Free Essays on Music Final

Bug Songs â€Å"La Cucaracha,† http://ingeb.org/songs/lacucara.html. This song was chosen as a listening song to give children a â€Å"taste† of Spanish music. Most children will probably be familiar with this song but may not know the meaning (translation) behind the song. This song is grade appropriate because the children would be purely listening to the song and then trying to sing any parts they pick up through listening to song several times. â€Å"La Cucaracha† would be a song used in the beginning of the lesson for the students to guess what the upcoming unit would be about. Then once the students guessed it was about a cockroach, the teacher would tell the students that the upcoming unit was about insects. To complete the day’s lesson, the teacher would ask the students if they recognized any differences between the Spanish music and English music other than the language difference. Then the students would act out the song assigning one child to be the cockroach and acting out the two verses. â€Å"The Ants go Marching,† Goodnoe Elementary (Council Rock School District), Mrs. Schiffer. This song would be used as a way to integrate science and math into the music lesson. The teacher could begin the lesson by discussing with the students that most insects travel by either walking or flying. The teacher would then tell the students â€Å"Today we are going to pretend that we are all ants and act out a song.† To begin today’s lesson the teacher would sing the song to the students, and have the students follow along on song sheets as she sang the song and accompanied it with the piano, or autoharp. The teacher would then show the students the various actions they would use to represent the different verses in the song. The teacher would put the students into rows of ten. The students would then sing the song, and act out the actions standing in their lines. The teacher than told the students the rows were allo... Free Essays on Music Final Free Essays on Music Final Bug Songs â€Å"La Cucaracha,† http://ingeb.org/songs/lacucara.html. This song was chosen as a listening song to give children a â€Å"taste† of Spanish music. Most children will probably be familiar with this song but may not know the meaning (translation) behind the song. This song is grade appropriate because the children would be purely listening to the song and then trying to sing any parts they pick up through listening to song several times. â€Å"La Cucaracha† would be a song used in the beginning of the lesson for the students to guess what the upcoming unit would be about. Then once the students guessed it was about a cockroach, the teacher would tell the students that the upcoming unit was about insects. To complete the day’s lesson, the teacher would ask the students if they recognized any differences between the Spanish music and English music other than the language difference. Then the students would act out the song assigning one child to be the cockroach and acting out the two verses. â€Å"The Ants go Marching,† Goodnoe Elementary (Council Rock School District), Mrs. Schiffer. This song would be used as a way to integrate science and math into the music lesson. The teacher could begin the lesson by discussing with the students that most insects travel by either walking or flying. The teacher would then tell the students â€Å"Today we are going to pretend that we are all ants and act out a song.† To begin today’s lesson the teacher would sing the song to the students, and have the students follow along on song sheets as she sang the song and accompanied it with the piano, or autoharp. The teacher would then show the students the various actions they would use to represent the different verses in the song. The teacher would put the students into rows of ten. The students would then sing the song, and act out the actions standing in their lines. The teacher than told the students the rows were allo...

Oppose and Opposed To

Oppose and Opposed To Oppose and Opposed To Oppose and Opposed To By Maeve Maddox A reader questions the use of the preposition against to follow the verb oppose in this example from an entertainment site: [Madonna] wanted to be the only female voice of the band, and opposed against the introduction of another female vocalist. The reader asks, â€Å"Isn’t opposed enough?† Yes. In this sentence, the meaning of opposed is objected to or was against. The transitive verb is sufficient: She opposed the introduction of another female vocalist. NOTE: The verb oppose has several meanings. This post is about the use of oppose to mean, â€Å"to object to,† â€Å"to be against.† Used transitively, oppose is followed directly by a noun or a pronoun (its direct object). Here are examples of correct usage: There are also personal, political, religious, and spiritual reasons to oppose capital punishment.   Top Ten Reasons to Oppose the  World Trade Organization   Why I oppose Common Core standards The men and women who  opposed womans suffrage  did so for many reasons.   Oppose also functions intransitively (no object). When it is followed by a prepositional phrase, the preposition to use is to, not against. Here are examples of intransitive use: Coach Gus Malzahn not opposed to switching divisions Why so many immigrants in Germany are opposed to the refugee influx Here are some examples of unidiomatic uses of oppose, with suggested corrections: INCORRECT: Woman Becomes an Atheist After She  Opposed Against  Prayer at Her Sons School   CORRECT: Woman Becomes an Atheist After She  Opposed Prayer at Her Sons School   INCORRECT: â€Å"I think this administration is adamantly  opposed against  fossil fuels, period,† said Young, Alaskas sole House member. CORRECT: â€Å"I think this administration is adamantly  opposed to fossil fuels, period,† said Young, Alaskas sole House member. INCORRECT: Are these people also  opposed against  the genocide the Caliphate is doing against Christians and Yazidis?   CORRECT: Are these people also  opposed to the genocide the Caliphate is doing against Christians and Yazidis?   INCORRECT: Yet there are plenty of [people] who are opposed against the scientific facts you throw around about vaccines. CORRECT: Yet there are plenty of [people] who are opposed to the scientific facts you throw around about vaccines. NOTE: A better revision for this example would be to choose a different verb altogether: Yet there are plenty of [people] who do not accept (or believe) the scientific facts you throw around about vaccines. INCORRECT: The Supreme Court of India  opposed against  any sort of hooliganism in the name of bandh in 1998, but political parties still organize them.   CORRECT: The Supreme Court of India  opposed any sort of hooliganism in the name of bandh in 1998, but political parties still organize them.   The concept of against is built into the verb oppose. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Expressions category, check our popular posts, or choose a related post below:What Does [sic] Mean?5 Lessons for Mixing Past and Present TenseWords That Begin with Q

Final exam Essay Example | Topics and Well Written Essays - 1500 words - 1

Final exam - Essay Example This is because when newcomers arrive, as aforementioned, many changes take place that negatively affect majority of the original residents of the area. However, for the newcomers, this is a new chance at getting cheaper and better services than they previously exposed. Gentrification was not all bad in New Orleans. This is because the newcomers brought with them a lot of knowledge and expertise that was useful in the reconstruction and recovery of New Orleans after the hurricane Katrina. Most of them helped in developing the area, thus boosting the economic situation of the area. The newcomers took up different roles in New Orleans ranging from education, entertainment and media as well as entrepreneurship. Public Housing as a hard struggle The public housing program in New Orleans was created in 1937 and sought to improve the lives of working class and the poor in the society. However, this program was impeded by institutional racism (Arena 100). To illustrate this is the racial se gregation of different projects in the public housing projects, neglect of the blacks’ project as well as the eventual demolition of such projects. The most controversial attacks that marred this housing project occurred when tenants were padlocked. Most of these tenants were poor and black. The housing projects favored the white citizens who were given first priority. In fact, it was not until 1996 that a single black man was allowed to represent others in the housing authority of New Orleans, HANO. HANO further decided that some part of the land be sold to HRI, which subsequently sold to Wal-Mart. The latter was a private development group in the land. This raised a lot of negative reaction and criticism, especially from the progressive urban planners, white activists, and conservationists. In the end, privatization emerged and most public projects ceased to exist. Hurricane Katrina and Corporate Development Hurricane Katrina has gained its infamous popularity in the world from its destructive and devastating nature in different states; New Orleans included (Arena 90). It caused a lot of havoc in the state, submerging about eighty percent of New Orleans, thus destroying homes and infrastructure. In general, hurricane Katrina tops the list of the most costly natural disasters in the United States of America. With these destructions, the economic stability of New Orleans was interrupted, a fact that saw dire need for reconstruction in order to bring back its previous stature. Many developers, entrepreneurs, and politicians came together for this purpose. Economic instability is attributed to the adverse effects of hurricane Katrina. The first reason why this is so is the poor response to a disaster as well as inadequate disaster management strategies in the city. This, coupled with the shortages of Federal Emergency Management Agency, FEMA, led to the need for a localized approach to handling such calamities. New Orleans’ leaders, together with t he local government were forced to take up the task of mitigating the effects of hurricane Katrina, as well as other natural calamities (Arena 67). This occurred in all senses, from emotional to financial support. Before hurricane Katrina, high unemployment issues characterized the city of New Orleans, and those who were lucky enough to get jobs were paid low wages. This was

Business information analysis Case Study Example | Topics and Well Written Essays - 3500 words

Business information analysis - Case Study Example Secondly, this process also ensures that once a business is established, it begins to operate immediately. This owes to the fact that the business is operating under the umbrella of another established and reputable company. However, it is imperative to note that just because a company operates as a franchisee does not necessarily mean that it will have increased sales. This is despite the reduced cost of operation and better market environment. There are various other factors, which should be considered in ensuring that the company makes more profits. They include issues of prices and quality. With customers being so sensitive on matters of prices, it would be imperative that a given business enterprise considers being a price leader. This is a competitive advantage especially where the business is facing a lot of competition. Market research is vital for the purpose of understanding the tastes and preferences of the customers. This ensures that the company provides the required goo ds to the market. Qualitative and quantitative researches ensure that the companies conduct an objective marketing research that addressing the needs in the market. Task 1 Every business aims at obtaining accurate and valid evidence about the target customers. This becomes imperative owing to the fact that there is need to ensure that the business meets the actual needs of the customers (Berghoff 2012, p.90). the latter differ in terms of tastes and preferences making it difficult for the businesses organizations, to respond to their need. The current case of Kidz Sportz is therefore not an isolated one, but a reflection of the market challenges that many companies go through. The company is said to have received more than 100,000 new children who require different equipment and services. However, the management grapples with the issue of lack of enough knowledge on the tastes and preferences of these children. Unless something is done urgently, the company will not be able to provi de objective services to this large number of clients. To assist in solving the stated challenge, the following recommendations are vital: Conducting a market research This is explained as the process through which a company with the assistant of qualified market research team obtains information about the needs, attitudes and motivations of the customers, for the purpose of serving them in the best way possible (Boudreaux 2000, p.3). It is also a way of establishing what the customers know about the market, to enable a company to plan in terms of prices. It is imperative to note that the world of business has become increasingly competitive, prompting management to implement new strategies for success. This information provides a given company with competitive advantage over its main rivals (Bradley 2007, p.89). Secondly, it is a strategy through which the company is able to attract and also retain the customers to the advantage of a given business institution. A market research is also advantageous in the sense that it provides the company with the market size. In the above scenario, the number stands at 100,000 children. This enables the company in its logistical work. For instance, it is able to know the number of equipment and space needed to accommodate all the children. However, the market research is a process that requires funds and qualified personnel. To receive the information needed, both the qualitative and quantitative techniques become important. The Kidz Sportz for instance should carry out its qualitative and

ORGANIZATIONAL SUCCESS Essay Example for Free

ORGANIZATIONAL SUCCESS Essay Inadequate skills is present if the problem is the employee’s lack of certain skills, a supervisor should see that the employee gets the necessary training. Talent management is the automated end-to-end process of planning, recruiting, developing, managing, and compensating employees throughout the organization. Lisa needs to set up a mentoring and coaching programs that will advises, counsels, and guides her current employees. Both coaching and mentoring skills are needed for appraising employees, but appraising and assessing refer to rating an employee. While employers have long managed their talent without computerized systems, talent management today is usually information technology–based. Several software providers offer specialized talent management suites. The suites include and integrate underlying talent management components such as e-recruiting, e-training, performance reviews, and rewards. For example, talent management software includes e-recruiting software, employee performance management, a learning management system, and compensation management. Among other things, this program relieves the stress of writing employee performance reviews by automating the task and ensures that all levels of the organization are aligned—all working for the same goals (Dessler, 2011).† Lisa and the CFO have sufficiently investigated whether training is really called for through the control process. A manager should continuously gather information about each employee’s performance. This is an ongoing activity, not something the supervisor saves to do when filling out appraisal forms. Ways to gather information include keeping regular performance records (such as a work team’s output or the customer calls handled by each employee), saving customer notes of complaint or praise, writing a summary whenever an employee is observed doing something exceptional, and encouraging employees to keep track of their accomplishments. This record keeping may seem time-consuming, but it is essential. Lisa and other supervisors need to make sure employees know and understand what is expected of them. To do this, they should make sure that objectives for the employees are clear, and he or she should communicate them effectively. Employees are most likely to  understand and be committed to objectives when they have a say in developing them. More and more firms now require that supervisors and employees together set mutually acceptable performance goals. Hospitality Skills/Training Guide for Valet Attendant Set your property apart from the competition with this excellent job-specific training program for valet attendants. This binder is divided into 6 tabbed sections: This guide provides the basis of a six-day training course for new employees and current employees. The Employee Knowledge tab includes: †¢Quality Guest Service †¢Bloodborne Pathogens †¢Personal Appearance †¢Emergency Situations †¢Lost and Found †¢Recycling Procedures †¢Safe Work Habits †¢Manager on Duty †¢Your Propertys Fact Sheet †¢Employee Policies †¢The Americans with Disabilities Act Employee Skill tab contains: †¢Follow the Propertys Valet Posting Positions †¢Maintain Clear Drive-up/Drop-off Area †¢Welcome Guests and Offer Assistance †¢Load and Transport Luggage Using Luggage Cart †¢Valet Park Guest Vehicles †¢Retrieve Vehicles That Have Been Valet Parked †¢Provide Storage for Guest Luggage †¢Assist With Luggage for Group Arrivals and Departures †¢Use the Guest Information Directory †¢Prepare Maps and Provide Directions †¢Arrange for Services Requested by Guests †¢Handle Guest Service Problems †¢Arrange for or hail Taxis for Guests †¢Arrange Limousine Services †¢Provide Courtesy Transportation †¢Report Vehicle Accidents †¢Clean the Drive-up, Entrance, Valet Stand, and Luggage Carts †¢Assist Guests at Check-out †¢Respond to Situations Requiring First Aid †¢Handle Cash Payment and Tips †¢Assist in Rooming Guests †¢Assist Guests During Room Changes The Hotel Paris’s competitive strategy is â€Å"To use superior guest service to differentiate the Hotel Paris properties, and to thereby increase the length of stay and return rate of guests, and thus boost revenues and profitability.† HR manager Lisa Cruz must now formulate functional policies and activities that support this competitive strategy by eliciting the required employee behaviors and competencies. References: Dessler, G. (2011). Human Resource Management. (13 Ed.).Upper Saddle River,NJ: Prentice Hall

Smoking should be banned all over the United States Essays -- Legal Is

Smoking is an activity that has been around for many years for people to use and adapt into their lifestyle. It is a tool that many people use to help reduce the stresses of life and put them in a comfortable position that enables them to cope with the hectic lifestyle they are living. However, smoking has been scientifically proven to cause many types of cancer, the most common being lung cancer resulting in numerous deaths across the United States. According to BBC, "Smoking is a greater cause of death and disability than any single disease" (BBC, 2). Evidently, the benefits and drawbacks of smoking have been debated for many years, and only recently have some countries have placed a ban in public places such as Britain and the United States. However, to prevent the costs of smoking from rising and causing a larger number of deaths around the U.S, strict measures would need to be taken. I believe that the production of cigarettes should be banned across the U.S to prevent any dise ases from occurring which would save thousands of lives. As mentioned before, numerous diseases have been associated with smoking. Diseases such as 'lung cancer, mouth cancer, and throat cancer'(Buzzle, 13) are just a few that have been mentioned. Other diseases include: Peripheral vascular disease, cerebrovascular disease, coronary heart disease, coronary thrombosis (Buzzle, 18) and a variety of other diseases that show how smoking is causing more harm than good. In my view, smoking is causing a lot of harm to our world. The reason why all these diseases are occurring is due to the narrowing of the arteries around the body and the prevention of oxygen and blood from going through. The nicotine content in smoking causes an increase in cholesterol... ...ount of evidence available, it is obvious to most people that smoking needs to be banned. It could save millions of lives in the U.S and prevent the country from facing unnecessary financial trouble, on top of the current one the country is facing. Smoking kills millions of people in the U.S and creates diseases that people can easily avoid, the main disease being cancer. The main message that I am trying to get across is that smoking should be banned in order for the world to be a better and safer place to live in. The abolishment of cigarettes will enable the country to save millions of lives each year and save them billions of dollars to aid other areas of the country that need the most need help. By preventing the production of cigarettes from arising, our environment and atmosphere will be clean for our people to breathe in and carry on with their lives.

Pygmalion Essay

Het verhaal draait om professor Henry Higgins, een deskundige op het gebied van fonetiek en het eenvoudige Cockney sprekende bloemenverkoopstertje Eliza Doolittle. Higgins gaat een weddenschap aan met zijn vriend kolonel Pickering dat hij erin zal slagen om Eliza in korte tijd niet alleen perfect Engels te leren maar haar ook de gangbare etiquette in de hogere kringen eigen te maken. Hij slaagt uiteindelijk in zijn opzet, maar tijdens het proces is Eliza zodanig geemancipeerd geraakt, dat zij aangeeft niet langer afhankelijk te zijn van Higgins en haar eigen weg te kunnen gaan. Pygmalion is a 1912 play by George Bernard Shaw, named after a Greek mythological character. Professor of phonetics Henry Higgins makes a bet that he can train a bedraggled Cockney flower girl, Eliza Doolittle, to pass for a duchess at an ambassador’s garden party by teaching her to assume a veneer of gentility, the most important element of which, he believes, is impeccable speech. The play is a sharp lampoon of the rigid British class system of the day and a commentary on women’s independence. In ancient Greek mythology, Pygmalion fell in love with one of his sculptures that came to life and was a popular subject for Victorian era English playwrights, including one of Shaw’s influences, W. S. Gilbert, who wrote a successful play based on the story in 1871, called Pygmalion and Galatea. Shaw also would have been familiar with the burlesque version, Galatea, or Pygmalion Reversed. Shaw’s play has been adapted numerous times, most notably as the musical My Fair Lady and the film of that name. Plot Shaw was conscious of the difficulties involved in staging a complete representation of the play. Acknowledging in a â€Å"Note for technicians† that such a thing would only be possible â€Å"on the cinema screen or on stages furnished with exceptionally elaborate machinery†, he marked some scenes as candidates for omission if necessary. Of these, a short scene at the end of Act One in which Eliza goes home, and a scene in Act Two in which Eliza is unwilling to undress for her bath, are not described here. The others are the scene at the Embassy Ball in Act Three and the scene with Eliza and Freddy in Act Four. Neither the Gutenberg edition referenced throughout this page nor the Wikisource text linked below contain these sequences. Act One[edit] ‘Portico of Saint Paul’s Church (not Wren’s Cathedral but Inigo Jones Church in Covent Garden vegetable market)’ – 11. 15p. m. A group of people are sheltering from the rain. Among them are the Eynsford-Hills, superficial social climbers eking out a living in â€Å"genteel poverty†, consisting initially of Mrs. Sanford-Hill and her daughter Clara. Clara’s brother Freddy enters having earlier been dispatched to secure them a cab (which they can ill-afford), but being rather timid and faint-hearted he has failed to do so. As he goes off once again to find a cab, he bumps into a flower girl, Eliza. Her flowers drop into the mud of Covent Garden, the flowers she needs to survive in her poverty-stricken world. Shortly they are joined by a gentleman, Colonel Pickering. While Eliza tries to sell flowers to the Colonel, a bystander informs her that a man is writing down everything she says. The man is Henry Higgins, a professor of phonetics. Eliza worries that Higgins is a police officer and will not calm down until Higgins introduces himself. It soon becomes apparent that he and Colonel Pickering have a shared interest in phonetics; indeed, Pickering has come from India to meet Higgins, and Higgins was planning to go to India to meet Pickering. Higgins tells Pickering that he could pass off the flower girl as a duchess merely by teaching her to speak properly. These words of bravado spark an interest in Eliza, who would love to make changes in her life and become more mannerly, even though, to her, it only means working in a flower shop. At the end of the act, Freddy returns after finding a taxi, only to find that his mother and sister have gone and left him with the cab. The streetwise Eliza takes the cab from him, using the money that Higgins tossed to her, leaving him on his own. Act Two[edit] Higgins’ – Next Day. As Higgins demonstrates his phonetics to Pickering, the housekeeper, Mrs. Pearce, tells him that a young girl wants to see him. Eliza has shown up, because she wishes to talk like a lady in a flower shop. She then tells Higgins that she will pay for lessons. He shows no interest in her, but she reminds him of his boast the previous day. Higgins claimed that he could pass her for a duchess. Pickering makes a bet with him on his claim, and says that he will pay for her lessons if Higgins succeeds. She is sent off to have a bath. Mrs. Pearce tells Higgins that he must behave himself in the young girl’s presence. He must stop swearing, and improve his table manners. He is at a loss to understand why she should find fault with him. Then Alfred Doolittle, Eliza’s father, appears with the sole purpose of getting money out of Higgins. He has no interest in his daughter in a paternal way. He sees himself as a member of the undeserving poor, and means to go on being undeserving. He has an eccentric view of life, brought about by a lack of education and an intelligent brain. He is also aggressive, and when Eliza, on her return, sticks her tongue out at him, he goes to hit her, but is prevented by Pickering. The scene ends with Higgins telling Pickering that they really have got a difficult job on their hands. Act Three[edit] Mrs. Higgins’ drawing room. Higgins bursts in and tells his mother he has picked up a â€Å"common flower girl† whom he has been teaching. Mrs. Higgins is not very impressed with her son’s attempts to win her approval because it is her ‘at home’ day and she is entertaining visitors. The visitors are the Eynsford-Hills. Higgins is rude to them on their arrival. Eliza enters and soon falls into talking about the weather and her family. Whilst she is now able to speak in beautifully modulated tones, the substance of what she says remains unchanged from the gutter. She confides her suspicions that her aunt was killed by relatives, and mentions that gin had been â€Å"mother’s milk† to this aunt, and that Eliza’s own father was always more cheerful after a good amount of gin. Higgins passes off her remarks as â€Å"the new small talk†, and Freddy is enraptured. When she is leaving, he asks her if she is going to walk across the park, to which she replies, â€Å"Walk? Not bloody likely! (This is the most famous line from the play, and, for many years after the play’s debut, use of the word ‘bloody’ was known as a pygmalion; Mrs. Campbell was considered to have risked her career by speaking the line on stage. [7]) After she and the Eynsford-Hills leave, Henry asks for his mother’s opinion. S he says the girl is not presentable and is very concerned about what will happen to her, but neither Higgins nor Pickering understand her thoughts of Eliza’s future, and leave feeling confident and excited about how Eliza will get on. This leaves Mrs. Higgins feeling exasperated, and exclaiming, â€Å"Men! Men!! Men!!! † Act Four[edit] Higgins’ home – The time is midnight, and Higgins, Pickering, and Eliza have returned from the ball. A tired Eliza sits unnoticed, brooding and silent, while Pickering congratulates Higgins on winning the bet. Higgins scoffs and declares the evening a â€Å"silly tomfoolery†, thanking God it’s over and saying that he had been sick of the whole thing for the last two months. Still barely acknowledging Eliza beyond asking her to leave a note for Mrs. Pearce regarding coffee, the two retire to bed. Higgins returns to the room, looking for his slippers, and Eliza throws them at him. Higgins is taken aback, and is at first completely unable to understand Eliza’s preoccupation, which aside from being ignored after her triumph is the question of what she is to do now. When Higgins does understand he makes light of it, saying she could get married, but Eliza interprets this as selling herself like a prostitute. â€Å"We were above that at the corner of Tottenham Court Road. † Finally she returns her jewellery to Higgins, including the ring he had given her, which he throws into the fireplace with a violence that scares Eliza. Furious with himself for losing his temper, he damns Mrs. Pearce, the coffee and then Eliza, and finally himself, for â€Å"lavishing† his knowledge and his â€Å"regard and intimacy† on a â€Å"heartless guttersnipe†, and retires in great dudgeon. Eliza roots around in the fireplace and retrieves the ring. Act Five[edit] Mrs. Higgins’ drawing room, the next morning. Higgins and Pickering, perturbed by the discovery that Eliza has walked out on them, call on Mrs. Higgins to phone the police. Higgins is particularly distracted, since Eliza had assumed the responsibility of maintaining his diary and keeping track of his possessions, which causes Mrs. Higgins to decry their calling the police as though Eliza were â€Å"a lost umbrella†. Doolittle is announced; he emerges dressed in splendid wedding attire and is furious with Higgins, who after their previous encounter had been so taken with Doolittle’s unorthodox ethics that he had recommended him as the â€Å"most original moralist in England† to a rich American founding Moral Reform Societies; the American had subsequently left Doolittle a pension worth three thousand pounds a year, as a consequence of which Doolittle feels intimidated into joining the middle class and marrying his missus. Mrs. Higgins observes that this at least settles the problem of who shall provide for Eliza, to which Higgins objects — after all, he paid Doolittle five pounds for her. Mrs. Higgins informs her son that Eliza is upstairs, and explains the circumstances of her arrival, alluding to how marginalised and overlooked Eliza felt the previous night. Higgins is unable to appreciate this, and sulks when told that he must behave if Eliza is to join them. Doolittle is asked to wait outside. Eliza enters, at ease and self-possessed. Higgins blusters but Eliza isn’t shaken and speaks exclusively to Pickering. Throwing Higgins’ previous insults back at him (â€Å"Oh, I’m only a squashed cabbage leaf†), Eliza remarks that it was only by Pickering’s example that she learned to be a lady, which renders Higgins speechless. Eliza goes on to say that she has completely left behind the flower girl she was, and that she couldn’t utter any of her old sounds if she tried — at which point Doolittle emerges from the balcony, causing Eliza to relapse totally into her gutter speech. Higgins is jubilant, jumping up and crowing over her. Doolittle explains his predicament and asks if Eliza will come to his wedding. Pickering and Mrs. Higgins also agree to go, and leave with Doolittle with Eliza to follow. The scene ends with another confrontation between Higgins and Eliza. Higgins asks if Eliza is satisfied with the revenge she has wrought thus far and if she will now come back, but she refuses. Higgins defends himself from Eliza’s earlier accusation by arguing that he treats everyone the same, so she shouldn’t feel singled out. Eliza replies that she just wants a little kindness, and that since he will never stoop to show her this, she will not come back, but will marry Freddy. Higgins scolds her for such low ambitions: he has made her â€Å"a consort for a king. † When she threatens to teach phonetics and offer herself as an assistant to Nepommuck, Higgins again loses his temper and promises to wring her neck if she does so. Eliza realises that this last threat strikes Higgins at the very core and that it gives her power over him; Higgins, for his part, is delighted to see a spark of fight in Eliza rather than her erstwhile fretting and worrying. He remarks â€Å"I like you like this†, and calls her a â€Å"pillar of strength†. Mrs. Higgins returns and she and Eliza depart for the wedding. As they leave Higgins incorrigibly gives Eliza a number of errands to run, as though their recent conversation had not taken place. Eliza disdainfully explains why they are unnecessary, and wonders what Higgins is going to do without her. Higgins laughs to himself at the idea of Eliza marrying Freddy as the play ends. Ending[edit] Pygmalion was the most broadly appealing of all Shaw’s plays. But popular audiences, looking for pleasant entertainment with big stars in a West End venue, wanted a â€Å"happy ending† for the characters they liked so well, as did some critics. [8] During the 1914 run, to Shaw’s exasperation but not to his surprise, Tree sought to sweeten Shaw’s ending to please himself and his record houses. [9] Shaw returned for the 100th performance and watched Higgins, standing at the window, toss a bouquet down to Eliza. â€Å"My ending makes money, you ought to be grateful,† protested Tree. â€Å"Your ending is damnable; you ought to be shot. [10][11] Shaw remained sufficiently irritated to add a postscript essay, â€Å"‘What Happened Afterwards,†[12] to the 1916 print edition for inclusion with subsequent editions, in which he explained precisely why it was impossible for the story to end with Higgins and Eliza getting married. He continued to protect the play’s and Eliza’s integrity by protecting the last scene. For at least some performances during the 1920 revival, Shaw adjusted the ending in a way that underscored the Shavian message. In an undated note to Mrs.  Campbell he wrote, When Eliza emancipates herself — when Galatea comes to life — she must not relapse. She must retain her pride and triumph to the end. When Higgins takes your arm on ‘consort battleship’ you must instantly throw him off with implacable pride; and this is the note until the final ‘Buy them yourself. ‘ He will go out on the balcony to watch your departure; come back triumphantly into the room; exclaim ‘Galatea! ‘ (meaning that the statue has come to life at last); and — curtain. Thus he gets the last word; and you get it too. 13] (This ending is not included in any print version of the play. ) Shaw fought uphill against such a reversal of fortune for Eliza all the way to 1938. He sent the film’s harried producer, Gabriel Pascal, a concluding sequence which he felt offered a fair compromise: a romantically-set farewell scene between Higgins and Eliza, then Freddy and Eliza happy in their greengrocery/flower shop. Only at the sneak preview did he learn that Pascal had shot the â€Å"I washed my face and hands† conclusion, to reassure audiences that Shaw’s Galatea wouldn’t really come to life, after all.

Importance of Sex Education Essay

As younger generations mature into teens, they will be exposed to all sorts of materials in their daily lives. Sex education is of great importance when it comes to teenagers. This is because as individuals grow into teenagers, they observe changes to their bodies particularly in their sex organs and also their hormones. With the raging hormones present in their bodies and unnecessary exposure to materials from the TV and now the internet, teenagers will be curious and would definitely want to experiment on the new things that they discover. This is why sexual education is important. Most teens are immature and curious individuals who lack self-control. This explains the high number of teenage pregnancies. When it comes to teen pregnancy, most teenagers are not ready to have a child. In many cases, teenage girls who decide to raise the baby end up being single mothers as their partners are not committed enough to raise the child as both of them are too young and not equipped well enough to raise a child. Thanks to the introduction of sex education in the recent years, the numbers of teen pregnancies have been decreasing gradually. Another importance of sex education is to lower the rate of abortion. Pregnant teens are one of the main causes of abortion. This happens when teens get pregnant and they do not want to conceive their babies. There are many factors that contribute to this final decision to abort the pregnancy. Usually, the main factor that causes abortion in teen parents is the fact that they are not ready to make the big commitment to have a baby. Aside to that, another factor that contributes to abortion is teenagers getting raped. Furthermore, by educating teens on sex, rape cases can be prevented. There are certain male individuals that are aroused by how an individual of the opposite sex dresses. With the psychological aspects of sex education, teenagers can be taught to manage their sexual stimulation and control their raging hormones when they are faced with situations like this. In sex education, teens will be educated on how to suppress their hormones by doing physical activities like exercising. In females, this inhibits the production of sex steroid hormones like estrogen. As for males, testosterone levels are reduced. Hence, the urge to satisfy one’s sexual needs is greatly reduced. Besides that, sex education is also important to encourage and educate teens on the use of contraceptive methods to further prevent any unwanted pregnancies. For example, using a condom during sexual intercourse not only prevents unwanted pregnancy, it can also prevent sexually transmitted diseases such as HIV. Another good contraceptive method that can be exposed to teens during sex education is the birth control pill. This pill, which has to be taken regularly, contains two female hormones which prevents ovulation.

Group Areas Act No. 41 of 1950

Group Areas Act No. 41 of 1950 On April 27, 1950, the Group Areas Act No. 41 was passed by the apartheid government of South Africa. As a system, apartheid used long-established race classifications to maintain the dominance of the colonial occupation of the country. The primary purpose of apartheid laws was to promote the superiority of whites and to establish and elevate the minority white regime. A suite of legislative laws was passed to accomplish this, including Group Areas Act No. 41, as well as the Land Act of 1913, the Mixed Marriages Act of 1949 and the Immorality Amendment Act of 1950: all of these were created to separate the races and subjugate nonwhite people. South African race categories were set up within a few decades after the discovery of diamonds and gold in the country during the mid-19th century: native-born Africans (Blacks, but also called kaffirs or Bantu), Europeans or European-descended (Whites or Boers), Asians (Indians) and mixed raced (Coloured). The 1960 South African census showed that 68.3% of the population were African, 19.3% were White, 9.4% Coloured, and 3.0% Indian. Restrictions of the Group Areas Act No. 41 The Group Areas Act No 41 forced physical separation and segregation between races by creating different residential areas for each race. Implementation started in 1954 when people were first forcibly removed from living in wrong areas, leading to the destruction of communities. The Act also restricted ownership and the occupation of land to groups as permitted, meaning that Africans could neither own nor occupy land in European areas. The law was also supposed to apply in reverse, but the result was that land under black ownership was taken by the government for use by whites only. The government set aside ten homelands for relocated non-white residents, mostly scattered bits of unwanted territories, based on ethnicity among the black communities. These homelands were granted independence with limited self-rule, the main purpose of which was to delete the homeland residents as citizens of South Africa, and cut back on the governments responsibility for providing housing, hospitals, schools, electricity, and water supplies. Implications However, the Africans were a significant economic source in South Africa, in particular as a labor force in the cities. Pass Laws were established to require non-whites to carry passbooks, and later reference books (similar to passports) to be eligible to enter the white parts of the country. Workers hostels were established to accommodate temporary workers, but between 1967 and 1976, the South African government simply stopped building homes for Africans at all, leading to severe housing shortages. The Group Areas Act allowed for the infamous destruction of Sophiatown, a suburb of Johannesburg. In February 1955, 2,000 policemen began removing Sophiatown residents to Meadowlands, Soweto and established the suburb as an area for whites only, newly called Triomf (Victory). In some cases, the nonwhites were loaded onto trucks and dumped into the bush to fend for themselves.   There were serious consequences for people who didnt comply with the Group Areas Act. People found in violation could receive a fine of up to two hundred pounds, prison for up to two years, or both. If they didnt comply with forced eviction, they could be fined sixty pounds or face six months in prison. Effects of the Group Areas Act Citizens tried to use the courts to overturn the Group Areas Act, though they were unsuccessful each time. Others decided to stage protests and engage in civil disobedience, such as sit-ins at restaurants, which took place across South Africa during the early 1960s. The Act hugely affected communities and citizens across South Africa. By 1983, more than 600,000 people had been removed from their homes and relocated. Colored people suffered significantly because housing for them was often postponed because plans for zoning were primarily focused on races, not mixed races. The Group Areas Act also hit Indian South Africans especially hard because many of them resided in other ethnic communities as landlords and traders. In 1963, approximately a quarter of Indian men and women in the country were employed as traders. The National Government turned a deaf ear to the protests of the Indian citizens: in 1977, the Minister of Community Development said that he wasnt aware of any cases instances in which Indian traders who were resettled that didnt like their new homes. Repeal and Legacy The Group Areas Act was repealed by President Frederick Willem de Klerk on April 9, 1990. After apartheid ended in 1994, the new African National Congress (ANC) government headed by Nelson Mandela was faced with an enormous housing backlog. More than 1.5 million homes and apartments in the urban areas were located in informal settlements without property titles. Millions of people in rural areas lived in terrible conditions, and urban blacks resided in hostels and shacks. The ANC government promised to build one million homes within five years, but most of them were of necessity located in developments on the outskirts of cities, which have tended to sustain existing spatial segregation and inequality. Great strides have been undertaken in the decades since apartheid ended, and today South Africa is a modern country, with an advanced highway system and modern homes and apartment buildings in the cities available to all residents. While nearly half of the population was without formal housing in 1996, by 2011, 80 percent of the population had a home. But the scars of inequality remain.   Sources Bickford-Smith, Vivian. Urban History in the New South Africa: Continuity and Innovation since the End of Apartheid. Urban History 35.2 (2008): 288–315. Print.Christopher, A.J.  Apartheid Planning in South Africa: The Case of Port Elizabeth. The Geographical Journal 153.2 (1987): 195–204. Print.-. Urban Segregation in Post-Apartheid South Africa. Urban Studies 38.3 (2001): 449–66. Print.Clark, Nancy L., and William H. Worger. South Africa: The Rise and Fall of Apartheid. 3rd ed. London: Routledge, 2016. Print.Maharaj, Brij. Apartheid, Urban Segregation, and the Local State: Durban and the Group Areas Act in South Africa. Urban Geography 18.2 (1997): 135–54. Print.-. The Group Areas Act and Community Destruction in South Africa. Urban Forum 5.2 (1994): 1–25. Print.Newton, Caroline, and Nick Schuermans. More Than Twenty Years after the Repeal of the Group Areas Act: Housing, Spatial Planning and Urban Development in Post-Apartheid South Africa. Jour nal of Housing and the Built Environment 28.4 (2013): 579–87. Print.

Using Can and Be Able to to Speak About Abilities

Using Can and Be Able to to Speak About Abilities Can and Be able to are both used to speak about abilities, and the possibility of doing something. Can and Be able to are known as modal verbs in English. Here are some examples of can and be able to used to speak about abilities. Can for Abilities She can play tennis.They could speak English at a very young age.Peter can type 100 words per minute. Be Able to for Abilities My sister is able to run a marathon.The students were able to get an A on the test.We will be able to attend the class next semester. Here are examples of the two forms to speak about possibilities. Can for Possibilities Can you come to the party next week?Do you think he can help with my homework?Peter told me he could pick you up at the airport. Be Able to for Possibilities We werent able to get tickets to the concert.Shell be able to study for the test tomorrow.Jack wont be able to come for another three days. Listed below are examples and explanations for can/could/be able to for ability and permission in the past, present. and future. Examples Usage He can play tennis well.She is able to speak five languages.They can come on Friday.Jack will be able to come next week. Use can or be able to to express an ability or possibilityNOTE: The future of be able to is will be able to He could swim when he was five. Could in the past means the general ability to do something. They were able to get tickets for the concert.I was able to finish before 6.I couldnt come last night, sorry. OR I wasnt able to come last night, sorry. IMPORTANT: If someone was in the position to do something, or managed to do something, we use was/were able to instead of couldIn the negative, wasnt able to OR couldnt are both correct. Note: Can is also often used to ask for permission, as well as may: Can I come with you? May I come with you? Practice Can/Be Able To Practice can and be able to with this role play. Once youve finished, make up some of your own dialogues and practice with a classmate or a friend.   Peter: Hi Janet. Can you help me for a moment?Janet: Sure, whats up? Peter: Im not able to understand this math problem.  Janet: Really. I think I can help, but Im not that good at math. Peter: You were able to all the problems last semester, werent you?Janet: Yes, thats right, but I cant do everything. Let me see.   Peter: Here you go.Janet: Interesting, are you sure youre not able to do this? Peter: Yes, thats why Im asking for help!Janet: OK. After I explain this, youll be able to do without any problems. Peter: Great. So whats the answer?!Janet: Dont be in a hurry. Can I have a few minutes to think? Peter: Of course you can. Sorry.  Janet: No problem.

Impact on a Family Having a Child with Life Limiting Illness Thesis - 1

Impact on a Family Having a Child with Life Limiting Illness - Thesis Example Consequently, the number of children with terminal diseases continues increasing, raising the cost of their care at family and national levels. Â  Many research studies have been conducted to investigate the financial impact of life-limiting disabilities on medical care budgets of various countries, especially in the developed world. A study conducted by Michelson and Steinhorn (2007) in England investigated the palliative costs of managing various types of life-limiting disabilities on children. Though the study focused on particular standards needed to cater for patients suffering from a particular life-limiting disorder, it gave insights of financial costs that such life-limiting disorders have on families. Â  Majority of all life-limiting conditions require palliative care and in children, such care is concerned with controlling the symptoms and maintaining the good quality of life of the child for the uncertain period before the child dies (Michelson & Steinhorn 2007). Though the death of children with the life-limiting condition is usually expected, it is difficult to determine when and how such children will die. Therefore, caregivers of people with such conditions are faced with financial challenges of preparing the patients until death. EAPC (2007) noted that though children’s palliative care at national level supports children and young persons diagnosed with life-limiting conditions, the inclusion of children with other types of disabilities often puts an extra strain on the care of such patients. According to Chochinov (2005) majority of children, hospices depend on charitable organizations for funding which in most cases is short-term and inconsistent. Others rely on s hort-term grants and statutory funds that are similarly unreliable and as a result, most parents use vast resources to add life to the child is remaining years to supplement the funding for their children’s care. Â  

People Environment and Business Essay Example | Topics and Well Written Essays - 750 words

People Environment and Business - Essay Example This confirms that natural resource exploitation has the capacity to cause imbalances in ecosystems as wells other effects, which may not be reversible. This informs this study on possible environmental effects that Iran experiences in the process or because of exploiting oil. General issues that are of concern to Iran have been vehicle gaseous emissions, operations by refineries as well as effluents by industries, which together contribute towards air contamination, water sources pollution as well as general environmental degradation. For instance, the city of Tehran in Iran ranks among the most polluted cities across the globe. Among other major environmental concerns, that are of great importance and which are being analyzed in depth are issues of environmental pollution from exploitation of oil as a natural resource in the country (Narimisa and Basri, 334-337). The world is increasingly in need for oil and associated products, which causes the rate of exploitation of this natural resource to increase as days go by. The ever-increasing uses into which oil is put into raises the demand of this non-renewable resource. It is widely used for industrial purposes, as a source of fuel to both domestic users as well as industries, in production of electricity as well as for locomotives, which accounts to the highest use into which oil is put. In studies on assessment of social impact associated with exploitation of oil in Iran this study projects future affects the environment in continued exploitation of the resources. Iran is however ranked among the great producers of oil and has amassed great economic wealth through the exploitation of oil globally. In concentrated efforts to study the case in Iran, we investigate oil refinery at Tehran, which has major environmental effects on emissions of gasses, solid wastes, industrial effluents, odor, aesthetic and visual complains as well as noise. However, it is worth understanding that the case study of Tehran oil refini ng is a representation of many other industries within the larger Iran. Air pollution within the country as associated with oil exploitation result from firing processes, furnaces, steam boilers, compressors as well as distillation towers among many others. The major air pollutants from oil exploitation and refining include carbon oxides, oxides of nitrogen and sulfur, ammonia as well as hydrocarbons among others. Water pollution emanates from discharging of the industrial effluents into the water sources either directly or indirectly through contaminating underground water, which later contaminates the surface waters. The process of producing sludge, coke, cracking as well as the process of separation of water and oil produces solid wastes which without proper disposition results to degradation of the environment. Over and above all the adverse effects on environment, that exploitation of oil in Iran brings about is the demolition of ecosystems. Evidence shows that the exploitation causes mass marine as well as land environment degradation through excavations, which are associated with destruction of aesthetic value of the country. In conclusion, despite