Night World : Secret Vampire Chapter 12

Poppy was lying there on the white velvet lining, eyes shut. She looked very pale and strangely beautiful-but was she dead? â€Å"Wake up,† James said. He put his hand on hers.Phillip had the feeling that he was calling with hismind as well as his voice. There was an agonizingly long minute while nothing happened. James put his other hand under Poppy's neck, lifting her just slightly. â€Å"Poppy, it's time. Wake up. Wake up.† Poppy's eyelashes fluttered. Something jarred violently in Phillip. He wanted togive a yell of victory and pound the grass. He alsowanted to run way. Finally he just collapsed by thegraveside, his knees giving out altogether. â€Å"Come on, Poppy. Get up. We have to go.† James was speaking in a gentle, insistent voice, as if he weretalking to someone coming out of anesthesia. Which was exactly how Poppy looked. As Philwatched with fascination and awe and dread, sheblinked and rolled her head a little, then opened her eyes. She shut them again almost immediately, butJames went on talking to her, and the next time she opened them they stayed open. Then, with James urging her gently, she sat up. â€Å"Poppy, â€Å"Phil said. An involuntary outburst. His chest was swelling, burning. Poppy looked up, then squinted and turned immediately from the beam of the flashlight. She lookedannoyed. â€Å"Come on,† James said, helping her out of theopen half of the casket. It wasn't hard; Poppy was small. With James holding her arm, she stood on theclosed half of the casket, and Phil reached into the hole and pulled her up. Then, with somethinglike a convulsion,hehugged her. When he pulled back, she blinked at him. A slightfrown puckered her forehead. She licked her indexfinger and drew the wet finger across his cheek. â€Å"You're filthy,† she said. She could talk. She didn't have red eyes and achalky face. She was really alive. Weak with relief, Phil hugged her again. â€Å"Oh, God,Poppy, you're okay. You're okay.† He barely noticed that she wasn't hugging himback. James scrambled out of the hole. â€Å"How do you feel, Poppy?† he said. Not a politeness. A quiet, probing question. Poppy looked at him, and then at Phillip. â€Å"I feel†¦fine.† â€Å"That's good,† James said, still watching her as ifshe were a six-hundred-pound schizophrenic gorilla. â€Å"I feel†¦hungry,† Poppy said, in the same pleasant, musical voice she'd used before. Phil blinked. â€Å"Why don't you come over here, Phil?† James said, making a gesture behind him. Phil was beginning to feel very uneasy. Poppy was†¦ could she besmellinghim? Not loud, wet sniffs, but the delicate little sniffs of a cat. She was nosingaround his shoulder. â€Å"Phil, I think you should come around over here,† James said, with more emphasis. But what happenednext happened too quickly for Phil even to startmoving. Delicate hands clenched like steel around his biceps. Poppy smiled at him with very sharp teeth, thendarted like a striking cobra for his throat. I'm going to die, Phil thought with a curious calm. He couldn't fight her. But her first strike missed. Thesharp teeth grazed his throat like two burning pokers. â€Å"No, you don't,† James said. He looped an arm around Poppy's waist, lifting her off Phil. Poppy gave a disappointed wail. As Phil struggled to his feet, she watched him the way a cat watchesan interesting insect. Never taking her eyes off him,not even when James spoke to her. â€Å"That's your brother, Phil. Your twin brother. Remember?† Poppy just stared at Phil with hugely dilated pupils.Phil realized that she looked not only pale and beautiful but dazed and starving. â€Å"My brother? One of our kind?† Poppy said,soundingpuzzled. Her nostrils quivered and her lipsparted. â€Å"He doesn't smell like it.† â€Å"No, he's,not one of our kind, but he's not forbiting, either. You're going to have to wait just a littlewhile to feed.† To Phillip, he said, â€Å"Let's get this hole filled in, fast.† Phillip couldn't move at first. Poppywas stillwatching him in that dreamy but intense way. Shestood there in the darkness in her best white dress, supple as a lily, with her hair fallingaround her face.And she looked at him with the eyes of a jaguar. She wasn't human anymore. She was somethingother.She'd said it herself, she and James were ofone kind and Phil was something different. She belonged to the Night World now. Oh, God, maybe we should just have let her die,Phil thought, and picked up a shovel with loose and trembling hands. James had already gotten the lid back on the vault. Phil shoveled dirt on it withoutlooking at where it landed. His head wobbled as ifhis neck were a pipe cleaner. â€Å"Don't be anidiot,† avoice said, and hard fingersclosed on Phil's wrist briefly. Through a blur, Philsaw James. â€Å"She's not better off dead. She's just confused rightnow. This istemporary,all right?† The words were brusque, but Phil felt a tiny surgeof comfort. Maybe James was right. Life was good,in whatever form. And Poppy had chosen this. Still, she'd changed, and only time would tellhow much. One thing-Phil had made the mistake of thinkingthat vampires were like humans. He'd gotten so comfortable with James that he'd almost forgotten theirdifferences. He wouldn't make that mistake again. Poppy felt wonderful-in almost every way. She felt secret and strong. She felt poetic and full of possibility. She felt as if she'd sloughed off her oldbody like a snake shedding its skin, to reveal a fresh new body underneath. And she knew, without being quite sure how sheknew, that she didn't have cancer. It was gone, the terrible thing that had been running wild inside her. Her new body had killed it andabsorbed it somehow. Or maybe it was just that every cell that made up Poppy North, every molecule,had changed. However It was, she felt vibrant and healthy. Notjust better than she had before she'd gotten the cancer, but better than she could remember feeling inher life. She was strangely aware of her own body,and her muscles and joints all seemed to be workingin a way that was sweet and almost magical. The only problem was that she was hungry. It wastaking all her willpower not to pounce on the blondguy in the hole.Phillip.Her brother. Sheknewhe was her brother, but he was alsohuman and she could sense therichstuff, lush with life, that was coursing through his veins. The electrifying fluid she needed to survive. So jump him, part of her mind whispered. Poppyfrowned and tried to wiggle away from the thought.She felt something in her mouth nudging her lowerlip, and she poked her thumb at it instinctively. It was a tooth. A delicate curving tooth. Both hercanine teeth were long and pointed and verysensitive. How weird. She rubbed at the new teeth gently,then cautiously explored them with her tongue. Shepressed them against her lip. After a moment they shrank to normal size. If shethought about humans full of blood like berries, theygrew again. Hey, look what I can dot But she didn't bother the two grimy boys whowere filling in the hole. She glanced around and triedto distract herself instead. Strange-it didn't really seem to be either day ornight.-Maybe there was an eclipse. It was too dim tobe daytime, but far too bright for nighttime. Shecould see the leaves on the maple trees and the graySpanish moss hanging from the oak trees. Tiny moths were fluttering around the moss, and she could seetheir pale wings. When she looked at the sky, she got a shock. There was something floating there, a giant round thing thatblazed with silvery light. Poppy thought of spaceships,of alien worlds, before she realized the truth. It was themoon.Just an ordinary full moon. Andthe reason it looked so big and throbbing with lightwas that she had night vision. That was why shecould see the moths, too. All her senses were keen. Delicious smells waftedby her, the smells of small burrowing animals andfluttering dainty birds. On the wind came a tantalizing hint of rabbit. And she couldhearthings. Once she whipped herhead around as a dog barked right beside her. Then she realized that it was far away, outside the cemetery. It only sounded close. I'll bet I can run fast, too, she thought. Her legsfelt tingly. She wanted to go running out into thelovely, gloriously-scented night, to be one with it.She waspartof it now. James,she said. And the strange thing was that shesaid it without saying it out loud. It was somethingshe knew how to do without thinking. James looked up from his shoveling.Hang on,hesaid the same way.We're almost done, kiddo. Then you'll teach me to hunt? He nodded, just slightly. His hair was falling overhis forehead and he looked adorably grubby. Poppyfelt as if she'd never really seen him before-because now she was seeing him with new senses. Jameswasn't just silky brown hair and enigmatic gray eyesand a lithe-muscled body. He was the smell of winterrain and the sound of his predator's heartbeat andthe silvery aura of power she could feel around him. She could sense his mind, lean and tiger-tough but somehow gentle and almost wistful at the same time. We're hunting partners now,she told him eagerly,and he smiled an acknowledgment. But underneath she felt that he was worried. He was either sad or anxious about something, something he was keeping from her. She couldn't think about it. She didn't feel hungryanymore †¦she felt strange. As if she was having trouble getting enough air. James and Phillip were shaking out the tarps, unrolling strips of fresh sod to cover the grave. Hergrave. Funny she hadn't really thought about thatbefore. She'd been lying in a grave-she ought tofeel repulsed or scared. She didn't. She didn't remember being in there atall-didn't remember anything from the time she'dfallen asleep in her bedroom until she'd woken upwith James calling her. Except a dream †¦ â€Å"Okay,† James said. He was folding up a tarp. â€Å"We can go. How're you feeling?† â€Å"Ummm. . a little weird. I can't get a deepbreath.† â€Å"Neither can I,† Phil said. He was breathing hardand wiping his forehead. â€Å"I didn't know grave digging was such hard work.† James gave Poppy a searching look. â€Å"Do you thinkyou can make it back to my apartment?† â€Å"Hmm? I guess.† Poppy didn't actually know whathe was talking about. Make it how? And why shouldgoing to his apartment help her to breathe? â€Å"I've got a couple of safe donors there in the building,† James said. â€Å"I don't really want you out on thestreets, and I think you'll make it there okay.† Poppy didn't ask what he meant. She was having trouble thinking clearly. James wanted her to hide in the backseat of hiscar. Poppy refused. She needed to sit up front and tofeel the night air on her face. â€Å"Okay,† James said at last. â€Å"But at least sort ofcover your face with your arm. I'll drive on backroads. Youcan'tbe seen, Poppy.† There didn't seem to be anyone on the streets tosee her. The air whipping her cheeks was cool andgood, but it didn't help her breathing. No matter howshe tried, she couldn't seem to get a proper breath. I'm hyperventilating, she thought. Her heart wasracing, her lips and tongue felt parchment-dry. And still she had the feeling of being air-starved. What'shappening to me? Then the pain started. Agonizing seizures in her muscles-like the crampsshe used to get when she went out for track in juniorhigh. Vaguely, through the pain, she rememberedsomething the P.E. teacher had said.†Thecrampscome when your muscles don't get enough blood. A charley horseis a clump of muscles starving to death.† Oh, ithurt.It hurt.She couldn't even call to James for help, now; all she could do was hang on to thecar door and try to breathe. She was whooping andwheezing, but it wasn't any good. Cramps everywhere-and now she was so dizzythat she saw the world through sparkling lights. She. was dying. Something hadgone terriblywrong. She felt as if she were underwater, tryingdesperately to claw her way to oxygen-only therewas nooxygen. And then she saw the way. Or smelled it, actually. Thecar was stopped at a redlight. Poppy's head and shoulders were out the windowby now-and suddenly she caught a whiff of life. Life.What she needed. She didn't think, she simplyacted. With one motion she threw the car door open and plunged out. She heard Phil's shout behind her and James'sshout in her head. She ignored both of them. Nothing mattered except stopping the pain. She grabbed for the man on the sidewalk the waya drowning swimmer grabs at a rescuer. Instinctively. He was tall and strong for a human. He was wearinga dark sweatsuit and a bomber jacket. His face wasstubbly and his skin wasn't exactly clean, but thatwasn't important. She wasn't interested in the con tainer, only in the lovely sticky red stuff inside. This time her strike was perfectly accurate. Herwonderful teeth extended like claws and stabbed intothe man's throat. Puncturing him like one of thoseold-fashioned bottle openers. He struggled a little and then went limp. And then she was drinking, her throat drenched in copper-sweetness. Sheer animal hunger took over as she tapped his veins. The liquid filling her mouthwas wild and raw and primal and every swallow gaveher new life. She drank and drank, and felt the pain disappear.In its place was a euphoric lightness.When she paused to breathe, she could feel her lungs swell withcool, blessed air. She bent to drink again, to suck, lap, tipple. Theman had a clear bubbling stream inside him, and shewanted it all. That was when James pulled her head back. He spoke both aloud and in her mind and his voicewas collected but intense. â€Å"Poppy, I'm sorry. I'm sorry.It was my fault. I shouldn't have made you wait solong. But you've had enough now. You can stop.† Oh†¦confusion. Poppy was peripherally aware of Phillip, her brother Phillip, looking on in horror. James said shecouldstop, but that didn't mean she had to. She didn'twantto. The man wasn't fightingat all now. He seemed to be unconscious. She bent down again. James pulled her back upalmost roughly. â€Å"Listen,† he said. His eyes were level, but his voicewas hard. â€Å"This is the time you can choose, Poppy.Do youreallywant to kill?† The words shocked her back to awareness. To kill†¦that was the way to get power, she knew. Bloodwas power and life and energy and food and drink.If she drained this man like squeezing an orange, shewould have the power of his very essence. Whoknew what she might be able to do then? But†¦he was a man, not an orange. A humanbeing. She'd been one of those once. Slowly, reluctantly, she lifted herself off the man.James let out a long breath. He patted her shoulderand sat down on the sidewalk as if too tired to stand up right then. Phil was slumped against the wall of the nearestbuilding. He was appalled, and Poppy could feel it. She couldeven pick up words he was thinking-words likeghastly andamoral.A whole sentence that went something like†Is it worth it to save her life if she's lost her soul?† James jerked around to look at him, and Poppy couldfeel the silver flare of his anger. â€Å"You just don't get it,do you?† he said savagely. â€Å"She could have attackedyou anytime, but she didn't, even though she wasdying. You don't know what the bloodlust feels like.It's not like being thirsty-it's like suffocating. Your cells start to die from oxygen starvation, because your own blood can't carry oxygen to them. It's the worst painthere is, but she didn't go after you to make it stop.† Phillip looked staggered. He stared at Poppy, thenheld out a hand uncertainly. â€Å"I'm sorry†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. â€Å"Forget it,† James said shortly. He turned his backon Phil and examined the man. Poppy could feel himextend his mind. â€Å"I'm telling him to forget this,† hesaid to Poppy. â€Å"All he needs is some rest, and he might as well do that right here. See, the woundsare already healing.† Poppy saw, but she couldn't feel happy. She knewPhil still disapproved of her. Not just for somethingshe'd done, but for what shewas. What's happened to me?she asked James, throwingherself into his arms. Have I turned into something awful? He held her fiercely.You're just different. Not awful. Phil's a jerk. She wanted to laugh at that. But she could feel atremor of sadness behind his protective love. It wasthe same anxious sadness she'd sensed in him earlier.James didn't like being a predator, and now he'dmade Poppy one, too. Their plan had succeeded brilliantly-and Poppy would never be the old PoppyNorth again. And although she could hear his thoughts, itwasn't exactly like the total immersion when they'dexchanged blood. They might not ever have that togetherness again. â€Å"There wasn't any other choice,† Poppy. saidstoutly, and she said it aloud. â€Å"We did what we hadto do. Now we have to make the best of it.† You're a bravegirl.Did I ever tell you that? No. And if you did, I don't mind hearing it again. But they drove to James's apartment building in silence, with Phil's depression weighing heavily inthe backseat. â€Å"Look, you can take the car back to your house,† James said as he unloaded the equipment and Poppy's clothes into his carport. â€Å"I don't want to bringPoppy anywhere near there, and I don't want toleave her alone.† Phil glanced up at the dark two-story building asif something had just struck him. Then he cleared histhroat. Poppy knew why-James's apartment was anotorious place, and she'd never been allowed to visitit at night. Apparently Phil still had some brotherlyconcern for his vampire sister. â€Å"You, uh, can't justtake her to your parents' house?† â€Å"How many times do I have to explain? No, I can'ttake her to my parents, because my parents don't knowshe's a vampire. Right at the moment she's an illegalvampire, a renegade, which means she's got to be kept a secret until I can straighten things out–somehow.': â€Å"How-† Phil stopped and shook his head. â€Å"Okay.Not tonight. We'll talk about it later.† â€Å"No, ‘we' won't,† James said harshly. â€Å"You're nota part of this anymore. It's up to Poppy and me. All you need to do is go back and live your normal lifeand keep your mouth shut.† Phil started to say something else, then caughthimself. He took the keys from James. Then he looked at Poppy. â€Å"I'm glad you're alive. I love you,† he said. Poppy knew that he wanted to-hug her, but something kept both of them back. There was an emptiness in Poppy's chest. â€Å"Bye, Phil,† she said, and he got in the car and left.

How reliable are the narrators in the novella Heart of Darkness by Joseph Conrad and the fiction novel Great Expectations of Charles Dickens Essay

A reliable narrator is one who is factual, trustworthy, and competent in relating the story. Generally, there are two types of narrators. The first person narrator focuses in-depth on only one character, which could be his or her character, and the impact of other characters on this sole character. Third person narrators provide a comprehensive picture of the different characters and the situations unfolding in the story. While third party narrators receive greater regard for reliability due to omniscience, a first or third person narrator could be reliable or unreliable depending on the character of the narrator and the intention of the novel. The novel Heart of Darkness by Joseph Conrad is a frame narration, which means the story lies within a story. To achieve this end, there are two narrators. The first narrator is unknown and provides an introduction of the character of the second narrator, Charlie Marlow. The narration describes Marlow as having deep-set cheeks and yellowish complexion but straight-backed indicating he is not heavily built but not frail either. The unknown narrator, by representing the views of the other people on board the ship in describing Marlow as non-conventional or atypical because of his tendency to weave stories and recount tales introspectively, expresses the reliability of his assessment of Marlow. This puts into question the factual manner of Marlow’s narration. In Marlow’s accounts of his trip along the Congo River to fetch Kurtz, an ivory trader trapped in an African village, the focus is more of his interpretation of people and events without much recount of who these people are and the context of the situation. Marlow is clearly against colonialism but do not recount in detail the situation in Africa that makes colonialism repulsive to him and what are the solutions. The trustworthiness of Marlow as a narrator is not clear-cut. Marlow is a decent person but his actions do not always reflect his views. He is against the exploitative nature of the colonial explorers in Africa and feels burdened by the situation but his character is complicit about the situation. He has limited interaction with the natives and does not express their views. Marlow is a competent narrator but only for himself. His accounts do not reflect the experiences and perspectives of the other people he talks about such as the villagers of the communities he visited or the colonial communities in Africa. In Great Expectations by Charles Dickens, the narrator is Pip, who is also the main character of the novel. Pip’s narrative is factual because he tells not only about his good side such as helping people and becoming a gentleman but also of his bad side such as his mistaken impression about Magwich and his embarrassment of Joe’s uneducated ways. Pip is a protagonist in the novel, an orphaned but kindhearted boy, who although frightened to steal food for a thief, causing him guilt, and although yielding to the initial class-based prejudices wrought by society, ended up making things right. The nature of the character of Pip as trustworthy and sensible makes his accounts reliable. Pip is an eyewitness narrator. The novel is a semi-biographical work, which means that Pip is telling his life story according to his own experiences and perspectives. This finds expression in some of the chapter titles such as ‘The Convict Frightens Me’, ‘I Execute My trust’, and ‘My State of Mind’. Pip is also the main character. This means that he is competent to narrate his story and the story of the people around him whom he witnessed. This makes his accounts reliable because of first hand experience and view. Although a first person narrator, the trustworthy character of Pip makes him a reliable storyteller of his own life and the life of the people around him. Heart of Darkness and Great Expectations include first person narrators. Although, there is general reservation towards the reliability of first person narrators, the reliability of these narrators also depend on character, plot and intention of the story. Based on the criteria of a reliable narrator, the narrator in Great Expectations is more reliable because of his factual account and trustworthy character while the narrator in Heart of Darkness is not very factual or trustworthy. The third person narrator in Heart of Darkness attests to the atypical character of the first person narrator.

Why South Korean Universities Have Low International Rankings

In the first portion of this essay, the grounds ‘Why South Korean Universities Have Low International Rankings ‘ ( Paul Z. Jambor in Academic Leadership: The Online Journal, 2009: Volume 7 ; first issue ) are clearly laid out from legion points of positions refering to two outstanding international rankings ; the Times and the Shanghai rankings ( QS, World & A ; Shanghai, 2008 ) . Herein, different facets affecting the complex relationships between pupils and professors every bit good as between pupils, decision makers and the establishments are shown to account for the comparative low rankings of South Korean universities on an international graduated table. That is to state, South Korean universities may really good fall low on international rankings due to the relatively big flexibleness pupils are afforded during the class of their university surveies. The ground I decided to compose this paper is largely because a figure of my co-workers have gone to lengths in converting me to compose about the pupil side of the overall image in add-on to the grounds laid out in the first portion of this essay. Therefore, I am taking this chance to sketch for you a comprehensive organic structure of concluding and grounds in an effort to demo that the hassle-free atmosphere Korean university pupils find themselves in may good be a important clincher for the below mean criterions at South Korean universities. In consequence, this is shown by the low international rankings of Korean universities in both the Times and the Shanghai rankings ( QS, World & A ; Shanghai, 2008 ) . As clearly demonstrated in the first portion of this essay, South Korean high school pupils perform good above norm academically in the countries of mathematics, reading and scientific discipline. In comparing, South Korean university pupils find themselves dawdling behind on the international forepart due to the lower criterions of station secondary instruction in Korea, as is exemplified by the rankings of South Korean universities. All in all, while Korean high school pupils are under great trades of force per unit area in run intoing the educational demands set out for them by the Korean Ministry of Education, university pupils however find themselves overly involved in student/sports festivals and extracurricular activities that keep their heads off their educational chases. Furthermore, the institutionally recognized grounds for pupils to lose categories are merely unheard of in most ‘higher ranked ‘ academic establishments. On the whole, Korean university pupils have it relatively easy and few of them seem to take at least their freshers and senior old ages of university instruction every bit earnestly as they should, with many claiming that they in fact do small analyzing in their first-year twelvemonth. On the whole, they may merely be immersed in serious instruction in their sophomore and junior old ages. That is to state aside from the relaxed fresher environment, many pupils in their senior twelvemonth are easy let out of holding to go to categories if they had already found employment before the decision of their surveies, possibly as a consequence of a ill-conceived effort by their disposals to better the pupil employability figures of their establishments. With all these factors combined, since at least 50 per centum of the Times superior system is sentiment based with 40 per centum based on a system of equal reappraisal and ten per centum based on a system of employer reappraisal ( QS World ; Methodology, 2008 ) , it is merely logical to reason that any ineffectualness in the Korean station secondary system of instruction would non travel unnoticed by the ‘peers ‘ and the 'employers ‘ who are being surveyed. Consequently, this would constantly take to lower rankings on a planetary graduated table.The Post High School BreakFor the most portion the South Korean secondary system of instruction puts pupils under a great trade of force per unit area in readying for the SAT ( Standard Achievement Test ) to acquire into the universities of their pick. What is more, in add-on to the clip pupils spend in high school, they spend long eventides in auxiliary private educational establishments, analyzing 15 hr yearss ( Dillon, 20 08 ) , to fix for the SAT. Not surprisingly, South Korean 15 twelvemonth olds do good in mathematics and reading harmonizing to The Programme for International Student Assessment in 2006 ( PISA, 2006 ) . Assumingly, Korean university decision makers are good cognizant of this and are therefore likely to let pupils to hold a comparatively stress free academic twelvemonth as freshers in order to do up for the old twelvemonth of adversity caused by being overworked.Student SurveiesMy pupil studies reflect this really same point. That is, a important figure of pupils frequently point out that the work load in my Academic English class is inordinate, nevertheless, I would respectfully differ. To be exact, they merely have to manus in 3 written assignments, at less than one page each. Furthermore, there are merely four ratings, two of which are written, one of which is a presentation and the last one being a group treatment trial. All things considered, that barely accounts for an inordin ate work load. When I ask my pupils when they study and how much of it they do, frequently times they claim that they ne'er study. Even though this is nonfactual grounds and it may non keep true in all instances, it is yet another indicant that pupil class tonss are instead light in relation to their high school old ages. By and big, pupils do acknowledge that they did more perusal in high school than in their first-year twelvemonth of university, and this does talk volumes for why South Korean universities are ranked relatively low internationally. One would believe that it is merely every bit valuable to hold higher ranked universities, therefore better university pupils, as it is to hold high executing 15 twelvemonth olds, nevertheless, there should be no alibi for South Korean universities to keep their pupils to take down criterions than the high schools that precede them. After all, to hold universities with higher criterions of instruction than those found in high schools would merely be the reasonable thing to make since it is best to raise and non drop the criterion of instruction at each new phase of a immature grownup ‘s educational development.The Annual Student and Sports FestivalsTalking sanely, it is safe to presume that there is a clear advantage for pupils to experience comfy at their establishments, yet still disputatiously it may be overreaching acceptable boundaries when many South Korean station secondary establishments make it criterion for their pupils to take the bulk of a hebdomad off each for a pu pil and athleticss festival in the spring and autumn semesters. It is the same as giving pupils the big portion of two hebdomads off from an full twelvemonth of their surveies in order to take part in activities that are incidental and more significantly non-academic. Even if pupils are required to come to category at least a few times during the hebdomad of the pupil festival, they are however insufficiently functional as a consequence of the orgy imbibing that goes on during the class of the hebdomad. Even professors are encouraged by their sections to imbibe with their pupils at the beer collapsible shelters. This is for the most portion done as a trade off for the categories that are persuaded to be cancelled by the several sections. All in all, it may non come straight to mind for those in charge that imbibing on weeknights has lay waste toing effects on the coherency degrees of non merely the pupils but besides the professors/instructors in the forenoons to follow. Therefore, irrespective of the figure of existent cancellations, even the categories which are quickly held output low academic consequences. What is more, particularly freshmen pupils, extremely instrumental in puting up and running of the pupil beer collapsible shelters where pupils gather by sections to imbibe together, are frequently excused from category lawfully so they can put up their drink collapsible shelters during the class of the pupil festival. Customarily, the pupils selected for set-up responsibility are frequently excused from go toing regular categories.Relatively Insufficient Excuses for AbsencesAside from the institutionally recognized absences during the hebdomad of the pupil and athleticss festivals, leave taking for graduation photo-shoots are for the most portion considered as legitimate absences in the position of the station secondary system. More significantly, pupils are even excused from their regularly scheduled categories in order to look for their annual category and single exposure shoots. What is more, a figure of establishments allow female pupils to be excused for one twenty-four hours a month due to their premenstrual rhythm spasms. Possibly the statement could be made that this is instead unneeded pattern as it is non an equal alibi in higher graded establishments.The South Korean Army Service for Young MenAs for my male first-year pupils, most of them miss a twenty-four hours of categories to travel to their ‘Army Test ‘ . This is a standardized physical scrutiny for immature Korean males who are of weaponries bearing age get downing at the age of 19. What is more tragic is that the Korean authorities frequently drafts a important part of male freshmen pupils during the center of the semester alternatively of waiting till the terminal so they could at least have the opportunity to finish their semester of surveies. These pupils frequently miss months of instruction. Taking this catastrophe into history, universities frequently get professors to establish these pupils ‘ classs on the work they had completed up to the point of their military bill of exchange. This is yet once more lost clip in category. After holding completed two old ages in the armed forces, the returning pupils are allowed to get down the semester every bit much as one month into the class. In consequence, it is possible for pupils to lose about an full semester, holding completed merely over a semester of surveies, and still acquire credited for holding concluded both semesters.The Senior Year Employment ExcuseWhat I find the most distressing is the inclination of Korean universities to allow pupils out of go toing a big part of their senior twelvemonth of surveies, all in the hopes of bettering the figures related to the employability of their pupils. On one peculiar juncture, I was even called by one of my former section caputs promoting me to pardon a senior pupil from an full semester of surveies as a consequence of him holding found a occupation less than half manner into his senior twelvemonth. What should be even more distressing is that senior pupils on juncture discovery work in Fieldss unrelated to their big leagues, and still they are able to utilize this employment as an acceptable alibi to lose an full semester of categories. While it is standard pattern for professors and teachers to give some kind of out of category undertaking to these pupils, the sort of work they are able to give them seldom makes up for the schoolroom experience and cognition they could hold gained by really taking active functions in the categories.The Inefficiency of the Heavy Course-loadIt is true that South Korean pupils have a heavy category burden in their freshers twelvemonth, taking portion in every bit many as 20 hours worth of categories, however, it seems to be inefficient from the point of position that such a high per centum of them can still acquire off without really making any analyzing exterior of the schoolroom, as they frequently claim to make. All in all, it may really good be more advantageous for Korean university pupils to take portion in more efficient instruction with fewer categories that yield higher work loads.The Differential Treatment of Foreign Instructors/Professors by StudentsWhat is more, bad reappraisals by foreign professor and teachers frequently find their manner into the unfastened for all to see and therefore farther damaging the reputes of the several establishments. To be precise, the differential intervention of foreign professors by Korean pupils may besides travel far in this regard. It is true that â€Å" in the Chinese Confucian tradition, ‘teacher ‘ is the most well-thought-of profession † ( Hofstede, 1986:304 ) and harmonizing to Cortazzi â€Å" Confucianism, with its accent on household values and regard for age and acquisition, has been peculiarly influential on the Korean manner of life † ( Cortazzi in Finch, 2000: Ch. 2.4.2 ) . What is more, Underwood states that â€Å" Korea is a Confucian society. Everyone is Confucian, including the Christians † . ( 1998:85 ) However, the high degrees of regard systematically expressed to Korean pedagogues by Korean pupils is seldom conveyed toward the foreign professor/instructor as Confucianism has no established system of behavior toward aliens. Under the Confucian bequest, there is no proviso for pass oning with aliens who are by definition beyond the kingdom of prescription of the proper human relationship under Confucian moralss. Koreans are really polite and follow an luxuriant etiquette but merely toward insiders. They can be rather ill-mannered toward aliens. ( Yum, 1987:84 ) Possibly about automatically, this alone places the mean foreign professor/instructor outside of the Confucian hierarchy, hence being afforded a different criterion of intervention and regard by non merely the pupils but besides the disposal. Case and point, while Korean professors are frequently showered with gifts and congratulationss on instructor ‘s twenty-four hours, this does non look to be the instance for the mean foreign professor/instructor. At least this does non look to be the instance based on personal experience and the experience of a important figure of my co-workers. But of class, my non-Korean pupils are for the most portion much more acute on wishing me a happy instructor ‘s twenty-four hours and are seldom hesitating to bow to all their professors, irrespective of race and nationality. This in itself speaks volumes about the Korean station secondary pupils and their Confucian upbringing. After all, it is non uncommon for Korean pupils to bow to Korean professors in the hallways or at any other organized event. Students even stand up when a Korean professor walks into a room or any public assemblage. Of class this is seldom the instance with foreign professors. In fact, Korean pupils frequently treat foreign professors as if though they were simply their friends. At times they even call foreign professors by their first names, which of class is straight-out rude with regard to the standard intervention toward Korean professors. All in all, the standard behavior toward foreign professors by Korean pupils is really careless, for the most portion nothingness of the deep respect Korean professors are shown. Possibly this is besides because Koreans have â€Å" no experience of diverseness † and â€Å" no openness to difference † ( Underwood, 1998:91 ) . Conceivably, due to the non-authoritarian instruction attack of the foreign professor/instructor, pupils may non see the demand to demo the same sum of regard toward the mean alien as opposed to the mean Korean. This difference in intervention between foreign and Korean professors/instructors, nevertheless, does non travel unnoticed by the foreign professors. Often times this is difficult for the ‘foreigner ‘ to get down and it goes far in estranging the foreign professor in what should otherwise be a professional instruction environment where race and nationality should hold small to make with the regard a individual is afforded. What is more, I have even been told by decision makers at one of the station secondary establishments I work for that â€Å" the tennis tribunals are merely for the Korean staff, hence, you can non utilize them. † Subsequently, this was changed to â€Å" the tennis tribunals are merely for tenured staff † , but of class, for the most portion, merely the Korean staff has the opportunity to be tenured. Afterwards the diction changed yet once more and I was told that â€Å" even though the tennis tribunals are usually reserved for tenured staff, an exclusion can be made so you can utilize it. Just do certain you pay the enrollment fees. Besides, make your best to acquire along with the Korean staff and attempt non to do them experience uncomfortable. † Now what in the universe could I perchance do to do them experience uncomfortable? Throw balls or rackets at them? Surely I am non traveling to make that. Overall, this blunt inclination by the disposals tends to direct the incorrect message to pupils, and the ensuing corporate prejudice does be given to estrange foreign professors at the several establishments. Surely, there is a existent likeliness that this has an indirect but negative consequence on the international rankings of Korean universities. That is to state, the word has the inclination to acquire out of Korea, and it is rather sensible to presume that this sort of repute goes far in carrying the ‘peers ‘ and 'employers ‘ , taking portion in the studies conducted by QS Times, to rank Korean universities comparatively low internationally. Keeping in head, that merely Seoul National University made it into the top 200 universities harmonizing to the Shanghai rankings and merely three Korean universities qualified for the top 200 group of station secondary establishments in the Times rankings ( QS, World & A ; Shanghai, 2008 ) . This is possibly the biggest sarcasm, for it is likely that the differential intervention of the foreign staff may really good hold the most far making effects with respect to the low rankings awarded to Korean universities by the equals and employers being surveyed by QS Times. After all, their combined sentiments accounting for 50 % in weight when it comes to the clinchers used to set up the overall rankings ( QS Times ; Methodology, 2008 ) .Figure 1: The Times Higher Education MethodologyIndexExplanationBurdeningAcademic Peer Review Composite mark drawn from equal reappraisal study ( which is divided into five capable countries ) . 6,354 responses in 2008. 40 % Employer Review Score based on responses to employer study. 2,339 responses in 2008. 10 % Faculty Student Ratio Score based on pupil module ratio 20 % Citations per Faculty Score based on research public presentation factored against the size of the research organic structure 20 % International Faculty Score based on proportion of international module 5 % ( QS Times ; Methodology, 2008 ) With the equal reappraisal index accounting for 40 % of the entire weight used to cipher international rankings, would it non be a reasonable thing to handle co-workers as peers. That is to state, the really same co-workers that are treated indifferently by Korean pupils and station secondary establishments, every bit good as their friends with whom they portion personal experiences, could really probably do up a significant per centum of the equals make fulling in the studies. This would certainly ensue in the prescription of lower ranks to South Korean universities and therefore Korean parents would be more inclined to direct their kids to analyze at higher graded universities in the United States. After all, â€Å" Traveling to U.S. universities has become like a immense craze in Korean society, and the Ivy League names – Harvard, Yale, Princeton – have truly struck a nervus, † ( Harvard alumnus ; Victoria Kim in Dillon, 2008 ) . Person please state the people in charge of the Korean station secondary establishments for they can no longer afford to let this increased inclination for pupils to analyze abroad as it leads to augmented fiscal strain on the pocketbooks of Korean parents. Overall, Koreans need to take instruction back into their ain custodies and go truly independent in footings of both secondary and station secondary instruction. They owe themselves at least this much.DecisionTaken as a whole, Korean establishments and pupils every bit good as policy shapers need to take the above mentioned factors into serious consideration as the transparence of the state of affairs at the several Korean postsecondary establishments is inevitable given the nature of today ‘s planetary society being linked up by the World Wide Web. All in all, they must go more concerned with the likely clinchers that may really good put them in lower ranks internationally. South Korea is non in a bubble, and every attempt must be made to guarantee that Korean pupils are held to international criterions, if the purpose is to better Korean post-secondary establishments on a planetary graduated table. Furthermore, the criterion for attending on all foreparts must be brought to international degrees and the Korean authorities should take the necessary stairss to do certain that male pupils are non pulled out of school half manner into the semester. What is more, universities themselves would be better off in leting pupils back into the pupil population merely when the semester is get downing and non every bit far as a month into it. Besides, establishments should guarantee that senior pupils complete their concluding twelvemonth of surveies and non be allowed to complete early in a mere attempt to better employability statistics. Furthermore, much attention should be taken to guarantee that pupil and athleticss festivals do non hold such profound impact on pupil attendings. Possibly, more significantly, foreign pedagogues should be exposed to the same degree of regard and the same sort of intervention as is the instance with the Korean pedagogues. All in all, the universe is acquiring smaller and smaller with each go throughing twelvemonth, hence, it is imprudent to presume that what goes on behind closed doors stays behind closed doors for the doors have long been opened and the walls have for a piece been crystalline. All in all, any uneffective, deficient and colored patterns at the several establishments should be rooted out at all costs so that Korean station secondary establishments can derive a better stance on today ‘s planetary phase. Most significantly, the differential intervention of foreign professors at Korean universities must discontinue to be as it may travel far in destroying the repute of Korean universities worldwide. Ultimately, it should be stated that it is non my purpose to knock Korean station secondary establishments, nevertheless, I do hold it necessary to pull public and institutional attending to any factors that are likely to lend to the comparative low rankings of Korean universities. This is needed so policy shapers and those groups of people in charge of the establishments can eventually admit that the jobs are echt and therefore be given ample consciousness and chances to efficaciously undertake the debatable issues. Overall, this would travel far in bettering the international rankings of Korean station secondary establishments and as a ensuing effect provide better chances for Korean pupils on a domestic degree, therefore going a win-win state of affairs for all parties involved.

The Think Aloud Learning Strategy Assignment Example | Topics and Well Written Essays - 1000 words

The Think Aloud Learning Strategy - Assignment Example The authors state that the Think Aloud method of recognizing cognition is a way of learning the productive thinking process of students, a fact that is confirmed by the research studies that the researchers conducted. The Think Aloud strategy is a process used by effective teachers to demonstrate the effectiveness of the strategy to students. This is done by demonstrating the ease of solving problems that require cognitive thinking to solve the problems. The importance of the Think Aloud process is a way that can be used by teachers to assess how their students respond to hard tasks in the classroom setting. This is because the process gives teachers the opportunity to learn the weaknesses of their students in problem solving situations, therefore, helping in the identification of effective solutions. The process also teaches students the importance of internal dialogue in problem identification and solution, a fact that leads to the effective development of reading skills. The Think Aloud process allows students to develop into reflective and independent learners, therefore, leading to effective achievement of learning tasks. This factor is beneficial because it allows the student to approach problems with the proper mindset for effective solutions. ... Therefore, the teacher monitoring the students is able to identify weak spots in the reading strategy employed by the student, and propose effective solutions to the problems. The Think Aloud strategy is also used in problem solution, where the student refers to the steps already completed in the solution process, and identifies errors or difficulties encountered. Therefore, the Think Aloud strategy is used to improve the problem solving capability of the students and improve their learning ability. The other application of the Think Aloud process is to research and data collection. The process of thinking aloud when performing a difficult task is also useful in collecting data related to the cognitive process of a test subject. This means that, a researcher aiming to study the cognitive process can utilize the Think Aloud strategy to identify the cognitive processes involved in the thinking process; therefore, the results can be used to map cognitive processes. According to Johnston e, Bottsford-Miller and Thompson (2006), the Think Aloud process is independent of the interpretive process in the human brain; therefore, the data collected from the process is viable and cannot be manipulated by a student or researcher. Therefore, the Think Aloud process can be identified to be of importance in the solution process of a research study. #3 In the health care industry, the Think Aloud process can also be used to identify solutions to the problems stated above. According to Phaneuf (2009), the nursing industry is currently exposed to changing situations and increasing workloads. The author states that after the change in nursing

American History Questions Essay Example | Topics and Well Written Essays - 500 words

American History Questions - Essay Example He explains that the wealthy have failed to employ the poor immigrants living in the slums a feature that enhances the problems the slum dwellers face. In Aftershocks on the other hand, Reich argues that the large inequality gap between the wealthy and the middle class stoked the credit bubble thus leading to the crisis. Reich begins his book by countering the arguments by Timothy F. Geithner, the Treasury secretary at the time that the middle class was buying too much while saving too little. Reich believes that the middle class did not make adequate amounts of money and was instead employing a number of survival techniques none of which could sustain the economic growth. The difference in the book lies in their structures with Aftershocks is a book while Riis’ is a publication of photojournalism. I disagree with Mrs. Rodgers assessment that the era of the FDR a welfare state that continues to plague the country. I believe that President Franklin D. Roosevelt employed every feature including the welfare programs to help the economy and in deed, he did. He for example authorized the utilization of about $5 million in relief programs that sought to create employment for the public. The president understood the importance of employment in enhancing the economic growth. The public assistance relief program helped cushion the public from the adverse effects of the great depression. The Works progress Administration did not only see the development of mega infrastructure at a time the country was facing the worst economic crisis but also provided the citizenry with adequate income capable of sustaining their lives thus overcome the crisis. The country has consistently employed similar strategies including the systematic bailouts in 2007 and 2008 financial crisis that helped keep th e largest corporations operational. Inequality for all has been a factual indictment for the economic condition in the United

Repositioning Desktop Personal Computers Essay Example | Topics and Well Written Essays - 1250 words

Repositioning Desktop Personal Computers - Essay Example Desktop are more stable computing system (people can use it continuously for twenty four hours without perturbing stability of the system, processing speed and resolution is better than laptops) with respect to laptops and tablets. Companies use desktop as a working tool for employees. Desktop has seen a sudden fall in sales during 2000’s. Sales of personal computer in USA has touched nadir in the last quarter of 2011. Apple has revolutionized the concept of computing system by introducing iPad tablets. Buying behavior of the consumer has changed within last few years. Now they want to purchase on the go computing systems (easy to carry, light weight, systems with up to date applications). Laptops, smart phones and tablets are direct competitors of desktop. Students prefer to carry computer system with them to colleges or schools but they can not carry desktops. Bulky framework of desktop creates problems like lack of flexibility in carrying, lot of power consumption and lot o f space consumption. All these problems are absent in laptops, smart phones and tablets and for this reason young generation prefer them to use over traditional desktops. Repositioning of Desktop Desktop was a popular computing solution among consumers during early 2000’s. Repositioning for a particular brand can be done in nine ways. 1- Companies can increase the relevance of the product among customers, 2- They can increase occasions for use of the product and also need to increase benefits associated with the product, 3- Organization needs to create positioning massage of the product, 4- They need to make the brand more relevant with respect to demand of the customers, 5- The brand should be able to sale itself, 6- The brand should attract new customers, 7- Repositioning technique should make the brand contemporary by adding new features, 8- The brand should be able to differentiate from other competitors, 9- Repositioning should be able to counterbalance changing marketin g equilibrium by using unique selling proposition (Beri, 2007, p.473). Desktop computers need to use expectancy value model to formulate repositioning strategy. In expectancy value model emphasizes on attributes of product. According to this model, buyers assign value point on various attributes of a product and then summarize total points assigned on attributes. They purchase the product has larger sum of value points (FitzGerald, & Arnott, 2000, p.107). Desktop computers need to do real reposition to capture target market. Technical up gradation and addition of new application is required to create real reposition for the product. Companies need to change the design of desktop to attract new customers (Kotler, Haider, & Rein, 2002, p.55). According to the 2010 US Census, 63% of households with income of less than $50,000 have personal computers (desktop and/or laptops); 91% of the households having income of $50,000-$99,999; 96% of households with $100,000-$149,999; 97% of the hou seholds with income of $150,000 and more own personal computers; and, 68% of the households with income not reported have computers. Having children is also a factor to getting personal computers by households. In the same US Census, 84.1% of the households with children 6-17 years old have PCs; 79.3% of households with children not within the 6-17 range own home computers; and, 70.9% of the households

United Parcel Service Term Paper Example | Topics and Well Written Essays - 2750 words

United Parcel Service - Term Paper Example It is however, critical to note that the market trends may be more volatile in future to continue to offer unprecedented services. Changing consumer preferences, new technology etc can have a significant influence over the way business may perform in future. The very nature of the industry indicates that it is dominated by very few but large players which control much of the market however; smaller companies operate too to offer low cost solutions. Though the industry is having higher government regulations because of checks and balances however, the overall competition is still concentrated. Due to lack of larger players in other countries, UPS, FedEx and DHL are the major global players in this industry. This report will provide a strategic review of UPS and will also make a comparison of its activities with other players in other countries. More specifically, this report will offer an strategic insight into different factors associated with UPS. Nature of the Product or Service As discussed above, UPS offers parcel delivery service however, over the period of time, it has been able to diversify its product ranges and is now offering a comprehensive package of logistic and supply chain services along with its basic primary service of package delivery. The overall range of services now not only includes general logistics solutions but it now offers very specific and niche market services to hospitality industry also. (Niemann, 2007) It is important to note that technology plays an important role in offering these products and services. Integrated tracking services for parcels are now an important part of the overall product life cycle of the product. It is important to note that alternative or substitute products have been in the market due to technological advancements. Earlier technologies such as fax machines have reduced the need for sending documents especially through courier services. Introduction of email has further reduced the need for sending physical documents. However, the need for other logistics and supply chain services exists but these services are not typically offered to the general consumers and are mostly B2B. It is also important to note that these services are highly price elastic in nature as presence of other players in the market more specifically makes the price competition more sensitive to the changes. Mushrooming of smaller players in the market specially those service small er localities and communities also tend to add more to the competition and resultantly prices remain low and more sensitive to the changes across the whole market. In other countries, similar firms are mostly concentrated into the one segment of the business i.e. parcel delivery and are into the supply chain management services for the local or international firms. Market Trends One of the key parameters of consumer behavior for UPS is the seamless integration of technology with parcel and package delivery services. Consumers prefer to have their goods and packages reach at the right destination, in right time and also require real time tracking of their shipments. E-commerce and technology therefore are the biggest drivers of change in the consumer behavior in this industry. (Strategic Direction, 2003) There has been a continuous growth for the B2C market in what is called free shipping services especially in US. UPS along with other players, in order to attract online customers, c ontinue to offer free shipping ser

What is the best way to learn a second language Essay

What is the best way to learn a second language - Essay Example er will consider speaking with native speakers as the preeminent manner of assimilating a new language, immersing one’s self in the community or using technological advancements in order to understand and speak the language well. Experiences of people proved that communicating with native speakers will help a person learn a new language speedily and more effectively. Therefore, the best way of learning a language is to speak with people who are fluent in the language. By communicating with native speakers, one does not only get the chance of speaking the language but also listens and gets used to the arrangement of words, grammar and other important features of the language. This speeds up the process because it demands a person’s analytical skills to be put into practice, thereby making him understand the language better. One good thing to consider is perhaps for a learner to live with the native speakers if possible. Staying with a family could be very helpful for the learner because he could observe them better and understand their manner of speech as he gets to know the members of the family. When this is not possible, living within a community of native speakers would be a good idea because a learner will have more time to communicate with the people around him. Listening to the people alone can be of great help because the learner will get used to the sounds of the language. Communicating with them will definitely be a huge advantage because one gets to practice and experiment on his observations and the things he is learning. The person applies what he learns right away and therefore, he can correct himself the earliest possible time through his observations among the native speakers. In addition, one can also quickly learn a new language through the use of technological gadgets which are readily available these days. When living with a family or community of native speakers is impossible, one can still immerse himself in the company of native

Population Growth and Climate change Essay Example | Topics and Well Written Essays - 1250 words

Population Growth and Climate change - Essay Example All these happenings are consequences of human activities, which immensely increase the levels of carbon dioxide, methane, nitrous oxide and other greenhouse gases in the atmosphere. Ever since the beginning of the industrial revolution, human activities such as burning of fossil fuels such as coal, deforestation, agricultural and industrial processes have risen (United States Environmental Protection Agency Office of Policy, 1998). However, most of the greenhouse gases emanate from the burning of fossil fuels for energy. The greenhouse effect occurs when greenhouse gases behave like a blanket over the surface of the earth and trap energy. The entrapped energy causes the earth to heat up hence the reported temperature increases. Some activities that cause the emission of greenhouse gases are under the control of man and yet many more are beyond man’s jurisdiction. Numerous scientific researches reveal that human influence plays a crucial role in this quagmire (The heat is onli ne, n.d.). Therefore, it goes without saying that the magnitude of greenhouse gases emitted is proportional to the number of people inhabiting the earth. Little can be done to reduce the population of people on earth. However, a clear understanding of the effects of the population on climate change is essential in developing a feasible blueprint for the mitigation of the undesired effects of greenhouse gases emission. This paper reviews two articles that look at the relationship between population growth and changes in climate. The Relationship between N2O and CH4 Emissions from Agriculture and Population Growth The population increase and changes in the patterns of expenditure are increasing the universal requirements for agricultural products. Only developed countries are able to meet the increased demand with the escalation of agricultural extension techniques. These techniques increase the quantities of emitted greenhouse gases (GHG) such as methane and nitrous oxide. The 1997 K yoto protocol intends to set boundaries that reduce the emission of greenhouse gases especially in the developed countries (Annex 1). However, the developing countries (non-Annex 1) do not have targeted reduction levels. A report submitted in 2000 reveals that non-Annex 1 countries emit significantly higher amounts of GHG than Annex 1 countries. The rising population estimates that the GHG emissions in non-Annex 1 countries will increase tremendously because such countries heavily rely on agricultural production. Numerous studies focus on CO2 emission in relation to agricultural land use and yet N2O and CH4 absorbs 310 and 21 times more heat per unit weight than CO2 (Beek et al., 2010). This implies that agricultural growth is likely to be accompanied by high emissions of N2O and CH4. This paper uses ten non-Annex 1 countries and captures their key agricultural systems. Data revealing the production trends is obtained from FAOSTAT. Data from primary production (production of cereal) and secondary production (animal production) is expressed in terms of tonnes per year and livestock unit (LU) values. The EDGAR32 database and the national emission inventories of direct and indirect greenhouse gases provides data on N2O and CH4 emission. Statistical analysis reveals the relationship between demographic trends and emission of GHG, which is extrapolated to 2050. Agricultural production, as well as GHG emissions, increases in most countries. The study concludes that there

The Pizza Industry Essay Example for Free

The Pizza Industry Essay Strengths: ? Pizza is a food item loved and consumed by majority of the people in the world. This is proved by the figures shown in the slides before. ? Pizza outlets provide good taste, quality products with qualified staff, good atmosphere and hygienic environment. Motivation level of staff stays high which make the pizzerias more prosperous. Weaknesses: ? The Pizza outlets provide less range of products and they are usually high priced except for some other reasonable alternatives. In the Indian context, except for some new variants, they focus more on Western taste instead of Eastern. Opportunities: ? New markets can be explored and new opportunities can be sought. Diversification of products can increase their market share. They can reduce their prices because of more resources. They could also incorporate other service models in their structure. Threats: ? New entrants in the market can affect their market share. ? Other local restaurants can affect their market share by providing pizzas with lower price. ? Pizza Hut †¢ Founded in 1958. †¢Parent Company: Yum! Brands. †¢Pizza Hut â€Å"Bistro† †¢Pizza Hut Express and â€Å"The Hut† ? Place †¢ 12,500 restaurants across 91 countries. †¢147 stores across 35 cities in India †¢Mostly in higher income zone ? Products ? Price †¢ Range: 65 485 †¢Coupon worldwide and gift cards in developed countries †¢Pan 4 all ? Promotion †¢C. H. A. M. P. S (Cleanliness, Hospitality, Accuracy, Maintenance, Product quality and Speed) †¢3F? s ( Fun, Friendly and Familiar) †¢ Sponsored Back to the Future II †¢ MySpace Ted campaign †¢ Endorsed by Lara Dutta. Pizza Hut – BCG Matrix 1)P? Zone, from Calzone Garlic Cheese Bread 2)The Pan Pizza 3)Thin n Crispy 4)Dipping Strips ? Pizza Hut Target Markets ? Target audience is basically anyone and everyone who loves to eat pizzas. Age group of 12 to 30. Pizza has long been targeted to families, because of its ambience and the environment it offers in all its outlets. ? ? Ad Campaigns ? ? ? ? ? ? ? First Ad – about sharing Australia – 1980? s „Welcome Back? campaign Mexico – The Tomato sauce dip along with the pizza The „Great Indian Treat? „Full Punjabi? Roped in Ringo Starr for the campaign Pizza hut in the iphone !!!! ? Papa John’s †¢ Proven, streamlined operating system. †¢World-class franchise support and business consulting ? Place †¢ 3,400 restaurants worldwide †¢ Papa Johns is in all 50 states of US and approximately 40 international markets. †¢ High Income zone ?Products †¢ 4 different size of Pizza †¢24 Types of Pizza †¢6 Types of Starters †¢3 Types of pasta †¢4 Types of Salads ? Price †¢ Range: 85 – 495 †¢Offers and coupons ? Promotion †¢ Online Marketing †¢ B2B Mobile Marketing †¢ CEO in advertisement â€Å"People Are Priority Always† ? Domino’s Pizza †¢ Founded in 1960. †¢ Entered India in 1996. †¢8500 outlets across 55 countries. †¢250 outlets in India †¢USP- Quick Home delivery ? Products †¢Pizza (Available in 3 sizes and various tastes) †¢Garlic Bread †¢Pasta †¢Veg calojne †¢chicken wings †¢Sandwiches †¢ desserts ? Price †¢Price Range- Rs 35 to Rs 430. †¢Barbell Strategy of Pricing †¢Various combo offers ? Place †¢256 outlets in India †¢All major cities of India †¢Located in Malls and Posh areas †¢Outlets strategically placed to serve the home delivery in 30 minutes †¢Four outlets in Ahmedabad †¢Focus on Home delivery ? Promotion †¢Initially focused their ad strategy on banners, hoardings . †¢Ã¢â‚¬Å¾Hungry Kya campaign †¢Tie up with MTNL – Hunger Helpline †¢Database based direct mailing strategy. †¢Localized taste †¢30 minutes home delivery. †¢Online Orders. †¢Advertisement by celebrities ? Domino? s Target audience ? Target Audience: ? Consumers who belong to the age group of 14 35 years ? People who love fast food and have been exposed to the western style of eating ? People who are upwardly mobile and on-the-go Ad Campaigns ? 1989 „One call does it all? Delivery in 30 minutes ? ? „Pizzamania? Chinese Pizza Fun Meal @ 45 /- ? ? †¢Most popular Pizza Outlet in Ahmedabad †¢ Started in 1999 in Ahmedabad †¢ By Sankalp Group of Restaurants †¢ Presence in Rajasthan and Gujarat †¢ USP- Unlimited Buffet †¢ Focus on American Taste of Pizza ? Products †¢ Soups †¢ Pizza (available in 3 sizes and variety of tastes) †¢ Garlic Bread †¢ Salad ( 34 types of salad) †¢Deserts? Price †¢Price for Pizza ranges from Rs 60 to Rs 335 †¢ Differential pricing for Unlimited Buffet at Rs 99. †¢Strategy focuses on high volume of sales at low margin. †¢Various combo offers called Meal Deals ? Place †¢Located in 7 cities of Gujarat and Rajasthan. †¢ Total number of outlets – 9 †¢ 3 outlets in Ahmedabad. †¢Located at Posh areas of cities. †¢ Express outlets at Maninagar ? Promotion †¢Unlimited Buffet in lunch and dinner is a big hit. †¢Design your own pizza. †¢Ambience based on American theme. †¢Increasing the number of outlets. †¢ Free home delivery. †¢Kids Birthday Party Offer. †¢More Variety of Food. ? One special mention from Tanzania ? Marketing through blogs http://vishalacharya. wordpress. com ? Business to a range of other products ? Emerging Players ? Papa John? s Pizza Express ? ? Vieira Pizza California Pizza Kitchen Largento? s Pizza. ? ? ? California Pizza Kitchen †¢ †¢ †¢ †¢ †¢ †¢ A casual dining chain with 252 restaurants Signed franchise agreements with two partners It expects to open a minimum of 15 restaurants Premium restaurants targeting High End Customers It has 27 existing restaurants around the globe This Los Angeles-based chain is known for its unconventional menu items ? E-Pizza ? It will be placed in the food and entertainment business. Triangle shaped pizza kid? s meal called the E-Meal Custom line of distinguishable Mini Coopers delivering pizzas and movies ? ? ? Additional data Frequency for Pizza Deciding factor for Pizza 6% 16% 12% 10% 21% Every two weeks Once a month 51% Once two month Once three month 17% 8% 4% 8% Cost Quality of Pizza Quality of Service 47% Queue Location/proximity Brand Ambience ? Additional data Preferred Complimentary With Pizza 0% 16% 14% Ice cream Cold drink Salad 70% Other 10% 0% 21% 57% 8% Preferred Outlet 4% Pizza hut. Uncle Sams Dominos Papa jones US Pizza No specific ? Interesting Facts ? Americans eat approximately 100 acres of pizza EACH DAY, or about 350 slices per second. There are approximately 69,000 pizzerias in the United States. Pizzerias represent 17% of all restaurants. (Source: Food Industry News) Pizza accounts for more that 10% of all foodservice sales. (Source: Food Industry News. ) 93% of Americans eat AT LEAST one pizza per month. (Source: Bolla Wines. ) 66. 66% of Americans order pizza for a casual evening with friends. (Source: Bolla Wines. ) ? ? ? ? ? ? Interesting Facts? Each man, woman and child in America eats and average of 46 slices, (23 pounds), of pizza per year. (Source: Packaged Facts, New York. ) Italian food ranks as the most popular ethnic food in America. (Source: National Restaurant Association. ) A study done by a U. S. Department of Agriculture statistician and home economist found that in a three-day survey period, 42% of children between the ages of 6 and 11 had eaten pizza. (Source: Smithsonian Magazine. ) 94% of the population of the U. S. eats pizza. (Source: Parade Magazine. ) ? ? ? ?Link to see pizzerias around the world http://www. business. com/directory/f ood_and_beverage/restaurants_and_ foodservice/restaurant_chains/pizza/ ? References †¢Industry Facts. Retrieved August 8, 2009, from Wikipedia: http://pizzaware. com/facts. htm †¢Advertisements of other brands. Retrieved August 8, 2009, from Wikipedia: http://www. pmq. com/index. php †¢Pizza. Retrieved August 8, 2009, from Wikipedia: http://en. wikipedia. org/wiki/Pizza †¢History of Pizza. Retrieved August 8, 2009, from Wikipedia: http://en. wikipedia. org/wiki/History_of_pizza †¢Pizza. Retrieved August 8, 2009, from All Facebook Interview: http://www. allfacebook. com/2009/02/pizza-hut-facebook/ †¢Pizza Hut from Wikipedia: http://en. wikipedia. org/wiki/Pizza_Hut †¢Pizza Hut Celebrates Successful Delivery to Space from space. com: http://www. space. com/news/spacestation/space_pizza_010522. html †¢Papa John’s: www. papajohnsindia. com †¢Pizza Hut: www. pizzahut. co. in †¢Papa Johns Pizza from Wikipedia: http://en. wikipedia. org/wiki/Papa_John%27s_Pizza ? References †¢Industry Facts. Retrieved August 18, 2009, from Wikipedia: http://pizzaware. com/facts. htm, http://www. pizzamarketplace. com/ †¢Advertisements of other brands. Retrieved August 18, 2009, from Wikipedia: http://www. franchisedirect. com/foodfranchises/pizzafranchises †¢Pizza. Retrieved August 18, 2009, from Wikipedia: http://en. wikipedia. org/wiki/Pizza †¢Current scenario of The Pizza Industry . Retrieved August 18, 2009, from http://www. pizzatoday. com/ †¢Pizza references and updates. Retrieved August 18, 2009, from http://ask. reference. com/information/Food_and_Drinks/Pizza-Industry †¢Snapshot of the Pizza Industry. Retrieved August 18, 2009, from http://www. franchisedirect. com/foodfranchises/pizzafranchises/ Time to go and grab a bite !

Music And Songs In Teaching English

Music And Songs In Teaching English There is a belief that first musical instruments appeared as early as speech, which means that the language of words and that of music were formed in parallel, completing and enriching each other. That is why language of words shows so much similarity to music. Both speech and music are characterized by rhythm and melody. Close associations of language and music have rooted in peoples mind very deeply. People often use metaphorically the name of one to refer to the other: they call pleasant words music to their ears, face the music when accepting criticism or punishment for something they have done, use the phrase the language of music to describe a way of expressing meaning through sounds. Sound and word are combined to give birth to pieces of vocal music, where music brings to light the internal sense of the text, reveals what is hidden between the lines. So it is natural to teach language with the help of music and songs. Moreover, a great number of scholars consider music and son gs to be the most productive and effective ways of teaching a foreign language. The role of music and songs in teaching English is very important. Using songs and music is one of the tools a teacher can use to teach English to the class, regardless of the age of the learner. Songs and music are a tie that binds all cultures and languages and, therefore, the best way to make learning English fun. Jeremy Harmer in his book How to Teach English emphasizes the importance of music as a learning tool by stating that music is a strong incentive for student engagement because it speaks directly to our emotions while still allowing us to use our brains to analyse it and its effects if we so wish (Harmer 319); and it plays a multifunctional role in the process of learning a foreign language, it has the power of creating a propitious atmosphere, it can amuse and entertain, and it can make satisfactory connection between the world of leisure and the world of learning in the classroom (Harmer 319). Tim Murphey, indicates two chief assets in the usage of music and songs in re lation to language learning: music is highly memorable; it is highly motivating, especially for children, adolescents, and young adult learners (Murphey 4). Nevertheless, the role of songs and music in teaching English is often underestimated, and activities involving them are often neglected by teachers. The usage of music and songs in the classroom: has often been met with ridicule and a cautionary statement that although students were enjoying class, they were not learning (Salcedo, The Effects of Songs in the Foreign Language Classroom on Text Recall and Iinvoluntary Mental Rehersal). Teachers usually think that students will not take music and songs seriously at English classes; they will have too much fun and will not pay any attention to the pedagogical aim of the song. It is not rare to hear teachers ask questions like What do music and songs have to do with language learning?, What do you do with a song besides listen to it and possibly sing with it?, What else can be done with the song besides gap-filling? This testifies to the fact that teachers are often unaware of the opportunities songs and music can present. There are diff erent opinions, but it is for sure that it is a good way to make foreign language learning much more effective to learners of different age and different levels. Teachers who want to keep their students interested and motivated should use songs and music activities, since, according to Larry M. Lynch, it has lots of advantages: Songs almost always contain authentic, natural language; A variety of new vocabulary can be introduced to students through songs; Songs are usually very easily obtainable; Songs can be selected to suit the needs and interests of the students; Grammar and cultural aspects can be introduced through songs; Time length is easily controlled; Students can experience a wide range of accents; Song lyrics can be used in relating to situations of the world around us; Students think songs are natural and fun. (Lynch, 9 Reasons Why You Should Use Songs to Teach English as a Foreign Language.) Songs and music are invaluable in teaching English at elementary level. No other materials give the teacher such a broad range of possibilities for teaching various aspects of English. An illustration of language in action, the song can be subjected to linguistic analysis or turned into an exercise. Through the use of songs English pronunciation, vocabulary and grammar can be effectively taught. According to Cameron there are three stages of a song as a task for elementary level students: preparation stage (it is very important to activate the vocabulary and to form basic sentence structures in this stage); core stage (the best way to involve students and raise their interest in this stage is to sing the song several times in the core, changing pace or volume and making students perform actions and sing along chorally); follow-up stage (attempts to be a successful completion of the core stage ) (Millington, Using Songs Effectively to Teach English to Young Learners). Songs can be used to develop students listening skills. They improve listening skills because they provide students with practice listening to different forms of intonation and rhythm (Millington, Using Songs Effectively to Teach English to Young Learners). Songs can be really helpful in practicing listening skills warm-up work can provide a basis for students to make predictions before listening; listening activities can encourage listening for gist or listening for detail (Hancock 7). Their advantage lies in the fact that they usually go at slower speed than speeches or dialogues; words, phrases, sentences are being sung which usually means that they are uttered more slowly and often more distinctly than in case of speaking. There is a wide range of song-based listening activities for students at elementary level: picture discussion (the teacher presents some key words and/or the title from the lyrics and asks students to predict what the song is about); snippets of information (the teacher plays the first few seconds of the song and asks students to predict from the mood of the music what the song is about); picture selection (the teacher shows students two or more alternative pictures, magazine photos perhaps, and asks them to say which one best matches the contents or mood of the lyric and why); sequencing (the teacher gives students a copy of the lyric with the lines in the wrong order or cut into strips, and students listen and put them in the right order). While listening to songs students hear the language used so that they can both imitate the pronunciation and also subconsciously acquire some of its sounds and patterns. During the process of listening to songs, students subconsciously acquire some of English sounds and patterns. When it comes to singing, they imitate the pronunciation, learning to use rhythm and stress correctly. The task of learning the correct use of stress and rhythm becomes simpler because students are lead by the rhythm of a song. There are a few activities which students at elementary level can do with a song to practice pronunciation. The most effective one is repeating certain parts of the lyric (drilling). Songs are equally suitable for teaching vocabulary at elementary level. Teachers may use them for two purposes: either to present new vocabulary items or to practise the familiar ones. Often songs represent a theme or topic that can provide the context for vocabulary learning (Millington, Using Songs Effectively to Teach English to Young Learners). Neil Millington in the article Using Songs Effectively to Teach English to Young Learners gives examples of two songs: Teaching Practice Head, Shoulders, Knees and Toes serves to review body parts, or I Can Sing a Rainbow which is helpful for reviewing color names (Millington, Using Songs Effectively to Teach English to Young Learners). The repetition of monosyllabic words in childrens songs can help improving vocabulary acquisition (Millington, Using Songs Effectively to Teach English to Young Learners). There are songs which can be used as the basis for dramatization. Tim Murphey states that at elementary level the dramatization of the s ong can be useful to express, through gestures, the meaning of some actions (Murphey 121). The age-old technique of asking students to perform actions with words has become popular because of well-documented research that shows it to be very effective. The idea is that if students can move and do what is said matching words to the actions, language is learnt more deeply. Songs can be a good source of topics for discussion and different classroom activities at elementary level. The plot of the song is a good basis for story telling while characters in the song can serve as a basis for role play. By interpreting and converting song lyrics into prose and discussing the style of the song students have a chance to develop their productive skills speaking and writing. The main speaking activities for elementary level are: role-play (the teacher asks students to imagine that they are characters of the given song); continue the story (students may be asked to imagine how the characters ended up in the situation they are in.); Particular attention should be paid to the choice of songs. Mark Hancock (Hancock 3) thinks that just because a student might not choose to listen to a certain song outside the classroom, does not mean that the student would not enjoy it as part of a learning activity. Teachers are not advised to present the song as something students are supposed to like. Thus, any song could be used for teaching purposes. According to Tim Murphey, any song can be useful and motivating, however teachers should use the students choice of music and song as much as possible (Murphey 14). Another important issue is whether teachers should always use authentic songs or not. According to Jeremy Harmer, listening material as well as the kind of tasks which go with it are determined by the level of students (Harmer 319). Music and songs in English classroom are important and useful tools. This is a great formula for keeping students always interested in the language they learn. With their help students can not only learn English but also relax and enjoy their class. There are benefits to using songs in the classroom; however, more often than not, songs are used relatively ineffective, often as activities between learning. No matter how enjoyable or memorable singing songs can be, it will not teach learners to use the language and will not give them the ability to communicate in another language. Reframing songs into tasks according to preparation, core, and follow-up stages enhance songs potential as teaching and learning tools. Songs and music can be used for practicing different aspects of English, and all learning skills can be improved.

Copyright in Taiwan :: Taiwan Copyright Essays

Copyright in Taiwan Introduction The economic structure of Taiwan has been undergoing rapid changes in the recent thirty years. Taiwan has moved offshore from a labor-intensive industrialized country to an export-oriented economy. With the concentration of capital and technology, and the rapid diversification of hi-tech professional services, the structure of Taiwan industries has also changed greatly since late 1970s. The total annual production value accounted for by technology intensive industries has increased from 60 percent in mid 1980s to 75 percent in mid 1990s. These figures are a clear indication of successful liberation and internationalization of Taiwan economy as a whole. With the advanced technology and mass production of the computer hardware and software, new problems created for society by computer arose. In addition, as the cost of computer hardware declined, the importance of software increased: software is where the action and the money are these days. The total world market for software is now approaching $100 billion a year. Partly as a result, copying computer programs, often referred as software piracy, has become a major growth industry. At the core of the global copyright problem, Taiwan is one of the â€Å"king† of software piracy in Asia. The Business Software Association estimates that U.S. software companies lose over $800 million a year because of Taiwan software piracy. The newest threat to the software and multimedia industries in Taiwan is the use of computers and the internet to illegally digitize and copy information, including software, music, and movies. With the growth of Internet users populations, it has created a market for pirated products by making illegal copies of the latest software programs, music, and movies available to anyone with a computer, anywhere in the world, at the click of a mouse. Other ways to trade copyright material, such as peer to peer sharing, have also challenged copyright law. Adequate Intellectual Property Right (IPR) protection is a vital element in the development of high technology, high value-added production, and the professional services. The government of Taiwan is fully aware of this fact. They understand that they must make revisions to its current copyright laws in order to strengthen the degree to which IPR is protected in Taiwan. Over the years, Taiwan government has made progress, the Patent Law has undergone two revisions, the Trademark Law three revisions, and the Copyright Law five revisions. As for enforcement, apart from increasing the penalties for infringement of rights and increasing the power of Customs officials to inspect suspected counterfeit shipments, the MOEA has also created the Anti-Counterfeiting Committee with responsibility for processing charges of piracy.

Albrecht Ritschl Essay examples -- Christian Theology

Introduction Albrecht Ritschl was one of the most pivotal theologians in the history of Christianity. While many charge him with introducing ideas that led to a more liberal theology, his intentions were nevertheless honorable. Ritschl lived in a time where Christianity was no longer considered relevant or feasible, and his reinterpretations were an attempt to keep Christianity applicable to modern society. His defenses, however, often resulted in a corruption of doctrine and left Christianity open to attack. Thus Ritschl was an extremely influential theologian, though many question how positive that influence may have been. Ritschl’s Theology Ritschl’s theology was greatly affected by the philosophers of his time. Immanuel Kant had declared that the mind was incapable of understanding anything more than what could be experienced sensorially or was beyond ordered reason and logic. Similarly, Ritschl was influenced by the Tà ¼bingen school of theology, which he came to firmly oppose. Tà ¼bingen theology was extremely skeptical about Christianity, yet also promoted mysticism. Further, the school disregarded church history.1 Thus Ritschl’s theology would take a less extreme approach. He would reject mysticism on the grounds that theology must be firmly rooted in reality, particularly moral and ethical realities. On this basis he also rejected natural theology.2 Ritschl’s theology agreed with Kant’s philosophy to some extent. He agreed that the mind was limited to its experiences, but believed it could understand moral issues as they affected the individual.3 Thus everything was reduced to judgements of fact or value. Fact judgements could be proven objectively, but value judgements could not. Thus value judgements were left... ... Bibliography Ahern, Annette. â€Å"Social Justice: Now, Later or Never? The Contribution of Albrecht Ritschl and Johannes Weiss to Social Justice Theology.† Studies in Religion/Sciences Religieuses 32, no. 3 (2003): 281-97. http://sir.sagepub.com/content/32/3/281 (accessed February 18, 2012). Douglas, J. D., Philip Wesley Comfort and Donald Mitchell. Who's Who in Christian History. Wheaton, IL: Tyndale House, 1992. Eckman, James P. Exploring Church History. Wheaton, IL: Crossway, 2002. Geisler, Norman L. and William E. Nix. A General Introduction to the Bible. Rev. and expanded. Chicago: Moody Press, 1996. Gonzalez, Justo L. The Story of Christianity: The Reformation to the Present Day. 2nd ed. New York City, NY: HarperOne, 2010. Pierard, R.V. Evangelical Dictionary of Theology. 2nd ed. Edited by Walter A. Elwell. Grand Rapids, MI.: Baker Academic, 2001.

Colonists and Indians Fight for Mutual Interests on the American Fronti

Colonists and Indians Fight for Mutual Interests on the American Frontier Since the settling of the English colonies in the early 17th century, pioneers have been destined to expand into the North American frontier and to domesticate it with their Christian faith and progressive nature. In their exploration of the frontier, however, the Puritan colonists often encountered Indians whose savagery challenged their discipline and morals. Just as the colonists expanded, Indians also saw their native lands of many years vanish. The situation naturally compelled the Puritans and the Indians to fight each other for their mutual interests. Thus, while most accounts of Western history focus on the heathen threat, both Indians and colonists experienced the harshness of the captivity myth and its evolution into other mythology that defined American history. Any discussion of the American culture and its development has to include mythology, because that is where most of the information about early America is found. Mythology is a unique source in that it gives a shared understanding that people have with regard to some aspect of their world. The most important experience for American frontiersmen is the challenge to the â€Å"myth of the frontier† that they believed in – â€Å"the conception of America as a wide-open land of unlimited opportunity for the strong, ambitious, self-reliant individual to thrust his way to the top.† (Slotkin, 5) In particular, the challenge came from Indians and from the wilderness that they inhabited. The colonists who first arrived in America came to this land because they saw an opportunity to regenerate their religion and to live according to it without subjugation. The immense size of the land sugge... ...ard expansion, a person finds information about the essence of American culture. Though the English colonists came to America expecting to renew their lives through the Puritan faith, they instead found their faith and, indeed, their very society in danger from the heathen Indian presence in the surrounding wilderness. But while the Indians threatened the core of the colonials’ lives, the presence of the colonists and their westerly expansion threatened the lives and land that the Indians had held for many years. American history thus began in violence that has no single source, but rather is derived from the Puritans and Indians both fighting for and protecting their mutual interests and desires. Works Cited Slotkin, R. Regeneration Through Violence: The Mythology of the American Frontier 1600-1860. Norman, OK: University of Oklahoma Press, 1973.

National-state: Realism, Liberalism, and Constructivism Theory

This paper seeks to analyse and discuss whether national-security paradigm` is a thing of the past, or is the basis of current international politics. This will also attempt to explain whether there is basis for realists, liberals and constructivists have to rethink the place of the state as the primary units of analysis and whether there is basis recognize the fact that non-state actors have played an increasingly important role in international politics. This will also explain whether these non-state actors do diminish the importance of the nation-states as the primary units of analysis.Analysis and DiscussionThis paper believes the ‘national-security paradigm` is not yet a thing of the past, as it is the still the basis of current international politics. Every nation will always be there valuing its state security despite the continuing and further evolving globalization.Waltz (2000) concluded that realism does not die every time peace breaks out. He just saw the change as i nternational politics has having the appearance of being transformed. He did argue that the world,   however, has not been transformed as the author view the structure of international politics to have simply been remade by the disappearance of the Soviet Union, and for a time nations live under the concept of unipolarity.Waltz (2000) also viewed the revolution in Soviet affairs and the end of the Cold War to have nor been brought by democracy, interdependence, or international institutions was just still realism and which called structural realism.The fact there was just transformation therefore did not make national-security paradigm irrelevant. The paradigm will still be there as long as there as states that exist for it may be argued that state must have security in its territory in the real sense for it to claim itself a state under political law principles, for then without security could imply lack of sovereignty.It may now be asked: Do realists, liberals; constructivists h ave to rethink the place of the state as the primary units of analysis? Is there basis to recognize the fact that non-state actors have played an increasingly important role in international politics? Do these non-state factors diminish the importance of the nation-states as the primary units of analysis?This paper believes that realists, liberals and constructivists have to rethink the place of the state as the primary units of analysis as non-state actors have actors have played an increasingly important role in international politics.Current developments provide evidence for non-state actors playing these types of roles.   Ã‚  Badie (2001)   concluded that   the â€Å"current globalization process reinforces the transnational paradigm that focuses on individuals as international actors, with a new configuration emerging in which politics loses the hierarchical position implied by realism.† He identified and described the three kinds of actors to include the state, tr ansnational actors, and identity entrepreneurs to be promoting a special type of commitments. Badie (2001) therefore see a civic commitment to the state, a utilitarian and pragmatic commitment to transnational networks, and a primary commitment to identity entrepreneurs.At the other extreme, a counter argument may be posed about apparent non-application of the theories of realism, liberalism and constructivism (Checkel, 1998).   Ã‚  Ã‚  Ã‚  Mearsheimer, John (1995) discovered the fact that many policymakers and academics believe that institutions hold great promise for promoting international peace. In finding this belief as optimistic, Mearsheimer, (1995), he argued the assessment of institutions is not warranted, but attributed mainly to the three institutionalist theories underpinning the same that are flawed.He asserted the presence of serious problems with the causal logic of each theory, and little empirical evidence for any of them.   Ã‚  As he found little independent ef fect do institutions have on state behavior, he recognized a very important paradox that   Ã¢â‚¬Å"although the world does not work the way institutionalist theories say it does or should, those theories remain highly influential in both the academic and policy worlds.† (Mearsheimer, 1995)He could only surmise that with the limited impact of institutions on state behavior, observers would expect considerable skepticism, even cynicism, when institutions are described as a major force for peace, while the same institutions are still normally described in capable terms by scholars and governing elites.   Ã‚  Ã‚  Mearsheimer, (1995) explained his basis on the fact in the academic world, the pervasive impact of realism found itself amply demonstrated in the institutionalist literature.To reinforce the paradox found, and despite the theories’ influence, the author cited the seriously-thinking Americans about foreign policy issues but still disliking realism intensely, due to conflicts their basic values. By citing Shimko (1992), he was able to show how the theory is opposed on Americans way of thinking about themselves and the wider world. (Mearsheimer, 1995)In the absence therefore of convincing declaration that the theories are inapplicable there is still basis to uphold the use of the same in practice. Perhaps anew approach for assessing the worldviews may into the situation. In such context,   Ã‚  Ã‚  Ã‚  Ã‚  Mowle (2003) claimed that to have developed a new approach for assessing such worldviews that motivate the decisions of state leaders.   He argued that problem representations found in official statements give us the information we need to be able to infer worldviews in a wide number of cases. In arguing that method can yield useful information across a larger number of states and decision-makers than would be provided by constructing a full cognitive map of all relevant persons and assessing how they interact as a group-although the inf requent situations where we have such full models, he recommended that use of the same to supplement studies conducted with this approach.He further argued the possibility of extending this approach to other issue areas and other worldviews but he warned to be careful in two areas. One is that â€Å"it must be possible to define criteria that would be observable in problem representations in the issue area while the other is that must be reasonable to assume that the ideal worldviews setting a baseline for inference bear some resemblance to elements of the actual worldview.Put simply, the argument and evidence of Mowle, (2003) are still poised to still support some view of realism and liberalism, albeit with some problems.With the given dynamism in international relations, other authors even saw a dilemma in some of the state theories. Sorensen (1996) in discussing the core of Hobbes's dilemma found that the state needs to be both strong and weak. He argued that the state needs to be strong in order to be able to create domestic order and security and the same state also needs to be weak in the sense of being responsive to society. With his support for realism and liberalism, he argued for necessity of the disciplining instruments as contained in the realist and or the liberal approaches, for without, he believes that state elites will most likely turn predatory.By seeing that predatory state elites are part of the development problem, Sorensen (1996) argued that in no way are they part of the solution. Similarly be still believed that a state which provides for security and order is needed for the promotion of development. In appreciating also Hobbes's dilemma has provided helps for observers focus sharply on the problem of predatory state rulers, he was more convinced that the solutions provided by the realist and the liberal approach will required further development in order to work in the context of weak states in the post-cold war world as he is prepare d to see the working of possible ways out of the current problems in a manner described earlier.ConclusionIt may be concluded that national security is still a basis of current international politics. While it is true that   realists, liberals; constructivists have to rethink the place of the state as the primary units of analysis as non-state actors have played an increasingly important role in international politics, there is no enough evidence to warrant removal of the concept of nation-states as part of the units of analysis. It must be admitted however that there have been changes that have happened which must taken into consideration which has the effect of diminishing the importance of nation-states as primary units of analysis. It may be further declared that it is hard to detach the concept of national-security concept or paradigm so long as the concept a state exists in the books.References:Badie, Bertrand (2001), Realism under Praise, or a Requiem? The Paradigmatic Deba te in International Relations , International Political Science Review ,Vol22, No. 3,253-260Checkel (1998) The Constructivist Turn in International Relations Theory   Ã‚  Ã‚  Ã‚  World Politics Vol.50, No.2 (January 1998)Mearsheimer, John J.   (1995) The False Promise of International Institutions, International Security, Vol. 19, No. 3. pp. 5-49.Mowle, T. (2003),Worldviews in Foreign Policy: Realism, Liberalism, and External Conflict, Political Psychology, Vol. 24, No. 3., pp. 561-592.  Shimko, Keith L. (1992) â€Å"Realism, Neorealism, and American Liberalism,† Review of Politics, Vol. 54, No. 2, pp. 281-301Sorensen, George (1996)   Development as a Hobbesian dilemma, Third World Quarterly, Vol 17, No 5, pp 903-916Waltz, Kenneth (2000) Structural Realism after the Cold War, International Security, Vol. 25, No. 1. pp. 5-41.