the book. Why did the book speak to you more than other books? What about the book did you find so compelling? How did the book engage issues that you are passionate about? How did the book open your mind or create new understanding? 11=†If you could do one thing in high school differently, what would it be? † This interview question is a bit trickier than most. You’ll want to make sure you don’t wallow in regret or draw attention to really bad decisions you’ve made. You have a tough balancing act to negotiate with a question like this. The best interviews are ones in which the interviewer feels like he or she has really gotten to know you. If all of your answers are calculated and safe, you’ll end up making a tepid impression at best. At the same time, providing too much information is also a danger, and this interview question can easily lead to TMI. In general, you’d probably be wise to avoid answers related to topics such as these: Your relationships. It wouldn’t be surprising if your biggest regret from high school was a disastrous relationship. However, if you answer the interview question with details about that nasty boyfriend or girlfriend, you’ll be introducing a lot of negativity into your interview. This type of response can easily sound immature, ungenerous, and spiteful. Steer clear. A class you hated. Do you really regret taking that class with that jerk of a teacher? Fine, but keep it to yourself. The best students can navigate all kinds of classroom environments, and your interviewer won’t be impressed if you start bad-mouthing your teachers. Your problems with drugs or alcohol. If you got messed up with drugs or alcohol in college, hopefully you do wish that you could go back and do things differently. That said, the college interview is not the best place to address this issue. While your interviewer may be impressed with your ability to confront your substance abuse, he or she may also feel uneasy about admitting a student who abused alcohol or drugs. Your interviewer may question your judgment or feel that you represent too great of a risk to the college. After all, colleges have enough problems with substance abuse without admitting students who have a proven track record of abuse. The best answers to this interview question will put a positive spin on it. A strong answer doesn’t express regret about a bad decision; instead, it presents regret over not seizing all the opportunities available to you. For example, the following would make good responses: You wish you had taken calculus instead of an easier math class. You wish you had looked for a more challenging job than the local burger joint. You wish you had discovered earlier in high school that you really enjoy theater. You wish you had worked harder in your freshmen year (some students are late bloomers, and your interviewer won’t hold this against you) A more personal response is also appropriate as long as it presents you in a positive light. Perhaps you wish you had spent more time with your grandmother before she came down with cancer, or perhaps you wish you had helped your brother more when he was struggling in school. Think carefully about this question before you set foot in the interview room. It’s not a difficult question, but it does have the ability to go astray if you draw attention to an action that reveals foolishness or poor judgment. +===The majority of college interviewers aren’t looking to trick you or put you on the spot. The interview is a way for you and a representative from the college to get to know each other. The interview helps you and the college figure out if you’re a good match. Try to relax and be yourself, and the interview should be a pleasant experience. The 20 questions below are meant to supplement my original 12 college interview questions. Also be sure to check out these 10 college interview mistakes. 1. What did you do this summer? This is an easy question that an interviewer might use to get the conversation rolling. The biggest danger here is if you haven’t done anything productive in the summer. â€Å"I played a lot of video games† isn’t a good answer. Even if you didn’t have a job or take classes, try to think of something you have done that was a learning experience. 2. What do you do best? There are lots of ways to ask this question, but the bottom line is that the interviewer wants you to identify what you see as your greatest talent. There’s nothing wrong with identifying something that isn’t central to your college application. Even if you were first violin in the all-state orchestra or the starting quarterback, you can identify your best talent as making a mean cherry pie or carving animal figurines out of soap. The interview can be an opportunity to show a side of yourself that isn’t obvious on the written application. 3. What do you hope to do after graduation? Lots of high school students have no idea what they want to do in the future, and that’s okay. Still, you should formulate an answer to this question. If you’re not sure what your career goals are, say so, but provide a few possibilities. 4. Why do you want to go to college? This question is so broad and seemingly obvious that it can catch you by surprise. Why college? Steer clear of materialistic responses (â€Å"I want to get a good job and make a lot of money†). Instead, focus on what it is that you plan to study. Chances are your particular career goals aren’t possible without a college education. 5. How do you define success? Here again you want to avoid sounding too materialistic. Hopefully success means making a contribution to the world, not just your wallet. 6. Who do you most admire? This question really isn’t so much about who you admire but why you admire someone. The interviewer wants to see what character traits you most value in other people. 7. What is your biggest weakness? This is a common question, and it’s always a tough one to answer. It can be dangerous to be too honest (â€Å"I put off all my papers until an hour before they are due†), but evasive answers that actually present a strength often won’t satisfy the interviewer (â€Å"My greatest weakness is that I have too many interests and I work too hard†). Try to be honest here without damning yourself. The interviewer is trying to see how self-aware you are. 8. Tell me about your family. When you interview for college, an easy question like this can help get the conversation rolling. Try to be specific in your description of your family. Identify some of their funny quirks or obsessions. In general,however, keep the representation positive — you want to present yourself as a generous person, not someone who is hyper-critical. 9. What makes you special? Or the interview might ask, â€Å"What makes you unique? † It’s a more difficult question than it might at first appear. Playing a sport or getting good grades is something that many students do, so such accomplishments aren’t necessarily â€Å"special† or â€Å"unique. † Try to get beyond your accomplishments and think about what really makes you you. 10. What can our college offer you that another college can’t? This question is a little different than one asking why you want to go to a specific college. Do your research and look for the truly unique features of the college for which you are interviewing. Does it have unusual academic offerings? Does it have a distinctive first-year program? Are there co-curricular or internship opportunities that can’t be found at other schools?