ORGANIZATIONAL BEHAVIOR Essay Example | Topics and Well Written Essays - 500 words

Central NY Basketball, Inc. v. Barnett (181 N.E.2d 506, Ct. C.P. Cuyahoga Cty. OH 1961 Essays

Focal NY Basketball, Inc. v. Barnett (181 N.E.2d 506, Ct. C.P. Cuyahoga Cty. Goodness 1961 Essays Focal NY Basketball, Inc. v. Barnett (181 N.E.2d 506, Ct. C.P. Cuyahoga Cty. Goodness 1961 Paper Focal NY Basketball, Inc. v. Barnett (181 N.E.2d 506, Ct. C.P. Cuyahoga Cty. Gracious 1961 Paper Sports and the Law: Case Presentation N. E. focal NY Basketball, Inc. v. Barnett (181 N. E. 2d 506, ct. C. P. Cuyahoga cty. Goodness 1961 1. Realities of the Case The offended party for this situation is Central NY Basketball, Inc. , who possesses the Syracuse Nationals of the National Basketball alliance (NBA). There are two litigants: Richard Barnett, a #1 draft decision of the offended party in 1959, and Cleveland Basketball Club, Inc. , who possesses the Cleveland Pipers of the American Basketball association (ABL). The litigant, Barnett, is at present under agreement with the offended party. 2. Technique This case was heard in the Court of Common Pleas in Cleveland, Ohio, which would be viewed as on the preliminary court level. 3. Law in Question The law being referred to would be break of agreement by the respondents. 4. What is the issue? The litigant, Richard Barnett, played for the offended party in both the year he was drafted 1959 and the accompanying season in 1960 under a marked and executed Uniform Player Contract of the National Basketball Association. This agreement likewise incorporated a possibility for the offended party to restore said contract for an extra year. The break of agreement happened when the litigant, Barnett, would not play with and for the offended party during the 1961-62 season. Barnett made and went into an American Basketball League with the respondent, Cleveland Basketball Club, Inc. , to render his administrations for the 1961-62 season. The offended party asserts that it can't be appropriately made up for harms in an activity at law for the loss of Barnetts benefits and is appealing to for Barnett to not be permitted to play for the respondent, Cleveland Basketball Club, Inc. 5. Holding The court at last decided for the offended party, and the directive solicitation for the 1961-62 season was conceded and after that season would be broken down. 6. Courts Reasoning The courts thinking for their choice was that there was no satisfactory and complete cure at law and the injury to the offended party is unsalvageable. 7. My sentiment I totally concur with the choice made by the court to reject the litigant, Barnett, from playing for the co-respondent Cleveland Basketball Club, Inc. For the situation Cleveland Basketball Club, Inc. ies to Justify going into an agreement with Barnett on the grounds that he doesn't have incredible aptitude however they do even now recognize that he is under agreement with the offended party. So regardless of the ability level he is still under agreement, which implies that he can't go into another until the present one is finished. In the long run after the court decided for the offended party the two groups did anyway go to an understandin g where Barnett was permitted to play for the Cleveland Pipers of the ABL. Focal NY Basketball, Inc. v. Barnett (181 2d 506, Ct. C. P. Cuyahoga cty. Goodness 1961 By demarchi411

Professional Term Paper Writing

Professional Term Paper WritingIt can be frustrating when you are having trouble coming up with the words to present your work in a professional manner. The professional term paper writing can be extremely challenging at times. Many students and writers have a hard time coming up with the words they need to present their work properly in a way that allows them to express their ideas and insights in a clear and concise manner. Here are some tips on how to write a good term paper.Be organized - First things first, you need to make sure that you are organized. Make sure you organize your paper in such a way that it has been prepared well. Include all the important information and facts. Make sure you keep your paper to no more than two to three pages, so that you can easily scan through it. Use your favourite book or index to make note of important information, facts and figures.Be Concise - Always use fewer words when writing your paper. If you use too many words, people will lose inte rest in your paper as it becomes too wordy. Try to keep it to around 300 words in length to keep people's attention on your paper.Make sure you have the correct time to write - There is a certain way of writing and presenting your paper that will determine the amount of time you should take to write it. There are certain times in a day that you need to write a term paper.First, look at your schedule for the day - are you going to work late that day or do you have an extra time that can be used to write your paper? Then, figure out how much time you will need to write your paper.Next, set aside a certain amount of time that you need to complete your term paper. If you need to write it today, then you need to set aside 20 minutes for each chapter of your paper.Then, take time out to practice writing it. Go through it several times before you submit it. This way, you will be able to get into a rhythm and will be able to ensure that you have presented your paper in the right way.Try to maintain discipline - Once you are finished with the paper, make sure you are disciplined enough to have it on file. If you tend to skip a day, then consider setting aside a time on the next day where you can start writing it. Remember that people will be reading your paper, so you should make sure that you can make it a quality piece of work.

Piaget s Theory Of Development - 1780 Words

It is established that there are multiple theories that explain different aspects of development. Three major theorists are Erik Erikson, Jean Piaget, and Sigmund Freud. Erikson’s theory is divided up into multiple stages, with young adulthood (Intimacy vs isolation), middle adulthood (Generativity vs. Stagnation) and late adulthood (Integrity vs. Despair). Erickson presents these stages as a way to explain his theory of development. The first stage deals with early adulthood and how people start to form connections with one another. The second stage is based on the middle adulthood of development and it explores the idea of one’s generosity and willingness to put others needs before theirs. The last stage, which is late adulthood, is based on the reflection one has on their life as it is coming to an end. In this stage the person looks back at what they did throughout their lifetime (Crandell, Crandell, Vander Zanden, 2012). Piaget’s theory is based on the cognitive development that humans go through in life. The cognitive theory describes and explains the development of thought processes and mental states. Piaget established that children go through a series of stages. These stages are Sensorimotor, Preoperational, Concrete Operational, and Formal Operational. In the Sensorimotor stage, children begin to associate their sense with objects and they are able to manipulate objects. In the Preoperational stage, children begin to learn from playing around with other childrenShow MoreRelatedPiaget s Theory Of Cognitive Development1289 Words   |  6 Pagestheorists, but the one that comes to mind is a development psychologist by the name of Jean Piaget. One of his prized declaration was in 1934, where he declared that education is capable of saving our society from collapsing whether its violent or gradual. Piaget had a key effect on education and psychology, and because of that effect he made many co ntributions to learning and to cognition. One of most important contribution was a model that was made by Piaget. This model was so popular and beneficialRead MorePiaget s Cognitive Development Theory1077 Words   |  5 PagesAccording to Piaget (1957), cognitive development was a continuous restructuring of mental processes due to varied situations and experiencing the world and maturing biologically. His view of cognitive development would have us look inside a child’s head and glimpse the inborn process of change that thinking goes through. â€Å"He was mainly interested in the biological influences on â€Å"how we come to know’† (Huitt and Hummel, 2003). Piaget’s views helps us to have appropriate expectations about children’sRead MorePiaget s Theory Of Cognitive Development Theory745 Words   |  3 PagesPiaget s Theory of Cognitive Development Numerous papers have been written on Piaget’s Theory of Cognitive Development Theory. Most fall short of helping others understand what exactly Jean Piaget means when it comes to the three basic components to Piaget’s Cognitive Theory. These two articles I have chosen to use in this paper, give the best explanation on his theory. This paper will go into detail on the key concepts of Piaget’s Cognitive Theory and hopefully help others understand in itsRead MorePiaget s Theory On Child Development920 Words   |  4 PagesChildren are not simply small adults who are still growing; they learn differently and experience the world in a variation of ways that opposes adult reasoning. Piaget’s theory on child development asserts that there are four stages of cognitive development: sensorimotor, preoperational, concrete operational, and formal operational. Piaget also suggested that human thinking is arranged into schemes, â€Å"organized mental patterns that represent behaviors and actions† (Feldman, 2015, p. 17). These schemes areRead MorePiaget s Theory Of Cognitive Development1813 Words   |  8 Pages ECH-130 Sociocultural Tables LLlllll Cognitive Development Definition Examples of Application of Concept Strategies to Support and/or Assess Learning Birth to Age 5/Pre-K Piaget Sensorimotor stage: :the first stage Piaget uses to define cognitive development. During this period, infants are busy discovering relationships between their bodies and the environment. Researchers have discovered that infants have relatively well developed sensory abilities An infant who recently learned how to rollRead MorePiaget s Theory Of Cognitive Development1519 Words   |  7 Pagesrelates to both Piaget and Vygotskian theories in the sense that they describe how the child s mind develops through different forms of stimuli that occur during early childhood. Piaget s theory focuses mainly on things such as; how children think; how the world around them is perceived and how the newly found information is explained through the language they use. Vygotsky s theory however differs as the effects of different forms of social interaction occur in cognitive development such as; internalisation;Read MorePiaget s Theory Of Cognitive Development969 Words   |  4 Pages20th ce ntury, the development of psychology is constantly expanding. Erikson and Piaget are two of the ealier well known theorist, both being significant in the field. Their belief s are outlined in Piaget s Cognitive Development Theory and Erikson s Psychosocial Development Theory. These theories, both similar and different, have a certain significance as the stages are outlined.Erikson and Piaget were similar in their careers and made huge progressions in child development and education. WithRead MorePiaget s Theory On Cognitive Development1449 Words   |  6 Pagesstrengths and weaknesses of Piaget’s theory on cognitive development. It will focus on Piaget’s work highlighting positive attributes and how they’re being applied in modern day and also delve on key limitations of the theory. Piaget was a Swiss psychologist who was interested on why children would give similar but wrong answers in an intelligence test (Vidal, 1994). Based on his observations, he conclude d that children undergo sequential cognitive development patterns which occur in defined stagesRead MorePiaget s Theory Of Cognitive Development1111 Words   |  5 PagesPiaget’s theory of cognitive development Piaget’s theory of cognitive development was based around his belief that children will develop their intelligence through a series of stages: Sensorimotor (birth – 2yrs), Preoperational (2-7yrs), Concrete Operational (7-11yrs) and Formal Operational (11+). He believed these stages to be invariant, the same stages taking place in a fixed order, and universal, the same for every child regardless of their background or culture. (McLeod, 2015) Piaget believedRead MorePiaget s Theory Of Cognitive Development1325 Words   |  6 PagesJean Piaget developed a systematic study of cognitive development. He conducted a theory that all children are born with a basic mental structure. He felt that their mental structure is genetically inherited and their learning evolved from subsequent learning and knowledge. Piaget’s theory is different from other theories and he was the first to study a child’s learning by using a systematic study of cognitive development. His theory was only concerning the learning of children, their development

Social Feminism A Recognition Of The Different Degrees...

Iraseth Cruz Mrs. Kehrmeyer AP English, Period 1 9 November 2015 Social Feminism From the early 19th century, feminists and authors such as Donald Hall, have viewed feminism as â€Å"a recognition of the different degrees of social power that are granted to and exercised by women and men† (199). For several years, society has given both men and women control over their little kingdoms meaning that women ruled at home while men ruled over the world. This inequity inspired all feminists to embrace the general idea of feminism which refers to the belief that men and women deserve equality in all aspects of society. Feminists fought to ample the opportunities and resources given to women because the male gender primarily had the power in their hands. Men received power each day because it was thought that they were the strongest gender to enlarge the world’s economy and government; thus, taking advantage of their strength and keeping women under their control, also known as â€Å"social feminism.† Two well known authors who were a dvocates of the feminist movement are Charlotte Perkins Gilman the writer of â€Å"The Yellow Wallpaper† and Kate Chopin the writer of The Awakening and â€Å"The Story of an Hour.† Each of these stories reflect upon every woman s life while being chained to their husbands. Throughout these stories, women desired for freedom because they were constantly oppressed by their men for being women. They stood up for what they believed and thanks to people like these, the worldShow MoreRelatedFeminism, The Advocacy Of Women s Rights On The Grounds Of Political, Social, And Economic Equality1391 Words   |  6 PagesFeminism, a word defined as, â€Å"the advocacy of women s rights on the grounds of political, social, and economic equality to men,† a word that provokes strong feelings of either support or strong hate. (Webster) The people who do agree with feminism claim that it has helped them with their experiences of oppression because they are female, while others a rgue that it is against men and promotes hostility. While many argue over what feminism really means, the reputation feminism receives from peopleRead MoreEssay on Women ´s Right Activism1664 Words   |  7 Pagesstarted the first wave of feminism in which American women fought for the right to vote. The second wave fought for freedom of sexuality while the third wave, which is currently taking place, fights against Americas raunch or sexually driven culture in order to lessen the burden of oppression and â€Å"-isms† of people other than male WASPS. Feminism is the equality of men and women but has evolved into a fight for more than just two separate sexes. Throughout the three waves of feminism, feminists have foughtRead MoreApplying A Gender Based Violence Approach Essay1970 Words   |  8 Pagesmembers. This study aspires to determine what aspects lead Moroccan women to seek assistance, categories of assistance available, challenges Moroccan women face and future oppo rtunities for recognition and socio-legal support. Results denote a lack of social support to women victim of violence, lack of social and economic support for the center we will rest our research on, degraded service capacity, and the practice of deceit in interactions between women and staff ingrained in a cultural notionsRead MoreArt : Betye Saar And Charles White1350 Words   |  6 Pagesconstitute as art depends on individuals and their interest. There are numerous art styles that contribute to the different styles of art. Famous artist Betye Saar and Charles White both contribute to the idea that art can be done in different ways, styles and methods. Betye Saar and Charles White were two African American artist who were very successful though they had two different styles of art. Feminist artist Betye Saar was born on July 30, 1926 in Los Angeles, California. Her father died whenRead MoreEssay on Feminist Criminology3530 Words   |  15 PagesRadical, Socialist and Postmodernism. Liberal Feminism Heindensohn (2001) defines Liberal Feminism as follows; â€Å"Its emphasis is very much on equality of men and women, especially with regards to their moral and intellectual characteristics, thus Liberal feminist have argued for social and political change in the educational and legal framework which they see as constraining women. In the sphere of criminal justice studies, Liberal Feminism has had a powerful impact on the analysis of equalityRead MoreBrave New World By Aldous Huxley1781 Words   |  8 Pagesthat everyone fits into the system. The overall happiness of the people is favored above the rights of the individual. â€Å"Universal happiness keeps the wheels steadily turning; truth and beauty can’t. And of course whenever the masses seized political power, then it was happiness rather than truth and beauty that mattered† (Huxley, 228). The women’s rights movement seeks the advancement of socialism and the expense of individual rights, just as the â€Å"Brave New World† described in Huxley s book sa crificesRead MoreEssay on Feminist Themes of Susan Glaspells Plays1558 Words   |  7 Pagesmany of her plays. All three plays were written during the first wave of feminism, during which there was a push for women to have jobs and opportunities and identities, ideas well represented in Glaspell’s plays. Glaspell’s plays show the struggle of being a woman during an era when women were trying to form their own identities. Through Glaspell’s use of feminist themes in Trifles, Women’s Honor, and The Verge, the social changes that women experienced in early twentieth century are explored asRead MoreEssay about Gender and Gender Inequality2068 Words   |  9 Pagesbetween a man and a woman, but is that what gender is defined by? There are many different theories on gender and how it is defined. How is gender inequality present in today’s world? Gender vs. Sex these two things are some of the most commonly misunderstood concepts. According to James M. Henslin the author of the book Essentials of Sociology A Down-to-Earth Approach, when we consider how females and males are different, the first thing that usually comes to mind is sex. Sex meaning the biologicalRead MoreScly1 Past Papers7036 Words   |  29 Pagestechnology; marriage; adoption; pensions; benefits; taxes; education; childcare; child protection; sexuality; immigration may be discussed Analysis and evaluation may be developed, for instance by comparing the impact of different policies/laws or by discussing perspectives on social policy and the family (eg New Right, feminist, functionalist etc) From the examiner’s report: The most successful answers were able to identify relevant policies which had a clear impact on the family, and then used a theoreticalRead MoreDr. Patricia Hill Collins3645 Words   |  15 PagesAbstract: Dr. Patricia Hill Collins made significant contributions to the world of academia with her teaching, philosophies, and publications within the subject of Sociology and in the context of social equality. This writing is geared toward the forwarding of her ideas. It is constructed in three main parts. First a brief background history is plied to how she conducted her work. Then, there is an assessment and evaluation of some of her notable works. Finally, a review of how her work was received

Results of college students drop out free essay sample

Everybody at least once in their life predicts their goal and strives hard for their good tomorrow. Some people are successful because they have the inspiration and determination to graduate college; .others is less lucky because of their shortage of those quality and opportunity. Those people often don’t feel fulfilled in their lives because they get into pattern. Usually college dropout students most of the day’s work very hard all day long to get all their needs, include paying rents and bills. They don’t have time and enough money to enjoy life by going on vacations to relax from their daily duties. People should think about causes of dropping out of college to avoid regrets in the future. The three causes of people quitting college are managing the balance between work and study, sudden personal problem, and financial problems. The first cause of dropping out of college is managing the balance between work and study. We will write a custom essay sample on Results of college students drop out or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Students who are working while studying often break barriers of acceptable amount of working hours. For example, some student work full time or part time but they do lots of chores at home and other works like lifting furniture, carry out trash and others which make them tired. As a consequence, they are not prepared for classes because they don’t have time to study or they are too tired to focus on their homework or assignments. Because of that, they have a hard time in class and they drop out of college. Moreover, sometimes many students get out from work too late and they are very late to their classes. As a result, they miss the important time that they can spend on test or loose important lectures give and other information like, explanation of a topic or it can be the introduction, which will cause them to lose their sense of directions.een work and study leads people to drop out of college. Another cause of students quitting college is sudden personal problems. Every year many female students drop out opportunity of higher education because they get pregnant. For instance after childbirth, women are not in best condition and they have to take care of their new born baby, like  breast feeding, changing diapers or get the baby to an infant sleep. Therefore, they quit college. Another thing that makes a student quit college is relationship. This happens when a student boy friend or .girlfriend break up. When a girl or a boy loose his or her partner, either he or she will not have time focus on her studies instead of having problems and get themselves in to distraction like beer , vodka and others. This makes the student lose hope of coming to school and instead of trying to get rid of problems. Unexpected personal problem is a reason that makes a student quit college. The third cause of student quitting college is financial problems. Some parents don’t have enough money to pay for a school and because of economical crisis. For example , in days of sudden turn down of a economy lots of people lose their jobs so first they pay necessary expenses like a rent, foods supply for the family bills then they carry about their children’s development of knowledge. Because parents don’t have enough money to cover educating expenses, their children are forced to quit college. Moreover, students who apply for financial aid and they don’t receive it, might have many sibling and despite of their both parents work full time, their home budget doesn’t let them continue education and they usually quit college. Financial problem is a cause that student drop out of college. Students quit college because of many reasons and causes. Some of them are regulating the balance between work and study, sudden personal problems, and financial problems. Some situations such as financial problems are independent on students and they bother in continuing college education. However. Most of the causes of dropping out of college are students’ decision. These decisions have an impact on career and students’ future therefore, before quitting college people should think whether to end up in a hard live or enjoy they goods of being a suc cessful person. . By: Kennedy Kaneko

Influence of French Cuisine on Indian Hospitality Industry Research Paper Example

Influence of French Cuisine on Indian Hospitality Industry Paper Hospitality is a term used for referring the cordial, generous and friendly reception of the guests or strangers in a hotel or food service industries such as restaurants, cafe , bar and other such type of establishments. The term hospitality industry is usually defined by its output of products, which satisfy the needs, and demands of the guests who visit these types of establishments. These establishments provide food, accommodation and drinking facilities to the guests. The different star category hotels provide different services to the guests as per the star categorisation. There are three classes of professional cookery associated with the craftsman and they are graded according to the quality of the materials used. These classes are Cuisine simple or plain cookery, Cuisine Bourgeois of middle class cookery, and Cuisine Haute or high class cookery. In Indian cuisine, there are two classes: simple and high class. Simple cookery is confined to the preparation of the everyday practical type of dishes. And the high class cookery has a wide range of variety. Where expensive materials are used to prepare complicated and elaborate dishes. France has a long culinary tradition. French cuisine now a day is a result of centuries of research, elaboration and perfection. The French are proud of their cuisine. It is an integral part of their culture. It is the interest of French for good food. The chefs have always been encouraged to elaborate new dishes to satisfy the most discriminating palate. The French chefs introduced new dishes and sophisticated techniques that they adapted to French products. Georges Auguste Escoffier was the great chef of this century. We will write a custom essay sample on Influence of French Cuisine on Indian Hospitality Industry specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Influence of French Cuisine on Indian Hospitality Industry specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Influence of French Cuisine on Indian Hospitality Industry specifically for you FOR ONLY $16.38 $13.9/page Hire Writer French cuisine is sophisticated, varied, well balanced and based on local and high-quality products. French cooking involves a large number of techniques, some extremely complicated, that serve as basics. Not only do basic cooking techniques require great skill, but they also demand a deep understanding of the ingredients themselves. Just as the vintner knows that the finest Bordeaux comes from the grapes grown on that side of the hill and not this, so too the chef knows not only from which region come the finest petits pois (small, young green peas), but from which town. Many foods are known by the town that made them famous, such as Pessac for strawberries, the peas of Saint-Germaine, Macau artichokes, the Charolais steer, butter of Isigny. Like any art form, the foundation of Indian cooking is based on technique. There is a body of knowledge about the food itself the vegetables, the spices, the herbs, the curries but this information is meaningless unless applied with sensitivity. Over the length and breadth of India, in the different homes in India, of the rich and the poor, one comes across a wide range of flavours, styles and tastes. Many styles of cooking seen in different parts of the world can also be found in one or the other part of India. In India one sees society, culture, language, food and people change dramatically as one goes from North to South or East to West. With the entry of Europeans into India, many exotic ingredients entered the Indian kitchen. Potatoes, chillies, tomatoes and cheeses came into India and were used generously. Jams, jellies, yeast raised breads, pastries and casseroles were prepared with hints of Indian spices. Chillies, potatoes and tomatoes found much love in India and have become staples of the Indian kitchen. The French cuisine has a great influence on the Indian hospitality industry in the way of the service of the dishes to the guests. The French cuisine was having 17, 15 and 13 course menus. This has now a day reduced to only 4 to 5 courses. Now a day these 13 courses are reduced to 4 or 5 courses but a strict menu planning rules are followed while planning any meal based on the French course. In India only a thali system was prevalent in most of the restaurant or there habit of taking only one main dish and with it roties or parathas or chapaties or rice as the wish of the guests at a time as a whole meal with limited accompaniments such as pickle, papad and chatani. But today in most of the well known restaurants or in restaurants of star hotels the lunch or dinner starts by hors d oeuvres followed by soup, main course, salad, cheese, and finally dessert. And different courses have different accompaniments. In French cuisine great emphasis is laid on the presentation of the dishes and garnishes and accompaniments, which makes the dish colourful. The menu is word originally relate to the French cuisine is now adopted by the Indian cuisine. Traditionally there are 2 types of preparing a menu card those are table d hote and a la carte. The menu card is now prepared in such a way which is based on the table d hote style and providing sufficient number of dishes to choose by the guests as it is in the a al carte menu planning. The French cuisine has given the table set-up to the Indian hospitality industry, which was not part of the traditional Indian hospitality. The spoons and fork are the gift of the French cuisine to the Indian hospitality industry. Today most type of restaurants are keen to serve the guests in the most appropriate manner. The type of serving is getting deeper and deeper in the Indian hospitality industry. It has become the prominent thing where the food and beverage managers give their most attention. The French cuisine has given the Indian cuisine the wine and champagne. These are the gifts of the French cuisine to the Indian hospitality industry. In French cuisine wine is used for cooking to enhance the taste and to give an unusual flavour and this is a unique feature of the French cuisine. There is an appropriate wine for preparing each dish. And also there is an appropriate wine to be served with each course as an accompaniment. Grape aperitifs, which are drunk before the meal and not between meal and digestifs, are drunk after the meal is over. The dry rose wine is a best accompaniment of the starter course. Like this there are different wines, which accompany different courses. In India also the production of wine and champagne has been started but the quantity and quality of the production is not comparable to the wine and champagne produced in the France. As well as the French cuisine has given different types of cocktails and mocktails to the Indian hospitality industry. The French cuisine has some distinctive spices and herbs, which gives a unique flavour, taste and originality to the dishes. Some of these are parsley, celery, basil, tarragon, thyme, rosemary, chives, shallots, allspice, bayleaf, paprika, pepper, nutmeg etc. Some of these spices and herbs are produced in India and some of them are imported for making their use in the food preparation. Asparagus, artichokes, carrots, turnips, aubergines, broccoli, swedem, seakale, cardoon, brussels, sprouts, topinambow, mushrooms etc are some of the continental vegetables, which are used, in the French cuisine. Some of these are grown here and the remaining are imported for the use in the kitchen. The different types of cuts of vegetables, meat, poultry and fish are influenced the Indian cuisine which are basically from the French cuisine. Cheese is also a gift of the French cuisine to the Indian hospitality industry. Cheese in the French cuisine used for base of the dish, garnish to soups, blended with sauces or grated and sprinkled on top of the dishes and gratinated. And also as a part of the 13 course menu. Cheese now a day also used in the preparation Indian dishes. But the use of cheese as a part of course has not yet started in the restaurants where French cuisine is served. Butter, olive oil or salad oil is also used in Indian dishes as a cooking medium, which are basically the French cooking medium. As the cheese: sandwich, pastries and pastas are also came from the French cuisine to the Indian cuisine. The French cuisine also has an influence on the Indian hospitality industry in the way the modern day marriage functions, birthday parties and other different functions arrangement is concern. In most of the functions welcome drink is served to the guests then the starters then the soup then the main course and at the end it is the dessert, which is served to the guests. The sitting banquet parties, room service, hospital service and buffet service in India are the influence of the French cuisine on the Indian hospitality industry. In conclusion I would like to mention here that as the days are passing by and because of the need of satisfying the foreign travellers in India as well as the changing eating habits of the Indian population the French cuisine is facing too many changes in the form of preparing the French dishes with Indian herbs and spices in India without damaging the classical value of each dish as the chef Raji Jallepalli who is preparing a Franco-Indian dishes which are popular in her Memphis based restaurant. As well as the Indian cuisine is also changing its look and appearance in the form of garnishing and accompaniments served with Indian dishes based on the French cuisine. In India also the chefs are changing the flavour of the French dishes to suite the taste of the Indian guests. The influence of the French cuisine on the type of service is influencing the other service sectors in India. The French empire has a great influence on Indian city Pondicherry because they ruled on this city for more than 100 years and because of which this city can be called as a city of France, which is situated in India.

Enhancing international dimensions in apparel Essays

Enhancing international dimensions in apparel Essays Enhancing international dimensions in apparel Essay Enhancing international dimensions in apparel Essay Enhancing international dimensions in apparel and merchandising curricula in the USA A practitioners perspective Hong You School of Fashion, Reason University, Toronto, Ontario, Canada, and Bongo Jinn Department of Design, Housing and Merchandising, Oklahoma State University, Stillwater, Oklahoma, USA Abstract Purpose For many years, the textile and apparel industry has been on the forefront of globalization. To prepare students in the global business environment, this study seeks input from the US business communities and provides suggestions for enhancing the international dimensions of the apparel and merchandising auricular in the USA. Design/methodology/approach Two sets of data were collected and compared: the general data were collected from various business sectors via telephone interviews, and the product-specific data were gathered from US apparel manufacturers using a modified Dilemmas mail survey method. Findings Results indicated that the most important benefit of doing business internationally was expanded market,while the obstacle identifiers oftenest cultural differences. The study also found that understanding (I. E. Cultural/business practice differences, etc. ) is more critical than application or competency (I. E. Pacific skills) for college international education and that taking general and product-specific approaches is most efficient to enhance international dimensions in textile and apparel curricula. Practical implications Practical implications discussed were: first, international education in the textile and clothing field should be developed with a strong focus on small businesses; second, the international dimensions of apparel design, production, and merchandising curricula should be developed using a region-specific, rather than a one-fits-all approach; third, students in the textile and clothing field should be fully prepared in understanding, rather than in application or competency; and fourth, educational modules that help the students better understand international markets should be incorporated into curricula. Originality/value We hope this report raises attention with regard to why and how international dimensions can be incorporated into instruction. Based on this report, we expect more practical and innovative international education dialogues to begin. Keywords Textile industry, Garment industry, International business, Higher education, curriculum development, Unlit Paper type Research paper EAI states AT America The Emerald Research Register for this Journal is available at The current issue and full text archive of this Journal is available at www. Merchandising. Com/ architectures www. Nearsightedly. Com/1361-2026. HTML Partial funding support for this project was provided by the US Agricultural Experimental Station Fund. This paper has been reviewed in the same manner as an academic paper. JEFF 232 Journal of Fashion Marketing and Management Volvo. 9 NO. 2, 2005 up. 232-243 q Emerald Group Publishing Limited 1361-2026 DOI 10. 1108/13612020510599376 Introduction It is a well-estab lished fact that the textile and apparel industry is an important actor in the US and global economies. The textile and apparel supply chain is one of the most globalizes industries, involving more than 10 percent of the world business (Clock and Junk, 2000). It is a common business practice that some aspects of textile and clothing products, such as raw materials, components, labor, and assembly, are sourced from overseas, and the finished products are marketed elsewhere in the world. In the USA, the textiles and apparel sector sources 88 percent of its products internationally for the domestic market (Elevate, 2000). The apparel companies are owe faced with a rapidly changing industry landscape that requires forward-looking global strategies (Rabin, 1999) and visionary leaders. Nonetheless, can we claim that higher education in textiles and clothing has sufficiently prepared its students for the challenges in this global environment? Probably not. While internationalization of the business curriculum has drawn attention in past years and there are good resources available regarding international business concepts in general business education, these resources are not targeted to a specific product category and largely focus on multinational companies. As the small US companies exports were as high as 51 percent in 1997 (National Security and International Affairs Division, 2000), adopting general international business concepts with a large company focus does not appear to be sufficient preparation for textile clothing students. While a growing number of major four-year universities in the USA have implemented some international-related courses, this effort is not prevalent. One recent curriculum analysis of textile and clothing programs reveals that more than half of the four-year colleges in the USA do not offer any international courses Non, 2002). Given that globalization is impacting very phase of sewn product manufacturing and marketing, the absence of international perspectives in curriculum results in a critical gap between higher education and the needs of the industry. How does one enhance international dimensions in the current curricula? What content and skill training needs to be Included ? An Important source Tort answers to tense Stetsons Is Industry professionals who are involved with international business operations on a regular basis. This paper reports on two current surveys with US business communities and provides suggestions for enhancing the international dimensions of apparel and reconsidering curricula. As textile and apparel related business requires both general and product-specific knowledge, this study colleted two data sets, one from the general business community and one from the product-specific (I. E. Apparel) business community. Literature review The importance of international business education in apparel curricula For many years, the textile and apparel sector has been on the forefront of globalization. No industry is more broadly dispersed around the world than the textile and apparel industry. Approximately 200 nations are involved with apparel production for international markets. In addition, a single apparel item produced and marketed within one country is a rarity. In the USA, more and more textile and apparel companies have engaged in international business, whether sourcing production or marketing products. About half of apparel sold in the USA is imported, and most of this imported apparel is sourced by Us-based companies (Junk, 1998). Apparel and merchandising curricula 233 Wall-Mart, the worlds largest company, not only sources from numerous suppliers worldwide, but also sells merchandise in more than 5,000 stores in 11 countries around the globe (Wall-Mart, 2004). Lands End, Inc. , a successful catalog company, ships products to consumers in 185 countries and is receiving significant return from its worldwide business on the web (Slaw, 2001). Many US apparel specialty store retailers, such as Gap, Liz Collarbone, Ann Taylor, Limited, etc. , source internationally without having any production facilities in the States, then market throughout the world. The Gap sources in nearly 50 countries and has 3,000 stores in Canada, the I-J, France, Germany, and Japan. Liz Collarbone sources globally, using 240 factories in 31 different countries to meet its needs Non, 2001). This tremendous trend of global sourcing can be observed easily in developed countries other than the USA. Most global apparel brands heavily leverage global sourcing strategies. Hennas Mauritius ABA (H M), the worlds second largest clothing retailer, sources from 1,600 suppliers throughout Europe and Asia, and operates more than 700 stores in the world Non, AAA). Along with the proven importance of global sourcing and marketing, the need for efficient global supply chain management is highly regarded among practitioners. Due to numerous SKU in a season to handle, the customers appetite for variety, increased rates of product introduction, product proliferation, and shortened product cycles, the ability to respond quickly to the markets needs has become a critical competitive advantage of a firm Non, Bibb). Speed is the competitive tool used by Ezra of Spain to achieve its success. Ezra, launched in 1975 as a local store, is now the worlds third largest clothing retailer with $2. 6 billion (USED) total sales per year. Ezra has stores in 34 countries with 80 percent of its 1,160 stores in Europe. It takes less tan two weeks Tort a SKI art to get Trot Larvas eagles team In span to a store In Paris or Tokyo. This is as much as 12 times faster than competitors. With shorter lead times, Ezra can ship twice a week (compared with once every 12 weeks for some competitors) to each store (McGuire, 2001). The textile and apparel production- distribution supply chain involves many fragmented nodes: agriculture (fiber sources such as cotton, linen/flax, wool, mohair, and silk), manufacturing at various levels (yarn and fabric production; apparel production; and wet finishing), distribution, and consumers. Coordinating these nodes agile with overseas suppliers requires the most sophisticated management skills. Despite these remarkable changes in apparel production, marketing, and management, our understanding of the important changes is vague. The current status of the international component in apparel curricula in the USA A great body of academic papers, reports, and anecdotes address the importance of international business education. Kodiak and Daniels (2003) survey with top managers clearly indicated continuing need for international business education in the USA. They claim that with the projected growth of international operations, additional international business education programs should be developed, particularly orgasm with a focus on Asia. Among many subject matters, Kodiak and Daniel (2003) found that, at minimum, all business graduates need to have an appreciation for cross-cultural differences and a global perspective. Although the importance of international business education is widely accepted among many scholars, practitioners, and policy makers, international perspectives in clothing and textiles education have not been systematically discussed. Only one report, to our knowledge, provides exploratory findings. Jinns (2002) analysis of the SEEM current status of international components in the apparel curriculum provides strong evidence of the lack of international education. Jinn systematically selected every other clothing-related department in US four-year colleges from the membership directory of the International Textile and Apparel Association (IOTA) and analyzed 62 valid curricula provided on college web pages. Surprisingly, the results showed that more than 50 percent of the four-year colleges did not offer any international courses. To better prepare students for the global business environment and to provide a more realistic view and vision, the international dimensions of apparel design, production, ND merchandising curricula need to be enhanced. Method Data collection We collected two sets of data, general and product-specific. To gain broader international business perspectives, general data were collected from various business sectors via telephone interviews. We employed structured and open-ended questions to allow depth of information. This was particularly important when no prior data existed. Trained interviewers from a Bureau for Social Research at a US university conducted the series of telephone interviews. In addition, product- and industry-specific data were gathered from US apparel manufacturers using a mail revue moment Respondents General sample: 47 companies were selected from a list of participants at a conference on doing business internationally. Due to their established international contacts, the respondents could identify what they need for success in the international marketplace and provide a realistic perspective on how to best prepare college students for global competition. A broad range of companies were included in the sample, including those producing chemical products, instruments, equipment, metal products, electronic components, and apparel and other sewn products. More than half of the respondents led small businesses (small business is defined as a company that has fewer than 500 employees according to the US Small Business Administration). Product- and industry-specific sample: a list of 1,500 US apparel companies was purchased from Dun Broadsheet. Data were collected using Dilemmas (2000) mail survey method, which included a first mailing, a follow-up postcard a week after the first mailing, and a second mailing two weeks after sending out the postcards. A cover letter explaining the purpose of the research, a questionnaire, and a self-addressed, stamped return envelope were included in the iris mailing. Each questionnaire was addressed to the president of the company, and the president was asked to transfer the questionnaire to the person who was most qualified to complete it. All questionnaires received after the first mailing cutoff date were checked for moroseness bias according to a procedure proposed by Babble (1990), with no statistical evidence of moroseness bias identified in demographic characteristics. Most of the respondents were in a top-level management position (e. G. President, chairman, CEO, COO, etc. ) (75. 2 percent) or in a manager/director level position (18. 6 recent). A total of 127 questionnaires were returned, resulting in an overall response rate of 8. 5 percent. Among the returned questionnaires, 113 were identified usable and Apparel and 235 were included in data analyses. Among them, 95. 2 percent (100 out of 105 valid cases) were identified as small businesses. We consider the two sets of data as complementary. First, general data provided us with a broad picture of international involvement across different sectors in the USA, while the product- and industry-specific data yielded more focused information about the textile and apparel industry. By analyzing the two sets of data together, we can reach a more comprehensive understanding on how the textile and apparel industry compares with other industries in international business endeavors. A better understanding of the current international business involvement of the textile and apparel industry will help prepare the students in the field. Second, since business operations vary significantly among industries, needs in international business education identified across diverse fields are broader in scope and can provide guidelines for product-specific curriculum content development. That is, utilizing interdisciplinary output can help educators think out of the box for clothing an e Ill curriculum Improvement. However, product- Ana Industry-spectral knowledge and skills for doing business internationally are also critical to the success of students in this field. Therefore, in order to reach a more holistic view of the areas needed to enhance international dimensions in the textiles and clothing curriculum, we should integrate the findings at two levels, general and product- and industry- specific. Measurement and data analysis General data: the respondents were first asked questions related to the company, such as number of employees, product/service the company provided, the companys primary customer, and if the company was doing business internationally. If the answer to this last questions was no, the respondents were asked to explain why not and the interview ended. If the answer was yes, the interview continued with questions related to the companys international business operations, such as in what country/countries the firm was doing business and the business relationship between the company and its partners (contractor, vendor, supplier, branch office, joint-venture partner, or other). In the last section of the interview, the respondents were asked three open-ended questions: (1) What do you perceive as the benefits of doing business internationally? 2) What do you perceive as the obstacles/challenges in doing business internationally? (3) If an educational unit in raising global awareness is to be developed with college students as target audience, what would be the areas you think need to be addressed? Descriptive analysis was performed on quantitative data using SPAS for Windows 1 1. 0. The qualitative data were coded by th e researchers collaboratively, and the themes were identified. Product- and industry-specific data: we began by asking if the company was doing business internationally (I. E. Rouging), and how much the firm sourced from each of seven regions using seven-point Liker scale (1 livery little, 7 h frequently). Each respondent was asked if he/she believed a college education was needed in five specific areas (understanding international markets, global product development process, global supply chain management, understanding other cultures, and global sourcing) JEFF 236 using seven-point Liker scales (1 h not needed, 7 h essential). In addition, company anemographic variables, such as number of employees and sales volume, were included . Descriptive statistics were performed, and the results were compared with those from the general data. Results International involvement General data showed that of the 47 firms interviewed, approximately 80 percent of the companies were doing international business. Regarding the business relationships with the partners, about 50 percent of the companies reported that their partners were the contractors. The survey with US apparel manufacturers (product- and industry-specific data) showed that of the 113 firms, 90 firms (79. Percent) indicated that they source globally. Considering the US apparel industry sourced B percent AT Its products Trot overseas In AY (Elevate, our data reflect this trend. From this result, we can conclude that there are definite needs for international education in general as well as apparel-specific areas. Countries with which the firms were doing business General data indicated that the international markets in which respondents were conducting business we re in rank order, Asia, South America, Europe, North America, Africa, and Australia (Figure 1). A survey with product- and industry-specific data infirmed this finding. That is, US apparel manufacturers were also doing business with the East Asia countries most, followed by South Asia, Middle Asia, Pacific Basin, Mexico, Italy, and South American countries (Figure 2). This finding correlates with Kodiak and Daniels (2003) study, which found that Asia was the most important market of current US businesses. This finding suggests that region-specific international education in the apparel design, production, and merchandising curriculum may be more effective than a one-to-fit-all approach. It would be ideal to repaper students to Figure 1. Countries with which US firms were doing business: general 237 work with all the countries in the world; however, if the resources for developing educational materials are limited, focusing on Asian countries may be an economical solution. On the other hand, it is also crucial to be aware that the world apparel industry is changing rapidly. In the recent past, Latin America apparel manufacturers emerged as competitive suppliers, accounting for 24 percent of the US apparel import (Grief, 1997). Therefore, the apparel design, production, and merchandising auricular should be tailored to the global shifts in regions. Benefits and obstacles of doing business internationally According to the companies interviewed, the most important benefit of doing business internationally was expanded market, followed by low cost, higher quality, manufacturer flexibility, and worldwide recognition. Regarding obstacles (Figure 3), cultural difference was identified most often, followed by legal environment, business operation and process difference, commercial and political risk, and trust between business partners. These findings shed light on the areas that international business education should emphasize in order to develop efficient professionals who are capable of maximizing benefits in the global business environment, while innovative overcoming barriers they face in doing business internationally. Areas of international education In terms of the areas that need to be included for raising global awareness in college students, the responses from the general business data were content analyzed by the authors and classified into three categories: Understanding, Application, and Competency (Figure 4). When classifying into the categories, generous discussions ere held until the authors reached the same conclusion. The three areas were Hogue apparel 238 conceptualized by the authors reasoning that instead of Just listing the areas of need, presenting the findings in a meaningful interpretation would provide better insight. In Figure 4, the size of the diagram denotes the rate of response. That is, a large diagram indicates a higher rate of response. Respondents wanted college students to be prepared to the greatest extent in understanding, rather than in application and competency. Further analysis suggested that an understanding of ultra/business differences was the most important, followed by an understanding of legal environment, marketing/market development, international trade, political environment, and networking. The importance of an understanding of Figure 3. Perceived obstacles of doing business internationally Figure 4. Important areas of international business education: general 239 cultural/business differences corresponds to a study done by Kodiak and Daniel (2003), which found that an understanding of cross-cultural differences was the most important international skill sought by companies for both professional staff and line management employees. Data from US apparel manufacturers also indicated a strong need for college international education. Overall, the US apparel manufacturers considered understanding international markets as the most important area in which to educate college students, followed by global product development process, global supply chain management, understanding other cultures, and global sourcing (Figure 5). In particular, small firms showed stronger interest in all aspects of international education (Figure 6). These needs assessment studies suggest an urgent need for mall business-focused training. The results from the two data sets generally agreed that understanding is more critical than application or competency (I. . Specific skills) for college international Figure 5. Education: apparel (mummer notes mean value) Figure 6. Education: large US apparel firms vs. Small US apparel firms (number denotes mean value) 240 education. While the US apparel manufacturers favor a more product-oriented approach, such as international product development and global sourcing, we believe that taking both general and industry- and product-specific approaches is the cost efficient for enhancing international dimensions of apparel design, production, and merchandising curricula. The general approach guides students in the big picture, while the industry- and product-specific approach leads the students to more specific contents tied closely to their major area of study. Conclusion and recommendations There is little doubt that the textile and apparel industry is operating in an interconnected global environment. Companies involved in international business are faced with increasing challenges in intense global competition, changes in nonuser tastes, trade-offs between cost and quality, communication obstacles, legal and political risk, etc. To survive and succeed in global competition, the industry needs effective strategies and proficient leaders. Meanwhile, textile and apparel programs in higher education have been slow in providing the most appropriate education and training to the students who will be the backbone of the industry in the near future. To investigate possible strengthening of the international dimension of apparel design, production, and merchandising curricula, this research invited input from industry professionals. Two sets of data were collected and compared. The general data were collected from 47 companies in various business sectors in order to obtain general guidelines for international business education. A separate set of product- and industry-specific data were collected from a survey of 113 US apparel manufacturers. Based on the findings, we believe there is a compelling need for enhancing international education in apparel design, production, and merchandising curricula. Therefore, we provide the following suggestions and recommendations. First, international education in the textile and clothing field should be developed tit a strong focus on small businesses. Despite the significant contribution of the small business sector to the US and global economies, many international business courses and education/training materials were developed from the perspective of large multinational companies. While these companies have capabilities to train their employees, small businesses lack resources to provide training to address international business issues. Considering the fact that the small business sector also proposes many entry-level positions (Harrison, z ten needs Tort International education with a small business focus for college students is imperative. Second, the international dimensions of apparel design, production, and merchandising curricula should be developed using a region-specific, rather than a one-fits-all approach. Educational materials should be developed with a clear focus on the regions with which the US businesses are most involved. Regarding the textiles and apparel industry, this region is Asia. Additional educational materials may be developed for other regions using a parallel approach. Third, students in the textile and clothing field should be fully prepared in understanding, rather than in application or competency. Specifically, educational materials should help students develop a sound understanding of cultural/business differences, as well as an understanding of the legal and political environments in which the international trade takes place. A thorough understanding Apparel and 241 is a prerequisite for application and specific skills that the students will need in their professional positions. Finally, educational components that help the students better understand international markets should be incorporated into curricula. Since an understanding f international markets was identified by industry practitioners as the areas most needed for college students, significant efforts should be devoted to teaching students various aspects related to international markets. How should these suggestions be incorporated into international education in apparel design, production, and merchandising curricula? We propose that an international module be developed in every course in the apparel and merchandising area. Instead of developing a single international course which requires time and commitment, perhaps it is more efficient and economical to evolve educational modules that can be integrated into the subject matter of a course already developed and taught. For example, the importance of international markets and global branding may be included in the introductory course to fashion industry; how goods are mass produced overseas may be taught in the apparel mass production course. In the visual merchandising course, cultural differences in preference of visual merchandising and advertising presentations may be introduced. In addition, how apparel goods are sourced from and marketed to international markets may be discussed in one of the merchandising acquisition and allocation courses. An easy method of enhancing students understanding of cultural/business practice differences and international markets is to utilize government data. Government data may include country reports and market reports by the US Department of Commerce. Newspaper and trade magazine articles may also be used. Enhancing international dimensions in textile and clothing curricula is imperative. We posit that this effort should be collective within a program, not Just the effort of an individual instructor in one course. Therefore, administrative support and team

How to Scan and Mark Latin Poetry

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Tip: For an AP exam, the help offered by the macron will probably not be available, so when you use a Latin dictionary to look up a word, make note of the long vowels. 3 Consecutive Vowels If there are 3 vowels in a row:and there is a macron over one of the vowels, it is not part of the diphthong; thus, dià ªÃƒ ®, which has two macrons, has no diphthongs. Dià ªÃƒ ® has 3 syllables: di, à ª, and à ®.and the second and third vowels form a diphthong, the preceding vowel is short. (This 1st vowel is also short if there are 2 vowels that do not form a diphthong.)Next, find and mark as long all the syllables that are long by position. Double Consonants Those syllables in which the vowel is followed by two consonants (one or both of which may be in the next syllable) are long by position.A syllable that ends in X or (sometimes) Z is long by position because X or (sometimes) Z counts as a double consonant. Extra Linguistic Information: The 2 consonant sounds are [k] and [s] for X and [d] and [z] for Z.However, ch, ph, and th do not count as double consonants. They are the equivalent of the Greek letters Chi, Phi, and Theta.For qu and sometimes gu, the u is really a glide [w] sound rather than a vowel, but it doesnt make the q or g into a double consonant.When the second consonant is an l or an r, the syllable may or may not be long by position. When the l or r is the first consonant, it counts towards the position. Extra Linguistic Information: The consonants [l] and [r] are called liquids and are more sonorant (closer to vowels) than stop consonants [p] [t] and [k]. Glides are even more sonorant.When a word ends in a vowel or a vowe l followed by an m and the first letter of the next word is a vowel or the letter h, the syllable ending in a vowel or an m elides with the next syllable, so you dont mark it separately. You may put a line through it.Extra Linguistic Information: The [h] counts as aspiration or rough breathing in Greek, rather than a consonant. Scan a Line of Latin Lets look at an actual line of Latin: Arma virumque canà ´, Trà ´iae quà ® prà ®mus ab à ´rà ®s Can you find the 7 syllables that are long by nature? There are 6 macrons and 1 diphthong. Mark them all as long. Here they are bolded; syllables are separated from each other: Ar-ma vi-rum-que ca- nà ´, Trà ´-iae quà ® prà ®-mus ab à ´-rà ®s Notice that in Trà ´iae there is a diphthong, a macron, and an i in between. More Information: This intervocalic i acts as a consonant (j), rather than a vowel. How Many Syllables Are Long by Position? There are only 2: Ar-maThe two consonants are r and m.vi-rum-quethe two consonants are m and q. Here is the line with all the long syllables noted: Ar-ma vi-rum-que ca-nà ´, Trà ´-iae quà ® prà ®-mus ab à ´-rà ®s Mark According to the Known Meter Since you already know this is an epic and in the meter called dactylic hexameter, you know you should have 6 feet (hexa-) of dactyls. Dactyl is a long syllable followed by two shorts, which is exactly what you have at the start of the line: Ar-ma vi-You may put short marks over the 2 short syllables. (If you arent bolding the long syllables, you should mark the shorts, perhaps with a Ï…, and mark the longs with a long mark †¾ over them: †¾Ãâ€¦Ãâ€¦.) This is the first foot. You should put a line (|) after it to mark the foots end.The next and all succeeding feet begin with a long syllable as well. It looks as though the second foot is as simple as the first:rum-que ca-The second foot is just like the first. No problem so far, but then look what comes next. Its all long syllables:nà ´, Trà ´-iae quà ® prà ®Have no fear. There is an easy solution here. One long syllable is the equivalent of 2 shorts. (Mind you, you cant use two shorts for the start of a dactyl.) Therefore, a dactyl can be long, short, short, or long, long and thats what weve got. The long, long syllable is called a spondee, so technically, you should say that a spondee can substitute for a dactyl.nà ´, Trà ´iae quà ® and then prà ® b ecomes the long syllable in a regular dactyl: prà ®-mus ab We just need one more syllable to make the 6 dactyls of a line of dactylic hexameter. What we have left is the same pattern we saw for the 3rd and 4th feet, two longs:à ´-rà ®sOne extra bonus is that it doesnt matter whether the final syllable is long or short. The final syllable is an anceps. You can mark the anceps with an x.Tip: This customary †¾ x final foot makes it possible to work backward from the last two syllables  if the passage is tricky. You have now scanned a line of dactylic hexameter: Ar-ma vi-|rum-que ca-|nà ´, Trà ´-|iae quà ® |prà ®-mus ab| à ´-rà ®s†¾Ãâ€¦Ãâ€¦ | †¾Ãâ€¦Ãâ€¦ | †¾ †¾ | †¾ †¾ |†¾Ãâ€¦Ãâ€¦ |†¾x Line With Elision The third line of the first book of The Aeneid offers examples of elision twice in succession. If you are speaking the lines, you dont pronounce the italicized elided parts. Here, the syllable with the ictus is marked with an acute accent and the long syllables are bolded, as above: là ­-to-ra | mà ºl- tum il-| le à ©t ter-| rà ­s jac-| t-tus et| l- to†¾Ãâ€¦Ãâ€¦ | †¾ †¾ | †¾ †¾ | †¾ †¾ |†¾Ãâ€¦Ãâ€¦ |†¾xSyllables Read: li-to-ra-mul-til-let-ter-ris-jac-ta-tus-et-al-to References: Guide to Scansion of Latin PoetryGildersleeves Latin Grammar

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English Language and Literature in the Middle ages English Society of the Middle Ages saw many developments and new trends, but none so plainly as the developments witnessed in the Language and Literature of that time. It began with the Norman Conquest: eloquent french words substituted for the â€Å"harsh† saxon equivalents, primarily in the upper levels of society. Literature began to reflect these changes in the language, and continued to evolve throughout the Renissance. Together, these aspects helped define the Middle Ages. The Norman Conquest took place in 1066 with the death of King Edward. William of Normandy, later to be reffered to as â€Å"The Conquerer†, fought King Harold in order to claim the crown in Britian. Succeeding, William integrated Norman life into the Old English culture, concentrating in the higher courts and plitical scene. This integration of the Norman culture then filtered down to the underclass. The developmental trends of the English Language can be clearly seen in the literature of the time. Geoffrery Chaucer, who’s works were a precursor to t...

Configuring and Managing the DHCP Server Role Essay

Question 1 What is the name of the computer you are working from? W2K8xx Question 2 What is the default lease duration of a Wired subnet type? 6 days Question 3 What are three recommendations listed in Server Manager for managing the DHCP Server role? Increase fault tolerance Eliminate manual updates Allow remote Administraition Question 4 What is the name of the computer you are working fro W2K8yy Question 5 What IP addressing settings are currently configured? 10.10.1.101 Question 6 Is the computer currently configured for DHCP? How can you tell? No, it is stated in the cmd Question 7 What is the IP address of the DHCP server from which W2K8yy has obtained its IP address? 000.000.000.000 Question 8 If the answer to #7 was not the IP address of the W2K8xx computer, why might this have happened? It is not enabled Question 9 What nodes appear underneath the DHCP scope that you created in Exercise 3-1? Address pool address leases Question 10 What appears in the IP address text box? 192.168.11.1 Question 11 What value is configured in the DNS Servers: line? 172.16.2.3 172.16.4.5 Question 12 What value is configured in the DNS Servers: line? 172.16.2.3 172.16.4.5 Question 13 What is the default location for DHCP server backups? DHCP > backups Question 14 What IP address is configured on the W2K8yy computer? 172.16.227.55 Question 15 What appears in the IP address text box? 172.16.227.55 preferred Question 16 From which DHCP server are you receiving an IP address? From corexx computer Lab REview Questions Completion time 15 minutes 1.In your own words, describe what you learned by completing this lab. 2. You have installed the DHCP Server service on a computer running Windows Server 2008. You configure and activate a 10.0.0.0/24 scope; however, clients still are receiving a 169.254.x.x IP address. What should you do? 3. Configure the ip address so both are in the same format 3.You have configured a DHCP scope with an address range of 192.168.0.1 through 192.168.0.254. You have several servers and printers that use the IP address range of 192.168.0.1 through 192.168.0.20. With the least amount of administrative effort, how can you prevent duplicate IP addressing? Log which IP addresses go to what so that you dont assign the same one twice 4.You currently are using a DHCP server on your network. It assigns a default gateway scope option to clients. You use a router with a different IP address to replace a router on your network. The new router allows clients to connect to the Internet; however, clients cannot connect to the Internet using the new router. What should you do? That makes no sense you just told me the new router allows clients to connect to the internet

The Grapes Of Wrath Summer Reading Assignment - 1894 Words

Sarah Currinder Honors US Studies Ms. Moore The Grapes of Wrath Summer Reading Assignment 1. The geographical setting of The Grapes of Wrath begins in Sallisaw, Oklahoma. The setting changes throughout the novel including Oklahoma, Route 66, Bakersfield, Hooverville, Weedpatch and Tulare. The setting changes because the migrant farmers are always on the move and looking for work. The time period of The Grapes of Wrath is set in the midst of the Dust Bowl and Great Depression. The farmers experience drought, causing their crops to be ruined. In June, rain clouds appear, but the clouds disappear, leaving strong winds that lead to blankets of dust covering the ground. â€Å"It settled on the corn, piled up on the tops of the fence posts, piled up†¦show more content†¦There is a committee of elected leaders who run the camp at Weedpatch. The political context of this novel is the conflict between the two classes. There is a divide between the migrant farmers and the wealthy businessmen. Throughout the book, wealthy businessmen push the farmers off their land and cause the farmers to migrate west. Some of the historical points made by Steinbeck were, â€Å"Once California belonged to Mexico and its land to Mexicans† (Steinbeck 231). â€Å"They imported slaves, although they did not call them slaves: Chinese, Japanese, Mexicans, Filipinos† (Steinbeck 232). Farming became a very large and popular industry and the farmers needed more help with their own crops. Cultural attitudes changed drastically. The farmers fear the banks/companies and think they are monsters. The tractor was a new machine the farmers had never seen before, it was very scary to them. It can cut a dozen farms at a time and it is much easier, more proficient, faster to plow the crops and only one person is needed to drive the tractor. The less workers needed to farm, the more money the banks/companies get to keep. The Grapes of Wrath has made an impact on me because it helped me realize how hard the living conditions were during the Great Depression. Families lost their crops and houses and had to travel west to look for work. It showed the difficulty of finding a job and it was odd to think about times when jobs were scarce. Nowadays there are