William Blake’s ‘Girls’ an Example of the Topic Literature Essays by

William Blake’s ‘Girls’ William Blakes poems Little Girl Lost and Little Girl Found read as one poem in an allegorical fashion. The parable, as Blake often writes with biblical themes, is about a child losing their way, coupled with the fear of the parent and the eventual finding of the child, not by the parents but by God, metaphorically appearing as a lion or tiger. As one poem is found in Songs of Innocence (Little Girl Lost) and the other poem appearing in Songs of Experience (Little Girl Found) it may be surmised that some earthly and harrowing event occurred in which separated these two poems into these different categories or songs, but that there exists a unification of the tale in the Song of Experience since it is with innocence that the little girl is lost. Need essay sample on "William Blakes Girls" topic? We will write a custom essay sample specifically for you Proceed Little Girl Lost begins with a couplet in which Blake rhymes age and page and time with crime (Blake); albeit these are very simple rhymes Blake used them purposefully to elaborate on the concept of innocence and to portray in his songs something childlike in the narrative. Blake uses simple rhymes in all of his poems in Songs of Innocence and Songs of Experience. The poem Little Girl Lost focuses on the parable of a little girl lost. The poem begins as a type of parable in which Blake instructs the reader by stating Children of the future age which is his way of referencing through the poem to the reader or children, and thus giving them instructions about living and life. Blake further exemplifies how life was In the age of gold (Blake) which would be equivalent to Once upon a time since the fairy tale image is very close to Blakes writing style although his poems are seemingly more urgent in their message. The story then progresses to give the reader a scene setting where the atmosphere is of warm temperament or free from the winters cold (Blake) and it speaks of youth, innocence, holiness and being naked. This resembles in some degrees the Garden of Eden. This conjecture can be made since most of Blakes poems are referencing points which direct the readers attention to scenes from the Old Testament. This Garden of Eden parable seems completely innocent in its forthcoming stage of youth and sunshine. Blake speaks about a youthful pair which could be Adam and Eve symbolically speaking which carry over to the next poem Little Girl Found in which God actually finds the little girl and the parents and brings them back together in a den of tigers, which could only mean heaven since the poems jointly speak of Waves oer heavens deep (Blake) and then lonely den(Blake). Blake introduces two lovers meeting in a garden bright(Blake) again the Eden imageryand Blake states that the maiden forgets her fear which could mean that she succumbs to the other lover, but in context with Adam and Eve it could mean she finds experience and thus her innocence is lost which would better explain the following stanzas. The maiden, after having experienced the lover goes to her father white which in keeping with the concept of the parable is God since God is typically imaged in a white gown with surrounding light. The maiden, upon seeing this image begins to shake which means that she is consciously aware of her actions and realizes that kissing her lover and gaining experience (albeit, having sex) makes her standing before God filled with sin and thus all her tender limbs with terror shook. The innocent would not shake with terror before God because they would not know what terror was; it is with the gaining of experience that the little girl shook in front of God. Following this, the next stanza reads in the voice of God pleading with the little girl to speak. Blake was also instructing in this poem to parents. God as the father figure is thwarted when the girl gains experience and is lost and chastises himself for his dismal care (Blake) which states to the readers that parents should not neglect nor lose their children for fear of what may happen to them. Following this Little Girl Found exemplifies the distraught nature of the parents who find that their child is missing. This song also begins with a rhyming couplet. The journey of the parents is very consciously written with the incorporation of nature. Like its predecessor, this poem begins with very exact images of nature; in juxtaposition to the garden image, this poem begins with a desert. This is Blakes clever way of emphasizing the plush and verdant garden and the analogy of this with innocence to the desert scenes that are dry and lacking life which emphasizes the parents sorrow. The parents travel for seven days and nights. In terms of a parable this is reminiscent of Noahs Ark and the traveling on faith alone for forty days and nights. The parents way is a pathless wandering which is typical of Blake to have the parents traveling in the wild without direction since Blake wants to reiterate the power of God and that it is only through God that a person may find their way; this was also true for the little girl who had lost her way but was found by God. Blake paints the parents in a very devastating manner; they are weak, pale, famished, weeping and all together trembling for bodily needs and comforts but mostly to find their daughter. The mother figure cannot bear to move any longer not only due to physical duress but also due to woe (Blake). Thus, the father figure, her husband has to bear her further in order to find their daughter. It is at this point in the journey or search that the parents come across a lion. They could not go back nor could they progress, as Blake states, Soon his heavy man Bore them to the ground, Then he stalked around (Blake). It is as though the lion is sizing them up, judging them and their power to continue the journey. As in the previous poem, it is with the appearance of the lion or the father or God that the individuals of each poem find their path. The parents at first fear the lion until he licks their hands (Blake) and then they realize that they are safe and in a way, they are found. Upon gazing at the lion the parents are surprised that it transforms or in biblical terms it transubstantiates into a spirit armed in gold (Blake) and on his head a crown (Blake) which is Blakes way of giving the audience a very full image without fear of misinterpretation. Upon the appearance of this golden entity any fear, or woe that the parents had previously has disappeared and in its place is hope which was not there prior to the appearance of the lion. Thus, God gives hope where once there was none, is how the parable would read. This entity, or God, tells the parents to Follow me (Blake) and they discover that God has in turn found their little girl. She resides in his palace sleeping. Blake describes the following scene is a very keen observation in relaying a parable; he juxtaposes this girl sleeping next to wild tigers. This is to emphasize that in the presence of God such physical dangers are unrealistic since with God nothing can harm a person. Thus, as the parents approach the girl and as the story states they dwell in the lonely dell (Blake) but alongside these wild creatures. The parents as well as the girl do not fear the wolvish howl Nor the lions growl (Blake) because they are in the presence of God. These poems jointly represent how it is only through the power of God that hope can be found; without God the pathway and journey is rugged and overgrown and people get lost, but through God the journey is able to be traversed. Thus, the Little Girl Lost and the Little Girl Found have biblical elements in both the allegory of the tiger as God and the allegory of being lost then found through God. Work Cited Blake, W. Little Girl Lost. Online. Retrieved 10 February 2008: http://www.poetryloverspage.com/poets/blake/little_girl_lost.html Blake, W. Little Girl Found. Online. Retrieved 10 February 2008: https://www.poetryloverspage.com/poets/blake/little_girl_found.html

The Malleability and Elasticit essays

The Malleability and Elasticit essays As result of genetic differentiation, every single person in the world has distinct hair, but the main differences between hair types are in texture and thickness. These variations are caused by the genetic make up of the fibers that make up the hair and follicles that generate the fibers. Hair is made from keratin (protein) that is wound in a coil. The turns of the coil are held together in hydrogen bonds. By wetting the hair and applying heat, the bonds (shape) of the hair can be altered. But for how long can the bonds stay like that? What factors act on the hair to make it change back? Will a thicker hair follicle reshape more readily than a thin hair follicle? Does curly hair straighten easier than naturally straight hair curls? Do the hydrogen bonds stretch and how far? Does thicker hair have more elasticity than thin hair? It is expected that the hair will maintain its changed shape until exposed to a form of water and a thinner follicle reshape easier than a thicker one, strai ght hairs should accept a new shape more readily than curly and a thick hair will have more elasticity than a thinner one. The hair fiber is the core part of the hair structure. It is made in the follicle. Those cells made in the center of the hair follicle become the cortex cells. As the cells multiply, they are pushed upwards towards the skin surface. Now they begin to differentiate into different cell types. The cortex cells change from a round into a flattened appearance. They are squeezed together into layers called lamella. As the cells pass the melanocyte cells, melanin pigment is added. The cells become keratinized and harden. When they completely harden, it becomes impossible for the cells to function properly and the cells die. The keratinized cells are then pushed away from the hair follicle region as new cells come up underneath. The cortex cells are now part of the dead keratinized fiber and what is seen as a strand of ...

International marketing plan guide Essay Example | Topics and Well Written Essays - 500 words - 2

International marketing plan guide - Essay Example However, understanding of the market conditions in Qatar for efficient service delivery and success of the marketing channels for use by the university is mandatory. This study aims at analyzing the international pricing that will fit the Qatar market to be adopted by Marywood University for success in accessing international students from Qatar. The different aspects of price will be used to analyze the qualities of the Qatar market to provide insight to effective pricing mechanism for the Qatar market. The high demand in Qatar results in low price sensitivity for established university institutions. However, for a new entrant in the market the prices have to conform to the levels of pricing to the Qatar market, owing to sensitivity to new universities in the region and the need for quality education (Ibp, 209). After some time, the prices can be adjusted upwards when Marywood University has established a high acceptance in Qatar and has convinced the public and the regulatory authorities of the quality of its programs both graduate and undergraduate. There are many substitutes for education in Qatar from both international and local universities and the pricing have to reflect the rates offered by the competition, if not better to allow for augmented market share (Ibp, 203). The most notable competition in Qatar is Qatar University offering both graduate and undergraduate programs. Therefore, using the prices offered at Qatar University, Marywood University should develop prices to meet these needs at a region of QAR 176,191. A high and continuously increasing demand for university education exists in Qatar owing to the few Qataris having attained high education levels to allow them to access jobs requiring high skills and understanding (Abougomaah, 67). There has been an increased need by the Qatar government to reverse the use of highly skilled expatriates resulting in high demand for education in Qatar. The current and expected future demand for

CARRIAGES OF GOODS BY SEA. (LAW DEGREE) Essay Example | Topics and Well Written Essays - 2500 words

CARRIAGES OF GOODS BY SEA. (LAW DEGREE) - Essay Example ered to and received by the ship, and therefore excellent evidence of those terms, but it is not a contract.†1 Rather the contract of carriage will be determined by the written agreement of the parties, the booking note the payment of foreign tariffs and normal practices of the carrier of the goods. Therefore, O’s contract with Cherie is the actual contract of carriage between the parties, spelling out the terms and nature of the delivery which is to take place. Since this includes a specific provision that O is not to deviate in any form whatever from the terms of the contract, it is likely that this provision will carry some weight. However, a contract for transportation of goods by sea will be primarily determined by the terms on the bill of lading. The Hague Visby rules provide a uniform standard that applies to most of the world’s shipping nations and has been in force since June 2, 1931. As per Article 1(b) of the Hague Visby rules, the term contract of carriage will only be applicable to those contracts dealing with the transportation of goods by sea, which are covered by a bill of lading which regulates the relations between a carrier and a party holding the bill of lading.2 In this context, it is therefore important to note that in Cherie’s case, the bill of lading, which is the best evidence of the contract and also the instrument that will be actionable in the Courts, does not contain the specific provision that O is not to deviate from the contractual terms. As a result, it is likely that when the dispute comes to the Courts, the focus of the Court will be in determining the causation li nk, and finding out whether any damages are due and which party is the primary causal factor for those damages. Every contract of carriage will be governed by the Hague Visby rules, even if it is not specifically stipulated in the contract between the parties, as per the principle spelt out in the case of Shackman v Cunard White Star Ltd.3 In the case of Vita

What is executive privilege and when does it apply Include proper Essay

What is executive privilege and when does it apply Include proper in-text citations in APA format to support your answer - Essay Example Executive privilege was exerted by Presidents as many believed that information could be withheld if public interest was involved or if it interfered in the job of the President (What’s the legal basis, 2008). In the modern context executive privilege is exercised when there is a need to protect national security, to maintain confidentiality of certain deliberations or investigations made in the White House. An executive privilege memorandum that was issued during the Reagan administration stated that the privilege would be invoked only when there was a dire need for confidentiality and after a careful review along with an authorization issued by the President. There have been several controversies associated with the use of the executive privilege as in the case of the Watergate scandal involving President Nixon and post-Watergate cases as in the case of President Clinton. In these instances Presidential power was used to conceal certain wrongdoings which finally led to their resignations and impeachment respectively (Rozell, 2002). Also, several disputes associated with exerting the privilege by Presidents are related to requests made by the Congress for such privileged information. In such cases even the courts have not been able to balance the privilege claims made on behalf of the President and the congressional demand for information (What’s the legal basis, 2008). However, given the various issues associated with exercising executive privilege, its use has now become legitimate and can be invoked by the President if any subject is deemed as classified and therefore needs to be concealed. 1. Rozell, M. J. (2002). Executive Privilege Revived? Secrecy and Conflict during the Bush Presidency. Duke Law Journal, 52, 403-421. Retrieved 5 May, 2012, from

Role of Self Assessment in Learning

Role of Self Assessment in Learning My interest in self-assessment stems from personal experiences of being assessed and the frustration felt when most assessed work was simply awarded a grade, contained minimum feedback if any and was then expected to be filed away despite the many questions I may have had. However, many years later, while attended a language teaching training course, I was given a self-evaluation sheet to complete by the instructor. Uncomfortable as this was, I realised that this was the first time that I had been presented a format to self-assess/reflect on my work. After completing the sheet and the subsequent discussion about the contents, the instructor provided feedback of a type that I could use, in a context which was supportive and which respected my goals as a language teacher. Since then I have developed an interest in how self-assessment can be used to promote learning in an English as a Foreign Language (EFL) classroom. During my teaching in Asia I have seen the need for learners to take greater responsibility for their own learning in order to move away from the more traditional teacher-led, didactic approach. I have found that using self-assessment as part of reflective learning can lead to greater ownership and autonomous learning as more attention is paid to how learners acquire knowledge. This essay evaluates the role of assessments, particularly self-assessment as a tool for promoting learning, as I recount the journey taken with my Chinese learners on an English Pathways Program (EPP) and what has led to the decision for using a range of formative tasks contained in a portfolio of written work, with learners ultimately taking ownership of their learning. What is the role of assessments? Assessment according to Gipps (1994, p. vii) is: a wide range of methods for evaluating student performance and attainment including formal testing and examinations, practical and oral assessment, and classroom based assessment carried out by teachers and portfolios. Many curricula in language schools reflect Tylers (1949) classical model that specified objectives, content, and means of achieving and assessing pre-determined learning outcomes. This model of behaviourism views the learner as a passive absorber of information provided by the teacher and in this way learning becomes an incidental rather than an intentional process. Gipps (1994) argues that the dominance of this model in the classroom, has meant that teachers have focused their instruction on discrete skills and on decontextualized test items, with continued practice until mastery is achieved. Black and Wiliam (1998a) found this type of testing encourages superficial or shallow rote learning, as learning isolated facts, quickly disappear from the memory because they have no meaning and do not fit into the learners conceptual map. This has been witnessed many time in our classrooms where on one day students are able to recite easily a list of vocabulary or grammatical rules, as they have just done that in class or in a test, but are unable to recall the same information, a few days later. An alternative to this behaviourist/objectives model comes from constructivist psychology which argues that knowledge is not directly transmittable from person to person, but rather is individually constructed or discovered. Glasersfeld (1989) argues that the responsibility of learning should reside increasingly with the learner and constructivism emphasizes the importance of the learner being actively involved in the learning process, unlike previous educational viewpoints where as we noted above the responsibility rested with the instructor to teach and where the learner played a passive, receptive role. Glasersf eld (1989) urges that learners be taught how to learn by engaging their metacognitive functions, resulting in learning being an intentional process and leading to deep learning. Sadler (1989) supports this by saying that developments in metacognition tell us students need to become competent assessors of their own work. McDonald and Boud (2003) have argued that the formal development of self-assessment skills is an important part of the curriculum at all levels (p. 210) with Black and Wiliam (1998b) stating that self-assessment is an essential component of formative assessment. In support of this active learning approach, Gipps (1994) advocates for more frequent and a greater range of assessments, such as essays, performance assessments, small group tasks and projects. Bould (1991) defines self-assessment as the involvement of students in identifying standards and/or criteria to apply to their work and making judgements about the extent to which they have met these criteria and standards. (Boud, 1991, p.5). The latter stage, often called self-grading or self-testing is only one aspect of self-assessment and Bould (1995) warns against an overemphasis on this aspect as it can direct attention away from involving learners in identifying and engaging with criteria, a stage which he says is both difficult and often neglected. In China today, assessments give all the power to the teacher, to make unilateral and final judgements on a students work. However, if we want our students to become independent, active learners, then this relationship between student and teacher needs to be changed and by incorporating self-assessment into classroom learning, students as well as teachers acknowledge assessment as a mutual responsibility, and not as the sole respon sibility of the teacher (Oscarson, 1989). Other relevant issues concerning assessments noted by Black and Wiliam (1998a) were: the filling in of records rather than analysing students work to identify their learning needs; and the over-emphasis on awarding marks and grades, often using normative referencing, which encourages competition rather than personal improvement. Many of our learners experience of normative referencing in their previous schools led them to believe that they lacked ability and as a result they had lost confidence in their own capacity to learn. Therefore, as a result of this, we adopted a more ipsative approach where learners are more focussed on their own gains rather than others grades. In support of this Hounsell et al. (2008) noted that awarding grades often comes at the expense of giving useful advice or feedback, which needs to be integral to the ongoing teaching and learning cycle, as achievement gains from formative assessment are amongst the most substantive of all pedagogical interventions. E llery (2008, p. 422) elaborates on this by saying that, the opportunities for learning are greatest in formative assignments requiring drafts where students receive feedback and have the occasion to actively engage with the feedback to improve the product in its subsequent draft(s), such as in essays. Gipps (1994) argues for the use of qualitative descriptors believing that collapsing or aggregating all results to provide a single figure for reporting is to lose detailed information. When scores must be aggregated for reporting then we need to use models which result in the least loss of information and to make the rules explicit. To summarise, I feel the program should consider the learner as an active participant, use a range of formative assessments, with a focus on self-assessments, feedback and leaners progress rather than awarding grades. What are the benefits, issues of using self-assessments and are they reliable? To evaluate self-assessments, the literature was reviewed to establish the associated benefits and issues, in addition to the reliability of the tool for sour situation. Several benefits of using self-assessment have been identified. A number of language researchers have found self-assessment to be a reliable method of improving students language skills and abilities (Ekbatani, 2000; Nunan, 1988), developing learner autonomy and metacognitive engagement (Andrade and Du 2007; Cassidy 2007), enhancing learning, including deep and lifelong learning (Taras 2008) and it contributes to student achievement (Hughes, Sullivan Mosley 1985; Schunk, 1996; Ross 2006). Studies have also shown that self-assessments has a positive effect on students learning motivation (Pope, 2001) and learning performance (McDonald Boud, 2003). However, several issues with self-assessment have also been identified. Some students are reluctant to self-assess, feeling they lack the necessary skills, confidence or ability to judge their own work or simply are afraid of being wrong (Leach 2012), preferring and expecting to be assessed by experts (Evans, McKenna, and Oliver 2005) or students may see it as the teachers responsibility (Brown and Knight 1994). In addition, in many Asian countries the very concept of self-assessment goes against deep-rooted cultural expectations about learning and giving themselves a good grade is considered inappropriate, boasting (Leach 2012), resulting in individuals from Eastern cultures generally displaying a modesty bias, and thereby underrating their performance (Yik, Bond, and Paulhus, 1998). Therefore, it is important to explain the rationale to the learners and demonstrate that as learners we daily self-evaluate (e.g. reciting a list of words). To address cultural issues it may require ind ividual consultations to allay concerns. Although self-assessment is being used in a range of settings: science, maths, and language classes; primary, secondary and tertiary education; there is still some doubt about its reliability which Gipps defines as the extent to which an assessment would produce the same, or similar, score on two occasions or if given by two assessors (1994: p. vii). Bachman and Palmer (1989) found that a group of EFL learners in the US were able to reliably self-rate themselves for their communicative language abilities. Boud and Falchikov (1989) found there was no consistent tendency to over or underestimate performance by students. Some students in some circumstances tended towards one di ­rection, others in the same or different situations towards the other. However, they found the ability of self-assessors was a noticeable variable, with the more able students making more accurate self-assessments than their less able peers. Weaker and less mature students also tended to overrate themselves an d the weaker they are, in terms of teacher ratings, the greater the degree of overrating. One explanation offered by Boud and Falchikov (1989) for this was learners not being aware of, or choosing not to subscribe to, the standards set by teachers, erred on the side of optimism. Boud and Falchikov (1989) also found that over-estimates are more likely to be found if the self-assessments contribute to the students grade in a course and young children may over-estimate due to a lack of cognitive skills to integrate information about their abilities and are more vulnerable to wishful thinking. Ross, et. al (1999) found that agreement of teacher and student assessments is higher when teachers provide direct instruction to students on how to self-assess their work, Ross (2006) says that the strengths of self-assessment can be enhanced and weaknesses addressed through training students how to assess their work thereby placing training as central to the successful implementation of self-ass essment. According to Ross (2006), one other factor which may be overlooked by teachers is that students may include in their self-assessments information that is not available or obvious to the teacher, such as effort. We have found that discussing with the students their grade helps to draw out underlying beliefs of the students on their work, rather than relying totally on the physical evidence presented. Issues identified with previous studies Ross (2006) and Boud and Falchikov (1989) after extensive review, both found a lack of sufficient studies looking at improvement over time, to draw any firm conclusions and there is particularly a lack of studies on the influence of practice on self-marking over time. They also expressed some concern about the quality, especially regarding the lack of definition in the criteria used by teachers and students, something we address later in the essay. What needs to be consider before Implementing Self-Assessment Considering what the literature provided, outlined below is the approach taken on implementing self-assessment in EPP. Firstly, as identified by Boud (1995, p.189), an effective program needs to gain student commitment, link well with the subject matter, and encourage students to take greater responsibility for learning. A common issue on many language courses which follow the objectives approach, is only the products of learning are assessed which is insufficient to guide learning. However, on the EPP the process of learning is often of greater importance than specifically what is learned as not all learning is evident in a final product, no matter how well thought out the assessment tool may be. We will look at now how negotiating criteria and the selection of evidence can involve learners more in the assessment process. Negotiating the Criteria Boud (1986), maintains that the involvement of learners in making decisions about the criteria which are appropriately applied to their work and their making of judgements about achievements is the key characteristic of self-assessment. He further says that engagement in such activities helps to stimulate metacognitive skills and wean students from dependence on the assessments of others. Boud (1995) suggests two approaches to generating criteria; structured group activities and structured written schedules. The former is used to generate common criteria for a class, and I have found it a good way to start the process as the class generates and discusses potential criteria for inclusion. This can address some of the issues identified earlier such as; students reluctance to self-assess, supporting less able students, and poorly defined criteria. In general, for writing tasks there are four areas that are looked at, Grammar, Lexis, Coherency and Content. The discussion can help student s to become more aware of the criteria and assist them in the structured written schedules, which consists of three steps to guide each student in individualising the process. These steps are as follows: identifying the criteria which they consider appropriate to apply to their work, for example they may choose a number of the four areas or another such as format, thereby taking responsibility for learning and personalising it; clarifying these criteria, what specific area for example are they examining; and assessing the priority or emphasis which they wish to give to each criteria, encouraging deeper thinking and learning Once satisfactory criteria have been generated, students then use them to judge their own performance. From a checklist of the criteria, students may simply award themselves a mark with respect to each criterion chosen, and then make a statement justifying that mark (e.g. on format, I have written four paragraphs, including a clear introduction and conclusion). The emphasis on which criteria is important to the learner will change over time as they identify additional areas of weakness or choose to challenge themselves. The initial negotiation of the criteria occurs within the first two weeks of the program so learners can become familiar and start using them as quickly as possible. Learners discuss with teachers the criteria that they have chosen to be used in assessments, to eliminate potential confusion and to avail of support. The selection of evidence. The learners are involved in deciding on the form and quantity of evidence to be used in assessment, which allows for individuals to take more responsibility, by selecting from their own work and creating a portfolio, which will be explained in greater detail later. Learners indicate what evidence they have chosen, for the attainment of their goals, including essays written, as well as feedback received, and reflections. The negotiation of learning goals. Historically, the majority of assessment tools have been created based on external goals and imposed on the learners usually by the curriculum. However, it is important and appropriate that students are actively involved in setting class or personal goals and assessing themselves so that through this, they are more invested in learning and develop the skills required in how to learn, leading to the development of independent learners and critical thinkers. Self-assessment can provide a very personal and detailed record of learning. This negotiating of goals occurs early in the program so that the purposes and directions of the program are set to meet the learners self-perceived needs. Initially these are quite general but over time become more refined and individualistic as they are reviewed or change during the course. Goals may relate to the process as well as the outcomes of the course. Goals should be of a personal or context-specific nature (e.g. I want to be able to write a per sonal statement). Assessment approach on EPP On the EPP we have endeavoured to compile an assessment for learning approach, which supports the teaching/learning process, rather than assessments of learning which, simply measures student performance by tests and examinations. Tasks, which support higher order skills and support learners learning goals are utilised. Examples of tasks used are as follows; written essays, role plays, maintaining vocabulary and reflective learning journals. Some of the characteristics, and underlying reasons for the tasks are as follows: a clear rationale for the activity, so that learners can be actively engaged with a task which they accept is for learning (not passively following a set of instructions); explicit procedures so learners know what is expected of them, both in carrying out the tasks and in self-assessing; given that these were mainly new experiences for them, and that lack of training was identified as a major failing in previous studies; the task is constructed to allow significant elements of choice by the learners so that they can begin to own it and make it meaningful and worthwhile for them, taking greater responsibility for their own learning and learn to become independent of their teachers (Boud 1988); selection and reflection elements which reinforce student responsibility in taking charge of their learning and it provides a more valid, individualised assessment (Boud, 1995); reassurance so that learners can be honest about their own performance without the fear that they will expose information which can be used against them, and to address and cultural sensitivities or bias; tasks contribute to the final grade, although, based on the findings of previous studies, there is the potential for learners to overestimate or underestimating due to cultural bias, it was deemed necessary to do this to because of the general need for recognition by learners and to comply with external bodies; allocation of class time to complete the tasks and to enable learners to get assistance, this alleviates time pressures on the leaners and to also allow for sufficient training/retraining to take place so learners gain confidence in the process; Finally there was an emphasis on the process rather than just the product of assessment (Boud 1995). Students on the program are allowed to work and re-work their written drafts, based upon multiple sources of feedback, until such time that it is ready to be submitted allowing for students writing ability to be assessed in an ongoing, authentic context. Teachers were advised to exercise caution as tasks are usually completed over a period of time, both inside and outside the class and the degree students are assisted with feedback has the potential to affect validity (Boud, 1995). To address reliability, moderation where teachers and students scores are compared, can be used. However, if teachers moderate students results excessively, then students do not put much effort into being objective but simply rely on the teacher to do the assessing. At the same time, if teachers place the full responsibility on students, the danger is that there will always be some students whose self-assessment is not justified, however, the payoff is that the majority of students undertake their self-assessment much more seriously, and therefore learn a great deal more in the process of doing it (Boud, 1995). Portfolios of Evidence A recent trend in language assessment advocated by Boud (1995) and Race (2001) is the inclusion of portfolios in a course. A portfolio allows students to track their progress by compiling a selection of their work, selected from larger body of work. The portfolio is then presented with feedback comments and a reflective piece written by the student to justify the selection. Race (2001) points out that while most other forms of assessment are like snapshots of particular levels of development, portfolios can illustrate progression, reflecting how quickly students can learn from and implement feedback. The involvement of the student in reviewing and selecting is central, helping student-centred learning to become a reality (Calfee Freedman, 1996). Kathpalia and Heah (2008), stress the importance of reflection stating that a writing portfolio without reflection is merely a collection of written work which does not contribute to real learning. Portfolio Procedure At the beginning of the program, time is taken to ensure learners are provided with instructions on how to reflect on activities as well as filling self-assessment checklists through which they could improve their autonomy in writing. As identified earlier, training is key to the successful implementation of self-assessment. After the first two weeks, a simple class checklist was created for the purposes of self-assessment. An exemplar piece of writing was then given to the individual learners and they were asked to use the self-assessment checklist with this writing. The results were discussed with the class along with individual consultations. This process was then repeated with another piece of writing. Once learners were familiar with using the checklists, they could create their own, using the individual criteria chosen by themselves. After that, learners were then given a list of topics to choose from and were required to write one task during class and one outside the classroo m. Learners then had to assess their work using their individual checklists. Again, the general results were discussed with the whole class in addition to individual feedback sessions. After one month learners showed significant improvement in self-assessing as confidence grew and could begin to self-evaluate their own work independently, using their own checklists, and to add them to their body of work. Grades were awarded by the learner based on their individual, agreed negotiated criteria. Initially, each student awarded themselves a grade together with a justification for it based upon the evidence submitted. Students are encouraged to consult with their peers if they are lacking confidence and to focus on the process of evaluation rather than simply the grade. Independently of this, a teacher assessment is made using the agreed criteria on the evidence available but without knowledge of the students proposed grade. If the two proposed grades did not fall within the same band, a discussion took place during which each party justifies their grade. Agreement generally resulted, but there is provision for final arbitration by a third party if needed. Race (2001) argues that portfolios can be high on validity as it is possible to assess appropriate evidence of achievement relating more directly to intended learning outcomes, than (for example) can be achieved just with written exams. Race continues by saying that portfolios contain evidence reflecting a wide range of skills and attributes, and can reflect students work at its best, rather than just a cross-section on a particular occasion, such as one-off exams. He cautions that ownership of the work can sometimes be in doubt and the inclusion of an oral assessment or interview, can validate the origin of the contents of portfolios. There are however, some issues with portfolio use, with McMillan (2004) and Race (2001) highlighting that assessing portfolios is time-consuming, requiring time for both designing the portfolio and preparing rubrics for scoring. In addition to that, the teacher has to train learners to self-assess their work adequately, which often entails a one-to-one conference with each student so that portfolio implementation is done properly. As McMillan puts it, portfolio assessment requires time, expertise, and commitment (2004, p. 238), all of which are not always available. Reflective Learning Journals Reflective learning journals are another important aspect of self-assessment and the EPP, with evidence showing that good learners have better metacognitive processes than poor learners (Ertmer and Newby, 1996). Developing reflective skills is an important aspect of self-assessment, leading to a reflective practitioner which according to Schà ¶n (1987), includes: reflection-in-action that is immediate, short term, concerned with a devising a new strategy for approaching the situation; and reflection-on-action, typically undertaken some time after an event has occurred. The challenge we had was ways of incorporating reflective activities in the course. Boud et al, (1983) suggests that learners maintain a journal, to reflect on their learning, over a sustained period, maintained with the intention of improving or supporting learning. Records can include both academic as well as personal development with students generating records on such items as: their objectives and how these have been addressed and achieved; expectations, attitudes, values, beliefs, and skills. The records can start off structured but may become more unstructured as learners take ownership. Morrison (1996) identified some matters which need to be considered regarding the reflective activity: not all students find reflection easy; there may also be cultural issues where the concept is particularly difficult to grasp; and what is the depth of reflection required. A means of addressing these is to provide real examples of reflective writing, as well as some structured questions to the learners. Allowing for adequate practice and providing opportunities for feedback can also alleviate any potential problems. In terms of assessing the work, initially a journal may be considered satisfactory and passed, or not yet satisfactory and not yet passed, avoiding some of the difficult judgements about work that may be very diverse and / or creative (Morrison 1996). We found that this can also encourage gr eater participation as leaners feel that they are not being scrutinised about what they are writing. Evaluation of using Self-assessment in EPP One of the greatest challenges was with the concept of criteria where both the teachers and learners preferred to rely on well-known externally imposed criteria rather than take ownership of self-generated criteria, negotiated in the classroom. Indeed, there was also a strong resistance from the institute itself, however the future success of this approach the acceptance and willingness of all the participants. From an learners perspective Each term, a survey concerning the course in general and the use of the self-assessments is conducted to gather the views of the learners. For the most part, after the initial introductory phase, learners find self-assessment a useful tool which helps them focus on their own learning: I found it very difficult in the beginning but now I know it will be good for my future study. Difficult to start but then I started to enjoy it when I realised what I had achieved. Students commented on the tasks in general (reflective journal; self-assessment): A very interesting and different experience for me. I learned how disorganised I am and that I need to change. I now have more confidence in my work before I submit it. Students were very positive on the experience: Amazing, I had no idea that I had achieved so much until I reviewed my journal at the end. I now really enjoy reflecting on what I have done not just memorising information. Students rarely, if ever find the task of self-assessment easy, especially in a Chinese society where the teacher is traditionally viewed as having ultimate control. Some learners are naturally more self-reflective or self-critical than others, and some are more willing to share their learning than others. It provides an opportunity for students to reflect on their learning and think about the applications of ideas in their own situations. It is common for them to report that they only start to become aware of what they have learned when they looked back on the course in a systematic fashion, in preparing to submit their portfolios. Two major obstacles that learners had difficulty overcoming was the doubt in their ability to assess themselves and the objection to the concept of self-grading, arguing that grading should be the sole responsibility of the teacher, which is similar to studies mentioned earlier (Leach 2012, Brown and Knight 1994) however, we feel this has been addressed. From the Teachers Perspective Despite the increase in using self-assessment, Ross (2006) explains that teachers still retain doubts about the value and accuracy of the technique, saying many teachers holding the view that learners are incapable of self-assessment believing that learners are unable to appreciate or understand the process. In our situation some of the more senior teachers resisted the change in the power dynamic that self-assessment entails as it not only changes the role of the teacher but also the relationship between the teacher and learner. A secondary issue we experienced was when the teachers themselves are unsure of or are having difficulty in interpreting criteria and are therefore reluctant to negotiate with the learners. However, I have found that through the process of discussion the criteria ultimately become clearer. From my perspective Producing a portfolio of evidence has the advantage of students summarised and demonstrating their learning at many different stages of learning and has been a valuable takeaway from the program for the learners. Now before submitting a written piece of work, many learners have gone through the process of self-assessing and therefore have formed an educated opinion of how good they think the work is which leads to reduced anxiety. Overall, assessment portfolios are beneficial to students. They give them the opportunity to reflect, and to develop their abilities in assessing their own work and understanding. Thus, learners end up eventually taking responsibility for their own learning and have continuing opportunities for using their creativity and imagination and increasing the quality of their work (Barton and Collins 1997). On reflection, I believe that although portfolios require considerable work on the part of both the students and the teacher, they provide a much more effective assessment tool than those used traditionally because the ongoing and developing nature of the portfolio provides a much clearer indication not only of what the learners have achieved (the learning process) but also what the teacher has enabled the learners to achieve (the teaching process

Romance and Anti-Romance in Shakespeares The Tempest Essay -- Tempest

Romance and Anti-Romance in The Tempest      Ã‚  Ã‚   The specific genre classification that one may give to a piece such as The Tempest is often thought to be highly confusing. This is because so many of the qualities of a romance and a realism can be applied to it's words and actions, but at the same time pull away from the very sense of the genre that it is trying to achieve. A romance has many specific qualities, most of which rely on the fancy and imagination of the viewer or the reader. In some circles, it is even known as escapist. Not to the extreme of escapist drama, but certainly free from the boundaries of the mortal world as we know it. In reading the critical essay entitled "The Tempest as Romance and Anti-Romance by Richard Hillman," I found many important points arguing both for and against the idea that it is a romance. He states quite plainly at the beginning that in any romance audiences expect to move and travel widely to exotic places, different times, and widely throughout the realm of imagination. In his opinion, The Tempest takes these principles farther than any previous works in order to destroy them (Hillman 141). In other words, Shakespeare goes to immense trouble to simply set us up for a great fall. The elements that produce fantasy in this work and make it known that it is a specific genre basically prove to be as insubstantial as Prospero's spirit actors. Hillman claims that these elements can simply vanish into thin air and leave quite disturbing resonances with the audiences after their departure. The Tempest is certainly a play of confinements, contortions, and problems (Hillman 142), that much is fairly obvious from the beginning. The island itself is exotic and fantastic in the beginning, pr... ...Restoration Tragicomedy." ELH 51.3 (Fall 1984): 447-64. Eichner, Hans. "The Rise of Modern Science and the Genesis of Romanticism." PMLA 97 (1982): 8-30. Hillman, Richard   The Tempest as Romance and Anti-Romance Shakespeare Quarterly. 34 (1983), 426-432. Langley, Michael. The Appropriation of the Tempest, 1700-1800." Shakespeare Survey 43 (1990): 99-109. Maguire, Nancy Klein. Regicide and Restoration: English Tragicomedy, 1660-1671. Cambridge: Cambridge UP, 1992. Nicoll, Allardyce. Dryden as an Adapter of Shakespeare. London: Shakespeare Society, 1922. Palmer, D.J. Shakespeare's Later Comedies: An Anthology of Modern Criticism. Harmondsworth, Penguin, 1971. Peterson, Douglas L. Time, Tide, and Tempest Berkeley: U of California P, 1970. 1-103. Spencer, Christopher, Shakespeare: Dream and Tempest.   Urbana: U of Illinois P, 1965. 109-99. Romance and Anti-Romance in Shakespeare's The Tempest Essay -- Tempest Romance and Anti-Romance in The Tempest      Ã‚  Ã‚   The specific genre classification that one may give to a piece such as The Tempest is often thought to be highly confusing. This is because so many of the qualities of a romance and a realism can be applied to it's words and actions, but at the same time pull away from the very sense of the genre that it is trying to achieve. A romance has many specific qualities, most of which rely on the fancy and imagination of the viewer or the reader. In some circles, it is even known as escapist. Not to the extreme of escapist drama, but certainly free from the boundaries of the mortal world as we know it. In reading the critical essay entitled "The Tempest as Romance and Anti-Romance by Richard Hillman," I found many important points arguing both for and against the idea that it is a romance. He states quite plainly at the beginning that in any romance audiences expect to move and travel widely to exotic places, different times, and widely throughout the realm of imagination. In his opinion, The Tempest takes these principles farther than any previous works in order to destroy them (Hillman 141). In other words, Shakespeare goes to immense trouble to simply set us up for a great fall. The elements that produce fantasy in this work and make it known that it is a specific genre basically prove to be as insubstantial as Prospero's spirit actors. Hillman claims that these elements can simply vanish into thin air and leave quite disturbing resonances with the audiences after their departure. The Tempest is certainly a play of confinements, contortions, and problems (Hillman 142), that much is fairly obvious from the beginning. The island itself is exotic and fantastic in the beginning, pr... ...Restoration Tragicomedy." ELH 51.3 (Fall 1984): 447-64. Eichner, Hans. "The Rise of Modern Science and the Genesis of Romanticism." PMLA 97 (1982): 8-30. Hillman, Richard   The Tempest as Romance and Anti-Romance Shakespeare Quarterly. 34 (1983), 426-432. Langley, Michael. The Appropriation of the Tempest, 1700-1800." Shakespeare Survey 43 (1990): 99-109. Maguire, Nancy Klein. Regicide and Restoration: English Tragicomedy, 1660-1671. Cambridge: Cambridge UP, 1992. Nicoll, Allardyce. Dryden as an Adapter of Shakespeare. London: Shakespeare Society, 1922. Palmer, D.J. Shakespeare's Later Comedies: An Anthology of Modern Criticism. Harmondsworth, Penguin, 1971. Peterson, Douglas L. Time, Tide, and Tempest Berkeley: U of California P, 1970. 1-103. Spencer, Christopher, Shakespeare: Dream and Tempest.   Urbana: U of Illinois P, 1965. 109-99.

Food preservation Essay

Introduction : Vaish vik foods private Limited is in the business of Marketing Export and supply of food products. The company also exports nutritional fresh fruits, seasonal fresh fruits and handpicked fresh fruits. The company also sells ready to cook products in the brand name of Eat well. The company was incorporated in the year 2000. Vikas Dangad is the managing director and founder of the company. The company is Headquartered in Pune and have a branch in London and Mumbai. The company operates on medium scale. Organization structure: Vaish Vik Foods Private Limited currently employs 21 people in the company who are working across various departments. 06 People works in the Marketing department, 02 People in the HR department and 10 people works in manufacturing department. The company has its own farm and hence have hired 03 farmers for it. There are Products: The Company have different kinds of processed food products, seasonal fresh fruits and handpicked fresh fruits. All the products of the Company are processed and packed in clean & Hygienic environment with special emphasize to keep the products natural as much as possible and therefore they try to avoid using preservatives and chemicals in the products as much as they can. Below is the detailed list of products. Spices 1) Vaish Vik Foods Private Limited Introduction : Vaish vik foods private Limited is in the business of Marketing Export and supply of food products. The company also exports nutritional fresh fruits, seasonal fresh fruits and handpicked fresh fruits. The company also sells ready to cook products in the brand name of Eat well. The company was incorporated in the year 2000. Vikas Dangad is the managing director and founder of the company. The company is Headquartered in Pune and have a branch in London and Mumbai. The company operates on medium scale. Organization structure: Vaish Vik Foods Private Limited currently employs 21 people in the company who are working across various departments. 06 People works in the Marketing department, 02 People in the HR department and 10 people works in manufacturing department. The company has its own farm and hence have hired 03 farmers for it. There are Products: The Company have different kinds of processed food products, seasonal fresh fruits and handpicked fresh fruits. All the products of the Company are processed and packed in clean & Hygienic environment with special emphasize to keep the products natural as much as possible and therefore they try to avoid using preservatives and chemicals in the products as much as they can. Below is the detailed list of products. Spices 1) 1) Vaish Vik Foods Private Limited Introduction : Vaish vik foods private Limited is in the business of Marketing Export and supply of food products. The company also exports nutritional fresh fruits, seasonal fresh fruits and handpicked fresh fruits. The company also sells ready to cook products in the brand name of Eat well. The company was incorporated in the year 2000. Vikas Dangad is the managing director and founder of the company. The company is Headquartered in Pune and have a branch in London and Mumbai. The company operates on medium scale. Organization structure: Vaish Vik Foods Private Limited currently employs 21 people in the company who are working across various departments. 06 People works in the Marketing department, 02 People in the HR department and 10 people works in manufacturing department. The company has its own farm and hence have hired 03 farmers for it. There are Products: The Company have different kinds of processed food products, seasonal fresh fruits and handpicked fresh fruits. All the products of the Company are processed and packed in clean & Hygienic environment with special emphasize to keep the products natural as much as possible and therefore they try to avoid using preservatives and chemicals in the products as much as they can. Below is the detailed list of products. Spices 1) 2) Vaish Vik Foods Private Limited Introduction : Vaish vik foods private Limited is in the business of Marketing Export and supply of food products. The company also exports nutritional fresh fruits, seasonal fresh fruits and handpicked fresh fruits. The company also sells ready to cook products in the brand name of Eat well. The company was incorporated in the year 2000. Vikas Dangad is the managing director and founder of the company. The company is Headquartered in Pune and have a branch in London and Mumbai. The company operates on medium scale. Organization structure: Vaish Vik Foods Private Limited currently employs 21 people in the company who are working across various departments. 06 People works in the Marketing department, 02 People in the HR department and 10 people works in manufacturing department. The company has its own farm and hence have hired 03 farmers for it. There are Products: The Company have different kinds of processed food products, seasonal fresh fruits and handpicked fresh fruits. All the products of the Company are processed and packed in clean & Hygienic environment with special emphasize to keep the products natural as much as possible and therefore they try to avoid using preservatives and chemicals in the products as much as they can. Below is the detailed list of products. Spices 1) 3) Vaish Vik Foods Private Limited Introduction : Vaish vik foods private Limited is in the business of Marketing Export and supply of food products. The company also exports nutritional fresh fruits, seasonal fresh fruits and handpicked fresh fruits. The company also sells ready to cook products in the brand name of Eat well. The company was incorporated in the year 2000. Vikas Dangad is the managing director and founder of the company. The company is Headquartered in Pune and have a branch in London and Mumbai. The company operates on medium scale. Organization structure: Vaish Vik Foods Private Limited currently employs 21 people in the company who are working across various departments. 06 People works in the Marketing department, 02 People in the HR department and 10 people works in manufacturing department. The company has its own farm and hence have hired 03 farmers for it. There are Products: The Company have different kinds of processed food products, seasonal fresh fruits and handpicked fresh fruits. All the products of the Company are processed and packed in clean & Hygienic environment with special emphasize to keep the products natural as much as possible and therefore they try to avoid using preservatives and chemicals in the products as much as they can. Below is the detailed list of products. Spices 1) 4) Vaish Vik Foods Private Limited Introduction : Vaish vik foods private Limited is in the business of Marketing Export and supply of food products. The company also exports nutritional fresh fruits, seasonal fresh fruits and handpicked fresh fruits. The company also sells ready to cook products in the brand name of Eat well. The company was incorporated in the year 2000. Vikas Dangad is the managing director and founder of the company. The company is Headquartered in Pune and have a branch in London and Mumbai. The company operates on medium scale. Organization structure: Vaish Vik Foods Private Limited currently employs 21 people in the company who are working across various departments. 06 People works in the Marketing department, 02 People in the HR department and 10 people works in manufacturing department. The company has its own farm and hence have hired 03 farmers for it. There are Products: The Company have different kinds of processed food products, seasonal fresh fruits and handpicked fresh fruits. All the products of the Company are processed and packed in clean & Hygienic environment with special emphasize to keep the products natural as much as possible and therefore they try to avoid using preservatives and chemicals in the products as much as they can. Below is the detailed list of products. Spices 1) 5) Vaish Vik Foods Private Limited Introduction : Vaish vik foods private Limited is in the business of Marketing Export and supply of food products. The company also exports nutritional fresh fruits, seasonal fresh fruits and handpicked fresh fruits. The company also sells ready to cook products in the brand name of Eat well. The company was incorporated in the year 2000. Vikas Dangad is the managing director and founder of the company. The company is Headquartered in Pune and have a branch in London and Mumbai. The company operates on medium scale. Organization structure: Vaish Vik Foods Private Limited currently employs 21 people in the company who are working across various departments. 06 People works in the Marketing department, 02 People in the HR department and 10 people works in manufacturing department. The company has its own farm and hence have hired 03 farmers for it. There are Products: The Company have different kinds of processed food products, seasonal fresh fruits and handpicked fresh fruits. All the products of the Company are processed and packed in clean & Hygienic environment with special emphasize to keep the products natural as much as possible and therefore they try to avoid using preservatives and chemicals in the products as much as they can. Below is the detailed list of products. Spices 1) 6) Vaish Vik Foods Private Limited Introduction : Vaish vik foods private Limited is in the business of Marketing Export and supply of food products. The company also exports nutritional fresh fruits, seasonal fresh fruits and handpicked fresh fruits. The company also sells ready to cook products in the brand name of Eat well. The company was incorporated in the year 2000. Vikas Dangad is the managing director and founder of the company. The company is Headquartered in Pune and have a branch in London and Mumbai. The company operates on medium scale. Organization structure: Vaish Vik Foods Private Limited currently employs 21 people in the company who are working across various departments. 06 People works in the Marketing department, 02 People in the HR department and 10 people works in manufacturing department. The company has its own farm and hence have hired 03 farmers for it. There are Products: The Company have different kinds of processed food products, seasonal fresh fruits and handpicked fresh fruits. All the products of the Company are processed and packed in clean & Hygienic environment with special emphasize to keep the products natural as much as possible and therefore they try to avoid using preservatives and chemicals in the products as much as they can. Below is the detailed list of products. Spices 1) 7) Vaish Vik Foods Private Limited Introduction : Vaish vik foods private Limited is in the business of Marketing Export and supply of food products. The company also exports nutritional fresh fruits, seasonal fresh fruits and handpicked fresh fruits. The company also sells ready to cook products in the brand name of Eat well. The company was incorporated in the year 2000. Vikas Dangad is the managing director and founder of the company. The company is Headquartered in Pune and have a branch in London and Mumbai. The company operates on medium scale. Organization structure: Vaish Vik Foods Private Limited currently employs 21 people in the company who are working across various departments. 06 People works in the Marketing department, 02 People in the HR department and 10 people works in manufacturing department. The company has its own farm and hence have hired 03 farmers for it. There are Products: The Company have different kinds of processed food products, seasonal fresh fruits and handpicked fresh fruits. All the products of the Company are processed and packed in clean & Hygienic environment with special emphasize to keep the products natural as much as possible and therefore they try to avoid using preservatives and chemicals in the products as much as they can. Below is the detailed list of products. Spices 1) 8) Vaish Vik Foods Private Limited Introduction : Vaish vik foods private Limited is in the business of Marketing Export and supply of food products. The company also exports nutritional fresh fruits, seasonal fresh fruits and handpicked fresh fruits. The company also sells ready to cook products in the brand name of Eat well. The company was incorporated in the year 2000. Vikas Dangad is the managing director and founder of the company. The company is Headquartered in Pune and have a branch in London and Mumbai. The company operates on medium scale. Organization structure: Vaish Vik Foods Private Limited currently employs 21 people in the company who are working across various departments. 06 People works in the Marketing department, 02 People in the HR department and 10 people works in manufacturing department. The company has its own farm and hence have hired 03 farmers for it. There are Products: The Company have different kinds of processed food products, seasonal fresh fruits and handpicked fresh fruits. All the products of the Company are processed and packed in clean & Hygienic environment with special emphasize to keep the products natural as much as possible and therefore they try to avoid using preservatives and chemicals in the products as much as they can. Below is the detailed list of products. Spices 1) 9) Vaish Vik Foods Private Limited Introduction : Vaish vik foods private Limited is in the business of Marketing Export and supply of food products. The company also exports nutritional fresh fruits, seasonal fresh fruits and handpicked fresh fruits. The company also sells ready to cook products in the brand name of Eat well. The company was incorporated in the year 2000. Vikas Dangad is the managing director and founder of the company. The company is Headquartered in Pune and have a branch in London and Mumbai. The company operates on medium scale. Organization structure: Vaish Vik Foods Private Limited currently employs 21 people in the company who are working across various departments. 06 People works in the Marketing department, 02 People in the HR department and 10 people works in manufacturing department. The company has its own farm and hence have hired 03 farmers for it. There are Products: The Company have different kinds of processed food products, seasonal fresh fruits and handpicked fresh fruits. All the products of the Company are processed and packed in clean & Hygienic environment with special emphasize to keep the products natural as much as possible and therefore they try to avoid using preservatives and chemicals in the products as much as they can. Below is the detailed list of products. Spices 1) 10). Vaish Vik Foods Private Limited Introduction : Vaish vik foods private Limited is in the business of Marketing Export and supply of food products. The company also exports nutritional fresh fruits, seasonal fresh fruits and handpicked fresh fruits. The company also sells ready to cook products in the brand name of Eat well. The company was incorporated in the year 2000. Vikas Dangad is the managing director and founder of the company. The company is Headquartered in Pune and have a branch in London and Mumbai. The company operates on medium scale. Organization structure: Vaish Vik Foods Private Limited currently employs 21 people in the company who are working across various departments. 06 People works in the Marketing department, 02 People in the HR department and 10 people works in manufacturing department. The company has its own farm and hence have hired 03 farmers for it. There are Products: The Company have different kinds of processed food products, seasonal fresh fruits and handpicked fresh fruits. All the products of the Company are processed and packed in clean & Hygienic environment with special emphasize to keep the products natural as much as possible and therefore they try to avoid using preservatives and chemicals in the products as much as they can. Below is the detailed list of products. Spices 1) 11) Vaish Vik Foods Private Limited Introduction : Vaish vik foods private Limited is in the business of Marketing Export and supply of food products. The company also exports nutritional fresh fruits, seasonal fresh fruits and handpicked fresh fruits. The company also sells ready to cook products in the brand name of Eat well. The company was incorporated in the year 2000. Vikas Dangad is the managing director and founder of the company. The company is Headquartered in Pune and have a branch in London and Mumbai. The company operates on medium scale. Organization structure: Vaish Vik Foods Private Limited currently employs 21 people in the company who are working across various departments. 06 People works in the Marketing department, 02 People in the HR department and 10 people works in manufacturing department. The company has its own farm and hence have hired 03 farmers for it. There are Products: The Company have different kinds of processed food products, seasonal fresh fruits and handpicked fresh fruits. All the products of the Company are processed and packed in clean & Hygienic environment with special emphasize to keep the products natural as much as possible and therefore they try to avoid using preservatives and chemicals in the products as much as they can. Below is the detailed list of products. Spices 1) 12) Vaish Vik Foods Private Limited Introduction : Vaish vik foods private Limited is in the business of Marketing Export and supply of food products. The company also exports nutritional fresh fruits, seasonal fresh fruits and handpicked fresh fruits. The company also sells ready to cook products in the brand name of Eat well. The company was incorporated in the year 2000. Vikas Dangad is the managing director and founder of the company. The company is Headquartered in Pune and have a branch in London and Mumbai. The company operates on medium scale. Organization structure: Vaish Vik Foods Private Limited currently employs 21 people in the company who are working across various departments. 06 People works in the Marketing department, 02 People in the HR department and 10 people works in manufacturing department. The company has its own farm and hence have hired 03 farmers for it. There are Products: The Company have different kinds of processed food products, seasonal fresh fruits and handpicked fresh fruits. All the products of the Company are processed and packed in clean & Hygienic environment with special emphasize to keep the products natural as much as possible and therefore they try to avoid using preservatives and chemicals in the products as much as they can. Below is the detailed list of products. Spices 1) 13) Vaish Vik Foods Private Limited Introduction : Vaish vik foods private Limited is in the business of Marketing Export and supply of food products. The company also exports nutritional fresh fruits, seasonal fresh fruits and handpicked fresh fruits. The company also sells ready to cook products in the brand name of Eat well. The company was incorporated in the year 2000. Vikas Dangad is the managing director and founder of the company. The company is Headquartered in Pune and have a branch in London and Mumbai. The company operates on medium scale. Organization structure: Vaish Vik Foods Private Limited currently employs 21 people in the company who are working across various departments. 06 People works in the Marketing department, 02 People in the HR department and 10 people works in manufacturing department. The company has its own farm and hence have hired 03 farmers for it. There are Products: The Company have different kinds of processed food products, seasonal fresh fruits and handpicked fresh fruits. All the products of the Company are processed and packed in clean & Hygienic environment with special emphasize to keep the products natural as much as possible and therefore they try to avoid using preservatives and chemicals in the products as much as they can. Below is the detailed list of products. Spices 1) 14) Vaish Vik Foods Private Limited Introduction : Vaish vik foods private Limited is in the business of Marketing Export and supply of food products. The company also exports nutritional fresh fruits, seasonal fresh fruits and handpicked fresh fruits. The company also sells ready to cook products in the brand name of Eat well. The company was incorporated in the year 2000. Vikas Dangad is the managing director and founder of the company. The company is Headquartered in Pune and have a branch in London and Mumbai. The company operates on medium scale. Organization structure: Vaish Vik Foods Private Limited currently employs 21 people in the company who are working across various departments. 06 People works in the Marketing department, 02 People in the HR department and 10 people works in manufacturing department. The company has its own farm and hence have hired 03 farmers for it. There are Products: The Company have different kinds of processed food products, seasonal fresh fruits and handpicked fresh fruits. All the products of the Company are processed and packed in clean & Hygienic environment with special emphasize to keep the products natural as much as possible and therefore they try to avoid using preservatives and chemicals in the products as much as they can. Below is the detailed list of products. Spices 1) 15) Vaish Vik Foods Private Limited Introduction : Vaish vik foods private Limited is in the business of Marketing Export and supply of food products. The company also exports nutritional fresh fruits, seasonal fresh fruits and handpicked fresh fruits. The company also sells ready to cook products in the brand name of Eat well. The company was incorporated in the year 2000. Vikas Dangad is the managing director and founder of the company. The company is Headquartered in Pune and have a branch in London and Mumbai. The company operates on medium scale. Organization structure: Vaish Vik Foods Private Limited currently employs 21 people in the company who are working across various departments. 06 People works in the Marketing department, 02 People in the HR department and 10 people works in manufacturing department. The company has its own farm and hence have hired 03 farmers for it. There are Products: The Company have different kinds of processed food products, seasonal fresh fruits and handpicked fresh fruits. All the products of the Company are processed and packed in clean & Hygienic environment with special emphasize to keep the products natural as much as possible and therefore they try to avoid using preservatives and chemicals in the products as much as they can. Below is the detailed list of products. Spices 1) 16) Vaish Vik Foods Private Limited Introduction : Vaish vik foods private Limited is in the business of Marketing Export and supply of food products. The company also exports nutritional fresh fruits, seasonal fresh fruits and handpicked fresh fruits. The company also sells ready to cook products in the brand name of Eat well. The company was incorporated in the year 2000. Vikas Dangad is the managing director and founder of the company. The company is Headquartered in Pune and have a branch in London and Mumbai. The company operates on medium scale. Organization structure: Vaish Vik Foods Private Limited currently employs 21 people in the company who are working across various departments. 06 People works in the Marketing department, 02 People in the HR department and 10 people works in manufacturing department. The company has its own farm and hence have hired 03 farmers for it. There are Products: The Company have different kinds of processed food products, seasonal fresh fruits and handpicked fresh fruits. All the products of the Company are processed and packed in clean & Hygienic environment with special emphasize to keep the products natural as much as possible and therefore they try to avoid using preservatives and chemicals in the products as much as they can. Below is the detailed list of products. Spices 1) 17) Vaish Vik Foods Private Limited Introduction : Vaish vik foods private Limited is in the business of Marketing Export and supply of food products. The company also exports nutritional fresh fruits, seasonal fresh fruits and handpicked fresh fruits. The company also sells ready to cook products in the brand name of Eat well. The company was incorporated in the year 2000. Vikas Dangad is the managing director and founder of the company. The company is Headquartered in Pune and have a branch in London and Mumbai. The company operates on medium scale. Organization structure: Vaish Vik Foods Private Limited currently employs 21 people in the company who are working across various departments. 06 People works in the Marketing department, 02 People in the HR department and 10 people works in manufacturing department. The company has its own farm and hence have hired 03 farmers for it. There are Products: The Company have different kinds of processed food products, seasonal fresh fruits and handpicked fresh fruits. All the products of the Company are processed and packed in clean & Hygienic environment with special emphasize to keep the products natural as much as possible and therefore they try to avoid using preservatives and chemicals in the products as much as they can. Below is the detailed list of products. Spices 1) 18) Vaish Vik Foods Private Limited Introduction : Vaish vik foods private Limited is in the business of Marketing Export and supply of food products. The company also exports nutritional fresh fruits, seasonal fresh fruits and handpicked fresh fruits. The company also sells ready to cook products in the brand name of Eat well. The company was incorporated in the year 2000. Vikas Dangad is the managing director and founder of the company. The company is Headquartered in Pune and have a branch in London and Mumbai. The company operates on medium scale. Organization structure: Vaish Vik Foods Private Limited currently employs 21 people in the company who are working across various departments. 06 People works in the Marketing department, 02 People in the HR department and 10 people works in manufacturing department. The company has its own farm and hence have hired 03 farmers for it. There are Products: The Company have different kinds of processed food products, seasonal fresh fruits and handpicked fresh fruits. All the products of the Company are processed and packed in clean & Hygienic environment with special emphasize to keep the products natural as much as possible and therefore they try to avoid using preservatives and chemicals in the products as much as they can. Below is the detailed list of products. Spices 1) 19) Vaish Vik Foods Private Limited Introduction : Vaish vik foods private Limited is in the business of Marketing Export and supply of food products. The company also exports nutritional fresh fruits, seasonal fresh fruits and handpicked fresh fruits. The company also sells ready to cook products in the brand name of Eat well. The company was incorporated in the year 2000. Vikas Dangad is the managing director and founder of the company. The company is Headquartered in Pune and have a branch in London and Mumbai. The company operates on medium scale. Organization structure: Vaish Vik Foods Private Limited currently employs 21 people in the company who are working across various departments. 06 People works in the Marketing department, 02 People in the HR department and 10 people works in manufacturing department. The company has its own farm and hence have hired 03 farmers for it. There are Products: The Company have different kinds of processed food products, seasonal fresh fruits and handpicked fresh fruits. All the products of the Company are processed and packed in clean & Hygienic environment with special emphasize to keep the products natural as much as possible and therefore they try to avoid using preservatives and chemicals in the products as much as they can. Below is the detailed list of products. Spices 1) 20) Vaish Vik Foods Private Limited Introduction : Vaish vik foods private Limited is in the business of Marketing Export and supply of food products. The company also exports nutritional fresh fruits, seasonal fresh fruits and handpicked fresh fruits. The company also sells ready to cook products in the brand name of Eat well. The company was incorporated in the year 2000. Vikas Dangad is the managing director and founder of the company. The company is Headquartered in Pune and have a branch in London and Mumbai. The company operates on medium scale. Organization structure: Vaish Vik Foods Private Limited currently employs 21 people in the company who are working across various departments. 06 People works in the Marketing department, 02 People in the HR department and 10 people works in manufacturing department. The company has its own farm and hence have hired 03 farmers for it. There are Products: The Company have different kinds of processed food products, seasonal fresh fruits and handpicked fresh fruits. All the products of the Company are processed and packed in clean & Hygienic environment with special emphasize to keep the products natural as much as possible and therefore they try to avoid using preservatives and chemicals in the products as much as they can. Below is the detailed list of products. Spices 1) 21) Vaish Vik Foods Private Limited Introduction : Vaish vik foods private Limited is in the business of Marketing Export and supply of food products. The company also exports nutritional fresh fruits, seasonal fresh fruits and handpicked fresh fruits. The company also sells ready to cook products in the brand name of Eat well. The company was incorporated in the year 2000. Vikas Dangad is the managing director and founder of the company. The company is Headquartered in Pune and have a branch in London and Mumbai. The company operates on medium scale. Organization structure: Vaish Vik Foods Private Limited currently employs 21 people in the company who are working across various departments. 06 People works in the Marketing department, 02 People in the HR department and 10 people works in manufacturing department. The company has its own farm and hence have hired 03 farmers for it. There are Products: The Company have different kinds of processed food products, seasonal fresh fruits and handpicked fresh fruits. All the products of the Company are processed and packed in clean & Hygienic environment with special emphasize to keep the products natural as much as possible and therefore they try to avoid using preservatives and chemicals in the products as much as they can. Below is the detailed list of products. Spices 1) 22) Vaish Vik Foods Private Limited Introduction : Vaish vik foods private Limited is in the business of Marketing Export and supply of food products. The company also exports nutritional fresh fruits, seasonal fresh fruits and handpicked fresh fruits. The company also sells ready to cook products in the brand name of Eat well. The company was incorporated in the year 2000. Vikas Dangad is the managing director and founder of the company. The company is Headquartered in Pune and have a branch in London and Mumbai. The company operates on medium scale. Organization structure: Vaish Vik Foods Private Limited currently employs 21 people in the company who are working across various departments. 06 People works in the Marketing department, 02 People in the HR department and 10 people works in manufacturing department. The company has its own farm and hence have hired 03 farmers for it. There are Products: The Company have different kinds of processed food products, seasonal fresh fruits and handpicked fresh fruits. All the products of the Company are processed and packed in clean & Hygienic environment with special emphasize to keep the products natural as much as possible and therefore they try to avoid using preservatives and chemicals in the products as much as they can. Below is the detailed list of products. Spices 1) 23) Vaish Vik Foods Private Limited Introduction : Vaish vik foods private Limited is in the business of Marketing Export and supply of food products. The company also exports nutritional fresh fruits, seasonal fresh fruits and handpicked fresh fruits. The company also sells ready to cook products in the brand name of Eat well. The company was incorporated in the year 2000. Vikas Dangad is the managing director and founder of the company. The company is Headquartered in Pune and have a branch in London and Mumbai.

Bible Love Story Essays

Bible Love Story Essays Bible Love Story Essays The story of Samson and Delilah is a story of love, deceit and money. I want to begin with Delilah's story. She was a beautiful woman with a deep past and many lovers. She was a Philistine and by tradition, an enemy to any Hebrew. She lived in one of the cities in the valley of Sorek. Delilah chose Samson to be one of her lovers. Samson, a Hebrew warrior had already been married once. That marriage ended in death for his wife and her family. He thought himself to have been the cause of their deaths. Despite his record of violence, or perhaps because of it, he was a 'hero' to the Hebrew settlers. The Hebrew's were trying to find a place for themselves in this land that was already occupied by the Canaanites and Philistines. They looked for a hero and Samson's qualities of strength made him ideal as a fearless warrior who could protect them. The Hebrew settlers saw Samson as enormously strong. Someone they could county on. The people at that time believed this was because of ma gic or some special secret that gave him extraordinary power. Magic and spells were popular, it was believed that the right magic could protect a person, or help overcome enemies. The leaders of the Philistine cities believed that magic of some kind must be behind Samson's strength, so they decided to find out what that magic was. Some of the leaders were aware that Delilah was with Samson, that gave them and idea. They decided to approached Delilah and offer her a great deal of money, if she would find out the secret of Samson's strength. By this time Samson was in love with Delilah and Samson believed that Delilah was in love with him. But contrary to this, Delilah agreed to help them. She saw that the money they offered her was enough to free her from 'working' for the rest of her life. So she decided to help them, she herself was curious about his strength. Delilah started thinking about the ways she should ask him for his secret. She asked him three different times, on thre e different occasions what his secret was, and all three times he gave her a false answer. But eventually, he did tell her, what he believed to be true: He believed that his strength came from his long hair, that had never been cut. Delilah still wasn't sure if this was a truthful answer. He was not alone in this belief.

Habitat Destruction Essay

Habitat Destruction Essay Free Online Research Papers There are many species in the world. The majority of them lived in bodies of water and many are on land. But these living organisms have been threatened and others have been extinct because of habitat change due to shifting climate. Scientific methods have been applied by major scientists to prove that from the last two hundred years, the earth’s temperature began to increase steadily on a rate of 1 Fahrenheit per century. Society believes that this issue is not a true concern. But in reality, the heat that’s being trapped in the atmosphere causes climate changes to occur. These sudden changes make it harder for living organisms to survive. The result of burning of coal and fossil fuel, desertification, and deforestation are the reasons why the heating and changes of the earth is taking place. When will all of these man made activities end? Technology itself is not even close to solving this problem. Societies invent better ways to make energy more efficient. But in the most part, their work only takes them back to using the same natural resources (fossil fuel, coal, uranium), which are harmful to the environment. Today, the burning of fossil fuel, coal, and the mining of uranium are the only way we can make energy for the use of our society on a large scale. There are abundant demands for these natural resources and they are becoming more scarce. If society continues in this direction and the climate around the world begins to change, there will be the end of millions of species living in both land and bodies of water. â€Å"Habitat Destruction† is beginning to take place in some parts of the world. I believe that this example would be crucial to those who lived in this planet. Unfortunately, the prospects of big business groups are more concern about the less important issues in hand. The â€Å"Kyoto† proposal was denied by a majority vote. Why is this th e case? These so called â€Å"intellectuals† who runs our government doesn’t even show a slight interest on the extinction of these species. Its arguable I suppose. How are we able to know if the climate fluctuations are either normal or not? Is it fact that Cfcs are damaging the earth’s ozone layer? Are fossil fuel emissions harmful to earth? There are many questions regarding this issue and yet, there is no answer. It is difficult to analyze this problem especially when the environmental issues have no economic entity in the political system. Major governments are the only answer to this growing problem. They have the power to regulate and pass laws. They also have the required funds to come up with cutting edge technology to create more efficient energy. I always believed that one-day; someone in power would have enough integrity to look over this matter. If not, more species will become extinct. The solar caps will continue to melt causing the ocean level to rise and flooding the cities across the globe. Species that are not yet discovered will simply perish unless society begins to strive for another alternative on creating energy. Only time will tell. Research Papers on Habitat Destruction Essay19 Century Society: A Deeply Divided EraGenetic EngineeringPETSTEL analysis of IndiaThe Effects of Illegal ImmigrationBionic Assembly System: A New Concept of SelfEffects of Television Violence on ChildrenQuebec and CanadaAppeasement Policy Towards the Outbreak of World War 2Relationship between Media Coverage and Social andResearch Process Part One

Business Crime Case Study Example | Topics and Well Written Essays - 1750 words

Business Crime - Case Study Example Before proceeding to the topic of Christies Ltd. and business crime, it is important to understand how and why the Theft Act 1968 came into existence. This Act was original for it was the first British legislation, which the dealings of criminal law accessible to all citizens and not just limited to attorneys. An article from bbc.co.uk (2001) tells this history: Before 1968, theft and other, similar, offences were governed by a mass of conflicting legislation and common law and was over-complex. Before 1968, if 'ownership' passed by means of deception, the offence was 'obtaining by false pretences'. If 'possession' was passed, the offence was 'larcency by a trick'. Other offences existed, including 'larcency by a servant', 'fraudulent conversion' and 'embezzlement'. It had reached the point where it was harder to discover which crime the accused may have committed rather than whether or not the accused was guilty. The 1968 Theft Act, as well as the 1971 Criminal Damage Act, did much to overcome this problem. All previous theft legislation and common law were overruled, resulting in the creation of the first codified definition of law in England and Wales.... codified definition of law in England and Wales. Understanding the history of the Act allows one to understand why it was and still is needed. Now we shall begin the discussion of Christies Ltd. The situations at hand and the topic of this piece of writing are now presented: Business Crime--Christies Ltd 4 Phil Jackson has approached David asking for a higher salary, as he believes he is underpaid. David refuses. Phil then decides to augment his salary in a number of ways:(A) Phil decides to open a flower stall at the weekend. He obtains a large selection of daffodils and tulips from the roadside and aims to sell these at 2 per bunch.(B) Phil decides to go for a drive through the countryside. He sees anunattended pick up truck loaded with live wild pheasants. Phildecides to put these into his own vehicle, intending to sell them to a local butcher.(C) Phil decides to enter the safe of Christies Ltd and look at the plans for a new "HyperScoop". He draws the design of the scoop andoffers it for sale to Scooperman Ltd, a direct competitor ofChristies Ltd. The Theft Act 1968 lists the basic definition of the word theft. According to this Act, a person is guilty of theft if "he dishonestly appropriates property belonging to another with the intention of permanently depriving the other of it; and 'theft' and 'steal shall be construed accordingly". Let us look at the term "permanently depriving" more closely in order to gain abetter understanding of theft and dishonesty. Webster's II New Riverside Dictionary(1984) defines the word permanently as "lasting

Cyber Bullying Research Paper Example | Topics and Well Written Essays - 1250 words

Cyber Bullying - Research Paper Example With the rapid advances in technology, however, bullying evolved into a form of harassment that can be perpetuated anytime and anywhere. Specifically, the use of the Internet and mobile technologies has enabled many bullies to harass their victims even when they are at home or sleeping. Unfortunately, authorities seemed to be caught off-guard when cases of bullying online reportedly caused several suicides across America recently. This highlighted how it has become imperative to solve this issue immediately because the degree of harm of cyberbullying is clearly pervasive and fatal today. To underscore the severity of this issue, there are already several research findings that found the prevalence of the problem. For instance, a survey conducted by I-Safe America found that 37 percent of middle school students admitted to being bullied or threatened online. (Shore 2006, p. 19) Pew Internet and American Life Project supported this with their report that one in three online teens has e xperienced online harassment. (The Colorado Trust 2008) The statistics established the numbers that should alarm responsible authorities. The issue is no longer some figment of imagination or opinion of alarmists that needed to be substantiated. The facts are already there for everyone to see. The implication of the above trend is that youngsters are no longer safe from bullies. The perpetrators only need a computer, Internet access or a cellphone in order terrorize hapless victims. This is aggravated by the fact that bullying acts can be done anonymously. Almost anyone can invade someone else's life and ruin it at a click of the mouse, enabling bullies to be more vicious and consistent with their attacks. According to Shore, this is demonstrated in two ways: first, there is the argument that bullies can strike out at others with the knowledge that they will not be caught; and, secondly, â€Å"by being removed from their targets and thus not seeing the impact of their actions, cybe rbullies can delude themselves into thinking they have not really hurt anybody† effectively taking away their ability to feel empathy or remorse for their victims. (p. 20) It is easy to understand, hence, how helpless victims find it difficult not only to escape the kind of torture due to the sheer pervasiveness of the Internet and the huge number of its users but also to bear the stress of online attacks against their persons for its sheer viciousness and intensity. In the past face-to-face bullying has been difficult to quantify because victims are hesitant to report them. The case has been complicated by technology further. The anonymity that technology provides bullies has made it extra difficult for its detection. This development is already a main contributor to the growing number of suicides as evidenced by the case of Tyler Clementi, who jumped off a bridge after his sexual encounter was streamed over the web by his dormmates for everyone to see. Unfortunately, this po sting of hurtful content is just one of the many types that could significantly cause harm to young minds. Maggio listed numerous ways by which cyberbullies can attack their victims using technology. The most serious of these include the posting of abusive content against victims such as threatening and embarrassing messages that are easily accessed by