English criminal law fails to deal with the drug supplier whose client Essay - 1

English criminal law fails to deal with the drug supplier whose client dies after voluntarily self injecting or ingesting in a consistent and principled manner - Essay Example It has been confirmed that some causes of death are worrying and threatening. These are deaths associated with murder, excessive use of illegal drugs, and deaths that cannot be medically proven on their causes. Such deaths not only cause societal attention, but also triggers alarm to the legal sector because they are weird and unexpected. In most countries, dealing and supplying of addictive substances that are controlled is considered illegal. According to the Misuse of Drugs Act 1971,1 the England court dismissed the act of dealing and supplying of controlled substances due to the increased death rates that was observed in the country. It is evident that in situations where an individual dies due to use of illegal drugs and controlled addictive substances, the question of the individual responsible for supplying the drugs comes forth.2 However, it is considered unlawful to sentence the individual supplying the drugs, and according to the constitutions of several countries, such suppliers are not directly connected to the death. According to the Act,3 individuals who supply or deal with illegal drugs that consequently cause death to the users may be held criminally liable for the situation. There are different assumptions that are undertaken by the legal institutions before relying on the evidences offered regarding deaths resulting from misuse of drugs. According to the drug supplier’s act, one may be considered liable for a death in case it is confirmed to be a factual causation. On the other hand, in situations where the drug supplier’s act involves an operating and considerable cause of death of the users, then a legal causation arises. This material aims at investigating situations when the suppliers of controlled drugs may be held reliable for deaths of users who misuse the drugs. This follows the realization that the English criminal law fails to deal with the drug supplier whose client dies after voluntarily self-injecting or ingesting

Alcoholic Beverage and Quantum Software Essay Example for Free

Alcoholic Beverage and Quantum Software Essay Quantum Software does indeed have a problem involving a disagreement in the appropriateness of a company sponsored social activity. This weekly gathering is offered by Quantum’s management as a reward for their productiveness displayed throughout the week. While the get-together appears to be very popular among employees and managers alike, there is at least one party (Bill, the corporate attorney) who voices objection to the weekly festivity (Brown Harvey, 1995). The problems can be defined in terms of macro; issues having to do with leadership, resources, and the surrounding infrastructure, and micro, which include internal issues such as employee training, empowerment and organizational processes. (Packard 2005). The macro issue is that there is a difference in opinion on whether or not the â€Å"beer bust† is an appropriate means of rewarding the company’s employees. Stan and Erin, the founders of Quantum Software, feel that this time is beneficial because it provides an opportunity to â€Å"encourage the team concept† (Brown Harvey, 1995). Bill however, after witnessing an employee stumbling as a result of his drinking, questions the company’s liability of providing alcohol during the workday. The micro issue, although not specifically stated in the study, is that coworkers are subject to seeing each other as well as members of management in an intoxicated state; creating a situation where professional integrity could be compromised. The cause for the conflict is the fact that the company is offering its employees alcohol during work hours, creating a situation where Quantum would be held liable should an accident occur at work or as the employees were leaving the office. Additional concerns are warranted in considering that not all employees (based on statistically studies of drinking in the workplace) will be included in an event where drinking alcohol is involved (NZMA, 2006). Additionally, studies show that organizations that encourage drinking at work have a higher rate of employees with drinking problems; which can greatly affect worker performance (National Institute On Alcohol Abuse And Alcoholism, 2006). Alternative opportunities should be offered to the employees that would achieve the goals that Stan and Erin have set of creating an atmosphere where workers can â€Å"blow off a little steam† without providing alcohol (Brown Harvey, 1995). Recognizing that the workers are adults and have the ability to make responsible decisions in regards to drinking, perhaps a social committee could provide an alternate experience to the â€Å"beer bust† that does not conflict with the interest of Quantum Software. There are two recommendations that I would offer to the management team of Quantum Software. First, the monies dedicated to offering the current â€Å"beer bust† should be redirected to an offering that includes all employees, including those that do not drink. This will provide an inclusive atmosphere where all employees can participate. Second, an off-property location should be established by a social committee (not management) where employees have the opportunity to â€Å"socialize over a beer without the pressure of work† (Brown Harvey, 1995). This way the employees are on their own time and are responsible for their own actions; relieving Quantum Software of any responsibility for its employee’s actions. References Brown, D. Harvey D. (2006). An experimental approach to organization and development. Upper Saddle River: Pearson National Institute on Alcohol Abuse and Alcoholism. (2008). Alcohol and the workplace Retrieved March 23, 2008 from http://alcoholism. about. com/od/work/l/blnaa44. htm NZMA (2006). Alcohol consumption. Retrieved March 23, 2008 from http://www. nzma. org. nz/journal/116-1184/645/Figures%20and%20tables. pdf Packard,T. (1995). TQM and organizational change and development. Retrieved March 23, 2008 from http://www. improve. org/tqm. html#Exhibit%20I:%20A%20Force%20Field %20.

Rock n Roll :: essays research papers

Rock n Roll has never just been music. Heavy metal, Rhythm & Blues, Art Rock, New Wave, and the rest may be primary styles or genres but as sub-categories of rock, or rockin roll they do not cumulatively add up to the whole. Rock n’ Roll is a movement, a lifestyle, in many ways a belief system and all that Rock n Roll is today it owes to history: two years, no more than three when the fabric of American popular culture was torn apart and rewoven, and a new era explosively began. Rock n Roll started with slavery. To understand we must understand what slavery was and where it left the sons and daughters of African who knew nothing of European rods of American culture. Every society has its indigenous music, which serves as entertainment, story teller, and accompaniment to Ritual and Ceremony. It is not nearly sufficient to identify black musical heritage from slave work songs through Rag Time, Blues, Jazz, Gospel, R&B, and the like, and simple extrapolate the line further to encompass Rock n Roll. Rock n Roll starts from these foundations, but adds more, and what it principally add is white America, both in music and in the audience. White America slowly discovered endearing, inspiring, musical heritage that had become central to African Americans lives, and establishing a tradition that is protected this day, began to imitate and adapt black music. Thus this hub rid forms arrived at one time or another, Rock n Roll has incorporated Country and Western, Swing, Classical, Big Band, Folk, and even Tin Pan Alley musical elements, just as it has incorporated Blues, R&B. It would be wrong, therefore, to claim that Rock n Roll is an inherently â€Å"black† music, although clearly without the presence of although clearly without the presence of African

Bloodlines Chapter Ten

MY PHONE RANG JUST THEN, saving me from the awkwardness of figuring out what to do about Jill. I answered without bothering to check the caller ID. â€Å"Miss Melbourne? Your services are needed immediately.† â€Å"Ma'am?† I asked in surprise. Ms. Terwilliger's frantic voice was not what I'd been expecting. â€Å"What's wrong?† â€Å"I need you to get me a caramel sauce cappuccino from Spencer's. There is absolutely no way I can finish translating this document if you don't.† There were a million responses I could make to that, none of which were very polite, so I went with the obvious point of logic. â€Å"I don't think I can,† I said. â€Å"You have off-campus privileges, don't you?† â€Å"Well, yes, ma'am, but it's almost campus curfew. I don't know where Spencer's is, but I don't think I can make it back in time.† â€Å"Nonsense. Who's running your dorm? That Weathers woman? I'll call down and get you an exception. I'm working in one of the library offices. Meet me there.† Despite my personal devotion to coffee, getting an â€Å"exception† to the school's curfew seemed kind of excessive for an errand like this. I didn't like to bend the rules. On the other hand, I was Ms. Terwilliger's assistant. Wasn't this part of my job description? All the old Alchemist instincts to follow orders kicked in. â€Å"Well, yes, ma'am, I suppose I – â€Å" She disconnected, and I stared at the phone in astonishment. â€Å"I have to go,† I told Jill. â€Å"Hopefully I'll be back soon. Maybe very soon since I'll be surprised if she remembers to call Mrs. Weathers.† She didn't look up. With a shrug, I packed my laptop and some homework, just in case Ms. Terwilliger thought of something else for me to do. With coffee on the line, my teacher's memory was good, and I found I did indeed have clearance to leave when I went downstairs. Mrs. Weathers even gave me directions to Spencer's, a coffee shop that was a few miles away. I got the cappuccino, wondering if I'd be reimbursed, and picked up something for myself as well. The library staff at Amberwood gave me a hard time about carrying in beverages when I returned, but when I explained my errand, they waved me on through to the back offices. Apparently, Ms. Terwilliger's addiction was well known. The library was surprisingly busy, and I quickly deduced why. After a certain point each night, guys and girls were banned from each other's dorms. The library was open later, so this was the place to go to hang out with the opposite sex. Lots of people were just there to study too, including Julia and Kristin. â€Å"Sydney! Over here!† called Kristin in a stage whisper. â€Å"Break free of Terwilliger,† added Julia. â€Å"You can do it.† I held up the coffee as I passed them. â€Å"Are you kidding? If she doesn't get her caffeine soon, there'll be no escaping her. I'll come back if I can.† As I continued walking through, I saw a small cluster of students gathered around someone – and heard a familiar and annoying voice. Greg Slade's. Curious in spite of myself, I walked over to the edge of the crowd. Slade was showing off something on his upper arm: a tattoo. The design itself was nothing special. It was an eagle in flight, the kind of generic art all tattoo shops had in stock and copied en masse. What caught my attention was the color. It was all done in a rich, metallic silver. Metallics like that weren't easy to pull off, not with that sheen and intensity. I knew the chemicals that went into my own gold tattoo, and the formula was complex and composed of several rare ingredients. Slade made a halfhearted effort to keep his voice low – tattoos were forbidden around here, after all – but it was clear he was enjoying the attention. I observed quietly, glad others were asking some of my questions for me. Of course, those questions only left me with more questions. â€Å"That's brighter than the ones they used to do,† one of his friends noted. Slade tilted his arm so the light caught it. â€Å"Something new. They say these are better than the ones from last year. Not sure if that's true, but it wasn't cheap, I can tell you that.† The friend who'd spoken grinned. â€Å"You'll find out at tryouts.† Laurel – the red-haired girl who'd been interested in Micah – stretched out her leg beside Slade, revealing a slim ankle adorned with a faded butterfly tattoo. No metallics there. â€Å"I might get mine touched up, maybe for homecoming if I can get the money from my parents. Do you know if the celestial ones are better this year too?† She tossed back her hair as she spoke. From what I'd observed in my brief time at Amberwood, Laurel was very vain about her hair and made sure to throw it around at least every ten minutes. Slade shrugged. â€Å"Didn't ask.† Laurel noticed me watching. â€Å"Oh, hey. Aren't you vampire girl's sister?† My heart stopped. â€Å"Vampire?† â€Å"Vampire?† echoed Slade. How did she find out? What am I going to do? I had just begun making a list of the Alchemists I had to call when one of Laurel's friends snickered. Laurel looked at them and laughed haughtily, then turned back to me. â€Å"That's what we've decided to call her. No one human could possibly have skin that pale.† I nearly sagged in relief. It was a joke – one that hit painfully close to the truth, but a joke nonetheless. Still, Laurel didn't seem like someone to cross, and it'd be better for all of us if it was a joke soon forgotten. I admittedly blurted out the first distracting comment that came to mind. â€Å"Hey, stranger things have happened. When I first saw you, I didn't think anyone could have hair that long or that red. But you don't hear me talking about extensions or dye.† Slade nearly doubled over with laugher. â€Å"I knew it! I knew it was fake!† Laurel flushed nearly as red as her hair. â€Å"It is not! It's real!† â€Å"Miss Melbourne?† I jumped at the voice behind me and found Ms. Terwilliger there, watching me with bemusement. â€Å"You aren't getting credit for chatting, especially when my coffee's on the line. Come on.† I skulked away, though hardly anyone noticed. Laurel's friends were having too much fun teasing her. I hoped I had diffused the vampire jokes. Meanwhile, I couldn't get the image of Greg's tattoo out of my mind. I let my thoughts wander to the mystery of what components would be needed for that silver color. I almost had it figured out – at least, I had one possibility figured out – and wished I had access to Alchemist ingredients to do some experiments. Ms. Terwilliger took the coffee gratefully when we reached a small workroom. â€Å"Thank God,† she said, after taking a long sip. She nodded at mine. â€Å"Is that a backup one? Excellent thinking.† â€Å"No, ma'am,† I said. â€Å"It's mine. Do you want me to start in on those?† A familiar stack of books sat on the table, ones I'd seen in her classroom. They were core parts of her research, and she'd told me I'd eventually need to outline and document them for her. I reached for the top one, but she stopped me. â€Å"No,† she said, moving toward a large briefcase. She rifled through papers and assorted office supplies, finally digging out an old leather book. â€Å"Do this one instead.† I took the book. â€Å"Can I work out there?† I was hoping if I went back to the main study area, I could talk to Kristin and Julia. Ms. Terwilliger considered. â€Å"The library won't let you have the coffee. You should probably leave it in here.† I waffled, debating whether my desire to talk to Kristin and Julia outweighed the likelihood that Ms. Terwilliger would drink my coffee before I got back. I decided to take the risk and bid my coffee a painful farewell as I hauled my books and gear back out to the library. Julia eyed Ms. Terwilliger's beat-up book with disdain. â€Å"Isn't that just on the internet somewhere?† â€Å"Probably not. I'm guessing no one's even looked at this since before the internet was invented.† I opened the cover. Dust fluttered out. â€Å"Way before.† Kristin had math homework open in front of her but didn't look particularly interested in it. She tapped a pen absentmindedly against the textbook's cover. â€Å"So you saw Slade's tattoo?† â€Å"Hard not to,† I said, getting out my laptop. I glanced across the screen. â€Å"He's still showing it off.† â€Å"He's wanted one for a while but never had the money,† explained Julia. â€Å"Last year, all the big athletes had them. Well, except for Trey Juarez.† â€Å"Trey almost doesn't need one,† pointed out Kristin. â€Å"He's that good.† â€Å"He will now – if he wants to keep up with Slade,† said Julia. Kristin shook her head. â€Å"He still won't do it. He's against them. He tried reporting them to Mr. Green last year, but no one believed him.† I looked back and forth between them, more lost than ever. â€Å"Are we still talking about tattoos? About Trey ‘needing' one or not?† â€Å"You really haven't found out yet?† asked Julia. â€Å"It's my second day,† I pointed out with frustration. Remembering I was in a library, I spoke more softly. â€Å"The only people who have really talked about them are Trey and you guys – and you haven't said much of anything.† They had the grace to look embarrassed by that, at least. Kristin opened her mouth, paused, and then seemed to change what she was going to say. â€Å"You're sure yours doesn't do anything?† â€Å"Positive,† I lied. â€Å"How is that even possible?† Julia cast a glance around the library and twisted in her chair. She rolled her shirt up a little, exposing her lower back – and a faded tattoo of a swallow in flight. Satisfied that I'd seen it, she turned back around. â€Å"I got this last spring break – and it was the best spring break ever.† â€Å"Because of the tattoo?† I asked skeptically. â€Å"When I got it, it didn't look like this. It was metallic†¦ not like yours. Or Slade's. More like†¦Ã¢â‚¬  â€Å"Copper,† provided Kristin. Julia thought about it and nodded. â€Å"Yeah, like reddish-goldish. The color only lasted a week, and while it did, it was amazing. Like, I have never felt that good. It was inhumanly good. The best high ever.† â€Å"I swear, there's some kind of drug in those celestials,† said Kristin. She was trying to sound disapproving, but I thought I detected a note of envy. â€Å"If you had one, you'd understand,† Julia told her. â€Å"Celestials†¦ I heard that girl over there talk about them,† I said. â€Å"Laurel?† asked Julia. â€Å"Yeah, that's what they call the copper ones. Because they make you feel out of this world.† She looked almost embarrassed about her enthusiasm. â€Å"Stupid name, huh?† â€Å"Is that what Slade's does?† I asked, stunned at what was unfolding before me. â€Å"No, he's got a steel one,† said Kristin. â€Å"Those give you a big athletic boost. Like, you're stronger, faster. Stuff like that. They last longer than the celestials – more like two weeks. Sometimes three, but the effect fades. They call them steel because they're tough, I guess. And maybe because there's steel in them.† Not steel, I thought. A silver compound. The art of using metal to bind certain properties in skin was one the Alchemists had perfected a long time ago. Gold was the absolute best, which was why we used it. Other metals – when formulated in the proper ways – achieved similar effects, but neither silver nor copper would bind the way gold could. The copper tattoo was easy to understand. Any number of feel-good substances or drugs could be combined with that for a short-term effect. The silver one was more difficult for me to understand – or rather, the effects of the silver one. What they were describing sounded like some kind of athletic steroid. Would silver hold that? I'd have to check. â€Å"How many people have these?† I asked them, awestruck. I couldn't believe that such complicated tattoos were so popular here. It was also beginning to sink in just how wealthy the student body here really was. The materials alone would cost a fortune, let alone any of the alleged side effects. â€Å"Everyone,† said Julia. Kristin scowled. â€Å"Not everyone. I've almost got enough saved up, though.† â€Å"I'd say half the school's at least tried a celestial,† said Julia, flashing her friend a comforting look. â€Å"You can get them touched up again later – but it still costs money.† â€Å"Half the school?† I repeated incredulously. I looked around, wondering how many shirts and pants concealed tattoos. â€Å"This is crazy. I can't believe a tattoo can do any of that.† I hoped I was doing an okay job of hiding how much I really knew. â€Å"Get a celestial,† said Julia with a grin. â€Å"Then you'll believe.† â€Å"Where do you get them?† â€Å"It's a place called Nevermore,† said Kristin. â€Å"They're selective, though, and don't give them out easily.† Not that selective, I thought, if half the school had them. â€Å"They got a lot more cautious after Trey tried to turn them in.† There was Trey's name again. It now made sense that he'd been so disdainful of my tattoo when we met. But I wondered why he cared so much – enough to try to get them shut down. That wasn't just a casual disagreement. â€Å"I guess he thinks it's unfair?† I offered diplomatically. â€Å"I think he's just jealous that he can't afford one,† said Julia. â€Å"He's got a tattoo, you know. It's a sun on his back. But it's just a regular black one – not gold like yours. I've never seen anything like yours.† â€Å"So that's why you thought mine made me smart,† I said. â€Å"That could've been really useful during finals,† said Julia wistfully. â€Å"You're sure that's not why you know so much?† I smiled, despite how appalled I was by what I'd just learned. â€Å"I wish. It might make getting through this book easier. Which,† I added, glancing at the clock. â€Å"I should get to.† It was on Greco-Roman priests and magicians, a kind of grimoire detailing the kinds of spells and rituals they'd worked with. It wasn't terrible reading material, but it was long. I'd thought Ms. Terwilliger's research was more focused on mainstream religions in that era, so the book seemed like a weird choice. Maybe she was hoping to include a section on alternative magical practices. Regardless, who was I to question? If she asked, I'd do it. I outlasted both Kristin and Julia in the library, since I had to stay as long as Ms. Terwilliger stayed, which was until the library closed. She seemed pleased that I'd gotten so far with the notes and told me she'd like the whole book completed in three days. â€Å"Yes, ma'am,† I said automatically, as if I didn't have any other classes at this school. Why did I always agree without thinking? I returned to East Campus, bleary-eyed from all the work I'd done and exhausted over the thought of the homework remaining. Jill was fast asleep, which I took as a small blessing. I wouldn't have to face her accusing stare or figure out how to handle the awkward silence. I got ready for bed quickly and quietly and fell asleep almost as soon as I hit the pillow. I woke at around three to the sound of crying. Shaking off my sleepy haze, I was able to make out Jill sitting up in her bed, her face buried in her hands. Great, shaking sobs racked her body. â€Å"Jill?† I asked uncertainly. â€Å"What's wrong?† In the faint light coming in from outside, I saw Jill raise her head and look at me. Unable to answer, she shook her head and began crying once more, this time more loudly. I got up and came to sit on the edge of her bed. I couldn't quite bring myself to hug or touch her for comfort. Nonetheless, I felt terrible. I knew this had to be my fault. â€Å"Jill, I'm so sorry. I never should have gone to see Adrian. When Lee mentioned you, I should've just stopped it there and told him to talk to you if he was interested. I should've just talked to you in the first place†¦Ã¢â‚¬  The words came out in a jumble. When I looked at her, all I could think of was Zoe and her horrible accusations on the night I'd left. Somehow, my help always backfired. Jill sniffled and managed to get out a few words before breaking down again. â€Å"It's not†¦ it's not that†¦Ã¢â‚¬  I stared helplessly at her tears, frustrated at myself. Kristin and Julia thought I was superhumanly smart. Yet I guaranteed one of them would've been able to comfort Jill a hundred times better than I could. I reached out my hand and nearly patted her arm – but pulled back at the last moment. No, I couldn't do that. That Alchemist voice in me, the voice that always warned me to keep my distance from vampires, wouldn't let me touch one in a way that was so personal. â€Å"Then what is it?† I asked at last. She shook her head. â€Å"It's not†¦ I can't tell†¦ you wouldn't understand.† With Jill, I thought, any number of things could be wrong. The uncertainty of her royal status. The threats against her. Being sent away from all her family and friends, trapped among humans in the perpetual sun. I really didn't know where to start. Last night, there had been a chilling, desperate terror in her eyes when she woke up. But this was different. This was sorrow. This was from the heart. â€Å"What can I do to help?† I asked at last. It took her a few moments to pull herself together. â€Å"You're already doing plenty,† she managed. â€Å"We all appreciate it – really. Especially after what Keith said to you.† Was there nothing Adrian hadn't told her? â€Å"And I'm sorry – I'm sorry I was so bitchy to you earlier. You didn't deserve that. You were just trying to help.† â€Å"No†¦ don't apologize. I messed up.† â€Å"You don't have to worry, you know,† she added. â€Å"About Micah. I understand. I only want to be his friend.† I was pretty sure that I still wasn't doing a great job at making her feel better. But I had to admit, apologizing to me at least seemed to be distracting her from whatever had woken her to so much pain. â€Å"I know,† I said. â€Å"I should never have worried about you.† She assured me again that she was fine, with no more explanation about why she'd woken up crying. I felt like I should have done more to help, but instead, I made my way back to my own bed. I didn't hear any more sobs for the rest of the night, but once, when I woke up a couple hours later, I stole a glance at her. Her features were just barely discernible in the early light. She lay there, eyes wide open and staring off into nothingness, a haunted look on her face.

Culture and cultural differences Essay

â€Å"Motivation is an incentive, inducement, or motive, especially for an act† (Morris 1970) There are many ways which influence the motivation levels of an adult person to do a particular task. One of the most important factors is Culture, which is an intrinsic part of a human being. The term culture is best understood when cross-cultural people join to due to some reason, to form a group. While interacting with such a group for motivation, the main idea is to create a sense of belonging. People, who find their niche place in a group, are much more eager to perform tasks to the best of their abilities. The second most important idea for motivation is to create an environment to do work. The reasons for working vary for people from country to country – In China the work motivation is moral obligation, while in Japan it is trust and in Western societies it is incentives. All these factors should be taken care while motivating a cross-cultural group for working. One should always remember that, in the end all these people are doing the same for albeit for different reasons. What do you believe should be your primary concern when trying to motivate across cultural boundaries? Remember to justify your response. People from various cultures take incentives in a different way. People belonging to Asian countries like Japan, lay more stress on the acknowledgement of the work done, than on any material perks they might be able to earn. In contrast, people from many of the service based western countries like US think of incentives, as something which is to be won. And finally there are some people who might be from poor countries like Vietnam, where the perks mean additional money, the more they work the more they earn. Making all these people motivated with an inspirational talk, no matter how good the perks might be, is the most important factor of all. This is because, dissatisfied people might easily think on the lines of regional bias and try to de-motivate other people. A balanced talk which is aimed to effectively motivate the set of people, by seemingly addressing to the individual cultural sects of the group, hence requires the maximum talent and guile on the part of the motivating person. References LaMonica L, â€Å"The Relationship Between Culture and Learner Motivation and Implications for Trainingâ€Å", 17th July 2001, http://www. geocities. com/llamonica/culture. html

Word Choice Rational vs. Rationale - Writing Tips from Proofed

Word Choice Rational vs. Rationale - Writing Tips from Proofed Word Choice: Rational vs. Rationale The words â€Å"rational† and â€Å"rationale† are very easy to mix up. After all, they sound similar and look similar written down. In addition, these words are not hugely common, so you may not be familiar with how they are used. But there is a difference! Let us explain. Rational (Logical or Reasonable) The adjective â€Å"rational† typically means â€Å"logical† or â€Å"reasonable.† We would use it like this: I did research so I could make a rational choice about where to study. It can also mean â€Å"capable of exercising reason,† such as in the following: A rational thinker will always seek other opinions before making a decision. In both of these cases, â€Å"rational† is related to the idea of acting based on reason rather than emotion. The adverbial form of this word is â€Å"rationally,† and the opposite of â€Å"rational† is â€Å"irrational.† â€Å"Rational† also has a very specific meaning in mathematics, where it refers to a number that can be written as a fraction. However, you will only need to know this if you’re studying math! Some rational numbers between 0 and 1. Rationale (A Reason for Doing Something) A â€Å"rationale† is a reason for doing something. It would be used in a sentence like this: The policy was based on an economic rationale. Here, for instance, the term â€Å"economic rationale† refers to using economic factors to explain an action. You might also be asked to write a research rationale for an academic paper. Importantly, this term is a noun (i.e., a naming word). This makes it very distinct from â€Å"rational.† Rational or Rationale? To avoid errors in your writing, remember that â€Å"rational† is an adjective and â€Å"rationale† is a noun. Thus, if you need a descriptive term, it will be â€Å"rational.† If you need a noun, on the other hand, it will be â€Å"rationale.† Rational (adjective) = Reasonable or based on clear thinking Rationale (noun) = A reason for doing something

The Misinformation Effect Essay Example

The Misinformation Effect Essay Example The Misinformation Effect Paper The Misinformation Effect Paper The misinformation effect is a memory bias that occurs when misinformation influences peoples reports of their own memory; this reveals the pliability of memory. There is a general acceptance, supported by research, for the misinformation effect: The introduction of misleading post event information will impair the memory of an original event (Toland, Hoffman Loftus, 1991). In exploring the factors that enhance susceptibility to misinformation, it was discovered that allowing time to pass after the event, so that the original memory can fade, makes a person particularly vulnerable to suggestion ( Loftus, Miller, Burns, 1978 ). People are particularly prone to misinformation when the passage of time allows the original memory to fade. This finding leads to the discrepancy detection principle, which states that recollections are more likely to change if a person does not immediately detect discrepancies between post event information and memory for the original event. The Human memory process involves acquisition, retention and retrieval. During the acquisition stage event variables [like exposure time, frequency, detail salience, violence of the event] and witness variables [like stress, expectancies, and perceptual activity] affect the witness’s ability to perceive an event. There have also been studies that show how an individual’s personality could affect the occurrence of false memory or misinformation. Porter, Birt, Yuille, and Lehman (2000) found that subjects scoring low on extraversion were more susceptible to creating false childhood memories. Liebman et al. (2002) found that false memory from misinformation/suggestibility was positively associated with three subscales of the NEO Personality Inventory; values of the Openness dimension, and modesty and altruism of the Agreeableness dimension. Two systems which have been presented to elucidate the misinformation effect are: the alteration hypothesis and the coexistence hypothesis (Toland et al. , 1991). Both theories concur that the presentation of misinformation interferes with the original memory, creating the incorrect accounts of events. The Alteration Hypothesis This hypothesis takes the view that the misleading information really changes the original memory traces. Support for this hypothesis comes from the inability to recover original memories after being presented with misleading post event information. Not only is it possible to change details of memories for previously experienced events, but one can sometimes also plant entirely false memories into the minds of unsuspecting individuals, even if the events would be highly implausible or even impossible. False memories might differ statistically from true ones, in terms of certain characteristics such as confidence or vividness, but some false memories are held with a great degree of confidence and expressed with much emotion (Loftus, 2004). The misleading information destroys and substitutes the original information. This makes the suggested information become an element of the original event memory. The Coexistence Hypothesis This hypothesis proposes that the original and suggested information coexist in memory The original information is still stored but has become inaccessible. Support for this hypothesis comes from successful attempts to recover the original information after exposure to misinformation have presumably altered that information in memory (Toland et al. , 1991). References: Liebman, J. I. et al. (2002). Cognitive and psychosocial correlates of adults’ eyewitness accuracy and suggestibility. Personality and Individual Differences, 33, 49–66. Loftus, Elizabeth F. (2004), Memories of Things Unseen Current Directions in Psychological Science. Volume 13 Issue 4, Pages 145 – 147. University of California, Irvine. Loftus, E. F. , Miller, D. G. Burns, H. J. (1978). Semantic integration of verbal information into a visual memory. Human Learning and Memory, 4, 19-31. Porter, S. , Birt, A. R. , Yuille, J. C. , Lehman, D. (2000). Negotiating of false memories: Interviewer and remember characteristics relate to memory distortion. Psychological Science, 11, 513–516. Toland, K. , Hoffman, H. , Loftus, E. F. (1991). How suggestion plays tricks with memory. In J. F. Schumaker (Ed. ), Human suggestibility. Advances in theory, research, and application (pp. 235-252). New York: Routledge.

Calculators on the SAT Tips from Experts

Calculators on the SAT Tips from Experts SAT / ACT Prep Online Guides and Tips Calculators are allowed on the SAT, and not using them correctly can put you far behind. SAT experts Fred Zhang and Allen Cheng discuss which tips and strategies worked for them in getting perfect scores. Intro to Calculators on the SAT Allen: So just how important are calculators to the SAT? Fred: I would say they're of medium importance on the SATMath section. You absolutely need to have the right calculator strategy. On the one hand, most of the work on the math section (even the calculator section!) is interpreting the problem - a calculator can't do that for you. On the other hand, not using a calculator or using the wrong calculator strategy can really mess you up. Allen: I agree. Calculators can't make your day, but can definitely break your day.You need to avoid mistakes to get a good score on SAT Math, which you need to do if, for example, you are aiming for a top engineering school. Here are our top tips. Tip 1: Bring a Calculator The College Board Official Calculator Policy says that you don't need a calculator for the SAT. They say that because the College Board needs to make the SAT seem accessible to people of all income levels. The reality is that a calculator,and the right calculator at that, is an absolute must. We've taken the ACT, SAT, GRE, MCAT, and a whole slew of standardized tests as well as class tests. Whenever calculators were allowed, 9 out of 10 times they were of substantial help. When you need to multiply 2392 x 323, it's faster and more accurate to do so on a calculator. Bring your calculator! Tip 2: Always Double-Check the Entry Line What's an entry line? It's a lineat the top of the calculator that shows you what you've typed: Many Scientific Calculators, like the Casio fx-300MS (Fred's personal favorite for the SAT), have an entry line, as do the Ti-83, Ti-84 and Ti-89. Fred: Always, always glance at this to double-check before you hit enter. Glancing takes less than a second, and so many times I caught myself typing (425+25) instead of (424+25) or reversing a decimal. A few mistakes like that on the math section can cost you up to 50-100 points! By double-checking, I have managed almost never to make a computation mistake. Allen: Absolutely. My favorite SAT calculator is the Ti-89, and I check the entry line all the time. If you're a high scorer, it is crucial for preventing careless mistakes. If you're not a high scorer, it lets you double check the order of operations, and lets you match the equation on the paper. Fred: Oh, and implicit in all of this is that you should stay away from calculators that don't have an entry line.That 4-function (only does add, subtract, multiply, divide) calculator in the closet? No way. Some scientific calculators don't have an entry line - using one would put you at a big disadvantage. Tip 3: Be Familiar With Your Calculator Allen: What would you say your worst calculator experiences were? Fred: Oh, by far, in school when I had to use one I wasn't used to. I'd be hunting around for the "sine" symbol. I'd find it, but then realize I have to hit another button at the same time to activate it. And to add to that, halfway through the quiz, I realized the calculator angle unit was set in radians instead of degrees, so my answers would be all wrong. As an aside, do you know how to swim or ride a bike? If so, then you know how important being familiar with an activity is. Calculator familiarity is no different. If you’re hoping to get the most out of your calculator, you must, must, must use one that you are used to. One that you've used for 20 hours or more, ideally. You have a vague muscle memory of where the keys are, what settings there are, and so forth. Remember this: the worst calculator is an unfamiliar calculator. A familiar scientific calculator is far better than an unfamiliar Ti-89. How do you gain familiarity with a calculator? Pick one you like, and then use it for tests, homework, and anything else. To the extent possible, when doing classwork, don't borrow other people's, don't use the class calculator. Gain familiarity with one calculator model. Tip 4: Know When to Put the Calculator Down Allen: Is there such thing as believing in the calculator too much? Putting too much faith in it? Fred: Oh, absolutely. Throughout my career, I've seen so many students who think that the right calculator will magically solve all their math problems.These students go through the trouble of firing up their Ti-84, navigating a slew of menus to find a high-powered cubic equation solver, slowly enter in the equation carefully, hit enter, and get a rounded answer like .588 that they have to convert back to 10/17. Allen: I've seen those in my day, and the kicker is that the math problem would take 2 minutes to do on the calculator, while if you just thought creatively about the problem, you'd get it in 15 seconds. Fred: For sure, calculator over-users suffer from typos on the calculator, and the conversion of rounded numbers to fractions. Beware of Using a Calculator When: You feel like you have to use a super-complicated program to solve it. You know the answer is a fraction like 5/13, but the calculator only outputs decimal equivalents. When you have to use a large number of key-presses or menu navigations to get to your answer. More key presses means more chances for mistakes. Our golden rule: If what you're trying to do with your graphing calculator is NOT doable on a scientific calculator, you are likely overusing your calculator. In fact, I would go so far as to say that you should really only be using the calculator to do combinations of the four basic functions,like (425+25)/3 - (42*4)/3. You Should Use Calculators: To improve the accuracy of 4-function calculations (but be careful what you type!). To speed up complex 4-function calculations (typing 3823 * 84 is much faster than doing it by hand). For minimal other uses. Bonus QA: What's Your Favorite Calculator for the SAT and Why? Fred: For sure, the Casio fx-300MS. I have so many reasons for loving this calculator (and they're not paying me to say this): It has an entry line, and we talked about how important this is. It's a relatively simple calculator, meaning all teachers will let you use it for exams that allow calculators, so you can get a lot of practice using this calculator. Since it's a simple calculator, you'll also never be tempted to boot up the cubic equation solver, which we discussed before is often less than optimal. The only drawback is that, if you find that there is some graphing calculator function you must use, and you've found it to be helpful, it won't be on this one. But I've personally never found such a "mandatory" graphing calculator function, at least not for the SAT. Allen: I like the Ti-89 the most. It's one of the most powerful calculators acceptable on the SAT. Why do I love it? It has much more functionality that most other calculators (and is more expensive as well). It gives you answers back in fraction and "rationalized" format: so if the answer is 10/17, it will give you that, instead of a decimal jumble like0.5882352 (which leaves you to match it up). I find the equation solver to be pretty helpful. Solving 3x+4y=6, 9x+2y=-10 is kind of a pain manually, and you can just type this in on the Ti-89. But typing it in correctly takes not much less effort that solving on paper, so I can go either way on this. It's definitely not a "mandatory feature." Key CalculatorActionables The most important lesson for calculator use, again, is to have a calculator at all. Secondly, it's key double-check all entries. Thirdly, you have to develop familiarity with the calculator. And finally, use it mainly for four functions, plus just a bit more. What does this mean you should do? Master one calculator. Bring a backup to the test, or at least backup batteries. What do we not recommend? Spending hours loading complicated programs into that Ti-84. Relying on using the advanced functions of each calculator. Obsessing over the calculator as the golden ticket to your 800. Now that you know these tips, go out and conquer the SAT Math section! What's Next? Not sure what score to aim for on the SAT? Read our guide to learnhow to figure out your target SAT score! Need more helpprepping for the SAT Math section?We're here to help! Check out our ultimate SAT Math guide for everything you need to know to ace this section of the SAT. Hoping for a top SAT Math score? Read our guide, written by a perfect scorer, on how to get an 800 on SAT Math. Want to improve your SAT score by 160 points? Check out our best-in-class online SAT prep classes. We guarantee your money back if you don't improve your SAT score by 160 points or more. Our classes are entirely online, and they're taught by SAT experts. If you liked this article, you'll love our classes. Along with expert-led classes, you'll get personalized homework with thousands of practice problems organized by individual skills so you learn most effectively. We'll also give you a step-by-step, custom program to follow so you'll never be confused about what to study next. Try it risk-free today:

No preference Research Paper Example | Topics and Well Written Essays - 500 words

No preference - Research Paper Example It was used in brewing beer, making soups and stews, and barley bread in various cultures. Ships and vessels transported it across city-states in cases of warfare or trade activities. If someone found my pottery today, I would want the pottery itself to reflect on the revolutionary element of Greek society. The artistic movements of Greek, as a society, should focus on narrating the story of the birth of the first democracy, ancient Athens, through an artistically based kind of life. In the brutal world of the 5th Century BC, there emerged a society of equals in Greek, which was the ultimate reflection of the pottery artistic work if it were to be seen today. The aspects of life in Athens that encouraged cultural contribution of various philosophers, writers and artists include the following factors; firstly, the inbuilt spirits of Greek inhabitants is of an ever formulated trial and era aspect of the society. Secondly, Athens gave rise to various philosophers because of the emergence of educational activities through artistry. For instance, the Greek revolution overly began at the dawn of a simplified democracy in 508 B.C. with the revolution of common people against the aristocratic rule. This shows the complex nature of Greek subjects towards their leaders and the epistemological view of the world. The Greeks defeated the Persian Empire through an extraordinary self-sacrifice. When the Persians confidently arrived in the battlefield to tackle their Greek counterparts, their courier Phidipphides had already sought a 140 mile run to Sparta in two days. This was done in order to solicit help from Sparta’s army. The outnumbered Athenians henceforth fought to uphold their freedom rights, defeat the Persians and send them to Asia. The institution of ostracism was a formally implemented Athenian democracy. This democracy had a function of expelling defiant citizens from the

Variables that Affected Voter Turnout Rates in the 2012 Presidential Research Paper

Variables that Affected Voter Turnout Rates in the 2012 Presidential Elections In the United States - Research Paper Example Did various demographic variables affect the voter turnout during the 2012 presidential elections of the United States? The 2012 presidential elections voter turnout rate was lower compared to the previous 2008 elections, as shown in the diagram below. According to many scholars and academicians, various demographic factors were responsible for the decreased voter turnout. This research, therefore, seeks to provide a concrete answer or response to this question, putting into consideration various demographic variables associated with elections and voter turnout rates. At this juncture, it is worth noting that the actual voter turnout was 66.65%, a figure that is arrived at after comparing the 129,067,662 individuals who voted out of the 193,653,908 registered voters (I.D.E.A 1). A number of scholars and academicians alike have attributed various factors, both demographic and demographic, to the decreased voter turnout rate in the year 2012. In his article, â€Å"why is turnout so low in United States elections†, Eric black has considered two major non-demographic factors. Black attributes the low turnout rates to the legal requirement of voter registration. According to him, many people are unable to vote simply because they do not like the cumbersome and complex procedure of voter registration. The other factor he considers is the voluntary voting, which allows people the liberty to choose whether to vote or not. The United States citizens are not compelled to exercise their civic and political right of voting, and therefore the voter turnout rates will always remain low. The Institute of Democracy and Electorate Assistance (IDEA) has also conducted a research and compiled data regarding the same issue.

Portfolio of Seven Case Briefs on Different Business Law Topics Essay

Portfolio of Seven Case Briefs on Different Business Law Topics - Essay Example vs. Reeder-Simco GMC, Inc.,1 Kelo vs. City of New London,2 Wal-Mart Stores, Inc. vs. Samara Brothers, Inc.,3 Anderson vs. City of LaVergne,4 Dearborn vs. Real Estate Agency,5 Rhudy vs. Bottlecaps, Inc.,6 and Kain v. Bluemound East Industrial Park, Inc.,7 Reeder-Simco is a business entity that acts as a Volvo dealer in Fort Smith, Arkansas. In February of 2000, it filed suit against Volvo on the allegation that that its (Reeder's) sales and profits declined due to Volvo's price discrimination practices. Reeder-Simco alleges that Volvo offered to other dealers price concessions that were significantly more favorable that those given to Reeder-Simco. Thus, it filed suit against Volvo for allegedly violating the Robinson-Patman Act (RPA), which prohibits forms of discriminatory pricing that reduce competition. On this basis, Reeder explained that its business is conducted in the following manner: retail customers take bids from dealers who solicit price concessions from the manufacturers. These concessions are factored into dealer's bids. Reeder accuses Volvo of offering better price concessions to other Volvo dealers bidding for different customers, directly resulting in Reeder suffering losses. The District Court District Court allowe... The District Court District Court allowed the case to go to a jury, who held in favor of Reeder and awarded damages. Volvo appealed the decision, arguing a lack of competition was present, which is required by the RPA to apply. Volvo substantiated its contention stating that Reeder was not actually bidding against the Volvo dealers who supposedly were given favorable concessions. The appellate court dismissed the appeal, ruling that even though Volvo dealers do not actually bid against each other, they effectively competed at the same functional level, which would render the RPA applicable. Thus, Volvo brought the case to the Supreme Court on certiorari. Issue Whether or not a manufacturer offering its dealers different wholesale prices may be held liable for price discrimination proscribed by Robinson-Patman Act in the absence of a showing that the manufacturer discriminated between dealers contemporaneously competing to resell to the same retail customer. Ruling For the reasons stated, the judgment of the Court of Appeals for the Eighth Circuit is reversed, and the case is remanded for further proceedings consistent with this opinion. Analysis The Robinson-Patman Act does not reach the case Reeder presents, because the Act addresses price discrimination in cases involving competition between different purchasers for resale of the purchased product, whereas competition of that character is not involved when a product subject to special order is sold through a customer-specific competitive bidding process. It does not "ban all price differences charged to different purchasers of commodities of like grade and quality", but

Coming to Live in a Foreign Country Essay Example | Topics and Well Written Essays - 1250 words

Coming to Live in a Foreign Country - Essay Example I was very excited when I got admission in a United States College. Though I had hoped for it, however, for it to come true so easily was very exhilarating. I was glad that I had been granted this opportunity, both by the college’s board of admissions and by my family who supported my decision to go abroad for higher studies. The delight at felt at being able to be on my own, and that too in a foreign land was indescribable. I constantly made plans regarding how I would go about settling in once I reached the United States. I was essentially entering a new phase in my life and was very keen and enthusiastic about starting this chapter of my life. However, once I reached the United States, in fact as soon as I landed at the airport, I felt a strange sense of trepidation. Everything I saw and heard was new to me. All of a sudden I was surrounded by sights and sounds that were very unfamiliar. There were lots of people at the airport, in fact, it would be right to say that there was a throng of people at the airport, yet I felt completely and utterly alone. Out of all of these people around me, I knew nobody. What is more, nobody knew me. I felt like an outsider as if I somehow did not belong in this multitude of people. I was scared that this feeling of loneliness might get too much for me to bear, causing me to be unable to enjoy anything, but I was pleasantly surprised to find that that was not the case. All of a sudden, the feeling of anxiety was replaced by a sense of excitement. If I were essentially an outsider, then everything I was seeing was a new sight for me. I looked at everything I passed by closely. From the airport till I reached the college campus, I tried to absorb as much as I could. Everything seemed novel to me, even the simple and mundane things like air vents in buildings and how people had a different voice cadence in the United States than in Nigeria seemed to excite me. There was a sense of newness to everything. I noticed even dull and routine details around me and became excited over them. Though at first I only noticed the newness with an excited mindset, yet soon enough that excitement changed to trepidation. I simply had not taken to account the fact that there will be quite a lot of cultural gaps and cultural differences that I will have to cross. It is a given that all countries have their own set of norms and the adage of â€Å"when in Rome, do as the Romans do† entails that one follows local customs. I did not want to offend anyone for my lack of knowledge regarding local customs. Soon enough, though, I discovered that there were quite a bit of similarities between the two cultures of Nigeria and United States. I was still, however, afraid of offending others for my lack of understanding or knowledge regarding local culture. It was soon clear to me, though, that United States has a more relaxed approach towards following cultural norms and one can fit in without having to change or adapt much. Although that is true, nonetheless, I still looked forward to learning new things about the culture of the foreign land I found myself in. Perhaps it seems like my feelings were that of a child who is brought to a toy shop and told to go on an

My Childhood in Budapest Essay Example | Topics and Well Written Essays - 500 words

My Childhood in Budapest - Essay Example Because my mom and dad were interested in art, they enjoyed going there because of the Museum of Fine Arts and the Palace of Art, both of which were located nearby. It was probably going to these places so many times that sparked my own interest in artistic works. I may not have followed the career path of an artist, but I do enjoy making some sketches whenever I can. Another reason why Heroes’ Square is so special to me is that I first became accustomed to water at the Szà ©chenyi thermal baths. It took a little while to get used to the water, which was warm due to hot springs. The Danube Promenade was another area that I used to frequent quite a lot growing up in Budapest. My parents mostly liked to enjoy a coffee at one of the many cafes located alongside the river, but I preferred to enjoy the view of the water. One memory that I have in particular is me trying to outrun boats while I was on the sidewalk. Occasionally my parents would be so kind as to purchase a tram ticket so that we could all see the stunning views of the river winding through the city. Perhaps the most significant memory of my childhood was visiting the Buda Castle because of the history and tradition associated with this building. Although I was young and could not understand the context, I knew that his castle was an important part of Hungarian culture, and as a young Hungarian, it was my duty to learn about its history. The architecture was extremely detailed; however, the statues of mythical creatures freaked me out somewhat due to their ghastly appearance. The castle looked especially fantastic at night, and there was one occasion on my birthday where I remember witnessing the stunning views of the castle at night. Even though I have rarely been back to Budapest since I left, the city still holds a special place in my heart because I feel that I have connections there that are both physical and emotional.  

Reflection on Eco-Catastrophe Essay Example | Topics and Well Written Essays - 500 words

Reflection on Eco-Catastrophe - Essay Example Reality is of course that forty years later the world is still here, ecological, population and hunger problems still exist but there is more awareness and more measures are being taken to combat the issues in all areas of environmental and global health care. The article is one that requires multiple readings in order to fully determine and appreciate the cynicism and at times wit of the writer, for although fatalistic in his beliefs he shows a degree of humor, albeit satirical in his denotation of the large powers of the western world. It is his depictions of catastrophic global events however, that cause readers to stop, take stock and reflect on what he purports because, although far in exaggeration, there are some elements of his prophecies that are apparent, real, and need of intervention if global health is to be improved. Although there is not the mass starvation predicted by Ehrlich there are many people in the world who are starving and in need of basic health care, particularly in developing countries, but most of this is caused by war and poverty rather than lack of food. Although there has been a drive, whether for corporate or government gain, to increase crop yields and other food by use of biotechnology the debate on the risks and benefits of such food is stifling its purpose of feeding the hungry and giving help where it is most needed. Although the oceans are not depleted, the air is not killing millions of people, and population control is by choice, and being undertaken, in most situations, in a humanitarian manner, not as envisioned by Ehrlich, the problems do exist. Ecological factors that are negative are a threat to human health and therefore need to be controlled; conditions that promote invasive bacteria, viruses or diseases, for example, need to be monitored; air pollution can lead to diseases of the respiratory system or cancer; water quality in terms of contaminants, carriage, and treatment and  industrial outflows, all require environmental management that can assist in maintaining and reinstating health.  

My Childhood in Budapest Essay Example | Topics and Well Written Essays - 500 words

My Childhood in Budapest - Essay Example Because my mom and dad were interested in art, they enjoyed going there because of the Museum of Fine Arts and the Palace of Art, both of which were located nearby. It was probably going to these places so many times that sparked my own interest in artistic works. I may not have followed the career path of an artist, but I do enjoy making some sketches whenever I can. Another reason why Heroes’ Square is so special to me is that I first became accustomed to water at the Szà ©chenyi thermal baths. It took a little while to get used to the water, which was warm due to hot springs. The Danube Promenade was another area that I used to frequent quite a lot growing up in Budapest. My parents mostly liked to enjoy a coffee at one of the many cafes located alongside the river, but I preferred to enjoy the view of the water. One memory that I have in particular is me trying to outrun boats while I was on the sidewalk. Occasionally my parents would be so kind as to purchase a tram ticket so that we could all see the stunning views of the river winding through the city. Perhaps the most significant memory of my childhood was visiting the Buda Castle because of the history and tradition associated with this building. Although I was young and could not understand the context, I knew that his castle was an important part of Hungarian culture, and as a young Hungarian, it was my duty to learn about its history. The architecture was extremely detailed; however, the statues of mythical creatures freaked me out somewhat due to their ghastly appearance. The castle looked especially fantastic at night, and there was one occasion on my birthday where I remember witnessing the stunning views of the castle at night. Even though I have rarely been back to Budapest since I left, the city still holds a special place in my heart because I feel that I have connections there that are both physical and emotional.  

Hong Kong and Shanghai Banking Corporation Case Study

Hong Kong and Shanghai Banking Corporation - Case Study Example Through its ardent thrust in being "The World's Local Bank," HSBC highlights its devotion in building mutually beneficial partnerships with customers worldwide regardless of their nationality, race, belief, and culture (HSBC 2007). Supporting the international bank's new positioning strategy is its quest in understanding and delivering customer needs. In order to know this, HSBC asserts: "To truly understand a country and a culture, you have to be a part of it" (HSBC Website 2007). Having numerous branches scattered globally, HSBC opts to personalize the services being offered by opening up local banks all over the world, which are manned by local people. In doing this, the company establishes a lasting relationship with the customer as the international bank provides its clients with bank personnel who shares the same culture, value, and situation with them making it relatively easy for them to understand and relate to each other. It should be noted that conflicts in values and clashes in culture can hamper the emergence of a good relationship with a bank and its clients. HSBC puts a strong emphasis in local knowledge and uses it as a competitive advantage in attracting and retaining customers. Being a local bank doesn't mean that a branch is isolated from the HSBC system. Each of the company's local bank shares the innovation and ideas in the network. All of these advancements are geared in providing customer satisfaction all over the world (HSBC Website 2007). 2) HSBC manages to attract and retain their customers very well on a global level. How do they manage to do this Link your answer to the way they advertise (to attract) and to Relationship Marketing, specifically the topic customer retention. Attracting and retaining customers has been in the core of HSBC's operation which is highlighted in the company's high retention of customers in the global market. HSBC's effort in attracting and retaining their customers is in part because of their effort in localizing the products and services that they offer. The international bank manages retain customer because of its customized services which are tailored specifically to each of its client's needs. Retaining customers has also been possible because of the company's investment in a customer relationship management database which can be accessed by bank personnel when dealing with a client. The use of customer relationship management allows the bank to record the profile of a customer together with his or her potential banking needs. With this, the international bank retains customer through the identification and provision of his financial needs. HSBC has been able to employ a more targeted marketing approach because of its knowledge of its customer. The company also allows customers to access their account through different means by maintaining an extensive ATM facility, website, and telephone (HSBC Website 2007). Customer retention is also made possible by the employment of personnel which are very much attuned to customers' satisfaction. HSBC's recognizes that its products have an intangible component which is the quality of service that its staff offers.

Focus Paper on Grand Conversations Essay Example for Free

Focus Paper on Grand Conversations Essay Grand conversations are effective instruments of instructional design and learning, which may be easily integrated into any type of curriculum content. Mark Twain’s Huckleberry Finn is an excellent example of the book that can be used in elementary school grand conversations. To make grand conversations even more effective and interactive, they may also be combined with shared reading. In grand conversations, elementary school learners develop necessary interactions, which lead them to developing extensive reading and comprehension skills. Focus Paper on Grand Conversations Introduction Grand conversations are effective instruments of instructional design and learning, which may be easily integrated into any type of curriculum content. Grand conversations are particularly important for the development of communicative skills in learners. The use of grand conversations is integrally linked to student-centered approaches, providing students with additional opportunities to speak, express their thoughts and opinions, and study the most problematic curriculum topics in depth. In elementary classroom, grand conversations may be used as the means for studying literary texts and developing extensive connections between literature themes and student realities. Elementary school teachers pay special attention to the development of literacy and communicative skills in young learners. By linking reading to discussion and exploration, education specialists are trying to develop more effective approaches that would motivate young learners to read, and communicate their views in classroom. â€Å"Grand conversations are discussions held by the entire class community. What makes grand conversations different from other forms of whole group activities is that the teacher does not direct grand conversations† (Buis, 2004). Thus, the teacher’s task is to choose the content which is the most appropriate for classroom discussion, and to set the tone of the group conversation, which will further be directed by learners and will help them investigate the plot, the theme, the characters, and the setting of the original text in more detail. Unfortunately, teachers tend to use more traditional standardized strategies in text analysis; a short-lived conversation is a widely acceptable teaching technique that may save time during the lesson but does not improve student knowledge in class. However, it is not enough for a teacher to understand the importance of grand conversations in class; it is essential that elementary school teachers develop effective and multifaceted approaches, to give students an opportunity for practicing their communicational skills. As teachers, we cannot guarantee that our small students will be able to understand all literary implications of particular texts. That is why it is important to develop meaningful chains that would help learners understand the content, the context, and the idea of a literary work. The book to be discussed should be written in simple language and should be close to what children feel, see, and do in their daily lives. â€Å"The book should be enjoyable, of superior literary quality, engage student interests, allow for good discussions and invite students to revisit them over and over again† (Buis, 2004). Mark Twain’s Huckleberry Finn is an excellent example of the book that can be used in elementary school grand conversations. To make grand conversations even more effective and interactive, they may also be combined with shared reading of the most interesting passages. A sample grand conversation may start with a simple question: â€Å"Do you think that Huckleberry Finn could live in our society? † This question may further be extended to discussing the similarities between Huckleberry Finn’s realities (clothes, behaviors, thoughts), and those of contemporary learners. It is expected that students’ answers will not be limited to â€Å"yes† or â€Å"no†, but will encourage other students to express their thoughts and develop reliable connections between their personal experiences and those of a literary character. Children will be free to discuss their best impressions, feelings, or their favorite clothes. It is expected that by the end of the discussion session, children will be able to determine, what makes Huckleberry Finn different from them. Choosing a picture book would also facilitate the discussion and drive learners’ imagination, giving elementary students a special feeling of â€Å"reading joy† (Buis, 2004). As teachers, we should also be prepared to the situation when learners’ experiences and opinions differ and are even be opposite to each other; as a result, we will need to use available instruments for turning this opposition into the subject of a detailed discussion. Grand conversations will further engage all learners into a risk-free environment, and expose them to the world of classic literature through the prism of their most pleasant life experiences. It should be noted that â€Å"participation in a discourse community is crucial for the cultivation of deeper levels of vocabulary knowledge. Language learning is fuelled by students’ curiosity and their desire to connect and communicate with others† (Buis, 2004). For grand conversations to be effective, it is important that the teacher does not limit the discussion to one single interpretation of the book. Children should be encouraged to express their ideas about the plot, the meaning, and the importance of particular passages. Although grand conversations are not directed by the teacher, some scaffolding may be appropriate to motivate and encourage young learners. Traditionally, students are not involved into active group discussions in class; they are used to the situation where teacher carries the main load of talking. As a result, students may be prevented from supporting conversation at deep levels. Several grand conversations will be required to ensure that students have fully understood the meaning of Twain’s text and that they are able to formulate their thoughts as applied to the context, structure, and the meaning of the plot. Every new text distracts students from digging deeper into particular literary elements, but attracts their attention to new events within the story; that is why several literary conversations will help young learners concentrate on particular meaningful elements that will gradually lead them to understanding the real or virtual place of Huckleberry Finn in his and in our time. Conclusion Grand conversations reveal the new facets of elementary students’ communicative skills and abilities. This type of instructional methodology helps revisiting the most interesting literary texts and exploring them through the prism of learners’ personal experiences. In grand conversations, elementary school learners develop necessary interactions, which lead them to developing extensive reading and comprehension skills and provide them with unlimited opportunities for sharing their comments and offering new ideas in classroom-wide discussions. References Buis, K. (2004). Making words stick: strategies that build vocabulary and reading comprehension in the elementary grades. Pembroke Publishers Limited.

Why Might Freudian Therapy be a Waste of Time and Money Essay -- Psych

In his book Des Bienfaits de la Depression, Pierre Fà ©dida wrote a chapter called 'Il Faut Etre Deux Pour Guà ©rir' in which he explains why it is useful to talk when you are depressed.20 Patients usually believe that talking is not the solution but that the only way to cure is to bring back the lost person/situation whose absence initially caused the trauma. Psychological pain is a human particularity and therapy is meant to heal it. Fà ©dida uses the example of drug addicts who go on detoxification. Addiction to drugs often reveals an alarming state of depression and the fact of undergoing treatment for drug addiction is the sign of distress and will to be saved. Freud used to underline how human beings have created for themselves an interior metaphorical discourse to express extremely violent issues such as love, hate, life, death, sexuality...21 Analytical cure sight-reads this metaphorical language. Patients have the tendency to try and cure themselves alone but therapy helps substract the patient to his own influence, free his from his own desease. Therapy requires the participation of two actors and recovery cannot take place if the therapist does not understand his patient's psychology and resistance to healing.22 Freud focused on studying the opposition to healing and resistance to treatment when increasing his knowledge about unconscious forces. The therapist defines healing as the goal creating the patient's resistances. Thoses resistances to therapy can be explained as follows : the fact of being cured corresponds to a change of state. Negative reactions to treatment are thus explained by a fear of losing internal integrity and eventually disintegrating. The fear of modification is extremely strong. In 1904, Freud... ...Jacob : 2001) FREUD, SIGMUND, An Outline of Psychoanalysis, (W.W. Norton & Company : New York – London), Standard Edition, 1949, vol. 23 MIJOLLA de, Alain, Dictionnaire International de la Psychanalyse, (Hachette Littà ©ratures : 2005) ARTICLES CASEMENT, Patrick, 'Beyond words – the role of psychoanalysis', The Psychologist, 2009, vol. 22, 5th May LEVY, R. & ABLON, J., 'Talk therapy: Off the couch and into the lab', 2010 WAN, William, 'Freud coming into fashion in China, Treating China's syndromes', Washington Post, October 11th 2010 WEBSITES ETHAN, 'Psychoanalysis: From Theory to Practice, Past to Present', Northwestern University http://www.personalityresearch.org/papers/plaut.html http://www.psywww.com/intropsych/ch13_therapies/psychoanalysis.html http://www.apsa.org/About_Psychoanalysis/Low-Fee_Clinics.aspx http://www.npap.org/intro/faqs.html Why Might Freudian Therapy be a Waste of Time and Money Essay -- Psych In his book Des Bienfaits de la Depression, Pierre Fà ©dida wrote a chapter called 'Il Faut Etre Deux Pour Guà ©rir' in which he explains why it is useful to talk when you are depressed.20 Patients usually believe that talking is not the solution but that the only way to cure is to bring back the lost person/situation whose absence initially caused the trauma. Psychological pain is a human particularity and therapy is meant to heal it. Fà ©dida uses the example of drug addicts who go on detoxification. Addiction to drugs often reveals an alarming state of depression and the fact of undergoing treatment for drug addiction is the sign of distress and will to be saved. Freud used to underline how human beings have created for themselves an interior metaphorical discourse to express extremely violent issues such as love, hate, life, death, sexuality...21 Analytical cure sight-reads this metaphorical language. Patients have the tendency to try and cure themselves alone but therapy helps substract the patient to his own influence, free his from his own desease. Therapy requires the participation of two actors and recovery cannot take place if the therapist does not understand his patient's psychology and resistance to healing.22 Freud focused on studying the opposition to healing and resistance to treatment when increasing his knowledge about unconscious forces. The therapist defines healing as the goal creating the patient's resistances. Thoses resistances to therapy can be explained as follows : the fact of being cured corresponds to a change of state. Negative reactions to treatment are thus explained by a fear of losing internal integrity and eventually disintegrating. The fear of modification is extremely strong. In 1904, Freud... ...Jacob : 2001) FREUD, SIGMUND, An Outline of Psychoanalysis, (W.W. Norton & Company : New York – London), Standard Edition, 1949, vol. 23 MIJOLLA de, Alain, Dictionnaire International de la Psychanalyse, (Hachette Littà ©ratures : 2005) ARTICLES CASEMENT, Patrick, 'Beyond words – the role of psychoanalysis', The Psychologist, 2009, vol. 22, 5th May LEVY, R. & ABLON, J., 'Talk therapy: Off the couch and into the lab', 2010 WAN, William, 'Freud coming into fashion in China, Treating China's syndromes', Washington Post, October 11th 2010 WEBSITES ETHAN, 'Psychoanalysis: From Theory to Practice, Past to Present', Northwestern University http://www.personalityresearch.org/papers/plaut.html http://www.psywww.com/intropsych/ch13_therapies/psychoanalysis.html http://www.apsa.org/About_Psychoanalysis/Low-Fee_Clinics.aspx http://www.npap.org/intro/faqs.html

Global Opportunities for Turkey Essay -- Globalization Turkey Economic

Global Opportunities for Turkey The world is becoming much more connected, especially in the last few decades. The idea of being free individuals has become more important, as well as free market economies. Some ideologies have collapsed because of their antiquated offers about the political situations, yet some of them are ruling the world in the last hundred years. But if there is something certain about the whole world, it is that globalization is affecting and changing it. Turkey is located at the center of the Europe, Asia and Africa, therefore the political and economical circumstances of it are important both for the Western part and the Eastern part of the world, then, the role of the globalization is very important to Turkey. Since the country has improved by the global changes that have effects on the whole world for the last few decades, globalization is good and necessary for Turkey. In the 1800s, there were two major ideologies for the world. They were nearly the negatives of each other, that one of them defended the free market economies and freedom of the mankind, yet the other supported the centrally controlled economies by the governments. Today, one of them is still standing, however the other one had collapsed. The one which is current today is the capitalism, as you may guess. It is clear that we are free today because of capitalism that we can do whatever we want, in the limits of not to disturb the other individuals, of course. The communism was not related with this maybe, yet the freedom idea of the capitalism cannot be considered without globalization. Globalization is the combining of different cultures and economies, that the importance of the place of Turkey in the earth can be realized... ...hey sell their goods. Equally clearly, globalization benefits consumers by providing them with better goods at better prices. Globalization increases efficiency and thus prosperity. (A Future Perfect: The Essentials Of Globalization, 2000) As a conclusion, globalization is good for Turkey, because it increases the life standards of Turkish citizens. Having lots of options to buy and very large varieties to decide make our life more comfortable and easy. The globalization also increases our artistic values and skills, which help us to get away from ignorance, to expand our knowledge and perspectives of life. With globalization, Turkey and Turkish citizens have become more qualified and capable of understanding the world. Works Cited Micklethwait, John and Wooldridge, Adrian. A Future Perfect: The Essentials Of Globalization UK: Wylie Agency, Inc, 2000

Power Influence Approach

Power-influence leadership assumes the cause and effect relationship between leaders and followers only flows trom anagement to subordinate (Yuki, 2010, p. 4). For example, a manager Instructs his employee to pay an invoice, and the employee does as told. or employees attend an ethics seminar because the executives mandate it. Exercising power-influence can ensure adherence to internal policies like safety, dress codes, and hours of employment. It can also ensure adherence to federal laws like the provisions In the Sarbanes-Oxley Act. The power-influence leadership approach enables a leader to influence the behaviors and attitudes of followers (Yuki, 2010, p. ). It is effective in managing and accomplishing tasks as a leader gives instructions that other follow. Powerlnfluence can sway people's thoughts and opinions, which can be beneficial In terms of innovative ideas and more efficient methods of operations. It is especially effective for those who resist change even if it will lea d to progress. The power- influence method of leadership has its drawbacks as well. Some individuals use ‘Of2 Torce ana Intlmlaatlon to accompllsn certaln oDJectlves.I ney may use tnelr tltle or osition to pressure others to comply, and even though employees may obey at first, such coercion eventually leads to resistance and the undermining of authority (Alyn, 2009). For example, a manager may tell a direct report that if he does not complete a given stack of work, his quarterly review will reflect it. This is a drastic example of the negative effect of power-influence, but it does well to demonstrate how a manager can use coercion as a source of â€Å"motivation. Using power to accomplish activities in an organization is a common practice among managers and executives. In fact, prior to 2011, management at Jack in the Box, Inc. depended on the power-influence approach to complete objectives. The organization believed employees required specific instruction, so management inf luenced subordinates and coworkers through the use of power. It is important to note that few individuals abused this power, but as the nature of the business changed, so did its leadership approach.In 2011, the executives of Jack in the Box worked to change the company's culture from one of power to one that focused on individual roles, achievements, and support. Management encouraged employees to share ideas, to question and challenge methods of operation, and to take initiative and responsibility for one's work. The â€Å"you do what I say' mentality was not the attitude the executives wanted management to express or employees to feel. Instead, the company wanted to nurture leaders to make the organization stronger and more cohesive.Power and one-directional instruction from management to subordinates prevented innovative opportunities and fresher ways of thinking, which ultimately inhibited the company's ossibilities. The new culture placed management and direct reports on more level ground, and the open communication instilled trust and a sense of unity among employees of all levels. The power-influence approach in studying leadership examines the role that power plays in influencing others' actions, attitudes, and beliefs. Its use can have both positive and negative effects in the workplace, depending on the leader's intentions. Power is viewed as important not only for influencing subordinates, but also for influencing peers, superiors, and people utside the organization, such as clients and suppliers† (Yuki, 2010, p. 14). It is important for leaders to remember that others look to them for instruction, inspiration, and direction. With such power come certain responsibilities and expectations not to abuse it.

Cold Blooded Murderer

Last night I awoke to the thunderous sound of helicopter blades, drumming themselves into my head. Everything around me shook violently, I could feel the wind hitting against my face as the leaves from nearby trees swirled around me. Particles of sand went flying into my watery eyes. The door gunner looked down at me, waving me into the aircraft, probably wondering what was taking me so long. He reached out his hand to help me in. When I opened my eyes, it was my wife that had my hand. There we lay in the darkness, under our warm duck-feathered quilt, her arms around me grasping me tightly. She was whispering something in my ear. I struggled to hear what it was as everything sounded fuzzy. I managed to catch a couple of words and came to the conclusion it was something about how much she loved me and that things are going to be okay. I rolled over and looked at her. The room was dark, but a hint of moonlight had seeped through the small opening between the curtains, and had cast a slight glow on her face. I could see her eyes twinkling and staring back. Those love filled eyes said it all. She didn't know exactly what was wrong, only that my enemies had come back to steal me from her. They didn't come often, she knew, but that I'd go off to war again. She knows that I always return, and that comforts her. However, the fear and thought that I won't come back is always at the back of her mind. Sometimes I wish she could see them, my enemies. That might help her understand why have to fight them, but I know it is best that she can't. For, this burden is best kept to myself, as even I barely have the strength to bare it. When my enemies come for me, I see them just as they were when they came the first time, before they died at my hands. Young, brave men, full of hatred and furious. They looked shabby from combat and death. I could still see the fire in their eyes. They would grind their teeth and growl as they raced to find me, as their twisted minds were bent on my death. As they searched through the cold frosty night I could hear their cries echo over the loud bangs of small fire arms, and of tank guns as they blasted away at nearby hilltop. Through the dense fog I could just about see them, waiting, their uniforms covered in the blood of my companions. They watch. They wait. They don't know I can see them. I don't have to see them. I hear them speaking to one another in their language which sounds like gibberish to me. I can smell their cigarettes and cheap cologne. I can almost taste their foul body odour as I breathe. Most of all, I can feel them around me, and their hatred for me piercing through me like a thousand knives. One by one, I follow them and slay them, taking them quickly and quietly. Every time I run my blade through them, I stare into their cold, bloodshot eyes and watch the life drain from their bodies. I wonder if I'll ever be in the place they are. Then I move on to the next. I even cut the throat of one man in front of a woman and her child. I hadn't realized it at first, they were there, watching, as I killed him. As he fell to the ground, I looked at the boy. He must have been around five or six, but he understood the concept of war. I could see it in his uncaring stare. It wasn't his father, I could tell, not that it would have made a difference to me, as I had turned into a cold blooded murderer. The boy just stared at me as I backed away, holding my finger to my lips to keep him quiet. His mother just reached down and put her hand over his mouth, and watched as I crept away. As always, I'll get on to that awaiting helicopter, the only survivor of an accomplished mission, victorious once again. Even though the battlefield below goes out of sight, I know I'll be back. I always come back here. I can't get away from this God-forsaken place. No matter how far I run, no matter how hard I try to hide, they will always come for me. Until someday I go to a place where I can't bring them with me. How could I tell her this? I could barely live with this burden in my life. Every helicopter, bang of fire arms, drop of blood reminded me of my inhumane doings. So I lay beside her looked into her eyes and told her I loved her, blanking out the reality of my life. I wished that I could stop the hands of time and forever lay beside her, in my arms and never face reality again.

Thw Woman Who Had Two Navels

Characters Connie Escobar- the lead female character, was described by literary critic Epifanio San Juan as a sufferer of her mother’s estrangement from a world where unconfident males take advantage of women by violating them or by venerating them. Macho Escobar- a man who had an affair with Connie’s mother, a past incident that serves as an â€Å"umbilical cord† or â€Å"umbilicus†, a remnant connected to her present and future because of her refusal to leave the issue in the past.Manolo Vidal- is the embodiment of the Filipino nationalistic bourgeois who were once critical of the theocracy of the Spaniards but became transformed puppets and servants of these colonialists. Paco Texeira- was a survivor between the behaviors of the Monson and Vidal families, and also acted as Nick Joaquin’s â€Å"conscience†, an observer who could have penetrated the existing rituals and ruses. Concha Borromeo- she is the mother of Connie Escobar. Esteban Bor romeo- he is the husband of Concha Borromeo. Father Tony- A priest, and the brother of Pepe Monson.Pepe Monson- A horse Doctor and the brother of Father Tony. Doctor Monson- A former rebel hiding in Hong Kong to avoid postwar trials. Rita Lopez – The future wife of Paco Texeria and Business partner of Hellen Silva's painting shop. Hellen Silva- A owner of a painting shop. Author Nicomedes Marquez Joaquin A Filipino writer, historian and journalist, best known for his short stories and novels in the English language. He also wrote using the pen name Quijano de Manila. Joaquin was conferred the rank and title of National Artist of the Philippines for Literature.He is considered most important Filipino writer in English, and the third most important overall, after Jose Rizal and Claro M. Recto. Joaquin was born in Paco, Manila, one of ten children of Leocadio Joaquin, a colonel under General Emilio Aguinaldo in the 1896 Revolution, and Salome Marquez, a teacher of English and Sp anish. After being read poems and stories by his mother, the boy Joaquin read widely in his father's library and at the National Library of the Philippines. By then, his father had become a successful lawyer after the revolution. From reading, Joaquin became interested in writing.At age 17, Joaquin had his first piece published, in the literary section of the pre-World War II Tribune, where he worked as a proofreader. It was accepted by the writer and editor Serafin Lanot. After Joaquin won a nationwide essay competition to honor La Naval de Manila, sponsored by the Dominican Order, the University of Santo Tomas awarded him an honorary Associate in Arts (A. A. ). They also awarded him a scholarship to St. Albert's Convent, the Dominican monastery in Hong Kong. Some of his awards are: Ten Most Outstanding Young Men of the Philippines (TOYM), Awardee for Literature (1955)National Artist Award (1976). Stonehill Award for the Novel (1960) Jose Garcia Villa's Honor Roll (1940) S. E. A. W rite Award (1980) Joaquin died of cardiac arrest in the early morning of April 29, 2004, at his home in San Juan, Metro Manila. He was then editor of Philippine Graphic magazine where he worked with Juan P. Dayang, who was the magazine's first publisher. Joaquin was also publisher of its sister publication, Mirror Weekly, a women’s magazine. He also wrote the column (â€Å"Small Beer†) for the Philippine Daily Inquirer and Isyu, an opinion tabloid. Nick Joaquin SummaryIn the of the story, it started when Connie went to Pepe's place for consultation. The problem of Connie is how to remove her other navel. Because if she (if ever) give birth, where would the other umbilical cord be connected. Connie told Pepe the story about her child hood times. Pepe talked to Seniora de Vidal, and everything that Seniora de Vidal told Pepe exactly the opposite of what Connie told Pepe. Some things that Seniora de Vidal told Pepe, was that Connie only have a navel, her navel was not rea lly two. Also the age, which Seniora de Vidal said that Connie was just 18 years old.And she was not just got married that day, but she was married almost a year already. Pepe know that Connie hide from her after hearing that Seniora de Vidal ordinary that her father was in news and that controversies often comes when her father is in the government. Connie's mom told her not to be affected with the controversies. After that, Seniora de Vidal also told Pepe that her daughter likes Paco. Pepe knows Paco because they were classmates during they are in Grade School. After talking with Seniora de Vidal, Pepe went to Texeria's after.They talked and Pepe discovered that Paco was in Manila, he writes Mary a lot of letters about Connie's Mother. Paco was in manila with his band to play and sing in two different clubs, they had already signed contracts. Paco became interested with Manila, while Seniora de Vidal became interested with Hong Kong. The even talked an said, they would meet often and know each others countries. One time, Connie's mom was not around their house, and Paco met Connie. Starting that time, Connie started watching Paco and his band playing for the club. Until one they, there were few people fighting and one of them got shot.Connie was there and she was shocked. Paco with Connie went together to a Chinese Temple. Connie told Paco that she can talk to somebody else, Connie left him. After some weeks past by, Paco exited the club that he was playing for, and suddenly saw Connie's car in dark. They drove till they reach Paco's hotel. Paco went out of his hotel room and go away. After that happening, 2 days to be exact, Paco left Manila alone and went back to Hong Kong. Mary, Pepe, Paco went to the park and talked. After few hours, Mary went home ahead with her children.The two gentleman’s talk about Connie's two navel. They where wondering if it is true or not. After talking about it, Pepe went home while Paco was left in the park. When we came home, he saw his father who was supposed to be in Manila. His father was very unusual that time and cannot answer most of Paco's questions. Tony his brother and Rita, who he is engage to, went to Paco's house because their father was their. They ate together and his father went to his room earlier that other. They were all thinking what happened to their father when he was still in Manila.He wasn't able to answer their questions and he went to Hong kong earlier than what is expected. The only this he saw in the room was the dirty run that was full of dust. Pepe gave up of figuring up things and went away. in In the next chapter, Rita Lopez and Hellen Silva's painting shop. The phone rang and the person on the phone was Pepe and ask Rita to go to a dinner with Mary and Paco. Hellen told Rita it was sweet but Rita said, it was all Mary's idea. Rita wanted to go home and change clothes but Pepe told him that they will be going straight to Rita's shop.So Rita has to just stay in her sh op and not to change clothes. So they went to ride a ferry going to a Disco club in Tovarich. They went there to see one good band playing in Tovarich. Pete Alfonso went near them in the bar and talk to them. And ask a drink with them, Paco ask Pete Alfonso why there where no singer and pianist. So he answer and said they ran away and need a replacement. So Paco applied and was accepted to start the next day. Next, Rita asked Pepe to dance with her but Pepe told him he was too full to dance. Pepe ask someone who was siting across them awhile ago and said it was Vidal.After talking, Pepe ask permission to Rita if she can go to the balcony, Pepe went to the balcony to talk with Connie Escobar. Pepe went back to Rita and told them to go home first because he is going to talk to someone. So Connie Escobar drive Pepe very fast but Pepe said stop and went away. But after minutes pass by, Pepe went back to the car. Then Connie told Pepe stories and at last, the arrived at the hotel. Connie kissed Pepe on his cheeks and go to her room. But, Connie went back to Pepe and ask him to bring her to other places. Pepe ask her why and she said, because his husband is up their.Pepe told her, why should you get worried. Connie told him that Macho has other girls, the worst thing about it was, her own mother Concha de Vidal was the girl of his husband. Connie saw the letters of her mother to Macho. So Pepe help her and brought her to his wife's place. Connie ask Pepe to tell Macho that she was just sick, she don't like to go there. Pepe told that to Macho, Macho ask Pepe if Connie is alright, and ask him if he is a doctor, Pepe told him he was not a doctor. So Macho ask him to get Connie one, Macho was asking and asking Pepe where Connie is but Pepe didn't tell him because it was what Connie ask him to do.When Pepe was to leave Macho's room, Macho stop him and told the story of how he and Connie got married. Macho became emotional, while the story was on going. Macho's father wa s stroke and after a few days, Macho's father died. So Macho has to take care of their business and their â€Å"hacienda†. As Pepe went home, just daylight before Rita awoke. Rita didn't saw Connie in the sofa. The next chapter started when it was New Year in Hong Kong. Paco and his band perform in Tovarich. Everybody there was having a lot of fun. In the convent of St Andrew, Father Tony was planning to teach novices different languages.But he had a visitor, it was Seniora de Vidal. She told Father Tony that Connie was starting to invent stories. She knows that Connie hated her because she as Father Tony to convince her to go back to his husband Macho. After hearing the story, Father Tony was confused and felt very uncomfortable. After that, Father Tony when to the club to talk to Pepe, Rita, Paco & Mary. He told them everything that Seniora de Vidal told him, there Paco hated them more. Later that night, Concha remembers when she first met his husband Esteban Borromeo. A Handsome boy, a good painter, and an activist she fell n love with and who she married. After Esteban died, she met and married her latest husband, Mr. Vidal. That night, Concha ask Father Tony to go to her car. They talk everything about Concha's past and about Connie. Then Tony and Pepe went home and they saw Connie standing infront of their door. They try to talk with her, to forgive whatever her mother did to her. And try to start a new life, and told her she only have one navel. And it was just her imagination. Then Connie started to tease Father Tony and Pepe to look if she really has two navels.The next chapter is about what happen to the Connie's life. How she want to destroy her parents. How she hated her husband Macho and can't forgive him. How she sees the world as an evil world, trying to live in a make believe world. Connie can't accept to accept the really world. While Connie was on the top of the peak. She recalled everything that happened and felt hated that is ins ide her heart, her mothers and his fathers. She remember the times when she always says that her father and mother are bad, and not her. She felt soared but still, cannot accept the truth.After a while, she went to the Monastery. When she was in the Monastery and got inside, she wanted to talk to Father Tony but is was an older father who approach her. They had confrontation of what Connie really felt. The father showed her that she was bad. But whatever the Father told her, she always believe that she is not bad. V. Setting Nick Joaquin's â€Å"The Woman Who Had Two Navels† revolved around the upper middle class expatriates' consciousness during the American period of colonization. It portrayed every character's struggle to maintain their â€Å"selves† in a foreign setting like Hongkong.It can also be defined as coming to terms with the political consciousness during that period. The novel also contained mixtures of hatred, love, anger, insecurities, and sufferings th at manifest in the realities of life making the flow of the story more provocative and appealing to the audience. The title of the novel excited my curiosity; that's why it took me a long time to analyze and think the interpretations that I have to use to show its significance. The story started with Connie, a daughter of a wealthy politician. Connie portrayed herself as a person with two navels.Literally, when a woman has two navels, this means that she has two umbilical cords. The navel is the shortened umbilical cord – usually removed when a person is born. But it is not possible because if a person has two umbilical cords, he is a preternatural being – a mutant. Connie, pretending that she has two navels may refer to the â€Å"rebirths† that she underwent. The first rebirth was escaping from her mother's evil clutches since she was an unwanted child – always ostracized and continuously suffered from the ghosts of the past that haunted her.Let us not a lso forget her inability to deal with her life due to parental constrictions and the love affair of her husband Macho and her mother that made her feel miserable at some points in her life. The second rebirth refers to her awakening, herself realization and emancipation as a woman. She learned to face reality and accepted the truth. In my point of view, her reason why she pretended to have two navels is that she wanted to forget everything about her, to be different so that another personality will reside and dwell on her.