Visual Argument Analysis free essay sample

I also find it interesting that in this cartoon the Native Americans are talking about border security to each other, about the Europeans, just to find out that the Europeans in the future kill, rape, and steal the Native Americans land and people. To me it looks like the cartoonist is trying to get a point across that we need to take a look at ourselves and what we stand by, or perhaps the cartoon just may be telling us that this is a cycle.When talking about the exigency of this cartoon, the fact that believe everyone should open their eyes and try to relate toward each other is my main motivation on riding about this topic. The final e-portfolio, the last assignment for this course, will comprise a selection of your very best work from both semesters of Rhetoric and Civic Life (regardless of whether you changed to a different instructor). We will write a custom essay sample on Visual Argument Analysis or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page A successful e-portfolio will display excellence in the following required modes: E-portfolio writing and design that exhibits strong introductory and explanatory prose, sound visual design, and user functionality Public discourse intended for a specific audience Academic writing that integrates and responds to various so recess and monstrance academic disciplinary writing Oral presentation that is captured as audio or video Visual rhetoric that stands as its own visual argument or an original visual that complements a written or oral text A rsum that is crafted to meet conventions of the rsum genre, and that displays your skills, knowledge, and experience The objectives of the e-portfolio assignment Inc due: to reflect on the work you have done this semester by revisiting that work with an eye to revision and to individual assignments place in the larger scheme of the course, to learn-?and put into practice-?the difference twine revision and proofreading or editing to use rhetorical skills, once again, to design and present that work to a broad online audience that might include Pattern fellows or SSH administrators, future employers, friends, parents, and the like, and to reflect on the rhetorical dimensions of such broad self-presentation and to make design decisions accordingly. A NOTE ABOUT REVISION: You should revise the assignments that you include in your portfolio, based on the instructor and peer feedback you received earlier in the semester.Revision also ought to take into account approaches to writing Tyler you have learned over the course of the year. If you need assistance with writing/editing, you should plan to visit the undergraduate Writing Center. Deadlines and dates to note: Friday, April 19 By this date, you need to select a blobbing platform and sign up for an account. Think very carefully about your choice of site name. Prior to class, you should post a WIPE blob entry that includes a link to your site. (No need to have added materials yet. I just want you to demonstrate that youve created a site. ) Your WIPE entry should also include a tentative list of materials you plan to include in your site.Monday, April 22 Class will meet in Sparks 001 ; use this time to work on your portfolio Wednesday, April 24 -? Class will meet in Sparks 001 ; use this time to work on your portfolio (NOTE: Bring a hard copy of your rsum to class today if you wish to have Anne review it) Friday, April 26 E-portfolio draft due; Class will meet in 001 Sparks and you will use class time to review and provide feedback on each others portfolios Tuesday, April 30 Cover letter and final e-portfolio link due at 5:00 p. M. (submit in ANGEL dropped). Your cover letter should address the following questions: (1) Who is your audience for your e-portfolio? Primary audience? Secondary audience? (2) What purposes do you expect your portfolio to serve? 3) How did you make your design and rhetorical choices with your audience(s) in mind? Advice for Selecting Portfolio Components (Adapted from the Penn State SEC programs selection advice) Make a list of the best work youve done in your Rhetoric Civic Life course (both the fall and spring semesters). Additionally, consider including projects created for other courses, especially those that received a superior grade or facial recognition. Consider the primary message you want the portfolio to send and to what audiences you wish to send it. Do you want to demonstrate your passion for human rights? For international education? For environmental concerns and creative writing?Choose one or two key passions that you want to serve as the guiding themes of the port folio-?maybe one of these themes could relate to your future career goals. Then, add items to your list (created in step one) that demonstrate your commitment to that passion. These items might be academic work, but they old also be a written, spoken, visual, or online text created for an extra- curricular activity or as part of a community effort. Dont worry if all your projects/papers werent A work when you first submitted them: you can revise relevant good or even average work by obtaining feedback from The Undergraduate Writing Center tutors, your classmates, your instructor, and so on. Review the required modes for your portfolio.Consider which of your selected pieces could fulfill these modes. Keep in mind that you could revise a piece to make it suit a mode you need to cover. For example, an academic ice of writing for your major could be revised for a specific public audience to serve as public discourse (and this revision would likely lead to a more coherent final portfolio than if you chose a paper written in your freshman year simply because it was already written for a public audience). Alternatively, you might record an audio file to go with a Powering presentation, covering the oral mode. You might even choose to do a video introduction to your portfolio to count as your oral requirement.

Free Essays on Analysis Of “The Darkling Thrush”, By Thomas Hardy

As the title has already mentioned, this assignment will be an analysis on a poem by Thomas Hardy. The poem is called â€Å"The Darkling Thrush†, also known by another title, â€Å"By the Century’s deathbed†. My analysis will include elements such as the poems’ setting, structure, imagery, diction, rhyme scheme and theme. I will go into one element at the time, and them give examples from one stanza only in that element. I will not come back to the same elements in the other stanzas, even though they are there. Therefore, this will not be a complete analysis of every element in each of the stanzas. I’d rather prefer to give a thorough description of what the different elements are and then give a few examples of each of them. In then end I will try to come up with a conclusion. Setting: The poem takes place on New Years Eve, the last day of the 19th century. It’s also the end of the Victorian Age. Winter is bringing death and desolation with it. A tired old man leans over a coppice gate in a desolate area, seeing ghosts of the past and little hope in the future. Structure: This poem has 4 stanzas, each with 8 lines. This is what we call an octave. The lines changes between having 4 and 3 stressed syllables in them, which is called tetrameter (4) and trimeter (3). Since the lines also follow a form of having one unstressed syllable followed by one stressed syllable etc, we also call it iambic. As an example I use the poems 1st stanza. Line number 1, 3, 5 and 7 each have 4 stressed syllables, therefore called iambic tetrameter ( / - / - / - / - ). Line number 2, 4, 6, and 8 each have 3 stressed syllables, therefore called iambic trimeter ( / - / - / - ) I leant upon a coppice gate 1 Where Frost was spectre-gray, 2 And Winter’s dregs made desolate 3 The weakening eye of day. 4 The tangled bine-stems scored the sky 5 Like strings of broken lyres, 6 And all mankind that haunted nigh 7 Had sought their household fires. 8 Imagery: Thro... Free Essays on Analysis Of â€Å"The Darkling Thrush†, By Thomas Hardy Free Essays on Analysis Of â€Å"The Darkling Thrush†, By Thomas Hardy As the title has already mentioned, this assignment will be an analysis on a poem by Thomas Hardy. The poem is called â€Å"The Darkling Thrush†, also known by another title, â€Å"By the Century’s deathbed†. My analysis will include elements such as the poems’ setting, structure, imagery, diction, rhyme scheme and theme. I will go into one element at the time, and them give examples from one stanza only in that element. I will not come back to the same elements in the other stanzas, even though they are there. Therefore, this will not be a complete analysis of every element in each of the stanzas. I’d rather prefer to give a thorough description of what the different elements are and then give a few examples of each of them. In then end I will try to come up with a conclusion. Setting: The poem takes place on New Years Eve, the last day of the 19th century. It’s also the end of the Victorian Age. Winter is bringing death and desolation with it. A tired old man leans over a coppice gate in a desolate area, seeing ghosts of the past and little hope in the future. Structure: This poem has 4 stanzas, each with 8 lines. This is what we call an octave. The lines changes between having 4 and 3 stressed syllables in them, which is called tetrameter (4) and trimeter (3). Since the lines also follow a form of having one unstressed syllable followed by one stressed syllable etc, we also call it iambic. As an example I use the poems 1st stanza. Line number 1, 3, 5 and 7 each have 4 stressed syllables, therefore called iambic tetrameter ( / - / - / - / - ). Line number 2, 4, 6, and 8 each have 3 stressed syllables, therefore called iambic trimeter ( / - / - / - ) I leant upon a coppice gate 1 Where Frost was spectre-gray, 2 And Winter’s dregs made desolate 3 The weakening eye of day. 4 The tangled bine-stems scored the sky 5 Like strings of broken lyres, 6 And all mankind that haunted nigh 7 Had sought their household fires. 8 Imagery: Thro...

Battle of Brandy Station in the Civil War

Battle of Brandy Station in the Civil War Battle of Brandy Station - Conflict Date: The Battle of Brandy Station was fought June 9, 1863, during the American Civil War (1861-1865). Armies Commanders Union Major General Alfred Pleasonton11,000 men Confederate Major General J.E.B. Stuart9,500 men Battle of Brandy Station - Background: In the wake of his stunning victory at the Battle of Chancellorsville, Confederate General Robert E. Lee began making preparations to invade the North. Prior to embarking on this operation, he moved to consolidate his army near Culpeper, VA. Early June 1863, the corps of Lieutenant General James Longstreet and Richard Ewell had arrived while the Confederate cavalry, led by Major General J.E.B. Stuart screened to the east. Moving his five brigades into camp around Brandy Station, the dashing Stuart requested a full field review of his troops by Lee. Scheduled for June 5, this saw Stuarts men move through a simulated battle near Inlet Station. As Lee proved unable to attend on June 5, this review was re-staged in his presence three days later, though without the mock battle. While impressive to behold, many criticized Stuart for needlessly tiring his men and horses. With the conclusion of these activities, Lee issued orders for Stuart to cross the Rappahannock River the next day and raid advanced Union positions. Understanding that Lee intended to begin his offensive shortly, Stuart moved his men back into camp to prepare for the next day. Battle of Brandy Station - Pleasontons Plan: Across the Rappahannock, the commander of the Army of the Potomac, Major General Joseph Hooker, sought to ascertain Lees intentions. Believing that the Confederate concentration at Culpeper signaled a threat to his supply lines, he summoned his cavalry chief, Major General Alfred Pleasonton, and ordered him to conduct a spoiling attack to disperse the Confederates at Brandy Station. To assist with the operation, Pleasonton was given two select brigades of infantry led by Brigadier Generals Adelbert Ames and David A. Russell. Though the Union cavalry had performed poorly to date, Pleasonton devised a daring plan which called for dividing his command into two wings. The Right Wing, consisting of Brigadier General John Bufords 1st Cavalry Division, a Reserve Brigade led by Major Charles J. Whiting, and Ames men, was to cross the Rappahannock at Beverlys Ford and advance south toward Brandy Station. The Left Wing, led by Brigadier General David McM. Gregg, was to cross to the east at Kellys Ford and attack from the east and south to catch the Confederates in a double envelopment. Battle of Brandy Station - Stuart Surprised: Around 4:30 AM on June 9, Bufords men, accompanied by Pleasonton, began crossing the river in a thick fog. Quickly overwhelming the Confederate pickets at Beverlys Ford, the pushed south. Alerted to the threat by this engagement, the stunned men of Brigadier General William E. Grumble Jones brigade rushed to the scene. Barely prepared for battle, they succeeded in briefly holding up Bufords advance. This allowed Stuarts Horse Artillery, which had nearly been taken unawares, to escape south and establish a position on two knolls flanking the Beverlys Ford Road (Map). While Jones men fell back to a position on the right of the road, Brigadier General Wade Hamptons brigade formed on the left. As the fighting escalated, the 6th Pennsylvania Cavalry unsuccessfully charged forward in an attempt to take the Confederate guns near St. James Church. As his men fought around the church, Buford began probing for a way around the Confederate left. These endeavors led him to encounter Brigadier General W.H.F. Rooney Lees brigade which had assumed a position behind a stone wall in front of Yew Ridge. In heavy fighting, Bufords men succeeded in driving Lee back and taking the position. Battle of Brandy Station - A Second Surprise: As Buford advanced against Lee, Union troopers engaging the St. James Church line were stunned to see Jones and Hamptons men retreating. This movement was in reaction to the arrival of Greggs column from Kellys Ford. Having crossed early that morning with his 3rd Cavalry Division, Colonel Alfred Duffià ©s small 2nd Cavalry Division, and Russells brigade, Gregg had been blocked from advancing directly on Brandy Station by Brigadier General Beverly H. Robertsons brigade which had taken a position on the Kellys Ford Road. Shifting south, he succeeded in finding an unguarded road which led into Stuarts rear. Advancing, Colonel Percy Wyndhams brigade led Greggs force into Brandy Station around 11:00 AM. Gregg was separated from Bufords fight by a large rise to the north known as Fleetwood Hill. The site of Stuarts headquarters before the battle, the hill was largely unoccupied except for a lone Confederate howitzer. Opening fire, it caused the Union troops to pause briefly. This permitted a messenger to reach Stuart and inform him of the new threat. As Wyndhams men began their attack up the hill, they were met by Jones troops riding in from St. James. Church (Map). Moving to join the battle, the Colonel Judson Kilpatricks brigade moved east and assaulted the south slope of Fleetwood. This attack was met by Hamptons arriving men. The battle soon deteriorated into a series of bloody charges and countercharges as both sides sought control of Fleetwood Hill. The fighting ended with Stuarts men in possession. Having been engaged by Confederate troops near Stevensburg, Duffià ©s men arrived too late to alter the outcome on the hill. To the north, Buford maintained pressure on Lee, forcing him to retreat to the hills northern slopes. Reinforced late in the day, Lee counterattacked Buford but found that the Union troops were already departing as Pleasonton had ordered a general withdrawal near sunset. Battle of Brandy Station - Aftermath: Union casualties in the fighting numbered 907 while the Confederates sustained 523. Among the wounded was Rooney Lee who was later captured on June 26. Though the fighting was largely inconclusive, it marked a turning point for the much-maligned Union cavalry. For the first time during the war, they matched their Confederate counterparts skill on the battlefield. In the wake of the battle, Pleasonton was criticized by some for not pressing home his attacks to destroy Stuarts command. He defended himself by stating that his orders had been for a reconnaissance in force toward Culpeper. Following the battle, an embarrassed Stuart attempted to claim victory on the grounds that the enemy had departed the field. This did little to hide the fact that he had been badly surprised and caught unawares by the Union attack. Chastised in the Southern press, his performance continued to suffer as he made key mistakes during the upcoming Gettysburg Campaign. The Battle of Brandy Station was the largest predominantly cavalry engagement of the war as well as the largest fought on American soil. Selected Sources National Park Service: Battle of Brandy Station CWPT: Battle of Brandy Station

Tax allowable deductions Essay Example | Topics and Well Written Essays - 500 words

Tax allowable deductions - Essay Example These qualify at lower rates than ordinary dividends. For the two categories, the rates of dividend are given according to tax brackets. 10. Taxable refunds, credits, or offsets of state and local income taxes IRS sec. 6050(e) it says any person who makes refunds of $10 or more in the year on behalf of the state shall be liable to fill the form for refunds. 13 Salaries and wages (less employment credit) - Treasury Regulation section 1.47(1-4) – any wages and/ or salaries paid to any employee is allowable for tax purposes. The employment credit should be deducted therefrom. 17 Taxes and licenses- Treasury Regulation section 26(1) taxes from the corporate are paid to the treasury as well as any licenses. Very high amounts of taxes are remitted directly to the treasury officials 20 Depreciation from Form 4562 not claimed on Schedule A or elsewhere on return (attach Form 4562) - Treasury Regulation section 1.167(a) and (b) states that there is no time that depreciation shall be charged above a figure so reasonable than its salvage value. 23 Pension, profit-sharing, etc., plans  ­- Treasury Regulation section 1.401-1 states that these plans should withhold 10% of the contribution in early remittances and such contributions by employees are tax allowable. 28 Taxable incomes, before net operating loss deduction and special deductions. Subtract line 27 from line 11- Treasury Regulation section 1.861.8 says that the taxable income so determined is from operations in the United States. 29a Less: a Net operating loss deduction (see instructions) - Treasury Regulation section 1.904.3 losses are carried forward from previous years and profits are taxed with the existing rate. (James et al,

Dichomtomy During Eisenhower History p5db Essay Example | Topics and Well Written Essays - 500 words

Dichomtomy During Eisenhower History p5db - Essay Example Eisenhower perceived an international system dominated by a struggle between communist slavery and American freedom. This struggle was being fought in the Third World, an area dominated by the concept of nationalism. Communism was taking advantage of this spirit of nationalism by attempting to separate the Third World from the West, thus insuring the enslavement of those nations in which the attempt succeeded. Further complicating this struggle was the blindness of America's Western European allies to the fact that they could not retain their empires in light of this nationalism. This made it extremely difficult for the United States to protect these areas since the Third World nations, wary of U.S. allies, were suspicious of U.S. motives. Most importantly, Eisenhower believed that the United States had a moral obligation to protect these nations just as the U.S. government had a moral obligation to protect the individual liberties of its own citizens. The function of government was the same in both instances: to do for others what they could not do for themselves under the obligation of individual initiative. But how were these related to foreign policy outcomes Three examples should suffice to illustrate this relationship (Ambrose, 1999). During 1950s, America overcame terror of the World War II and renewed its economy.

Von Neumann Architecture Essay Example for Free

Von Neumann Architecture Essay The greatest social transformation in Britain can be traced back in early 19th century. It was primarily due to the reform in life style or modernity (the introduction of machines industrialisation)which have caused a radical change on the location of work, which also became a driven force for vast number of people to move towards cities (urbanization).In contrary caused a drastic change on population size (over population )in city areas .The overall state political frame work was based on lassie fair, conservative(non-interventionist )approach where there are no or limited state intervention in redistributing resources . The economy was market wise economy system(free market).There were no social welfare amendments or services provided by the state , it was commonly considered as commodity and they were mainly provided by private sectors or volunteers (philanthropy’s ). The newly life style and overpopulation have caused massive social, political and economic problems which mandated the state to intervention in overcoming the situate (the need appeoch). The overpopulation have triggered various social disorders like shortage in housing , outbreak of new diseases, sanitation problem, poor health condition increase rate of unemployment and poverty..Etc. In the 19th century Britain was the uppermost in industry and trades (the first country to go through industrialized) and accounted as one of the richest country in the world while 30 % of the population were under poverty line (ref) the free market had aggravated great social conflict among haves and the have–not due to opposing interest and created excessive gap between social classes. However this stimulated the emergence of strong labour unions . There are two approaches on the evolution of welfare state. The need approach states diversion in life style (modernity) have caused the state to intervene and the conflict approach argues on class conflict and the growth of strong labour union as the result for the emergence of social welfare. Poor laws that were amended in 1601 and 1834 were considered to be the first measures taken by the state in order to address poverty (poor people) even though the means of poverty were not clearly understood. There were important factors which stimulated the government to contemplate poverty (welfare system) as an important issue. The Edwin Chadwick report led down the first lime stone for the formation of the first health act in 1848 also Charles booth made an outstanding study on poverty and the Courses he argues poverty should not be linked with laziness or poor people should not be blamed for their states.

The Hydrogen Bomb :: World War II History

The Hydrogen Bomb Thesis Statement The hydrogen bomb is a nuclear weapon in which light atomic nuclei of hydrogen are joined together in an uncontrolled nuclear fusion reaction to release tremendous amounts of energy. The hydrogen bomb is about a thousand times as powerful as the atomic bomb, which produces a nuclear fission explosion about a million times more powerful than comparably sized bombs using conventional high explosives such as TNT. The Hydrogen Bomb The Atomic Bomb Was A Essential First Step toward the Development of the Hydrogen Bomb, Before the atomic bomb was developed by the united states during World War II, there was no way to produce the extreme amounts of heat needed to initiate the fusion reaction of the hydrogen bomb. Even after World War II, the hydrogen bomb faced many political and technical obstacles. The U.S. government gave priority to perfecting and stockpiling atomic bombs, and scientist discovered that initiating a fusion reaction was more than simply placing a container of hydrogen near a fission trigger. Tension to develop the hydrogen bomb increased in the United States after the Soviet Union set off its first atomic bomb in August 1949. The Military, the joint congressional committee on Atomic Energy, and several noted physicists, including Edward Teller And Ernest Lawrence, called for creation of a so-called super bomb, but the General Advisory of the Atomic Energy Commission (AEC), chaired by J. Robert Oppenheimer, in agreement recommended that the bomb should not be developed, because of the technical difficulties involved, the need to enlarge the Atomic Bomb reserve, and because of moral considerations. A Majority of the AEC supported this decision and passed their recommendation on to President Harry S. Truman. A National Security Council report recommend otherwise, however and at the end of January 1950, Truman ordered that the United States should investigate the possibility of producing hydrogen bombs. Edward Teller was placed in charge of the investigation. The decision to move ahead with the Hydrogen bomb development was made in response to U.S. perceptions that the USSR was close to producing its own Hydrogen Bomb. Thermonuclear devices were tested was to begin in 1952, and by 1954, both the United States And The USSR have achieved Hydrogen Bomb capability. Since That Year each side has developed nuclear arsenals that are almost entirely composed of fusion weapons, rather than fission weapons. They have reached a strategic condition that promises total destruction.

Organizational Behaviour Essay

Explain ‘Y’ theory of Mc Gegor. Answer: Douglas McGregor proposed two   Ã‚  Home theories by which to view employee motivation. He avoided descriptive labels and   Ã‚  About simply called the theories Theory X and Theory Y. Both of these theories begin with Privacy the premise that management’s role is to assemble the factors of production,   Ã‚  Reprints including people, for the economic benefit of the firm. Beyond this point, the two   Ã‚  Terms of Use theories of management diverge. Theory Y The higher-level needs of esteem and self-actualization are continuing needs in that they are never completely satisfied. As such, it is these higher-level needs through which employees can best be motivated. Theory Y makes the following general assumptions: †¢ Work can be as natural as play and rest. †¢ People will be self-directed to meet their work objectives if they are committed to them. †¢ People will be committed to their objectives if rewards are in place that address higher needs such as self-fulfillment. †¢ Under these conditions, people will seek responsibility. †¢ Most people can handle responsibility because creativity and ingenuity are common in the population. Under these assumptions, there is an opportunity to align personal goals with organizational goals by using the employee’s own quest for fulfillment as the motivator. McGregor stressed that Theory Y management does not imply a soft approach. McGregor recognized that some people may not have reached the level of maturity assumed by Theory Y and therefore may need tighter controls that can be relaxed as the employee develops. Theory Y Management Implications If Theory Y holds, the firm can do many things to harness the motivational energy of its employees. Decentralization and Delegation – If firms decentralize control and reduce the number of levels of management, each manager will have more subordinates and consequently will be forced to delegate some responsibility and decision making to them. 2. Job Enlargement – Broadening the scope of an employee’s job adds variety and opportunities to satisfy ego needs. 3. Participative Management – Consulting employees in the decision making process taps their creative capacity and provides them with some control over their work environment. Performance Appraisals – Having the employee set objectives and participate in the process of evaluating how well they were met. 5. If properly implemented, such an environment would result in a high level of motivation as employees work to satisfy their higher level personal needs through their jobs. 2. Explain Chris Argyris’s immaturity – maturity theory. Answer: Chris Argyris developed the Theory of Immaturity-Maturity. Individuals progress at different rates from the total immaturity of early childhood (being passive, dependent, shallow, limited activity) to maturity (active, independent, deeper thoughts, more varied interests). Most organizations have bureaucratic or pyramidal values that foster immaturity in workers and â€Å"in many cases, when people join the workforce, they are kept from maturing by the management practices utilized in their organizations† (Hersey 65). Argyris’s Immaturity-Maturity Theory is the most intriguing of these motivational theories. Unfortunately, most organizations still adopt the bureaucratic or pyramidal style of leadership. This authoritarian style often resembles a family with a dominating parent (management) exercising almost total control over the children (employees). It is no wonder in these environments that trust and creativity are rare. There are exceptions however. The leadership of the author’s employer, the YWCA of Nashville, values employees and treats them with respect. As a result, YWCA staff members are more independent and have room to grow. It is easy to apply this theory to many circumstances outside the workplace. Families in which parents are either over-protective or, on the other extreme, do not protect their children at all may have offspring who are immature and have trouble forming long-term relationships. Governments with strong central authority where people have little personal freedom usually have citizens who are dependent financially and psychologically. Schools where rigid rules are more important than the free flow of ideas will probably graduate students with narrow views and a lack of creativity. It is obvious that human beings flourish only when they are in an environment with trust, support and independence. The fact that bureaucratic/ pyramidal values still dominate most organizations, according to Argyris, has produced many of our current organizational problems. While at Yale, he examined industrial organizations to determine what effect management practices have had on individual behaviour and personal growth within the work environment. Personality changes According to Argyris, seven changes should take place in the personality of individuals if they are to develop into mature people over the years. †¢ First, individuals move from a passive state as infants to a state of increasing activity as adults. Second, individuals develop from a state of dependency upon others as infants to a state of relative independence as adults. Third, individuals behave in only a few ways as infants, but as adults they are capable of behaving in many ways. †¢ Fourth, individuals have erratic, casual, and shallow interests as infants but develop deeper and stronger interests as adults. †¢ Fifth, the time perspective of children is very short, involving only the present, but as they mature, their time perspective increases to include the past and the future. †¢ Sixth, individuals as infants are subordinate to everyone, but they move to equal or superior positions with others as adults. Seventh, as children, individuals lack an awareness of a â€Å"self,† but as adults they are not only aware of, but they are able to control â€Å"self.

Ptlls Understanding of Inclusive Learning

In inclusive learning we need to consider the diversity of a student body and make efforts not to exclude anyone be it intended or unintended. â€Å"Some students could feel excluded during your session if their particular needs are not met,† Gravells (2012:56). Inclusive learning is simply â€Å"involving all students, treating them equally and fairly,† Gravells (2012:56). The field of self-defence includes physical, philosophical and physiological elements which allows for a large range of learning and teaching strategies.A new course would begin with the filling out of an enrolment form and discussions which give participants an initial platform to put across any concerns or specific needs, the initial discussion can also be used as an icebreaker that everyone is involved with. A great deal of self-defence training will be scenario based giving the students the freedom to work and discuss their own scenarios and also those from other student’s viewpoints. When the discussions and enrolment forms are completed I would be able to better tailor the learning and teaching strategies some of which are: The participants will be shown a technique/drill with explanation which can include a handout. This method is directed by the instructor to allow the students to see and come to some understanding of what is expected and some of problems they may face. (Presentations – the didactic approach/ the psychomotor domain). †¢ They will then move on to practice the technique so that there can be a greater understanding of how it feels to do, rather than see or be told (Participative/interaction/ the psychomotor domain).The student can be individually assessed and alterations can be suggested, finally an open discussion and general assessment of that which has been learnt will allow the students to put forward any queries or suggestions. †¢ Group work will be introduced in which the group can discuss various self-defence scenarios, role playing or work in a team when analysing case studies, before presenting their findings (Discovery/search/ the affective domain/ the cognitive domain).The range of learning strategies used in a typical self-defence lesson allows for a more effective lesson and more motivated students, â€Å"studies have shown that over a period of three days, learning retention is as follows. †¢ 10% of what you read †¢ 20% of what you hear †¢ 30% of what you see †¢ 50% of what you see and hear †¢ 70% of what you say †¢ 90% of what you say and do. (Pike 1989) If your students can incorporate reading, hearing, seeing, saying and doing during your session, their learning retention should increase. Gravells (2012:30) Because the fields of read, hear, see, say and do are covered in the self-defence class the opportunity for a learner to participate fully are increased. Flemings VARK: Visual, Aural, Read/Write, Kinaesthetic Gravells (2012:31) also looks at the differing lear ning styles which are used within the lessons to support learners. From a self defence perspective: demonstrating and explaining a technique (Visual/Aural) with the added handout (Read/write) followed by practice and discussion (kinaesthetic) follows Fleming’s principles of the four learning styles.Aspects of inclusive learning include: †¢ Entitlement: everyone is entitled to fair treatment and the chance to learn. There can be no bias towards an individual or group because of who they are their background, lifestyle, or situation. There must be an understanding that even getting to a course for some can be problematic whether it be financial, childcare, access or any number of reasons, there are many ways to help a student access the learning they require, whether it be via private organisations, charities or government funding. Equality: â€Å"can be described as everyone is different, but having equal rights. † Gravel (2012:54) Although students will have their individuality they should be treated equally regardless of their, race, sexual orientation, disability, religion or belief, gender , gender identity, pregnancy and maternity, marriage and civil partnership or age. â€Å"Students seem keen to fit in at university and tend to focus on the similarities between themselves and other students.But when it comes to classroom learning, they value having their individual academic and social identities acknowledged and their particular needs addressed. † Hockings (2008:3) †¢ Inclusivity: It is of importance that the tutor makes all efforts to include all students in the learning environment. Correctly planning lessons, creating a friendly non judgmental atmosphere and including a range of teaching styles will help learners feel included.By understanding the needs of the individual, social, physical and academic the tutor can eliminate any feelings of exclusion. †¢ Diversity: Everyone is different and these differences need to be valued, the tolerance of different cultures, beliefs, races, ages and gender to name a few, needs to be of importance not only to the tutor but the students as well. Creating a classroom atmosphere of valuing and understanding individual experiences and views can be achieved through ground rules and by the example set by the tutor. Differentiation: With the understanding that all students are different the tutor will need to plan the lessons around these differences by using the various teaching methods available or acquiring the resources that will make the students learning experience a productive one. The inclusion of inclusive learning techniques will be selected in response to an individual’s needs; this information can be garnered via enrolment forms, induction or an informal chat.Sometimes a learner will not want to divulge information or may not be aware of or think certain information is important the tailoring of teaching techniques may then come into effect due to formal or informal assessments. Once the assessments and enrolments are completed I would then be able to plan the lessons to suit, some examples are: †¢ Role play: an important part of self-defence training is working through realistic scenarios one way of accomplishing this is through role play.This method of training can be good for those that aren’t confident in their literacy or language and although some may find it embarrassing, it can be a good way for a class to bond while developing the social skills needed in self-defence. †¢ Handouts or PowerPoint: A good way to reinforce some of the physical training is to precede or follow up with some written material, this will engage those that learn better through reading and writing, it can even have a different impact with the use of interesting visuals. Handouts can also be taken home for future reference. †¢ Demonstration and imitation: demonstrating a technique by breaking it down nto easily manageabl e sections whilst giving accurate and precise instructions will give the student a good grounding in how the movement should be performed, but the real learning will be achieved when the student begins to practice the move themselves. This method allows the students to find or feel their way through a technique and will allow both the tutor and student the opportunity to assess and make alterations where needed on an individual basis. There will be many resources available to meet the needs of the learner which again would need to be assessed on an individual basis.Correctly chosen resources can help to engage learners and promote a fuller learning experience although the methods used would need to be constantly evaluated for effectiveness. Examples of this could be: †¢ video: The use of a short film or can be beneficial for those that have language or reading difficulties or prefer to learn by seeing as this resource can introduce effective images which at times can explain an idea better than words alone. A film can also alter the momentum of a class if attention spans begin to suffer from prolonged periods of work.Questions can be put to the students to assess what they have learned from the film. †¢ Assistant (voluntary or paid): Within any course there may be learners that need extra help, be it physical, emotional or academic. When this is identified the tutor can begin the process with their organisation for a learning support assistant to support those in need. †¢ Flip chart: this can be an invaluable and versatile resource as it can be used actively in the lesson to show brainstorming ideas or have pre-prepared material which can be revealed at the appropriate time.It will be limited to the literacy or artistic abilities of those using it (tutor or student) and may be hard for some to follow if their reading ability or eyesight is at a low level, the tutor will also need to make sure that what they put down is legible. Within the self-d efence scenario assessment opportunities can be created by: †¢ Viewing: viewing learners repeatedly practicing techniques on striking pads or working with a partner will allow assessment and alterations on an individual basis.This is an informal method which also allows for discussion between the tutor and student to clarify any queries that may arise and can be used by the tutor to gage a student’s understanding of a technique. The downfall of this method is that it can be time consuming, to alleviate this problem the tutor can monitor from a distance and involve the whole group in any alterations which need to be made, in this way no one person needs to be singled out. Group work (large or small): a group can work though and discuss awareness scenarios or drills such as assessing the dangers and opportunities in a room before presenting their findings. This method can bond a group and promote discussion which can also become a self assessment exercise. This method may become a problem for those who are less confident and may feel overpowered by those with greater confidence. †¢ Formal assessment: Formal assessments can be set up within the syllabus at certain points to allow students to show their progress.The tutor would need to make clear any requirements or what the student will be assessed on and when assessments will take place at the beginning of the course, they will need to include a written list, maybe a tick box sheet which can be used to gage a students’ knowledge or skill. In a self-defence course a discussion can be added to the end of the assessment for the student to self assess their feelings on being put under scrutiny allowing them to come to an understanding of their own emotions and reactions when put under pressure.Learners can gain opportunities to practice their Literacy and language skills via the handouts or slide presentations associated with the course or being involved in course discussions, presenting and listening to ideas, researching laws and visiting self protection websites. A section of the self-defence course will be the ability to explain what one saw verbally or on paper or accurately reading back information, handouts with purposeful mistakes or with lists of objects previously seen on a slide can be used to develop the skill of accurately seeing.Numeracy can be practiced when taking into account details such as times of events, amounts of people involved or distances with regards to accurately giving statements. ICT skills can be practiced when researching laws, viewing websites relevant to the subject or course, writing statements or using phones or camera’s to capture evidence. Motivating learners in an inclusive environment can be achieved by first nderstanding what it is that motivates those being taught, â€Å"motivation is either intrinsic (from within) meaning the student wants to learn for their own fulfilment, or extrinsic (from without), meaning there may be an external factor motivating the student. † Gravells (2012:40). Once established there are numerous ways to engage and motivate, some examples are: †¢ Creating a relevant learning experience which can be achieved by allowing the students to use their own experiences to form the basis for a lesson (in self-defence this can be achieved by having individuals put forward scenarios to discuss or work through). Keeping the class momentum up by being aware of student attention spans and the need to alter teaching methods if those used are not effective with the current students. †¢ Praise and encourage individual achievements by giving ongoing and constructive feedback through informal assessments or discussions. †¢ Ask open questions which create relevant discussions which will engage students. †¢ Have clear and defined targets so that students are clear as to their goals and what is required on the course. †¢ Use different teaching approaches. Keep the learning interesting and relevant to the course and the individuals attending. Within the learning environment it is necessary to establish ground rules early on, usually in the first lesson so that learners have a framework from which to work which will promote respect for others and set appropriate boundaries so that everyone will understand what is expected from them during the course/lesson. â€Å"If not set, problems may occur which could disrupt the session and lead to misunderstandings or behaviour problems. Gravells (2012:91). Ground rules which are set to promote respect for others must take into account those things which some may regard as innocent but may have a negative effect on other classmates. Often a discussion at the beginning of the course can be used to involve students in the setting of ground rules, some examples are: †¢ Smoking: a no smoking policy can be agreed (smoking indoors is banned although some locations can be exempt), although it would be pru dent and fair to have agreed smoking breaks for those that need them. Offensive language or behaviour: agreeing amongst the group the boundaries set with regards to the use of inappropriate jokes, stereotyping etc. This can be incorporated into a self-defence class with a discussion on how the seemingly innocent actions of an individual may seem offensive to another and cause conflict due to differences in perception. †¢ Respecting others views: Respecting that everyone’s voice has the right to be heard and every opinion is valid, this can be achieved by understanding that it is inappropriate to interrupt or speak over a classmate. Being punctual: It can be put forward that having to wait for an individual disrupts the class flow and can show a lack of regard for those that are punctual and ready to learn. †¢ Turning off mobile phones: again this can be viewed as a disruption and off-putting for those that have the come to and have the right to learn. †¢ The in structor: is integral in the attitude towards others within the lesson, being punctual, professional, respectful and polite from the outset will set the mood of the class and the standard by which others will act.Constructive feedback is an important part of the communication process and can be used to reinforce positive behaviour and alter negative behaviour. Effectively delivered feedback can boost self-esteem and encourage progression. Some ways to give constructive feedback are: †¢ Informal: speaking to an individual or a group during or after an observation or task, allowing for a two-way discussion to clarify any points and focus on positive development. †¢ Formal: written feedback or discussion, again this should also be a two way process where the individual has the opportunity to discuss the feedback.This could be done in two parts, the written feedback and then an individual meeting to discuss the positive steps available for further development. †¢ Specific : Feedback will need to include facts which increase progress. When practicing a physical self-defence technique it can become necessary to alter a student’s movements to improve the technique, this feedback would also need to include the reason for the adjustment to help facilitate better understanding. Awareness: of a student’s reactions to feedback will allow for alterations so as not to offend and hinder progression. A tutors positive body language, tone and use of language can help make the feedback a positive experience. †¢ Praise sandwich: praising the things a student has done well will make them more receptive when listening to the things they need to improve on, following this up with another positive will create the praise sandwich. Research listing:Ann Gravells 2012 Preparing to teach in the lifelong learning sector: (5th edition) the new award. Hockings 2008 Teaching and learning research briefing, Learning and teaching for diversity and difference in higher education: http://www. tlrp. org/pub/documents/Hockings%20RB%2041%20FINAL. pdf Christine Hockings, April 2010 Inclusive learning and teaching in higher education: a synthesis of research, http://www. heacademy. ac. uk/resources/detail/evidencenet/Inclusive_learning_and_teaching_in_higher_education_synthesis

Analysis of Marks Spencers International Strategy The WritePass Journal

Analysis of Marks Spencers International Strategy Introduction Analysis of Marks Spencers International Strategy IntroductionBackground to the Marks SpencerPast issues related to MSCurrent business climateReviewing its current international strategyRecommendations BibliographyRelated Introduction This report looks at the current international strategy adopted by MS, what are the past issues of the company, what steps it took during the time of downfall and how did it overcome its mistakes to bounce back in the global market with its new marketing strategy. The report is a mix of the academic research and the case study materials provided from which the final conclusion can be drawn as to the organization should proceed to internationalization or not during current market situations. Background to the Marks Spencer MS as a business organization came into existence in 1884 when it was just a penny bazaar. Today after 125 glorious years of growth and expansion, the company is the biggest retailer in the UK. Its product ranges from clothing, food products and household accessories etc. It entered the international market by franchising in countries such as Canada, USA, France, Belgium, and Ireland etc. By the end of 19th century, the international market was on the verge of collapse due to improper management by the senior management of the company. Thus the company decided to withdraw its presence from the international market and instead concentrate only on the home market. (MS company history 2011) Past issues related to MS MS first entered the global market by targeting Hong Kong and South Africa by exporting its products to these countries under the brand name of St. Michaels. Eventually it terminated its contract with Do dwells, which in turn proved to be a disaster for the company as problems related to the local retailers and franchise did not allow the company to build a strong base in the Asian market. (Bevan 2001). MS targeted the Canadian market through family tie-ups and was successful in operating 275 stores across the country. By the end of the 80’s it entered the US market through purchasing a retail market chain named King’s supermarket and Brooks brothers. But eventually the North American market did not accept MS as a competitive brand due to lack of clear branding and positioning of its products. It was unable to satisfy the customer’s demand; also a large number of competitors did not give MS a chance to sustain itself in the market. (Sparks 2005). MS did not offshore its productions to a different country due to quality concerns. This lead to increase in the cost of production which in-turn lead to charging higher price from the customers. On the other hand, the customers did not find the product that appealing so as to pay a premium price for its products. Similarly MS entered the European market without any strategy to be adopted and mainly on the belief that its current business techniques would hold good in catering these market as well. It started expanding its operations in a haphazard situation without a rational strategic approach to it.   (Mellahi et al. 2002) Current business climate By 2001 the company withdrew all its overseas operations and started concentrating in the domestic market. It is a good decision that they took, as there were many flaws that would have taken a lot of time to rectify along with huge losses to bear. The global market has currently undergone a recession stage where MS was deeply affected by decreases in profit margins by 11% from the year 2005 to 2007. Only during the year 2009 it had performed a profitable business with 17% and 5% increase in profits and market share respectively. Its time when the company is recovering and finding new opportunities to enter the international market with a planned and structured system to target the global consumer retail market. The company has carefully analyzed its past mistakes and then has structured its plans for the future.   The next three years is to concentrate mainly in restoring its stability in the market by improving the marketing of their products into various segments and classifications. At the same time it will set foundation for the future expansion through mediums such as space grows, improving multi-channel retailing and to built its capability further to become an international company. (Cameron et al. 1988) Reviewing its current international strategy On the basis of the past issues within MS and the steps taken to cater the current business climate, we have seen the changes related to the target market, mode of entry in the new market, benefits to enter new market, rectification of past mistakes and setting clear objectives for internationalization etc. MS has decided to stabilize itself from the recession and build up its market share in the UK for the next three years; simultaneously working on rational international decisions. These measures show that the company is clear about its vision and mission related to its future. The following points discussed below prove to satisfy me to go forward with the current international strategy, as they have understood the demand in the international market and should implement its strategy accordingly. The current major steps taken by the company are: To enter large markets such as India, China and Europe etc where there is already a demand for this brand. Concentration in one particular market and finishing it first and then moving to another area proves better positioning and marketing for the product. MS can change its marketing style from product driven to market driven. This helps the company to understand the regional demand of their products and to cater it accordingly. (J MS results and multi year strategy 2010) Franchising is a great option rather than opening their own store. Choosing the appropriate franchisee will improve market capturing and sales in that particular country. E.g. to cater the Indian market MS has tied up with Reliance group. On the other hand, the franchising schemes cannot be same in all the countries due to political, economic and social factors. This could create operational problem for the company in the long run. (Quinn and Doherty 2000) Concentration on brand positioning and brand awareness is been done so that the market is aware of the different products and brands the company is offering. Thus there will be no confusing in the mind of the customers related to brands. There can be a possible threat of not accepting a product by different markets or there can be a very low demand for the same. Also MS overseas do not keep food items and accessories unlike UK. Thus it creates huge difference in the brand positioning between two or more countries. (Eyring et al. 2011) The company never grasped the advantage of patented USP such as storm ware clothing range in order to distinguish itself from other company. Today they are looking forward for such restructured range. E.g. fusing storm ware technology into jeans, t-shirts etc. (J MS results and multi year strategy 2010) Flagship stores are to be placed in each region along with supporting stores such as smaller outlets and Internet channels so that the customer can feel a heavy presence of this brand in the market. Amazon platform is currently reliable for the company. (J MS results and multi year strategy 2010) It is practically not possible for the company to perform as planned in its international strategy. There would be uncontrollable factors, which may lead to variations from its objective. The degree of variation can also determine the success and failure of the company. Adequate financial back up is needed for research and development in each particular market. Thus the risk is also high which the company is taking, if not successful in sustaining in the new market there would be huge loss for the company. Recommendations The company should offshore its manufacturing units to different geographic regions so they can cater different markets well. This will change the British brand image to global brand image. Example: Apple Inc is an American company, which contains the software made in Hyderabad, India and the product manufacturing is done in Taiwan. Thus it contains a global brand image. Adopt decentralization system in the organization so that delegation of work can be encouraged, thus involving the regional departments to participate in the major decisions to be taken. Example: Toyota involves every subordinate to participate in the decisions to be taken so that they can receive more opinions before taking any decisions. MS in an umbrella company which involves different products such as food, GM clothing and accessories etc, it has to carefully balance the brand image of all these products simultaneously. It will be a challenge to the company to maintain all the demand in all the countries. Therefore the company should segment and position its products to the lowest possible level before entering that particular market i.e. appropriate portfolio management. (Eyring et al. 2011) MS is always special by taking a step forward at maintaining a high quality that reflects its brand image, thus the company can strongly capitalize on this image for future growth. (Bolland presentation 2010) For every market there should be a particular marketing style in order to attract more customers. The marketing can be through different medium such as Internet, radio, television, banners hording etc.   The marketing should be done keeping in mind the culture, traditions and lifestyle of different regions. The company should adopt the characteristics of a multinational company where the revenue generated should be retained in that department instead of transferring it to the home country. The benefit is that the company does not have to manage the foreign exchange from around the world plus these funds can be capitalize for further growth and expansion within that region. Bibliography Marks and Spencer plc. 2011. Company history. Available at: http://corporate.marksandspencer.com/aboutus/ourhistory   [Accessed: 21st Mar 2011]. Bevan, J. 2001. The Rise and Fall of Marks and Spencer. Profile Books, London. Paul Jackson, Leigh Sparks, (2005) Retail internationalization: Marks and Spencer in Hong Kong, International Journal of Retail Distribution Management, Vol. 33 Issue: 10, pp.766 – 783 Mellahi, K, Cameron. et al. 2002. International Review Of Retail, Distribution and Consumer Research. 12(2), pp 191-219. Eyring, M.J. et al. 2011. New Business Models in Emerging Markets. Harvard Business Review. Vol. 89. 2011. Quinn and Doherty. (2000). Burt et al.: Retail internalization and retail failure.(3), 207. _J MS results and multi year strategy_(video recording) 2010,London,UK. BOLLAND, M and STEWART, A. (2010, November 5th). MS Corporate Strategy.   [PowerPoint slides]. Presented at a conference in London, UK. WORD COUNT: 1602

Money & Banking Foreign Trade Essay Example | Topics and Well Written Essays - 4250 words

Money & Banking Foreign Trade - Essay Example Today, foreign trade accounts for a noticeable percent of GDP in all the countries except some poorly developed economies. Evidently, the highly developed banking network worldwide has notably contributed to the fast growth of international trade. The foreign trade sector relies on commercial banks for services like corporate finance, foreign branch banking, and trade finance. Although the global financial crisis 2008-09 severely affected the foreign trade sector, this sector can still grow further through strategic business alliances. Since the global economy has not yet recovered from the shock of the recent global recession, level of market uncertainty is high and this situation increases the possibility of foreign exchange rate fluctuations. Due to this financial market uncertainty, commercial banks are reluctant to finance foreign trade operations and investors hesitate to experiment their luck in an unpredictable global market environment. However there are some potential inter nal and external currency-hedging techniques to avoid foreign exchange rate risks to a great extent. This paper will discuss foreign trade with particular focus given to money and banking. History of Money and Banking The history of money can be dated back to nearly 2500 years. Coinage was first minted in seventh to sixth century BC. Historically, money was considered to be any identifiable object which had a particular value and was used for the payment for goods or services and for repayment of debts within a market environment. Historians suggest that since ancient times, people have exchanged items of value, such as livestock and cereal grain, in order to meet their needs for different goods and services. It is also identified that ancient people followed a commonly shared system of tokens with intent to make market transactions more convenient. The concept of commodity money was developed followed by barter system and gift economy. This concept assisted people overcome the limi tation of bartering and to make commodities more liquid. The period between 700 and 500 BC witnessed the emergence of standardized coinage. Paper money was first introduced in China over the 11th century. The US dollar was developed only 200 years ago. Banking history started around 2000 BC in Babylonia and Assyria. The first prototype banks of merchants during the ancient period represent the starting point in the banking history. These banks had granted grain loans to traders and farmers who carried goods between townships (The lawyers & jurists). Later in ancient Greece, lenders developed two innovative practices including accepting deposits and changing money. Northern rich cities such as Florence, Venice, and Genoa had a great influence on shaping the word banking in the modern sense. Banking activities in Florence over the 14 century were dominated by Bardi and Peruzzi families, who established branches across many other parts of Europe. Banking operations notably developed in Amsterdam and London during 16th and 17th century respectively. On the strength of advancements in telecommunication and information technology over the 20th century, banking operations have undergone dramatic changes. Since this time, banks have been significantly increasing its size and geographic coverage. The global financial crisis 2008-09 led to a series of bank failures, which in turn sparked the debate

Designing Production Systems Process Selection and Capacity Planning Essay

Designing Production Systems Process Selection and Capacity Planning - Essay Example It also aims to discuss some practices that made it a better or a different manufacturing company. Rockwell Automations Marion plant is located in the western part of North Carolina. The plant started its operations in 1996 with a total land area of 174,000 sq feet. Its major products include "mounted spherical and tapered roller bearings with shaft sizes ranging from 1 3_16 inches to 5 inches. These bearings go into such things as mining machinery, fans and other air-handling equipment, waste treatment equipment, forest products processing equipment, food processing machinery and metals processing equipment." (John S. McClenahen) The production floor of the plant is divided into two major areas, which has a total of 20 manufacturing cells. In the front area 16 manufacturing cells producing 351 products which comprises 80% of the plants total sales revenue. At the back are remaining 4 cells, producing items that comprise the remaining 20% of the plant's total sales revenue. This is also called the build on demand area. To date, the company still continues to help manufacturers worldwide succeed through their industrial information control and information solutions, giving them the competitive advantage they so rightfully deserve. Leading companies did not become model companies wi... And Rockwell Automation's Marion plant was never an exception. Basically, the plant is lean, with its processes and practices tailored to fir into the JIT systems. The details of their practices are described in the following context. A. Competitive Edge The practice that made Marion plant unique is in its circle of analysis and improvement of its products and processes. An article published in IndustryWeek described this process. "This cycle begins with product data analysis, moves to describing the current value stream, then to charting the future flow of the value stream, proceeds to achieving the goals by taking tools from the toolbox and comes back to data analysis again. Along the way, product and process priorities get set and action timelines are established." (John S. Mclenahen) Data and figures of the product and its processes provide very important information as to where production is heading and what areas can still be improved. However, these data and figures will only remain as data unless utilized properly. And the Marion plant people have all the tools and resources necessary, books and literature, to assist them in this aspect, especially when something comes up. Even then, these tools will also become useless if the people who have access to it do not use it or do not have the expertise and experience to use it. Marion plant employees are empowered employees. Empowered employees enable companies to reap positive rewards. In a book entitled Empowering Employees, the authors excerpted an article from Oraganizational Dynamics ("Seven Questions Every Leader Should Consider," A Autumn 1997) authored by Robert Quinn and Gretchen Spreitzer. The excerpt cited four characteristics that