Small Business Plan free essay sample

The three quality approaches which are used by businesses to satisfy customer expectations are quality control, quality assurance and also total quality management. Quality Control is the use of inspections at various points in the production process to check for problems and defects. In order to reduce complaints from customers for the goods and services provided Ripe and Ready Fruit Vega shall implement monitoring of goods on display and the performance of employees to ensure quality control. Quality assurance is the use of a system so that a business achieves set standards in production. The system that is to be used by Ripe and Ready Fruit Vega is one which involves selecting only the best produce from goods bought. Total quality management is an ongoing, business-wide commitment to excellence that is applied o every aspect of the businesss operation. The focus of Ripe and Ready Fruit ; Vega is the customers and their satisfaction huge efforts are put in to the acquisition to the resources through to the delivery to the goods to the customers. We will write a custom essay sample on Small Business Plan or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page The implementation of total quality management can improve the price competitiveness of the business and the quality of the products provided to attain competitive advantage. 6. Impact on ultimate business success The goods, production processes and quality management involved in the running of Ripe and Ready Fruit ; Vega all have an impact on the ultimate success of the equines as it deals with the quality of the goods and services provided to the customers in order to satisfy their needs and wants. By acquiring the goods from markets it ensures that it is only the freshest of produce giving the business an advantage over potential competitors in the area. As it is a fairly new business and the chances of competitors in the same district very high it is important that total quality management is continuing adapting in order to improve and excel all aspects of the business to maintain a competitive edge over competitors. Part B: Marketing 1 . Target market for products Target market refers to a group of customers with similar characteristics who presently, or who may in the future, purchase the product. There are three main types of approaches towards identifying your target market; the mass marketing approach, market segmentation approach and an extension of the latter is niche marketing. Ripe and Ready Fruit ; Vega uses the market segmentation approach as the products sold are mainly for those which are above 21 and provide for themselves. 21 is the age at which most young people leave their parents home and find a home for themselves and is the age at which they provide for themselves and eve a stable financial state. 2. Details of marketing strategies Product Ripe and Ready Fruit Vega offers a large variety of high quality fruit and vegetables for the use of customers. A group of employees will be assigned the task of the acquisition of the goods which will be from the Sydney Markets ensuring that the produce will be of the freshest and highest of standards for the customers. Price The pricing of products is reasonably fair and are raised and lowered in accordance to the prices of our competitors and the ease in which the products are acquired as some goods can be out of season and will be more expensive than those which are in season. Correct pricing is essential as if the price is set too high it could result in lost sales and if the price is set to low it may give customers the impression that it is a dodgy product and that the business is not to be trusted. Promotion the promotion of a business such as Ripe and Ready Fruit ; Vega will largely involve word of mouth, the use of social media sites such as Faceable, Mainstream and Twitter and adds in the local newspaper close to the big stories in order to ensure a lot people will see the advertisement. Place this involves the way n which the product gets to the customer. The product will be placed in the shop in Main Street, Blacktops. This area has a high level of traffic which will improve the chances of sales and profits for Ripe and Ready Fruit ; Vega. 3. Impact on Ultimate business success The businesss success relies heavily upon the marketing strategies implemented. The use of inappropriate marketing strategies will result in a decline in profits and capital which will lead to the eventual closing of the Ripe and Ready Fruit Vega. The marketing strategies shown will ensure the businesss success in the long term. The marketing strategies that are implemented will ensure customers receive high quality, high standard fruit and vegetables at a reasonable price. The location of the store will ensure good sales as it is located in an area with high consumer traffic. The promotion strategies implemented will be sufficient for the short term, but as it builds its revenue then it will be possible to invest in better and more effective promotion strategies.

The One-Page Resume Dont Model Your Resume After Elon Musks

The One-Page Resume Dont Model Your Resume After Elon Musks Last April, a resume writing company called Novorà ©sumà © created Elon Musk’s one-page resume, claiming that this resume proves no one needs a resume longer than one page. The resume spread virally. But does it prove what it claims to prove? I’m not reproducing the Elon Musk one-page resume here since I dont want to violate copyright, so I invite you to view it as you read the following comments. You can take a look at this much-viewed resume here. My take: This one-pager is nice for Elon Musk, the creator of Tesla and one of the biggest names in entrepreneurial history. I mean, Elon Musk could put his name sloppily on a page and get hired. Who cares what his resume says? But most people need more than one page to display their accomplishments. I assert that while there are some good things about this resume, there are more problems than attributes. And there are a lot of lessons you can take from Elon Musk’s one-page resume on what NOT to do. Here’s my critique: Elon’s Summary only works if you already know who he is. Otherwise you’d think the guy is idealistic at best, crazy at worst. Here’s how it reads: â€Å"Aiming to reduce global warming through sustainable energy production and consumption, and reducing the â€Å"risk of human extinction† by â€Å"making life multi-planetary† and setting up a human colony on Mars. Brilliant? Or delusional? What about stating Elon’s actual accomplishments, like starting up multi-billion-dollar companies, setting the standard in electric cars, and disrupting more technologies than anyone else on the planet? That’s what I want to hear about. The Work Experience descriptions only make an impact if you already know who Elon Musk is and what his companies do. For example, â€Å"Currently oversee the company’s product strategy – including the design, engineering and manufacturing of more and more affordable electric vehicles for mainstream consumers.† That’s fine, but really it’s a job description, not an accomplishment. It doesnt tell us what dollar value he generated for the company in this position. If someone without Elon Musk’s name recognition wanted to get hired, they would need to list a lot more specific accomplishments on their resume. The broad descriptions on Elon Musk’s one-page resume would not cut it. The award listed in Tesla is ancient. There’s an impressive line in the Tesla section about receiving the Global Green 2006 product design award†¦ but that was ten years ago! You’d almost think the guy hasn’t accomplished anything since then. There are â€Å"orphans† in the paragraphs. â€Å"Orphans† are one-word lines on the last line of a paragraph. They make the resume look elementary and sloppy. Lines that should be bullets are not bulleted and are instead stacked on top of each other with no space in between, making them difficult to read. This space-saving tactic is not recommended. Writing actual bullets takes up more space, sure, but it’s worth it for readability. There are no dollar numbers in the resume anywhere. Lines like â€Å"†¦conducted a successful viral marketing campaign, which led to a rapid increase in the number of customers† lack concrete information on what that increase was. The absence of quantifiable achievements might be okay for Elon Musk, but not for you (unless the numbers are confidential). Writing a true list of accomplishments, I can’t state enough times, is a lot more important than keeping your resume to one page. Elon’s Skills Competencies section is not consistent. Items in the list on â€Å"Skills Competencies† include â€Å"Thinking through principles first,† â€Å"Goal oriented,† and â€Å"Time Management.† The first is a participial phrase, the second is an adjective, and the third is a noun. This kind of inconsistency scrambles a reader’s brain. The Skills Competencies section, formatted in graphic style, will not be understood by a computer or ATS (Applicant Tracking Software) system. If you read my article about ATS-Compatible resumes last week, you know that a chart or graph will not cut it if you are applying to jobs on line. If Elon wants to have this information parsed, he needs to write regular sentences or phrases about these skills. Furthermore, if you want your skills to matter, you need to do more than put them in a list of skills. You must put your skills in the Work Experience section, under positions with dates of employment, to have the years of the skills counted toward your qualifications. Integrating your skills into your Experience section might take up more space, and it’s worth it. The whole resume needs to be reformatted for ATS systems. See my article on ATS-Compatible Resumes. Once reformatted, you guessed it: It will be longer. Elon’s alma matter is listed as â€Å"Penn’s College of Arts and Sciences.†Ã‚  How are we to know if this is the University of Pennsylvania or Penn State without looking it up on line? It’s not worth getting sloppy for the sake of saving space. I recommend always writing out the full name of your educational institutions. There are some people who should have a one-page resume. If you’re applying for Board positions, for instance, a document like Elon Musk’s one-page resume can be effective. Boards don’t care as much about your numbers, and prefer to see a bigger picture of your skills and scope of leadership. A one-page resume is also appropriate for many new graduates and people who have just a few years of experience. If you’re applying to Google, the rule of thumb is one page per 10 years of experience. But I’ve seen new graduates get very desirable jobs using a two-page resume if they have the experience to justify a longer document. Overall, it’s more important to state your accomplishments clearly and specifically, format your resume wisely, write out anything you’ve represented in a chart or graph, and include your keywords in your Experience section, than to attempt to cram all your experience onto one page. How long is your resume? What’s your experience with a one-page or two-page resume? And what do you think of Elon Musk’s one-page resume? Please share your comments!

The Patriot Act and Terrorism Assignment Example | Topics and Well Written Essays - 500 words

The Patriot Act and Terrorism - Assignment Example According to the Act, Smith & Hung (2010) explains that the government can trace pen and trap order to interrupt information on communication via the internet. This also includes trapping email addresses received or sent to determine what communication exists among the people. This means that the Department of policy on Justice is free to retrieve information on any sites one is visiting using traces, pens and traps. Apart from the patriot Act, there exist anti-terrorist laws, which cut the civil rights of American citizens. Following a terrorist case the Supreme Court of the United States took a freedom shot of speech. However, by a vote of 3vs 6 on law provision it criminated providing knowingly support materials to terrorist, foreign organizations. Another recent terrorist law which, erodes the, Constitutional law that allowed the government to kill and target Americans; who passed on in the process. This was when the Administration of Obama authorized the killing of a cleric Muslim; Awlaki Anwar believed to be an AlQaeda member (Smith & Hung, 2010). Terrorism should remain a separate offense because terrorists are war criminals and not subject to same constitutional rights as normal citizens of America. However, the problem is that the U.S government bypasses many provisions of the constitution, allowing the extraordinary power over both terrorists and citizens. The crimes previously in place do not address the terrorism acts adequately in such a way that the government authorities target the citizens of Americans who are not terrorists, but intentionally and covertly perceived to be them. Bullock and Coppola (2012) claim that a preventive and forward-looking strategy of criminal justice against the terrorists should follow a system that is comprehensive of offences, techniques, and investigative powers. Each person has a right to life and therefore, law protection should

MOTHER TONGUE BY AMY TAN Essay Example | Topics and Well Written Essays - 1250 words

MOTHER TONGUE BY AMY TAN - Essay Example From the essay, we learn about the initial encounters of Amy as a young girl. Her life was widely dependant of her knowledge in different languages that constituted of English. In the first part of the book, there is a clear explanation about her learning and use of the language. We get a clear picture about her school life from the second part along with the liabilities she experienced as a due to her mother’s inability to speak correct English. English as a second lingo and a school subject to her made her life in school a living hell. Nonetheless, through the same problems and technicalities, she managed to grasp the language with immense vigor. In fact, her success in the latter, depicted by her writing capabilities, was a source of surprise both to her family and to friends. Her career in writing was geared by the unknown ability that she came to realize in herself years later. Her struggles in grasping correct English for communication with her peers synchronized with th e mastery of broken English for easier communication with her mother enabled the sharing and practice of many different cultures, which gave an ample source to writing materials. Amy came to discover how rich she was in mastering different languages. She was capable of communicating with very many different people: from the different types of English, to her mother tongue. This phenomenon came to her attention, when she inquired from her friends on their opinion about her mother’s mannerism of speaking English. The responses made her realize that it was not a mere normality, to grasp and use different languages effectively. From this perspective, it became easier for Amy to adapt to any changes; blending into different languages with a passion. She knew it was her secret; one that she achieved through struggling and could now interact normally with everyone years later; regards to her childhood efforts. With reference to the latter, she was always good in all other subjects o ther than English. She recalls how her professor discovered her degree in brightness and emphasized on concentration to the subjects she could deliver best. This was in the context of having a strong base in education with a promising future. Contrary to her instincts, Amy never wanted to foster on what she could do. She had zeal and a strong notion on trying what was considered impossible. She then reduced her concentration on latter subjects and focused on English, regardless of the pieces of advises from different entities. At one time, she almost gave up on the subject and even blamed her failure on the poor English her mother spoke. She never came to consensus with the fact behind, other children coming from strong English speaking families, while she came from a family characterized by pitiable English. As a child, English was an unexplained aspect of unfairness. Despite the fact that communication between her mum and the outside world was next to impossible, Amy never gave up . Instead, she listened and practiced quietly until she was sure of herself. In her mother’s case, she countered any problems by assisting different people in communicating with her. She even recalls the kind of difficulties she underwent in instances where they encountered influential people with a notion of taking advantage of her mother. Amy might have been an Asian American, but this aspect never countered her standing out in class. Through her efforts, she finally achieved her long-term quest, becoming a writer and a savior to her mother in the process. Apparently, the author uses hidden language to point out aspects of cultural racism without signifying anger or clearly mentioning out

Thinking in Education Essay Example for Free

Thinking in Education Essay No one doubts, theoretically, the importance of fostering in school good habits of thinking. But apart from the fact that the acknowledgment is not so great in practice as in theory, there is not adequate theoretical recognition that all which the school can or need do for pupils, so far as their minds are concerned (that is, leaving out certain specialized muscular abilities), is to develop their ability to think. The parceling out of instruction among various ends such as acquisition of skill (in reading, spelling, writing, drawing, reciting); acquiring information (in history and geography), and training of thinking is a measure of the ineffective way in which we accomplish all three. Thinking which is not connected with increase of efficiency in action, and with learning more about ourselves and the world in which we live, has something the matter with it just as thought (See ante, p. 147). And skill obtained apart from thinking is not connected with any sense of the purposes for which it is to be used. It consequently leaves a man at the mercy of his routine habits and of the authoritative control of others, who know what they are about and who are not especially scrupulous as to their means of achievement. And information severed from thoughtful action is dead, a mind-crushing load. Since it simulates knowledge and thereby develops the poison of conceit, it is a most powerful obstacle to further growth in the grace of intelligence. The sole direct path to enduring improvement in the methods of instruction and learning consists in centering upon the conditions which exact, promote, and test thinking. Thinking is the method of intelligent learning, of learning that employs and rewards mind. We speak, legitimately enough, about the method of thinking, but the important thing to bear in mind about method is that thinking is method, the method of intelligent experience in the course which it takes. I. The initial stage of that developing experience which is called thinking is experience. This remark may sound like a silly truism. It ought to be one; but unfortunately it is not. On the contrary, thinking is often regarded both in philosophic theory and in educational practice as something cut off from experience, and capable of being cultivated in isolation. In fact, the inherent limitations of experience are often urged as the sufficient ground for attention to thinking. Experience is then thought to be confined to the senses and appetites; to a mere material world, while thinking proceeds from a higher faculty (of reason), and is occupied with spiritual or at least literary things. So, oftentimes, a sharp distinction is made between pure mathematics as a peculiarly fit subject matter of thought (since it has nothing to do with physical existences) and applied mathematics, which has utilitarian but not mental value. Speaking generally, the fundamental fallacy in methods of instruction lies in supposing that experience on the part of pupils may be assumed. What is here insisted upon is the necessity of an actual empirical situation as the initiating phase of thought. Experience is here taken as previously defined: trying to do something and having the thing perceptibly do something to one in return. The fallacy consists in supposing that we can begin with ready-made subject matter of arithmetic, or geography, or whatever, irrespective of some direct personal experience of a situation. Even the kindergarten and Montessori techniques are so anxious to get at intellectual distinctions, without waste of time, that they tend to ignore or reduce the immediate crude handling of the familiar material of experience, and to introduce pupils at once to material which expresses the intellectual distinctions which adults have made. But the first stage of contact with any new material, at whatever age of maturity, must inevitably be of the trial and error sort. An individual must actually try, in play or work, to do something with material in carrying out his own impulsive activity, and then note the interaction of his energy and that of the material employed. This is what happens when a child at first begins to build with blocks, and it is equally what happens when a scientific man in his laboratory begins to experiment with unfamiliar objects. Hence the first approach to any subject in school, if thought is to be aroused and not words acquired, should be as unscholastic as possible. To realize what an experience, or empirical situation, means, we have to call to mind the sort of situation that presents itself outside of school; the sort of occupations that interest and engage activity in ordinary life. And careful inspection of methods which are permanently successful in formal education, whether in arithmetic or learning to read, or studying geography, or learning physics or a foreign language, will reveal that they depend for their efficiency upon the fact that they go back to the type of the situation which causes reflection out of school in ordinary life. They give the pupils something to do, not something to learn; and the doing is of such a nature as to demand thinking, or the intentional noting of connections; learning naturally results. That the situation should be of such a nature as to arouse thinking means of course that it should suggest something to do which is not either routine or capricioussomething, in other words, presenting what is new (and hence uncertain or problematic) and yet sufficiently connected with existing habits to call out an effective response. An effective response means one which accomplishes a perceptible result, in distinction from a purely haphazard activity, where the consequences cannot be mentally connected with what is done. The most significant question which can be asked, accordingly, about any situation or experience proposed to induce learning is what quality of problem it involves. At first thought, it might seem as if usual school methods measured well up to the standard here set. The giving of problems, the putting of questions, the assigning of tasks, the magnifying of difficulties, is a large part of school work. But it is indispensable to discriminate between genuine and simulated or mock problems. The following questions may aid in making such discrimination. (a) Is there anything but a problem? Does the question naturally suggest itself within some situation or personal experience? Or is it an aloof thing, a problem only for the purposes of conveying instruction in some school topic? Is it the sort of trying that would arouse observation and engage experimentation outside of school? (b) Is it the pupils own problem, or is it the teachers or textbooks problem, made a problem for the pupil only because he cannot get the required mark or be promoted or win the teachers approval, unless he deals with it? Obviously, these two questions overlap. They are two ways of getting at the same point: Is the experience a personal thing of such a nature as inherently to stimulate and direct observation of the connections involved, and to lead to inference and its testing? Or is it imposed from without, and is the pupils problem simply to meet the external requirement? Such questions may give us pause in deciding upon the extent to which current practices are adapted to develop reflective habits. The physical equipment and arrangements of the average schoolroom are hostile to the existence of real situations of experience. What is there similar to the conditions of everyday life which will generate difficulties? Almost everything testifies to the great premium put upon listening, reading, and the reproduction of what is told and read. It is hardly possible to overstate the contrast between such conditions and the situations of active contact with things and persons in the home, on the playground, in fulfilling of ordinary responsibilities of life. Much of it is not even comparable with the questions which may arise in the mind of a boy or girl in conversing with others or in reading books outside of the school. No one has ever explained why children are so full of questions outside of the school (so that they pester grown-up persons if they get any encouragement), and the conspicuous absence of display of curiosity about the subject matter of school lessons. Reflection on this striking contrast will throw light upon the question of how far customary school conditions supply a context of experience in which problems naturally suggest themselves. No amount of improvement in the personal technique of the instructor will wholly remedy this state of things. There must be more actual material, more stuff, more appliances, and more opportunities for doing things, before the gap can be overcome. And where children are engaged in doing things and in discussing what arises in the course of their doing, it is found, even with comparatively indifferent modes of instruction, that childrens inquiries are spontaneous and numerous, and the proposals of solution advanced, varied, and ingenious. As a consequence of the absence of the materials and occupations which generate real problems, the pupils problems are not his; or, rather, they are his only as a pupil, not as a human being. Hence the lamentable waste in carrying over such expertness as is achieved in dealing with them to the affairs of life beyond the schoolroom. A pupil has a problem, but it is the problem of meeting the peculiar requirements set by the teacher. His problem becomes that of finding out what the teacher wants, what will satisfy the teacher in recitation and examination and outward deportment. Relationship to subject matter is no longer direct. The occasions and material of thought are not found in the arithmetic or the history or geography itself, but in skillfully adapting that material to the teachers requirements. The pupil studies, but unconsciously to himself the objects of his study are the conventions and standards of the school system and school authority, not the nominal studies. The thinking thus evoked is artificially one-sided at the best. At its worst, the problem of the pupil is not how to meet the requirements of school life, but how to seem to meet them or, how to come near enough to meeting them to slide along without an undue amount of friction. The type of judgment formed by these devices is not a desirable addition to character. If these statements give too highly colored a picture of usual school methods, the exaggeration may at least serve to illustrate the point: the need of active pursuits, involving the use of material to accomplish purposes, if there are to be situations which normally generate problems occasioning thoughtful inquiry. II. There must be data at command to supply the considerations required in dealing with the specific difficulty which has presented itself. Teachers following a developing method sometimes tell children to think things out for themselves as if they could spin them out of their own heads. The material of thinking is not thoughts, but actions, facts, events, and the relations of things. In other words, to think effectively one must have had, or now have, experiences which will furnish him resources for coping with the difficulty at hand. A difficulty is an indispensable stimulus to thinking, but not all difficulties call out thinking. Sometimes they overwhelm and submerge and discourage. The perplexing situation must be sufficiently like situations which have already been dealt with so that pupils will have some control of the meanings of handling it. A large part of the art of instruction lies in making the difficulty of new problems large enough to challenge thought, and small enough so that, in addition to the confusion naturally attending the novel elements, there shall be luminous familiar spots from which helpful suggestions may spring. In one sense, it is a matter of indifference by what psychological means the subject matter for reflection is provided. Memory, observation, reading, communication, are all avenues for supplying data. The relative proportion to be obtained from each is a matter of the specific features of the particular problem in hand. It is foolish to insist upon observation of objects presented to the senses if the student is so familiar with the objects that he could just as well recall the facts independently. It is possible to induce undue and crippling dependence upon sense-presentations. No one can carry around with him a museum of all the things whose properties will assist the conduct of thought. A well-trained mind is one that has a maximum of resources behind it, so to speak, and that is accustomed to go over its past experiences to see what they yield. On the other hand, a quality or relation of even a familiar object may previously have been passed over, and be just the fact that is helpful in dealing with the question. In this case direct observation is called for. The same principle applies to the use to be made of observation on one hand and of reading and telling on the other. Direct observation is naturally more vivid and vital. But it has its limitations; and in any case it is a necessary part of education that one should acquire the ability to supplement the narrowness of his immediately personal experiences by utilizing the experiences of others. Excessive reliance upon others for data (whether got from reading or listening) is to be depreciated. Most objectionable of all is the probability that others, the book or the teacher, will supply solutions ready-made, instead of giving material that the student has to adapt and apply to the question in hand for himself. There is no inconsistency in saying that in schools there is usually both too much and too little information supplied by others. The accumulation and acquisition of information for purposes of reproduction in recitation and examination is made too much of. Knowledge, in the sense of information, means the working capital, the indispensable resources, of further inquiry; of finding out, or learning, more things. Frequently it is treated as an end itself, and then the goal becomes to heap it up and display it when called for. This static, cold-storage ideal of knowledge is inimical to educative development. It not only lets occasions for thinking go unused, but it swamps thinking. No one could construct a house on ground cluttered with miscellaneous junk. Pupils who have stored their minds with all kinds of material which they have never put to intellectual uses are sure to be hampered when they try to think. They have no practice in selecting what is appropriate, and no criterion to go by; everything is on the same dead static level. On the other hand, it is quite open to question whether, if information actually functioned in experience through use in application to the students own purposes, there would not be need of more varied resources in books, pictures, and talks than are usually at command. III. The correlate in thinking of facts, data, knowledge already acquired, is suggestions, inferences, conjectured meanings, suppositions, tentative explanations:ideas, in short. Careful observation and recollection determine what is given, what is already there, and hence assured. They cannot furnish what is lacking. They define, clarify, and locate the question; they cannot supply its answer. Projection, invention, ingenuity, devising come in for that purpose. The data arouse suggestions, and only by reference to the specific data can we pass upon the appropriateness of the suggestions. But the suggestions run beyond what is, as yet, actually given in experience. They forecast possible results, things to do, not facts (things already done). Inference is always an invasion of the unknown, a leap from the known. In this sense, a thought (what a thing suggests but is not as it is presented) is creative, an incursion into the novel. It involves some inventiveness. What is suggested must, indeed, be familiar in some context; the novelty, the inventive devising, clings to the new light in which it is seen, the different use to which it is put. When Newton thought of his theory of gravitation, the creative aspect of his thought was not found in its materials. They were familiar; many of them commonplaces sun, moon, planets, weight, distance, mass, square of numbers. These were not original ideas; they were established facts. His originality lay in the use to which these familiar acquaintances were put by introduction into an unfamiliar context. The same is true of every striking scientific discovery, every great invention, every admirable artistic production. Only silly folk identify creative originality with the extraordinary and fanciful; others recognize that its measure lies in putting everyday things to uses which had not occurred to others. The operation is novel, not the materials out of which it is constructed. The educational conclusion which follows is that all thinking is original in a projection of considerations which have not been previously apprehended. The child of three who discovers what can be done with blocks, or of six who finds out what he can make by putting five cents and five cents together, is really a discoverer, even though everybody else in the world knows it. There is a genuine increment of experience; not another item mechanically added on, but enrichment by a new quality. The charm which the spontaneity of little children has for sympathetic observers is due to perception of this intellectual originality. The joy which children themselves experience is the joy of intellectual constructiveness of creativeness, if the word may be used without misunderstanding. The educational moral I am chiefly concerned to draw is not, however, that teachers would find their own work less of a grind and strain if school conditions favored learning in the sense of discovery and not in that of storing away what others pour into them; nor that it would be possible to give even children and youth the delights of personal intellectual productiveness true and important as are these things. It is that no thought, no idea, can possibly be conveyed as an idea from one person to another. When it is told, it is, to the one to whom it is told, another given fact, not an idea. The communication may stimulate the other person to realize the question for himself and to think out a like idea, or it may smother his intellectual interest and suppress his dawning effort at thought. But what he directly gets cannot be an idea. Only by wrestling with the conditions of the problem at first hand, seeking and finding his own way out, does he think. When the parent or teacher has provided the conditions which stimulate thinking and has taken a sympathetic attitude toward the activities of the learner by entering into a common or conjoint experience, all has been done which a second party can do to instigate learning. The rest lies with the one directly concerned. If he cannot devise his own solution (not of course in isolation, but in correspondence with the teacher and other pupils) and find his own way out he will not learn, not even if he can recite some correct answer with one hundred per cent accuracy. We can and do supply ready-made ideas by the thousand; we do not usually take much pains to see that the one learning engages in significant situations where his own activities generate, support, and clinch ideas that is, perceived meanings or connections. This does not mean that the teacher is to stand off and look on; the alternative to furnishing ready-made subject matter and listening to the accuracy with which it is reproduced is not quiescence, but participation, sharing, in an activity. In such shared activity, the teacher is a learner, and the learner is, without knowing it, a teacher and upon the whole, the less consciousness there is, on either side, of either giving or receiving instruction, the better. IV. Ideas, as we have seen, whether they be humble guesses or dignified theories, are anticipations of possible solutions. They are anticipations of some continuity or connection of an activity and a consequence which has not as yet shown itself. They are therefore tested by the operation of acting upon them. They are to guide and organize further observations, recollections, and experiments. They are intermediate in learning, not final. All educational reformers, as we have had occasion to remark, are given to attacking the passivity of traditional education. They have opposed pouring in from without, and absorbing like a sponge; they have attacked drilling in material as into hard and resisting rock. But it is not easy to secure conditions which will make the getting of an idea identical with having an experience which widens and makes more precise our contact with the environment. Activity, even self-activity, is too easily thought of as something merely mental, cooped up within the head, or finding expression only through the vocal organs. While the need of application of ideas gained in study is acknowledged by all the more successful methods of instruction, the exercises in application are sometimes treated as devices for fixing what has already been learned and for getting greater practical skill in its manipulation. These results are genuine and not to be despised. But practice in applying what has been gained in study ought primarily to have an intellectual quality. As we have already seen, thoughts just as thoughts are incomplete. At best they are tentative; they are suggestions, indications. They are standpoints and methods for dealing with situations of experience. Till they are applied in these situations they lack full point and reality. Only application tests them, and only testing confers full meaning and a sense of their reality. Short of use made of them, they tend to segregate into a peculiar world of their own. It may be seriously questioned whether the philosophies (to which reference has been made in section 2 of chapter X) which isolate mind and set it over against the world did not have their origin in the fact that the reflective or theoretical class of men elaborated a large stock of ideas which social conditions did not allow them to act upon and test. Consequently men were thrown back into their own thoughts as ends in themselves. However this may be, there can be no doubt that a peculiar artificiality attaches to much of what is learned in schools. It can hardly be said that many students consciously think of the subject matter as unreal; but it assuredly does not possess for them the kind of reality which the subject matter of their vital experiences possesses. They learn not to expect that sort of reality of it; they become habituated to treating it as having reality for the purposes of recitations, lessons, and examinations. That it should remain inert for the experiences of daily life is more or less a matter of course. The bad effects are twofold. Ordinary experience does not receive the enrichment which it should; it is not fertilized by school learning. And the attitudes which spring from getting used to and accepting half-understood and ill-digested material weaken vigor and efficiency of thought. If we have dwelt especially on the negative side, it is for the sake of suggesting positive measures adapted to the effectual development of thought. Where schools are equipped with laboratories, shops, and gardens, where dramatizations, plays, and games are freely used, opportunities exist for reproducing situations of life, and for acquiring and applying information and ideas in the carrying forward of progressive experiences. Ideas are not segregated, they do not form an isolated island. They animate and enrich the ordinary course of life. Information is vitalized by its function; by the place it occupies in direction of action. The phrase opportunities exist is used purposely. They may not be taken advantage of; it is possible to employ manual and constructive activities in a physical way, as means of getting just bodily skill; or they may be used almost exclusively for utilitarian, i.e., pecuniary, ends. But the disposition on the part of upholders of cultural education to assume that such activities are merely physical or professional in quality, is itself a product of the philosophies which isolate mind from direction of the course of experience and hence from action upon and with things. When the mental is regarded as a self-contained separate realm, a counterpart fate befalls bodily activity and movements. They are regarded as at the best mere external annexes to mind. They may be necessary for the satisfaction of bodily needs and the attainment of external decency and comfort, but they do not occupy a necessary place in mind nor enact an indispensable role in the completion of thought. Hence they have no place in a liberal educationi.e., one which is concerned with the interests of intelligence. If they come in at all, it is as a concession to the material needs of the masses. That they should be allowed to invade the education of the elite is unspeakable. This conclusion follows irresistibly from the isolated conception of mind, but by the same logic it disappears when we perceive what mind really is namely, the purposive and directive factor in the development of experience. While it is desirable that all educational institutions should be equipped so as to give students an opportunity for acquiring and testing ideas and information in active pursuits typifying important social situations, it will, doubtless, be a long time before all of them are thus furnished. But this state of affairs does not afford instructors an excuse for folding their hands and persisting in methods which segregate school knowledge. Every recitation in every subject gives an opportunity for establishing cross connections between the subject matter of the lesson and the wider and more direct experiences of everyday life. Classroom instruction falls into three kinds. The least desirable treats each lesson as an independent whole. It does not put upon the student the responsibility of finding points of contact between it and other lessons in the same subject, or other subjects of study. Wiser teachers see to it that the student is systematically led to utilize his earlier lessons to help understand the present one, and also to use the present to throw additional light upon what has already been acquired. Results are better, but school subject matter is still isolated. Save by accident, out-of-school experience is left in its crude and comparatively irreflective state. It is not subject to the refining and expanding influences of the more accurate and comprehensive material of direct instruction. The latter is not motivated and impregnated with a sense of reality by being intermingled with the realities of everyday life. The best type of teaching bears in mind the desirability of affecting this interconnection. It puts the student in the habitual attitude of finding points of contact and mutual bearings. Â  Summary Processes of instruction are unified in the degree in which they center in the production of good habits of thinking. While we may speak, without error, of the method of thought, the important thing is that thinking is the method of an educative experience. The essentials of method are therefore identical with the essentials of reflection. They are first that the pupil have a genuine situation of experience that there be a continuous activity in which he is interested for its own sake; secondly, that a genuine problem develop within this situation as a stimulus to thought; third, that he possess the information and make the observations needed to deal with it; fourth, that suggested solutions occur to him which he shall be responsible for developing in an orderly way; fifth, that he have opportunity and occasion to test his ideas by application, to make their meaning clear and to discover for himself their validity.

Slumdog Millionaire A Short Summary Film Studies Essay

Slumdog Millionaire A Short Summary Film Studies Essay The character of an 18 year-old orphan named Jamal Malik from the Mumbais slums, who experienced the miserable days of his life. Whole nation discerning, he is just one question far from winning 20 million rupees on program, Indias Who likes to be a Millionaire? But when the brandish breaks for the night, policemen apprehend him on suspicion of betraying; how could a road child realize so much? Despairing to verify his innocence, Jamal notifies the scenes in the slum of his life where his brother and he grow up, of their excursions simultaneously on the street, of vicious runs into with localized gangs, and of Latika, the young girl he loved her and then he lost her. Each episode of his story reveals the input to the answer game shows questions. Eighteen year vintage Jamal Malik is having an astonishing responding mark on Who likes to be a Millionaire. He is just one right answer away from the large-scale pay. Is Jamal betraying? Is it solely luck that they have inquired him the questions to which he realizes the replies? Considering Jamals life expedition to this issue finally answers these inquiries. His life journey encompasses at an early age he became orphan; living with his brother, Salim, who was his protector, antagonist and guardian; and having an attachment since childhood with another orphaned progeny, a young female. His inspiration for being on the brandish furthermore may provide some answers to his success. Possibly it was all just intended to be. In Mumbai, Jamal Malik is tormented by the cops in consideration of cheating a game brandish. Jamal, who has no discovering and works in a call center assisting tea, is close to winning twenty million rupees in the display who likes to be a Millionaire? The policeman inspector exhibitions the videotape and after each investigation, Jamal notifies components of his childhood with his male sibling Salim, his trample for Latika and their assault to endure on the roads to support each correct answer, guided by his prevalent sense and past know-how, and verify his innocence. Mumbais policeman Sergeant Srinivas and his better interrogate and detain Jamal Malik. They suppose that he was betraying a popular Indian TV game display. They have clues that Jamal has had no prescribed learning and has been a job roinbber as a progeny, and are very resolute to inquiry him utilizing any method to get that how he can be able to enter in this game of money. (Wikipedia, the free encyclopedia, 2009) Production of film: The genesis of Slumdog Millionaire started at conduit 4 when the Head of movie and Drama, Tessa Ross, got a phone call from Film4s publication scout, Kate Sinclair, who clarified that shed read a verification of an exceptional article. Whereas yet to be released, when Sinclair chucked the article, Ross directly optioned the publication. Ross proposed that, while the publication was difficult to change into a play, she thought Beaufoy had the ability and know-how to do it. He knows how to explain the life of man from birth to his success. It was perhaps incoherent and few tales were nearly discreet little tales that had no quotation to the foremost individual characteristics at all. Its very distinct to starting with ones own concept and evolving it. Simon came up with the new name of Slumdog Millionaire. Its a comedy but its furthermore, at times, a horrifying drama. There are instants of large agony. Its a story and like all the best tales, it has instants of authentic darkness and repugnance. There is a large combine of things that really make you antic and make you bawl and make you gasp. When the script was in good enough form to take it to Danny, the groups number one alternate was Danny Boyle. In the world of video development, where tasks can labor to move ahead, certainly opposite re-writes, new writers, comprehensive comments and delays as other videos move into yield, Slumdog Millionaires development arc was rapid. Mechanically the places and bustle affiliated with every area the yield traveled to intend that Danny and his camera section, including the award winners controller of taking photos Anthony Dod Mantle, had to address some camera alternatives and firing methods. The crew was primarily conceiving to fire certain scenes utilizing highly complicated SI-2K digital cameras, but Boyle was obstinate that he did not yearn to take large and rather cumbersome 35mm cameras into the slums. The lesser, more flexible digital cameras enabled them to blaze rapidly with much less disturbance to the localized groups. Finding places and being allocated get access to be a logistical challenge for the place support and scouts from the groups Indian additions was vital. A localize d yield business India Take One expressed its knowledge to the yield, endowing the team to very quickly journal out how they would shift quickly from one location to the next. But distance is not habitually the large-scale topic in India. With millions of vehicles, rickshaws and taxis vying for the streets, traffic jams are part of everyday life as intense and dozing. General, in Mumbai, the maintain systems for filming were very much complicated than the yield had initially likely. Though disordered to an amount, Colson issue out that amenities were accessible across all facets of the production procedure. Mumbai is a world center for film making. The amenities are first class. There are truly incredible crews, studio space etc. Box office reception: Fox Searchlight issued 351 publishes of the movie over India for its full issue there on 23 January 2009. At the Indian carton bureau, in its first week, it makes business for about Rs. 23,545,665. Although not as much successful as foremost Bollywood matters in India throughout its first week, this was the biggest weekend whole for any Fox video. In its second week, the films whole increased to Rs. 30,470,752 at the Indian box agency. (Wikipedia, the free encyclopedia, 2009) Twosomes of analysts have proposed their attitudes about the films presentation at the Indian carton bureau. Komal Nahta, Trade analyst, stated that, There was an adversity with the title. It is not a well known phrase for majority Indians. In supplement, trade analyst Amod Mehr has claimed that with the exclusion of Anil Kapoor, the movie lacks recognizable stars and that the video. is not ideally matched for Indian sentiment. A videos proprietor commented that to find out slum juvenile men talking flawless English dont appear good but when speaks in Hindi language; the movie looks much realistic. The named Hindi type, did better at the box agency, and added exact replicates of that type were issued. Following the films achievement in the 81st Academy Awards, the movie is growing in India bigger by 470%. As of 15 March 2009, grossed of Rs. 158,613,802 of Slumdog Millionaire has at the Indian carton agency. Reviews: According to Times Entertainment One juvenile man, Jamal, has suspiciously or miraculously, extended the two worlds. An office boy, or chai wallah, from a Call center business, he has won a treasure on the Indian type of who likes to Be a Millionaire. The anchor is so skeptical of Jamals proficiency to answer the inquiries that he has try to punish the reality out of the lad. His interpretations, all anxiety to his miserable life as an orphan without home in the enterprise of his male sibling Salim, and not often sufficient, with the winsome, consistently abused Latika. The quest of Jamals finding his love Latika is similar to the idea of Indian movies from Raj-Kapoor movies. Factual to its sources, Slumdog, acclimatized from the innovative QA by Vikas Swarup, finishes with a purely delighted kiss and an all out promenade number, conceived by Bollywood deity A.R. Rahman. Despite of its components of cruelty, this is a floating tune to life, and a film to commemorate. (Singh, 2009) According to New York Times bathing comes regularly to Jamal, who profits from a dwelling as a chai-wallah assisting fragrant tea to call-center employees in Mumbai and who, after a sequence of alternating exhilarating and unnerving excursions, has set down in the moderately hot chair on the TV game brandish Who likes to Be a Millionaire. Yet while the item undoes with Jamal on the verge of catching the large-scale reward, here, narrative doesnt start and end. By all privileges the consistency of Jamals life should have been brutally changed by disaster by the time he makes apprehend for the TV prize. But because Slumdog Millionaire is self deliberately bordered as an up to designated day tales or because Mr. Boyle bends in the main heading of the sanguine, this verifies to be one of the most upbeat tales about living in torment imaginable. Salim, observer the murder of their mother by marauding fanatics equipped with anti-Muslim epithets and associations. In the end, what presents me reluctant hesitate about this bright, cheery, hard-to-resist video is that its enjoyment senses much like a filmmakers assessment than a dependable bawl from the heart about the human essence. (Dargis, 2008) People remarks about film: Every one-by-one has his own admiration and way of conceiving. Some adored it and some have critical comments. Some of them are granted: Without a doubt the best video I have ever glimpsed encompassing a pulsing, assuring soundtrack, appealing cinematography throughout, a captivating movie bragging gritty realism yet awe-inspiring romance. But as for being contradictory in the main heading of India, it teaches as far as the prostitution and the slums etc. is considered, it displays India as a vibrant, colorful, fast-moving, hope-filled location. Absolutely, not feeling good movie. Blaring, energetic, fast-moving and colorful, but how can so much brutality and unhappiness go away any individual feeling good? I regret going to glimpse a video which takes advantage of poor children. This Oscar being triumphant film Slumdog millionaire was very inspirational and uplifting movie with lots of wants in it. Regrettably, its not so looking at the pureness of the Oscar winning children genuine life. These children were the aim of the movie. They were the funnies and large actors with no popularities and with the smallest past know-how of portraying. (Dargis, 2008) (Time Out London, 2009) Impact made by movie: Most of the persons loved this video just because of the work of player and the way he get ease of his sad life but some persons criticize this video. Persons hold praising the films very sensible portrayal of slums life in India. But its not that thing. Slums life is a miserable. It takes self-assurance from you in the shape of the wealthy and the privileged. It robs your dignity, deadens your ambition, bounds your fantasy and psychologically cripples you when you step out-of-doors the solace zone of your own locality. Most people in the slums not ever complete a fairy-tale ending. Reviewer said that Sudips concept is indeed sensible. Although, I would furthermore like to note that not every individual answers the way how individuals should react. Individuals in the slums might be stolen off of self-assurance because they worry that their family constituent be enforced with hazard if they do something foolish. (WebbieStuff, 2009) Message got from movie: Despite of all the hype, Slumdog consigns a patronizing and ultimately sham affirmation on communal fairness. Danny Boyles Slumdog Millionaire, probably one of the most commemorated videos in latest times, notifies the rags-to-rajah article of a love-struck Indian juvenile man, with a small support from fate success over his wretched starting in Mumbai. Slumdog has enraged numerous Indians because it tarnishes their insight of their homeland as an expanding financial authority and a bonfire of democracy. Indias English newspapers, said mostly by its middle classes, have conveyed many bristling reconsiders of the film that articulate an acute sense of wounded nationwide dignity. Though comprehensible, the emotion is not justifiable. So at times pathetically artificial, many of the films heart trembling scenarios are motivated by a miserable, but well-documented truth. Corruption is certainly rampant amidst the policeman, and most will willingly use torment, so none is expected dim sufficient to aim an eloquent, English-talking man which is actually an expanding newspapers incident. Beggar-makers do round-up forsaken juvenile kids and mutilate them in alignment to make them more agreeable, while it is highly unlikely that any such progeny will ever possibility upon a $100 account, much less be adept of recognizing it by feel and scent alone. (Sengupta, 2009)

A Critique Of American Sandwich Essay

The whole article tells a true story that happened when the author was a little kid. The Author moved from Portugal to American along with his parents. With so special family background, the author aspire to American Sandwiches rather than thick sliced ham and vegetables wrapped with large loaf of bread. Actually, it reflects the expectations of author that could be a strong desire to touch American cultures and fit into American social circles. Throughout the articleï ¼Å'Edite Cunha utilize the conversation between his mother and him as well as the mental activities behaved by him to describe his vivid dream of owning the sunbeam bread. The frequent transform of the scenes are better to draw the attention of the readers to focus on the rhythm of the story. I think each person has undergone same experience during his or her early stage of life. Take mine experience as an example, I was born in a remote town of a small city, when I was 10 years old, I moved out of the small town to the central areas of the city. I begun to study with these â€Å"urban kids†Ã¯ ¼Å'it took a quite long period for me to get rid of the loneliness. Because we are wired to feel fear whenever we stepping into an unfamiliar environment, this is why I stick to face the question and become more positive. Currentlyï ¼Å'I am logging for the American lifestyle, observing and mimicking people surround me.