Aksum the African Iron Age Kingdom

Aksum (also spelled Axum or Aksoum) is the name of a powerful urban Iron Age Kingdom in Ethiopia that flourished between the first century BC and the 7th/8th centuries AD. The Aksum kingdom is sometimes known as the Axumite civilization.   The Axumite civilization was a Coptic pre-Christian state in Ethiopia, from about AD 100-800. The Axumites were known for massive stone stelae, copper coinage, and the importance of their large, influential port on the Red Sea, Aksum. Aksum was an extensive state, with a farming economy, and deeply involved in trade by the first century AD with the Roman empire. After Meroe shut down, Aksum controlled trading between Arabia and Sudan, including goods such as ivory, skins, and manufactured luxury goods. Axumite architecture is a blend of Ethiopian and South Arabian cultural elements. The modern city of Aksum is located in the northeastern portion of what is now the central Tigray in northern Ethiopia, on the horn of Africa. It lies high on a plateau 2200 m (7200 ft) above sea level, and in its heyday, its region of influence included both sides of the Red Sea. An early text shows that trade on the Red Sea coast was active as early as the 1st century BC. During the first century AD, Aksum began a rapid rise to prominence, trading its agricultural resources and its gold and ivory through the port of Adulis into the Red Sea trade network and thence to the Roman Empire. Trade through Adulis connected eastward to India as well, providing Aksum and its rulers a profitable connection between Rome and the east. Aksum Chronology Post-Aksumite after ~AD 700 - 76 Sites: Maryam SionLate Aksumite ~AD 550-700 - 30 Sites: Kidane MehretMiddle Aksumite ~AD 400/450-550 - 40 Sites: Kidane MehretClassic Aksumite ~AD 150-400/450 - 110 Sites: LP 37, TgLM 98, Kidane MehretEarly Aksumite ~50 BC-AD 150 - 130 Sites: Mai Agam, TgLM 143, MataraProto-Aksumite ~400-50 BC - 34 Sites: Bieta Giyorgis, Ona NagastPre-Aksumite ~700-400 BC - 16 known sites, including  Seglamen, Kidane Mehret, Hwalti, Melka, LP56 (but see discussion at Yeha) The Rise of Aksum The earliest monumental architecture indicating the beginnings of the polity of Aksum has been identified at Bieta Giyorgis hill, near Aksum, beginning about 400 BC (the Proto-Aksumite period). There, archaeologists have also found elite tombs and some administrative artifacts. The settlement pattern also speaks to the societal complexity, with a large elite cemetery located on the hilltop, and small scattered settlements below. The first monumental building with semi-subterranean rectangular rooms is Ona Nagast, a building that continued in importance through the Early Aksumite period. Proto-Aksumite burials were simple pit graves covered with platforms and marked with pointed stones, pillars or flat slabs between 2-3 meters high. By the late proto-Aksumite period, the tombs were elaborated pit-graves, with more grave goods and stelae suggesting that a dominant lineage had taken control. These monoliths were 4-5 meters (13-16 feet) high, with a notch in the top. Evidence of the growing power of social elites is seen at Aksum and Matara by the first century BC, such as monumental elite architecture, elite tombs with monumental stele and royal thrones. Settlements during this period began to include towns, villages, and isolated hamlets. After Christianity was introduced ~350 AD, monasteries and churches were added to the settlement pattern, and full-fledged urbanism was in place by 1000 AD. Aksum at its Height By the 6th century AD, a stratified society was in place in Aksum, with an upper elite of kings and nobles, a lower elite of lower-status nobles and wealthy farmers, and ordinary people including farmers and craftsman. Palaces at Aksum were at their peak in size, and funerary monuments for the royal elite were quite elaborate. A royal cemetery was in use at Aksum, with rock-cut multi-chambered shaft tombs and pointed stelae. Some underground rock-cut tombs (hypogeum) were constructed with large multi-storied superstructures. Coins, stone and clay seals and pottery tokens were used. Aksum and the Written Histories One reason we know what we do about Aksum is the importance placed on written documents by its rulers, particularly Ezana or Aezianas. The oldest securely dated manuscripts in Ethiopia are from the 6th and 7th centuries AD; but evidence for parchment paper (paper made from animal skins or leather, not the same as parchment paper used in modern cooking) production in the region dates to the 8th century BC, at the site of Seglamen in western Tigray. Phillipson (2013) suggests a scriptorium or scribal school may have been located here, with contacts between the region and the Nile Valley. During the early 4th century AD, Ezana spread his realm north and east, conquering the Nile Valley realm of Meroe and thus becoming ruler over part of both Asia and Africa. He constructed much of the monumental architecture of Aksum, including a reported 100 stone obelisks, the tallest of which weighed over 500 tons and loomed 30 m (100 ft) over the cemetery in which it stood. Ezana is also known for converting much of Ethiopia to Christianity, around 330 AD. Legend has it that the Ark of the Covenant containing the remnants of the 10 commandments of Moses was brought to Aksum, and Coptic monks have protected it ever since. Aksum flourished until the 6th century AD, maintaining its trade connections and a high literacy rate, minting its own coins, and building monumental architecture. With the rise of the Islamic civilization in the 7th century AD, the Arabic world redrew the map of Asia and excluded the Axumite civilization from its trade network; Aksum fell in importance. For the most part, the obelisks built by Ezana were destroyed; with one exception, which was looted in the 1930s by Benito Mussolini, and erected in Rome. In late April 2005, Aksums obelisk was returned to Ethiopia. Archaeological Studies at Aksum Archaeological excavations at Aksum were first undertaken by Enno Littman in 1906  and concentrated on the monuments and the elite cemeteries. The British Institute in Eastern Africa excavated at Aksum beginning in the 1970s, under the direction of Neville Chittick and his student, Stuart Munro-Hay. More recently the Italian Archaeological Expedition at Aksum has been led by Rodolfo Fattovich of the University of Naples ‘L’Orientale’, finding several hundreds of new sites in the Aksum area. Sources Fattovich, Rodolfo. Reconsidering Yeha, c. 800–400 BC. African Archaeological Review, Volume 26, Issue 4, SpringerLink, January 28, 2010. Fattovich, Rodolfo. The Development of Ancient States in the Northern Horn of Africa, c. 3000 BC–AD 1000: An Archaeological Outline. Journal of World Prehistory, Volume 23, Issue 3, SpringerLink, October 14, 2010. Fattovich R, Berhe H, Phillipson L, Sernicola L, Kribus B, Gaudiello M, and Barbarino M. 2010. Archaeological Expedition at Aksum (Ethiopia) of the University of Naples LOrientale - 2010 Field Season: Seglamen. Naples: Università   degli studi di Napoli LOrientale. French, Charles. Expanding the research parameters of geoarchaeology: case studies from Aksum in Ethiopia and Haryana in India. Archaeological and Anthropological Sciences, Federica Sulas, Cameron A. Petrie, ResearchGate, March 2014. Graniglia M, Ferrandino G, Palomba A, Sernicola L, Zollo G, DAndrea A, Fattovich R, and Manzo A. 2015. Dynamics of the Settlement Pattern in the Aksum Area (800-400 BC): An ABM Preliminary Approach. In: Campana S, Scopigno R, Carpentiero G, and Cirillo M, editors. CAA 2015: Keep the Revolution Going. University of Siena Archaeopress Publishing Ltd. p 473-478. Phillipson, Laurel. Lithic Artefacts as a Source of Cultural, Social and Economic Information: the evidence from Aksum, Ethiopia. African Archaeological Review, Volume 26, Issue 1, SpringerLink, March 2009. Phillipson, Laurel. Parchment Production in the First Millennium BC at Seglamen, Northern Ethiopia. The African Archaeological Review, Vol. 30, No. 3, JSTOR, September 2013. Yule P. 2013. A Late Antique Christian king from ?afar, southern Arabia. Antiquity 87(338):1124-1135.

Curriculum and Evaluation in TESOL - Free Essay Example

Sample details Pages: 9 Words: 2817 Downloads: 8 Date added: 2019/10/10 Did you like this example? Introduction The option of applying strategic techniques in the analysis of problems of the curriculum and the educational process involves a form and style of approach and execution of the curricular. Today, the originality and modernity of the methods for teaching a second language depend on the oral and communicative practice of the language and the practice of grammar. For that reason, it is transcendental to implement the study of the norms and principles that regulate the structure and use of a language, as well as the grammar, that leads to the improvement in the communication and a deeper knowledge of the second language.. Don’t waste time! Our writers will create an original "Curriculum and Evaluation in TESOL" essay for you Create order Program overview To begin with, the objective of the Masters in Science Program in Teaching English to Students of Other Languages (TESOL) is to train their students to meet the growing demand for qualified educators with cultural competence who can respond to the particular linguistic needs of students with little or no English proficiency (Burns, 2005.  p.3). They will be involved in real activities with the faculty that incorporates new technologies, pedagogical sound, methods of practice and research that are used in this growing field. The TESOL Program has been designed to train students to integrate language acquisition and education with a broad understanding of cultural diversity and special student behavior. The student of the TESOL Program will have to learn special methodologies and interventions that improve the learning of English based on the fundamental concepts of education based on TESOL. Also, the core of Special Education offers the advantage of being able to identify specific behavioral and emotional difficulties for children. The TESOL program has been made to fit the itinerary of each person, thus allowing the study at its own pace (Ho, 2002. p. 284). This flexibility means that you can continue your career at the same time you get a degree. The faculty is formed by a group of teachers who impart knowledge based on true experiences.   Cultural and linguistic diversity continues to become a reality in society, and this requires more professionals teaching a second language. The program offers English courses for students whose native language is not that language finds employment in public and private schools, colleges, government agencies and other institutions of higher education. It is convenient to add that the professionals who integrate the English teachers in educational institutions, we need to know the hypotheses and theories that we cite here, with the aim of making a stop along the way, reviewing and questioning our educational practice (Richards, 2001 p.145).   We must be aware that times have changed: the new generations demand a methodological transformation that leaves behind the traditionalism of education and that converts classrooms into centers of pedagogical interaction, where students and teachers contribute and complement their knowledge (Ho, 2002. p. 285). The TESOL curriculum consists of a series of interacting elements. According to the different conceptions and definitions of curriculum that are assumed, varies a number of elements that are indicated. The concept of curriculum or curriculum has evolved, so it has several definitions.  In order to visualize how the curriculum has changed, we present some representative definitions of different moments and different conceptions. This means that one of these definitions, for example, the most traditional, includes only four elements: objectives, contents, activities, and evaluation, leaving aside context, environment, etc.   In spite of the variety of definitions, in almost all cases the following are considered as common elements: objectives, contents, learning experiences, actors, methodological strategies, and resources (Mickan, 2012 p. 16). In the present case, because of the breadth of the concept of curriculum, other elements that are not present in the authors planning shoul d be added: actors, sociocultural context, evaluation and school environment. As educators and trainers of children and adolescents, the knowledge, analysis, and reflection of these theories can give us the guideline to broaden the horizons in our educational practice and invite us to intervene. Within this reflection, we will make conscious those theories that intuitively were present in the constituents of our practice and that, somehow, produced significant learning in the students (Burns, 2005.  p.3). The task is not easy; the intervention requires a great openness and conviction, and a real desire to find the means and strategies that help us to innovate our way of proceeding in the classroom. Moreover, we cannot ignore the importance of meaningful learning for the appropriation of knowledge. In this sense, it is necessary to know the evolutionary process in which the student is and to design learning strategies that favor the acquisition of a second language, in this case, English. It is essential that teachers are willing to train, update and question our teaching practice to interact with students through attractive and interactive learning strategies. Also, these strategies lead to a truly effective and efficient process of learning the English language. We are aware of the importance of equipping classrooms in public and private schools for the management of audio-visual materials, which are auxiliary resources in the process of learning a language, since the new generations are, by definition, visual and auditory (Richards, 2001 p.138).   This could mean a high cost, but with a computer, a projector and a pair of speakers, as well as ingenuity and creativity, we can create dynamic and interactive environments to make our students have contact with the language and open their reception channels from an early age. This concern, shared by the Ministry of Education in establishing non-discrimination in its guidelines, aims to impact English language learning in all communities. The reliability of curriculum syllabus programs is of sufficient theoretical and practical relevance to support the conceptual basis of the professional model necessary for the exercise of a profession in a given context. The execution of the educational process of the subject programs differs in each academic year, and depends on the characteristics of curricular designs, firstly because it is a theoretical model that responds to a retrospective and theoretical study that sketches a vision of a new strategy for the formation of a professional that will solve problems of the society (Ho, 2002. p. 287). The improvement of the Educational Teaching Process of the course syllabus, derived from the methodological and scientific methodological work of the teacher, from the discipline, year and career groups, and from the institutional strategies of didactic and pedagogical at the national level, in the training of human resources. Likewise, this analysis suggests a model that introduces the four differences individuals believed to have the greatest influence on acquiring a second language. These include the variables of intelligence, aptitude for languages, motivation and anxiety situation. It may seem impossible, but drawing the students attention and maximizing their skills is paramount during the process of teaching English. In this context, TESOL teachers who receive international students to train in English in countries such as the United Kingdom, Canada, and the United States, seek to respond to the needs of todays students by challenging them and taking them through methodologies that attract their attention and allows them to develop their full potential. With this group it is necessary that the typology of teaching-learning strategies used and directed to the development of motivation is aimed at helping students, in order to overcome different obstacles in the training process (Richards, 2001 p.126).  In fact, it is fundamental to reinforce them to maintain their attention, mainly endowing with meaning the act of learning from experience and its projection in everyday life.  It cannot be forgotten that in normal situations, people learn if they are encouraged. In essence, TESOL acknowledges that second language learning is perceived as a necessity by adults; concern that is reflected, in particular, in the case of the English language.  Thus in the Spanish context, in a study carried out on the continuous training of workers, languages are demanded by almost 30%, with emphasis on English (Burns, 2005.  p.6).   In fact, more and more citizens experience different problems in the digital society linked to work, communication or the search for information as a consequence of the lack or lack of command of the English language.  This means that, although more resources are now available, especially those associated with information and communication technologies (ICT), it is still difficult for teachers to teach a foreign language and for students to develop skills functional. This analysis includes aspects such as the linguistic gains of students, the ups and downs of collaborative work between teachers and the professional development processes that emerged from this innovative practice. We report here the analysis of teaching experience from the perspectives of teachers. It is intended to show how teaching English based content (joined Content-Based Teaching), a component of teaching English for academic purposes, in offering courses of various undergraduate programs. In this article, we will review the existing literature, present the particular study and propose some conclusions about limitations and possibilities. The basic cycle of a study plan in a curriculum not only occupy disciplines that provide basic knowledge and skills linked to those of the specific basic sciences and those of the profession. These are concurrent with disciplines of general formation that endow the student of knowledge and scientific skills essential to that level of their training that are essential for the solid development of the personality of the professional. The mastery of the curricular strategy assumed in the basic cycle of a curriculum is fundamental for the analysis of problems of the educational process. In this sense, TESOL affirms that teachers have for several years verified that their students are not sufficiently prepared to follow education, and more specifically, that they have great difficulty in controlling and evaluating their learning strategies. Consequently, times of change must be assumed by all, basic and education, and in this context, teaching and learning strategies play a key role in ma king the necessary adjustments. Before any learning, with the young and adult students, it is important to agree on the aims that are intended to be achieved, since through co-involvement it can promote a greater predisposition and, consequently, improve the results. Also, in teaching a foreign language with this group, it is essential to minimize the importance of possible failure, to train them to fit the anguish and difficulties. On the other hand, they need to be helped to identify reliable and appropriate sources of information to achieve the highest degree of efficiency possible. It is also important to consider their learning style, limitations, and expectations to try to reinforce them in the face of obstacles. Often learning a foreign language does not require the same method and curriculum components with the whole group. Although young people and adults can learn a second language, they may find themselves in unfavorable circumstances or be marked by the unpleasant experience of the past, necessitating a differentiated didactic treatment and methodology. In this sense, there is the suggestion that working with groups in compensatory programs leads to the application of specific strategies. Among other factors, the acquisition of learning in this group is negatively conditioned by the shortage of time, work problems, personal and family, beliefs and memory capacity (which could be less agile). When learning a language, the attitude or disposition that the person present is key and, likewise, the intrinsic and extrinsic motivation is substantial. Therefore, in teaching the English language with young people and adults, the teacher has to encourage the classroom group from the beginning, promoting the generation of a climate conducive to stimulate the desire to learn, also explaining its everyday use as well for their academic and professional development. The generation of a pleasant atmosphere in the classroom, which makes it possible to disinhibit young people and adults to prevent them from withdrawing or embarrassing, by speaking or asking to promote better communication. This can be increased if the teacher encourages the development of interactive activities, based on the integration of various didactic resources and if he/she manages to make them aware of the progress in learning the foreign language. Another essential characteristic for motivation to be successfully consolidated is through the combination of practices and resources that are very varied and innovative so that students do not lose their attention; as well as establishing congruent links between academic training and life experience. Therefore repetitive and mechanical activities should be avoided as they lead to monotony or boredom and can cause apathy or demotivation. Education seems to remain on the sidelines, although in all phases of thought is attributed a priority and fundamental role. The introduction of these new concepts as cognitive skills and strategies in teaching, in schools, is still minimal. Instruction of this curriculum seems to remain immersed in an earlier stage, without the least incidence of the new culture of learning. Even though there is no single way of defining learning, it accepts, implicitly or explicitly, the definition indicating that it is a more or less permanent change from practice. This way of conceptualizing finds support among specialists because of its operative nature; both the practice and the change of behavior are quantifiable, also, establishes a functional relationship between the execution and the practice. However, it leaves out the nature of learning processes. This is the point of divergence between psychological approaches. For some authors, the presence of the variables of execution and practice is enough to explain and plan to learn, but for others it is precisely that invisible central core of learning that is interesting to learn to introduce qualitative improvements in learning and, thus, the expected changes in the education system are achieved (Pennycook, 1989 p.90). When speaking of providing a linguistic explanation for the teaching English, it tends to be confused with the explanations and theoretical descriptions of the language. But, certainly, linguistics is not only to recognize syllables or morphemes or to analyze isolated sentences, identifying subject and predicate; or distinguish whether a sentence is simple or compound; or teach every one of the norms of spelling, accentuation, and punctuation presented separately and fractioned. This position (which many call linguistics) is referred to the traditional grammar or to what has here been called teaching as a linguistic system. This analysis proposes a teaching regarding meanings and linguistic use in communicative contexts. This model refers to the fact that, in the act of teaching, all aspects of the process are taken into account: people, context, situation and intention of communication (Gray, 2002 p. 51). It proposes a functional, globalizing, contextual and integrative teaching, ra nging from maximum to minimum elements; and, above all, contextual: that goes beyond the text. A teaching that is contrary to the position that has been considered until today in the classroom, away from reality and reducing it to the printed sign enclosed in the text. Teaching cannot go from the particular to the general. It is not possible to continue with the teaching of minimum elements (letter-syllables) until reaching maximum elements (sentence-text), to teach to read and to write (Pennycook, 1989 p.90). On the contrary, teaching should start from maximum elements to minimum elements: one must go from the complete text to the syllable or the letter and also take into account the situation and the context. It should be emphasized that linguistic study should focus on discursive units that are not limited to the context of the word and the sentence, considering that these are not the nucleus from which children elaborate their communicative acts, since children construct finished texts (Gray, 2002 p. 56). In the linguistic aspect, it must be taken into account that the spoken language and the written code are two different modalities that converge in a common interest: the effectiveness of the communication and the development of the language. As a result, the phonetic and phonological traits of a student’s speech should not be reflected in writing since they may disturb the learning of writing and cause subsequent writing problems. You should not write as you speak or speak as you type. The teaching of the mother tongue and second languages are proposed regarding meanings and use, rather than teaching as a linguistic system (Pennycook, 1989 p.93). Attention should also be paid to the development of reflection on the mother tongue, which includes grammatical reflection and textual comprehension and production, which must be closely linked; also aspects of communication regarding verbal and nonverbal, linking the cognitive processes of acquisition and development of language wit h the processes of reading and writing. This leads children to develop, later, in the contexts of production and understanding. Conclusion In this perspective, TESOL teaching curricular should be considered the teaching of the mother tongue in significant contexts. Then the teaching of writing and reading their mother tongue based on language in use. The second medium language of the L1 translation should not be taught, either orally or in writing. It must be learning from communicative situations. The teaching must start from meanings, contexts and communicative situations to get to the phonetic, morphological and syntactic part of the language, prevailing the development of communicative competence that includes linguistic competence.

Is Transcendentalism The Way Of Life - 1423 Words

Is Transcendentalism the way to live life? Transcendentalism is when one goes beyond the regular human experiences of the material world and society to find true peace. Thoreau’s â€Å"Walden† is about leaving the cities, abandoning one’s possessions and living out in nature to find one s true self. Emerson’s â€Å"Self- Reliance† is about resisting society and living true to oneself and never following society’s standards. A modern Transcendentalist named Josh from the novel The Gospel According to Larry by Janet Tashjian follows in the footsteps of Emerson and Thoreau and tries to live a Transcendentalist way of life. When a person does follow the transcendentalist way of life, they will find that it will always lead back to the material world and society and that they cannot escape it. The Transcendentalist way of life is not a beneficial way of life.’ Transcendentalist Thoreau believed that one should follow his or her owns emotions. This is Thoreau though are shown vividly when Thoreau in Walden says, â€Å" I did not wish to live what was not life, living is so dear; nor did I wish to practice resignation, unless it was quite necessary.† (lines 26-27). Thoreau wanted to live freely and without regrets and if he did not live this way he was not living life. However when Josh uses his own emotion like Thoreau thinks do not end well for him. When Josh tries to follow his own emotion and is now at the point when he wants to tell Beth that he is actually Lary however Josh tell whatShow MoreRelatedTranscendentalism Is Not A Beneficial Way Of Life1403 Words   |  6 PagesTranscendentalism is when one goes beyond the regular human experiences of the material world and society to find true peace. Thoreau’s â€Å"Walden† is about leaving the cities, abandoning one’s possessions and living out in nature to f ind one s true self. Emerson’s â€Å"Self- Reliance† is about resisting society and living true to oneself and never following society’s standards. A modern Transcendentalist named Josh from the novel The Gospel According to Larry by Janet Tashjian follows in the footstepsRead MoreEssay on Transcendentalism1619 Words   |  7 Pages Transcendentalism nbsp;nbsp;nbsp;nbsp;nbsp;Many people have theories and philosophies about life in general. There have been hundreds of thousands of books published by many different people on the ideas of people in the past and the present. Transcendentalism falls in amongst all of these ideas. There have been articles, essays, poems, and even books written about this subject. Transcendentalism has effected many people since the philosophy was first introduced. The idea was complex andRead MoreNature Ralph Walden Emerson and Henry David Thoreau Walden1693 Words   |  7 Pagesare both inspired from transcendentalism movement. 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McCandless agrees with all of the components of transcendentalism and follows them unremittingly as soon as he graduates from college, and he lives by those components to a fault, which ultimately led to his death. Deliberate living, nonconformity, and simplicity are three cardinalRead MoreTranscendentalism : The Light That We Can Not See1689 Words   |  7 PagesTranscendentalism: The Light That We Cannot See â€Å"Transcendentalism [†¦] has primarily much the position of the sun [†¦] We are conscious of it as of a kind of splendid confusion [†¦] But the circle of the moon is as clear and unmistakable, as recurrent and inevitable, as the circle of Euclid on a blackboard† (Chesterton, 24). 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Local Studies free essay sample

â€Å"In every place in this country, there is always a store. In every store, they sell foods and stuffs that define their store. Bakeshop is a common example of stores that exist in every city and provinces in the country. There are lots of ways that the bakeshop uses on how to make their shop popular and increase their customer. Some uses brochures, while some uses tarpaulins. But this actions and ways are only limited in terms of popularity. This days, making things is as easy as pushing a button to perform a certain task. Communication is the key to increase popularity. The wider it gets between company and community, the more customers it get, thus the popularity increase. Internet is an explicit example of wide communication. It allows people from different area or even country to communicate with each other. A great way to communicate with each other using internet is the website. A website in which the people around the world can communicate via internet. And so, the website is being used by the companies to increase and strengthen their communication between consumers. Though, a website must be attractive to get the customers and users attention. Advertising is mass media content intended to persuade audiences of readers, viewers or listeners to take action on products, services and ideas. The idea is to drive consumer behavior in a particular way in regard to a product, service or concept. Online advertising, also called Internet advertising, uses the Internet to deliver promotional marketing messages to consumers. It includes email marketing, search engine marketing, social media marketing, many types of display advertising (including web  banner advertising), and mobile advertising. Like other advertising media, online advertising frequently involves both a publisher, who integrates advertisements into its online content, and an advertiser, who provides the advertisements to be displayed on the publishers content. Other potential participants include advertising agencies who help generate and place the ad copy, an ad server who technologically delivers the ad and tracks statistics, and advertising affiliates who do independent promotional work for the advertiser. Online advertising is a large business and is growing rapidly. In 2011, Internet advertising revenues in the United States surpassed those of cable television and nearly exceeded those of broadcast television. As for the bakeshops that the researchers are studying, an effective way of attracting customers is food marketing. Marketing creates a desire for the people who saw the advertising which will entice the customers to buy the product. The company should advertise in a way that all the people who saw the advertisement can easily remember the product. In an article of emedicinehealth at emedicinehealth. com, food marketing is one of the influences on what people will eat. It is already in our culture, as Filipinos, the love of bread and for that, bread is very saleable to the market. The problem for a bakeshop like Park n’ Go will be, how are they going to be the most favorable bakeshop for the Filipinos? That question will be answered on how they are introducing their products to the market. A factor to make the bakeshop favorable to the public is the availability of their stores. Stores should be very accessible and attractive to look at. And also, one of the most targeted markets of Park n’ Go are the mothers which will choose the food for their children. They will not just choose the nutritious foods but also the comforting ones. So, Park n’ Go should plan to have not just nutritious breads but also comforting breads for the buyers. If there is food availability, drinks correspond to it. Park n’ Go is known as a bakeshop only but it will also cater drinks to satisfy the eating habit of the customers most especially to the customers who will eat at a Park n’ Go branch. In that way, Park n’ Go can attract investors of beverages. In an article of Chicago Tribune food section, Ken Harris, an independent consultant to the food and beverage industry said, They needed to do something to get control of the products that they sell in their stores (referring to Starbucks)†. † Reference: â€Å"Related literatures for bakeshops. † StudyMode. com, 08 2012.Web. 08 2012. In every limited way in advertising, the concept and idea of having a website takes place. Publishing a website will not surely generate good impression about the product. There are some factors to consider in order determining the acceptability of a website. 2. Foreign Studies Miller’s Bakery went online with its website in January 2011, and started using Google AdWor ds just one month later. Situated across the Hudson River from New York City, both bakery locations are in busy commuter towns that have a constant stream of new residents. Dwight Miller, who runs the bakery’s online advertising program, signed up for AdWords to raise awareness of the bakeries in these towns and to drive more customers into the stores. Miller knew AdWords would help him target customers who were new to the area, as well as those who might be passing through on their commutes. Dave and Dwight Miller traditionally take most of their orders either over the phone or face-to-face in-store, so they made sure to include both location and contact information in their AdWords ads. They also created ads with â€Å"Get Directions† links and click-to-call functionality when they added mobile ads to the marketing mix in June 2011. â€Å"Our customers interact with our business using multiple screens,† notes Dwight Miller. â€Å"They’ll look us up on their phones when they’re out on their lunch break. Then they’ll head back to the office and research cake ideas on their work computers. After work, they come into the bakery with photos of cake designs on their phone. If we didn’t advertise on both desktop and mobile, we’d miss out on a lot of customer touch points. †

Lorenzo Colbert Jr. Essays (534 words) - Cognitive Science

Lorenzo Colbert Jr. Introduction The topic that the journal is on is visual perception . Visual perception the ability to see the surrounding environment as it is in the visible spectrum by the things in the environment. To a certain degree what we perceive is inf luenced by what we know. Although a large amount of research and documented citings claim to be. Some show effects of knowledge, expectations, and o ther cognitive states on many aspects of perception, strong cou nterarguments have been developed that these demonstrations are confounded by non - perceptual factors. For example, although letters are easier to recognize in meaningful words than meaningless letter strings, skepticism remains that such effects of knowledge on visual recognition mean that knowledge literally helps people see. Topic Of Interest The process to comprehend in one's habitat is referred to as percepti on. If perception is imprecise or changedin any way prob lems simple day to day skills may occur.Visual perceptual skills involve the ability to organize and interpret the information that is seen and give it meaning. The importance of visual perceptual skills in academic success is agreed upon by many, acknowledging reading would not be possible without adequate visual perception. Without correct visual interpretation, a student may experience difficulty learning in the class room, visualize items or past experiences, have good motor skills , integrate visual information with other sens es to do things like play catch, shoot baskets when playing basketball, or hear a sound and visualize where it is coming from like the horn on a truck . Current Research H aving some type of prior knowledge about what you are looking at may or may not help you see it. This article pres ents several experiments showing that i t does. The different studies show that people are m uch better able to detect acute changes to meaningful words than to meaningless letters or to even less meaningful words. These findings reinforce the idea that what we see depends not just on what we are looking at, but also on what we know and expect. In Experiment 1, a perceptual matching task is used to show that meaningful words appear more distinct than meaningless letter strings. In Expe riments 2 through 4, it is demonstrated that humans are more accurate in d etecting acute changes in indistinct shape when they occur in meaningful words compared with meaningless letter strings. In Experiment 5, it is shown that this development in perfor mance cannot be explained only by d ifferences in visual intimacy , but is predicted by semantic factors such as word imageability . These findings solidly the fact that visual perception isn't always about what you see just more so of what you know. The words we already know can be distorted greatly and our brain would still be able to identify each word with some ease. Conclusion Altogether the results show that meanin gful letter strings look more acute than unfamiliar ones, and that word comprehension improves exactness in seeing simple perceptual changes happening right be fore a person's eyes. Visual Perception is not encased from knowledge, but enriched by it.

Sociology of Family essayEssay Writing Service

Sociology of Family essayEssay Writing Service Sociology of Family essay Sociology of Family essay1)   The movie characterizes the structure and functions of African-American families through the trials of a large African-American family, which is focused on maintaining the established longstanding family traditions.   However, these family traditions are fading away when some serious problems appear in the family, e.g. Mother Joe’s debilitating stroke, Lem’s failure to find a job, tensions in relationship between the family members and other problems.2)   The movie characterizes gender (manhood, womanhood, relationships between the two) and intergenerational (relations between different generations) relations in African-American families through interpersonal communication, which reflects human lie and injustice. Teri, Lem, Bird, Kenny, Maxine and Ahmad demonstrate their negative character traits.3) The movie depicts the links between African-American families and institutions of the wider society such as the world of work, the white world, and law enforcement, etc. through certain challenges faced by family members. For example, Lem fails to find a job because of his criminal history. Teri wants her cousin Blimp to give Lem a lesson.   There are many other examples.4) The movie suggests that the history of African-Americans in the U.S has had powerful impacts on African-American families. Traditional African American food is part of the history of African Americans in the U.S., e.g. the so-called soul food. The cultural traditions are reflected in soul food tradition. The film describes the particular food that is associated with the lives of modern day Chicago families.5) The movie shows the tensions in relationships between young people that might be helpful in explaining the statistical data on the relatively low percent of families with married couples found among African Americans.6) I find the characterization of African-American families to be consistent with my understanding of the course readings on African-American families. Food has been shown as an integral part of African American culture. The characterization of the sense of identity of African Americans and the role of African American community play an important role in the life of each family.7) I have one question about the movie that you would like to discuss. This question is â€Å"How does the film â€Å"Soul Food† (1997) reflect race, class and legacy of slavery?†1) Prof. Banks is focused specifically on marriage patterns within the black â€Å"middle class† of educated professionals because the decline in marriage involved not only the poor, but also doctors, lawyers and other categories of educated people. According to the author, â€Å"black women of all socioeconomic classes remained single in part because the ranks of black men have been decimated by incarceration, educational failure and economic disadvantage† (Bank, 2011, p.1853).2) Prof. Banks conducts his research based on the i nterviews.   He collects various types of data regarding black marriage decline, including judicial decision, governmental policies, economic data, etc. He collects data from various sources, including documentation, books, newspaper articles, journal articles, legal cases, films, etc. There are certain problems with the data because the content of sources differs, providing different information on the required issues.3) Prof. Banks think marriage is faring among the black middle class because of certain social, historical and economic challenges. Some of the statistics offered by Prof. Banks to document his claims about the status of marriage in the black middle class include various facts, such as in 1970s, â€Å"25 % of black children in the U.S. were born to unmarried parents† (Banks, 2011, p. 1856). Besides, the 2010 Survey shows that â€Å"half of black couples divorce within the first ten years of marriage; two out of every three black marriages are dissolved† (Banks, 2011, p. 1856).4) Prof. Banks diagnosis of roots of the marriage problems in the Black Community is focused on the effects of slavery because slavery had negative impact on gender relations of African Americans. Prof. Bank’s ideas about the impact of economic struggles of working class black men are clear as these struggles lowered the marriage rate of affluent black men. Black women’s responses make the problem worse because of reduction of benefits on marriage.5) Prof. Bank’s proposal that black women marry outside the race is comprehensive and appealing. This proposal is supposed to solve the marriage problem, producing new opportunities for the growth of marriage rate.6) Low marriage rates in the black community are an issue. Black people have other problems, but the problem of marriage decline affects all areas of activity. It is not a distraction factor. Black people and their communities are missing out on the growth of African American populati on, if they don’t marry.1)   The film suggests that the Sanchezs see family as an important part of their Hispanic identity. There are some scenes from the movie that illustrate what family means to the Sanchezs, e.g. Isabel’s pregnancy and her death, Jimmy’s failure to assist his son in getting rid of behavioral problems, Jimmy’s son hatred toward his father, etc. I do not think these are accurate descriptions of Hispanic families.2) Gender and intergenerational relations are important parts of any family. The film says much about those aspects of the Sanchez family because the viewer has an opportunity to observe the role of parental love and childish love. These are accurate depictions of Hispanic Families.3) Immigration shown in the film has impacted Sanchez family life because Maria was pregnant when the immigration agents deported her illegally. These are accurate depictions of Hispanic families.4) There are some other social forces or historical experiences, beside immigrant history, that seem have been important in constituting the Sanchez family. Maria wanted to return to her family. Jimmy and Chucho had close relationships. The film shows the involvement of Hispanic youth in gang violence and criminal activity. These scenes are accurate of the Hispanic experience.5) Maxine Baca Zinn suggests that Hispanic and African-American Families share many similarities. But she says little about differences. Comparing the depiction of the Hispanic family in the movie along with your knowledge of African-American families, it is necessary to define the following differences:   certain differences in family support, the differences in relationships among generations, and some differences in the following of traditional values.

Teaching Life Skills in the Classroom

Teaching Life Skills in the Classroom Life skills  are the skills that children need to be eventually become successful and productive parts of their society. They are the kinds of interpersonal skills that allow them to develop meaningful relationships, as well as more reflective skills that allow them to see their actions and responses critically and become happier adults. For a long time, this kind of skills training was the province of the home or church. But with more and more children - typical as well as special needs learners - showing life skills deficits, its become more and more a part of school curriculum. The goal is for students to achieve transition: going from children in school to young adults in the world. Life Skills Vs. Employment Skills Politicians and administrators often beat the drum for teaching life skills as a pathway to employment. And its true: Learning how to dress for an interview, answer questions appropriately and be part of a team are useful for professional careers. But life skills can be more general - and fundamental - than that.   Heres a list of crucial life skills and suggestions for implementing them in the classroom: Personal Accountability Teach personal responsibility or accountability by setting up a clear framework for students work. They should know to complete learning tasks on time, hand in assigned work and to use a calendar or agenda for school and home assignments and longer-term projects.   Routines In the classroom, routines include class rules such as: follow directions, raise your hand before speaking, remain on task without wandering, work independently, and cooperate by following the rules. Interactions Skills to be addressed through a lesson plan include: listening to others in large and small groups, knowing how to take turns, contributing appropriately, sharing, and being polite and respectful during all group and classroom activities. At Recess Life skills dont stop during lesson time. At recess, crucial skills can be taught, such as sharing equipment and sports items (balls, jump ropes etc.), understanding the importance of teamwork, avoiding arguments, accepting sports rules, and participating responsibly. Respecting Property Students need to be able to care appropriately for both school and personal property. This includes keeping desks tidy; returning materials to their proper storage locations; putting away coats, shoes, hats etc. and keeping all personal items organized and accessible. While all students benefit from life skills curriculums, it is especially helpful for special needs children. Those with severe learning disabilities, autistic tendencies, or developmental disorders only benefit from day-to-day responsibility. They need strategies in place to help them learn the essential life skills. This list will help you set up tracking systems and work with students to enhance those necessary skills. Eventually, self-tracking or monitoring can be achieved. You may want to devise a tracking sheet for specific areas to keep the student focused and on target.