An Active Clients Nutrition - Free Essay Example

Sample details Pages: 4 Words: 1107 Downloads: 5 Date added: 2019/02/20 Category Health Essay Level High school Tags: Nutrition Essay Did you like this example? Introduction and Background of Client The client assigned, named Glenn, is an active individual with a busy life style. He is a nurse at a local hospital who is on feet a lot during the day, but still makes time to exercise regularly. He enjoys running, hiking, and all things active with his family and friends. Don’t waste time! Our writers will create an original "An Active Clients Nutrition" essay for you Create order He has twin toddlers to chase around as well, but he has been struggling with fatigue recently. Although he has been struggling with fatigue, he has still made it a priority to keep up his active lifestyle. Since he does not want his fatigue to increase or effect his lifestyle anymore, he has reached out to a nutritionist to find out if there could be something in his diet that could be causing it. We asked to document his food for 7 days to see what we could find. He does his best to incorporate vegetables and watch what he eats, but his diet is lacking in some areas. Results of Diet and Exercise Analysis Glenn is 5 feet and 10 inches and weighs 150 pounds, making his body mass index 22.2. He falls into the normal category for his body mass index, which reflects his active lifestyle. In the seven days he recorded for us, he exercised 6 of those days. His exercise routine consisted of 3 days of weight training with running 25 minutes and 3 days of running for 45 minutes. In reviewing his full nutritional analysis, we found several deficiencies that could be attributing to his fatigue. In reviewing his overall macronutrient intake, he was deficient all categories nearly every day. Glenn’s vitamin intake for the week showed a deficiency of Vitamin C, also called ascorbic acid. See Figure 2 for a view of his vitamin c intake for the week. Finally, for his mineral analysis for the week, he was deficient in his potassium, calcium, and iron intake, but was in excess with his sodium. Discussion and Impacts Minerals Discussion and Impacts We discovered two minerals that could be impacting Glenn’s health. The first mineral that we found to be the most significant to attribute to Glenn’s health was sodium. In the week we observed, he was in excess for sodium every single day. Hypertension does not typically have any symptoms, but having a high sodium intake is a risk factor for it (Drenjan?evi?-Peri?, et. al 2010). To counteract the effect of his high sodium intake, he consumed a lot of water at around 3 liters a day. The combination of a high salt diet and a high water and fund intake could pout pressure on his arteries by increasing the volume in his blood. With greater volume, his cardiac output will be higher, therefore causing him fatigue. If this happens over a period of time, Glenn’s diet long term could cause him to have hypertension. Another point the group made was that increase sodium in an individual’s diet might lead to stomach cancer later on (Consumer Reports 2017) and a major symptom of cancer is fatigue. We would suggest that he reduce the amount of chips, fries, and prepackaged desserts in his diet. The second mineral we found to be significant to his health would be his calcium intake. We found that he was deficient in calcium over the 7 days he recorded. Our major concern with his insufficient calcium intake would be osteoporosis. Again, this is something that does not normally cause symptoms until there is a fracture. Calcium in needed in the diet to help produce the salts in teeth and bone and a deficiency in this could eventually lead to osteoporosis (Peterlik 2013). With Glenn’s active lifestyle and consistent running, osteoporosis could cause him to have a stress fracture later on. Wen would suggest that he add in more dairy products or drink calcium fortified orange juice. Vitamin Discussion and Impacts In reviewing his vitamin intake, he was deficient in vitamin C. Glenn’s only complaint was of his fatigue, and one of the first and main symptoms of vitamin C deficiency is fatigue (Johnston, et. al 2014). One of the 7 days he recorded only had 14% of his daily recommended value. Over time, scurvy could develop and lead to periodontitis (Pussinen, et. al 2003) and severe fatigue. Glenn would like to stay as active as possible, so chronic fatigue would negatively impact this. We suggest that Glenn add in more citrus fruits, peppers, and broccoli to his diet. Macronutrient Discussion and Impacts Although it appears he did not meet his recommended daily allowance, the major impact on his health of his macronutrient consumption was a deficiency of protein. A deficiency of protein could lead him to muscle loss (Khan, et. al 2017). As Glenn does not want to lose weight, including muscle mass, he should increase his protein intake by eating more meats. This in combination of his calcium intake and his activity level, this poses him at risk of weak bones. Calories, Exercise, and BMI Discussions and Impacts For Glenn’s overall caloric intake for the week, he was under his caloric recommended amount for the week. In combining his active lifestyle and caloric intake, this could cause him to have unintentional weight loss. He wanted to stay at his current weight, which allows him to fall under the normal weight category of his body mass index. When in a caloric deficiency, an individual loses weight. Unintentionally being in a caloric deficiency over a long period of time could cause him to actually lose his muscle mass (Hord, et. al 2016). Losing muscle mass leads to weight loss which puts him at risk to fall in the underweight body mass index category. Muscle tissue helps support bones, therefore if he loses his muscle tissue, this could leave his bones less protected. With this in mind, I would recommend Glenn to take up more weight lifting and to run a little less. This will help keep his muscles strong and prevent them from atrophy. Summary of Overall Diet and Exercise Impacts Glenn leads a an active life and tries to watch what he eats as best as he can. However, his nutrition does fall short in a few categories. The first recommendation for Glenn would be to reduce his sodium intake. We found this to be the most important for him to change first. Second, we suggest that he add in more vitamin c to hep with his fatigue. Finally, we recommend that he eat more protein and run a little less to prevent muscle and unintentional weight loss. With these changes to his diet, it could improve his overall health and wellness, and decrease his fatigue so he can enjoy his active lifestyle.

Juvenile Delinquency And Its Effects On Society - 1856 Words

Adriana Gonzalez Professor Shaw Juvenile Correction Since humankind has existed there has been delinquency among all humans as years progressed delinquency continues but became regulated and classified by different socioeconomic characteristics; gender, race, age, and class. Until the 20th century children and adults who broke the law were treated in the same manner and incarcerated in the same place. There was no distinction in age as to how the sentences were imposed. Juveniles started becoming distinguished in the early 1800’s with houses of refuge built by the society for the prevention of juvenile delinquency. They were established by religious leaders who were concerned about juvenile delinquents and their treatment. SITUATION There continues to be more and more juvenile delinquents in today s society, what could explain this? We continue to see different factors and variables that continue to influence teenagers today but we almost always have to come back to i believe the most important variable that influences their developmental process that may have the answers to explaining the growing trend of juvenile delinquents in today s society†¦. The Family. Family can be defined as, â€Å"A fundamental social group in society typically consisting of one or two parents and their children. A group of persons related by descent or marriage: My whole family, including my cousins, gets together once a year. (Thefreedictionary,2012) As per the definition above of what home isShow MoreRelatedJuvenile Delinquency And Its Effects On Society Essay1302 Words   |  6 Pagesconducted many research to determine what causes juvenile delinquency. Some argue that delinquency occurs through association or from labels society have placed on the individual. Regardless of the results, parent (s) play a major role in the occurrence of juveniles engaging in deviant behavior. If a child lacks the love, affection, stability, and security from his/her parent (s), than the child will seek these such things from their peers. Juveniles often times seek love, affection, stability, andRead MoreChild Abuse And Neglect Cause Juvenile Delinquency1156 Words   |  5 PagesNeglect cause Juvenile Delinquency Strain theory describes the idea that there are certain events and conditions in an individual’s life that are disliked and involve the inability to achieve goals, loss of positively valued stimuli, and presentation of negative stimuli (Brezina and Agnew). Child neglect and abuse can be described by this theory, and often is, because of its elements and the effect it has on children. Before the idea of child abuse and neglect causing juvenile delinquency can be arguedRead MoreWhy Marijuana Is The Common Juvenile Crime Performed By The Youth1525 Words   |  7 Pages Based on the report of Global Youth Justice Organization, the misuse of marijuana is the common juvenile crime performed by the youth. Marijuana abuse was ranked to be #6 in their list. Teens are being involved to marijuana use for diverse reasons and this includes poor supervision and communication of parents, family problems, lack of self- discipline, lack of discipline from parents or guardians, and family his tory of marijuana or drug abuse. Other risk factors would be physical and sexual abuseRead MoreFor the purpose of this research, the proposed theories that will be used are Agnew’s General600 Words   |  3 Pagesinfluential with explaining juvenile delinquency. Agnew’s Strain theory is not the main theory of this research but when examining juvenile delinquency as a whole and the beginning it gives an explanation for that not in social science. This theory is used as the basic foundation to discuss the reasoning of why youth may began to commit crime to begin with Juvenile delinquency is an issue to continue rises in society without a proper solution. Similar to adult’s juveniles have a tendency to recidivateRead MoreBreaking Down the Walls of Delinquency1685 Words   |  7 PagesObviously something is going on in today’s society if more and more children are committing delinquent crimes. Sometimes a researcher has to get to what he or she thinks is t he root of the problem to figure out what spawns a certain issue. What provokes a child to become delinquent and what makes the child gravitate so easily towards this lifestyle? It is necessary to explore how family life influences juvenile delinquency. Juveniles are more likely to become juvenile delinquents if there is little structureRead MoreRelationship Between Police Intervention And Juvenile Delinquency1459 Words   |  6 Pagesrelationship between police intervention and juvenile delinquency and what polices are ideal for deterring deviance amplification. There are two main theories that initiate America’s juvenile justice system: labeling and deterrence. Essentially, labeling proponents believe that official intervention increases delinquency and, oppositely, deterrence theorists argue that it cracks down on deviancy. Wiley et al. (2016:283) want to â€Å"inform this debate by examining the effect of being stopped or arrested on subsequentRead MoreJuvenile Justic e And Delinquency Prevention Reauthorization Act1577 Words   |  7 Pagespaper is to research the Juvenile Justice and Delinquency Prevention Reauthorization Act. The paper will focus on the purpose of this legislation, as well as the values that are expressed by this policy. This paper will not only address why this piece of legislation is important it will discuss the effects this act has had on the communities as well as the youths themselves. This paper, will also address the potential for change about the public attitudes towards the juvenile justice system and theRead MoreJuvenile Crime And Juvenile Delinquency1322 Words   |  6 PagesVersion). Juvenile crime, in law, term denoting various offense committed by children or youth under the age of 18. U.S. official crime reported that in the mid-1900’s â€Å"about one-fifth of all persons arrested for crimes were under the age of 18† (Funk Wagnalls, 2014). Such acts are sometimes referred to as juvenile delinquency (Funk Wagnalls, 2014. Offering constructive programs reduces juvenile delinquency and reduces recidivism. â€Å"From the beginning, the principal consideration of the juvenile courtsRead MoreJuvenile Delinquency Essay1646 Words   |  7 PagesA juvenile delinquent offense is an act committed by a juvenile for which an adult would be tried at a criminal court. New statistics give an alarming picture: juvenile delinquency is higher as never before. According to the census bureau, in 2008 there were 1,653,000 recorded delinquent offenses in the United States. This is a 23.6% increase from 1990 when 1,337,000 delinquent offenses occurred. Today, a lot of people demand lowering the age of criminal responsibility and draconian penalties (JensonRead MoreJuvenile Delinquency and the Criminal Justice System1423 Words   |  6 PagesThere are so many issues facing our society today, especially in the criminal justice system. Within the criminal justice system, juvenile delinquency is an issue that I find the most overlooked and it is a problem that is growing, particularly in the poorer areas . The term juvenile delinquency refers to the antisocial or criminal activity under the age of 18 which violates the law. Everyone is affected by juvenile crime, parents, teachers, families and neighbors. It is essential that programs are

Case Study Bankruptcy and the Bible Free Essays

Case Study: Your long-time friend Carl comes to you with a serious problem in his life. He is a believer, and he wants your advice. For years he and his family have lived above their means. We will write a custom essay sample on Case Study: Bankruptcy and the Bible or any similar topic only for you Order Now They did this by continually refinancing their house and rolling their credit card and other debt onto their home mortgage. However, now that real estate prices are no longer rising but actually falling, Carl can’t refinance anymore and can’t pay his monthly bills as they come due. He is in a real credit crisis. His creditors are calling him threatening lawsuits, garnishments, and other unpleasant things. One of his friends at work said that he should file bankruptcy. He comes to you for advice from a Christian perspective. In particular, he wants to know: 1. Does the Bible forbid him to file bankruptcy? 2. Does the Bible forbid borrowing altogether? If not, when is it permissible to borrow money? Use the words â€Å"Forbids† or â€Å"Does not Forbid† in the subject line of your discussion board post, depending upon your conclusion. Do not use attachments as these are cumbersome and inhibit the discussion process. Suggested Readings: Read and consider these and other Bible verses that relate to borrowing, lending, and lawsuits: Proverbs 17:14, Proverbs 20:3, Proverbs 25:8-10, 1 Corinthians 6:1-8, Matthew 5:22-26, Matthew 5:33-37, Matthew 5:38-42, Psalm 37:21, Ecclesiastes 5:4-5, Colossians 3:9, Ephesians 4:22, Ephesians 4:25, Leviticus 25, Deuteronomy 15:1-18, Psalm 37:26, Psalm 112:5, Proverbs 19:17, Proverbs 22:7, Deuteronomy 24:6, Deuteronomy 24:10-13, Deuteronomy 24:17, Exodus 22:25-27, Proverbs 6:1-5, and Proverbs 22:26-27. You may also want to consult some good commentaries and other study aids on some of the verses that seem particularly relevant to you. Proverbs 17:14 New International Version (NIV) 14 Starting a quarrel is like breaching a dam; so drop the matter before a dispute breaks out. 3 It is to one’s honor to avoid strife, but every fool is quick to quarrel. 8 do not bring hastily to court, for what will you do in the end if your neighbor puts you to shame? 9 If you take your neighbor to court, do not betray another’s confidence, 10 or the one who hears it may shame you and the charge against you will stand. 1 Corinthians 6:1-8 New International Version (NIV) Lawsuits Among Believers If any of you has a dispute with another, do you dare to take it before the ungodly for judgment instead of before the Lord’s people? 2 Or do you not know that the Lord’s people will judge the world? And if you are to judge the world, are you not competent to judge trivial cases? 3 Do you not know that we will judge angels? How much more the things of this life! 4 Therefore, if you have disputes about such matters, d o you ask for a ruling from those whose way of life is scorned in the church? 5 I say this to shame you. Is it possible that there is nobody among you wise enough to judge a dispute between believers? But instead, one brother takes another to court—and this in front of unbelievers! 7 The very fact that you have lawsuits among you means you have been completely defeated already. Why not rather be wronged? Why not rather be cheated? 8 Instead, you yourselves cheat and do wrong, and you do this to your brothers and sisters. Matthew 5:22-26 New International Version (NIV) 22 But I tell you that anyone who is angry with a brother or sister[a][b] will be subject to judgment. Again, anyone who says to a brother or sister, ‘Raca,’[c] is answerable to the court. And anyone who says, ‘You fool! ’ will be in danger of the fire of hell. 3 â€Å"Therefore, if you are offering your gift at the altar and there remember that your brother or sister has something aga inst you, 24 leave your gift there in front of the altar. First go and be reconciled to them; then come and offer your gift. 25 â€Å"Settle matters quickly with your adversary who is taking you to court. Do it while you are still together on the way, or your adversary may hand you over to the judge, and the judge may hand you over to the officer, and you may be thrown into prison. 26 Truly I tell you, you will not get out until you have paid the last penny. Matthew 5:33-37 New International Version (NIV) Oaths 3 â€Å"Again, you have heard that it was said to the people long ago, ‘Do not break your oath, but fulfill to the Lord the vows you have made. ’ 34 But I tell you, do not swear an oath at all: either by heaven, for it is God’s throne; 35 or by the earth, for it is his footstool; or by Jerusalem, for it is the city of the Great King. 36 And do not swear by your head, for you cannot make even one hair white or black. 37 All you need to say is simply †˜Yes’ or ‘No’; anything beyond this comes from the evil one. [a] Matthew 5:38-42 New International Version (NIV) Eye for Eye 38 â€Å"You have heard that it was said, ‘Eye for eye, and tooth for tooth. [a] 39 But I tell you, do not resist an evil person. If anyone slaps you on the right cheek, turn to them the other cheek also. 40 And if anyone wants to sue you and take your shirt, hand over your coat as well. 41 If anyone forces you to go one mile, go with them two miles. 42 Give to the one who asks you, and do not turn away from the one who wants to borrow from you. Psalm 37:21 New International Version (NIV) 21 The wicked borrow and do not repay, but the righteous give generously; Ecclesiastes 5:4-5 New International Version (NIV) 4 When you make a vow to God, do not delay to fulfill it. He has no pleasure in fools; fulfill your vow. 5 It is better not to make a vow than to make one and not fulfill it. Colossians 3:9 New International Version (NIV) 9 Do not lie to each other, since you have taken off your old self with its practices Ephesians 4:22 New International Version (NIV) 22 You were taught, with regard to your former way of life, to put off your old self, which is being corrupted by its deceitful desires; Ephesians 4:25 New International Version (NIV) 25 Therefore each of you must put off falsehood and speak truthfully to your neighbor, for we are all members of one body. Leviticus 25 New International Version (NIV) The Sabbath Year 25 The LORD said to Moses at Mount Sinai, 2 â€Å"Speak to the Israelites and say to them: ‘When you enter the land I am going to give you, the land itself must observe a sabbath to the LORD. 3 For six years sow your fields, and for six years prune your vineyards and gather their crops. 4 But in the seventh year the land is to have a year of sabbath rest, a sabbath to the LORD. Do not sow your fields or prune your vineyards. 5 Do not reap what grows of itself or harvest the grapes of your untended vines. The land is to have a year of rest. Whatever the land yields during the sabbath year will be food for you—for yourself, your male and female servants, and the hired worker and temporary resident who live among you, 7 as well as for your livestock and the wild animals in your land. Whatever the land produces may be eaten. The Year of Jubilee 8 â€Å"‘Count off seven sabbath years—seven times seve n years—so that the seven sabbath years amount to a period of forty-nine years. 9 Then have the trumpet sounded everywhere on the tenth day of the seventh month; on the Day of Atonement sound the trumpet throughout your land. 0 Consecrate the fiftieth year and proclaim liberty throughout the land to all its inhabitants. It shall be a jubilee for you; each of you is to return to your family property and to your own clan. 11 The fiftieth year shall be a jubilee for you; do not sow and do not reap what grows of itself or harvest the untended vines. 12 For it is a jubilee and is to be holy for you; eat only what is taken directly from the fields. 13 â€Å"‘In this Year of Jubilee everyone is to return to their own property. 14 â€Å"‘If you sell land to any of your own people or buy land from them, do not take advantage of each other. 5 You are to buy from your own people on the basis of the number of years since the Jubilee. And they are to sell to you on the basis of the number of years left for harvesting crops. 16 When the years are many, you are to increase the price, and when the years are few, you are to decrease the price, because what is really being sold to you is the number of crops. 17 Do not take advantage of each other, but fear your God. I am the LORD your God. 18 â€Å"‘Follow my decrees and be careful to obey my laws, and you will live safely in the land. 9 Then the land will yield its fruit, and you will eat your fill and live there in safety. 20 You may ask, â€Å"What will we eat in the seventh year if we do not plant or harvest our crops? † 21 I will send you such a blessing in the sixth year that the land will yield enough for three years. 22 While you plant during the eighth year, you will eat from the old crop and will continue to eat from it until the harvest of the ninth year comes in. 23 â€Å"‘The land must not be sold permanently, because the land is mine and you reside in my land as foreigners and strangers. 4 Throughout the land that you hold as a possession, you must provide for the redemption of the land. 25 â€Å"‘If one of your fellow Israelites becomes poor and sells some of their property, their nearest relative is to come and redeem what they have sold. 26 If, however, there is no one to redeem it for them but later on they prosper and acquire sufficient means to redeem it themselves, 27 they are to determine the value for the years since they sold it and refund the balance to the one to whom they sold it; they can then go back to their own property. 8 But if they do not acquire the means to repay, what was sold will remain in the possession of the buyer until the Year of Jubilee. It will be returned in the Jubilee, and they can then go back to their property. 29 â€Å"‘Anyone who sells a house in a walled city retains the right of redemption a full year after its sale. During that time the seller may redeem it. 30 If it is not redeemed before a ful l year has passed, the house in the walled city shall belong permanently to the buyer and the buyer’s descendants. It is not to be returned in the Jubilee. 1 But houses in villages without walls around them are to be considered as belonging to the open country. They can be redeemed, and they are to be returned in the Jubilee. 32 â€Å"‘The Levites always have the right to redeem their houses in the Levitical towns, which they possess. 33 So the property of the Levites is redeemable—that is, a house sold in any town they hold—and is to be returned in the Jubilee, because the houses in the towns of the Levites are their property among the Israelites. 34 But the pastureland belonging to their towns must not be sold; it is their permanent possession. 5 â€Å"‘If any of your fellow Israelites become poor and are unable to support themselves among you, help them as you would a foreigner and stranger, so they can continue to live among you. 36 Do not take interest or any profit from them, but fear your God, so that they may continue to live among you. 37 You must not lend them money at interest or sell them food at a profit. 38 I am the LORD your God, who brought you out of Egypt to give you the land of Canaan and to be your God. 39 â€Å"‘If any of your fellow Israelites become poor and sell themselves to you, do not make them work as slaves. 0 They are to be treated as hired workers or temporary residents among you; they are to work for you until the Year of Jubilee. 41 Then they and their children are to be released, and they will go back to their own clans and to the property of their ancestors. 42 Because the Israelites are my servants, whom I brought out of Egypt, they must not be sold as slaves. 43 Do not rule over them ruthlessly, but fear your God. 44 â€Å"‘Your male and female slaves are to come from the nations around you; from them you may buy slaves. 5 You may also buy some of the temporary residents livi ng among you and members of their clans born in your country, and they will become your property. 46 You can bequeath them to your children as inherited property and can make them slaves for life, but you must not rule over your fellow Israelites ruthlessly. 47 â€Å"‘If a foreigner residing among you becomes rich and any of your fellow Israelites become poor and sell themselves to the foreigner or to a member of the foreigner’s clan, 48 they retain the right of redemption after they have sold themselves. One of their relatives may redeem them: 49 An uncle or a cousin or any blood relative in their clan may redeem them. Or if they prosper, they may redeem themselves. 50 They and their buyer are to count the time from the year they sold themselves up to the Year of Jubilee. The price for their release is to be based on the rate paid to a hired worker for that number of years. 51 If many years remain, they must pay for their redemption a larger share of the price paid for them. 52 If only a few years remain until the Year of Jubilee, they are to compute that and pay for their redemption accordingly. 3 They are to be treated as workers hired from year to year; you must see to it that those to whom they owe service do not rule over them ruthlessly. 54 â€Å"‘Even if someone is not redeemed in any of these ways, they and their children are to be released in the Year of Jubilee, 55 for the Israelites belong to me as servants. They are my servants, whom I brought out of Egypt. I am th e LORD your God. Deuteronomy 15:1-18 New International Version (NIV) The Year for Canceling Debts 15 At the end of every seven years you must cancel debts. This is how it is to be done: Every creditor shall cancel any loan they have made to a fellow Israelite. They shall not require payment from anyone among their own people, because the LORD’s time for canceling debts has been proclaimed. 3 You may require payment from a foreigner, but you must cancel any debt your fellow Israelite owes you. 4 However, there need be no poor people among you, for in the land the LORD your God is giving you to possess as your inheritance, he will richly bless you, 5 if only you fully obey the LORD your God and are careful to follow all these commands I am giving you today. For the LORD your God will bless you as he has promised, and you will lend to many nations but will borrow from none. You will rule over many nations but none will rule over you. 7 If anyone is poor among your fellow Israeli tes in any of the towns of the land the LORD your God is giving you, do not be hardhearted or tightfisted toward them. 8 Rather, be openhanded and freely lend them whatever they need. 9 Be careful not to harbor this wicked thought: â€Å"The seventh year, the year for canceling debts, is near,† so that you do not show ill will toward the needy among your fellow Israelites and give them nothing. They may then appeal to the LORD against you, and you will be found guilty of sin. 10 Give generously to them and do so without a grudging heart; then because of this the LORD your God will bless you in all your work and in everything you put your hand to. 11 There will always be poor people in the land. Therefore I command you to be openhanded toward your fellow Israelites who are poor and needy in your land. Freeing Servants 12 If any of your people—Hebrew men or women—sell themselves to you and serve you six years, in the seventh year you must let them go free. 3 And when you release them, do not send them away empty-handed. 14 Supply them liberally from your flock, your threshing floor and your winepress. Give to them as the LORD your God has blessed you. 15 Remember that you were slaves in Egypt and the LORD your God redeemed you. That is why I give you this command today. 16 But if your servant says to you, â€Å"I do not want to leave you,† because he love s you and your family and is well off with you, 17 then take an awl and push it through his earlobe into the door, and he will become your servant for life. Do the same for your female servant. 18 Do not consider it a hardship to set your servant free, because their service to you these six years has been worth twice as much as that of a hired hand. And the LORD your God will bless you in everything you do. Psalm 37:26 New International Version (NIV) 26 They are always generous and lend freely; their children will be a blessing. [a] Psalm 112:5 New International Version (NIV) 5 Good will come to those who are generous and lend freely, who conduct their affairs with justice. Proverbs 19:17 New International Version (NIV) 7 Whoever is kind to the poor lends to the LORD, and he will reward them for what they have done. Proverbs 22:7 New International Version (NIV) 7 The rich rule over the poor, and the borrower is slave to the lender. Deuteronomy 24:6 New International Version (NIV) 6 Do not take a pair of millstones—not even the upper one—as security for a debt, because that would be taking a person’s livelihood as sec urity. Deuteronomy 24:10-13 New International Version (NIV) 10 When you make a loan of any kind to your neighbor, do not go into their house to get what is offered to you as a pledge. 1 Stay outside and let the neighbor to whom you are making the loan bring the pledge out to you. 12 If the neighbor is poor, do not go to sleep with their pledge in your possession. 13 Return their cloak by sunset so that your neighbor may sleep in it. Then they will thank you, and it will be regarded as a righteous act in the sight of the LORD your God. Deuteronomy 24:17 New International Version (NIV) 17 Do not deprive the foreigner or the fatherless of justice, or take the cloak of the widow as a pledge. Exodus 22:25-27 New International Version (NIV) 5 â€Å"If you lend money to one of my people among you who is needy, do not treat it like a business deal; charge no interest. 26 If you take your neighbor’s cloak as a pledge, return it by sunset, 27 because that cloak is the only covering yo ur neighbor has. What else can they sleep in? When they cry out to me, I will hear, for I am compassionate. Proverbs 6:1-5 New International Version (NIV) Warnings Against Folly 6 My son, if you have put up security for your neighbor, if you have shaken hands in pledge for a stranger, 2 you have been trapped by what you said, nsnared by the words of your mouth. 3 So do this, my son, to free yourself, since you have fallen into your neighbor’s hands: Go—to the point of exhaustion—[a] and give your neighbor no rest! 4 Allow no sleep to your eyes, no slumber to your eyelids. 5 Free yourself, like a gazelle from the hand of the hunter, like a bird from the snare of the fowler. Proverbs 22:26-27 New International Version (NIV) Saying 4 26 Do not be one who shakes hands in pledge or puts up security for debts; 27 if you lack the means to pay, your very bed will be snatched from under you. How to cite Case Study: Bankruptcy and the Bible, Free Case study samples

Europea appear Essay Example For Students

Europea appear Essay It was a rebirth from the disorder and conflict of the semi barbaric middle ages marked by oppressive feudalism, bigotry of the church, the prolonged crusade of the cross against the recent and the competitions of power and supremacy between the Holy Roman Empire and the Pope Renaissance is the name traditionally bestowed upon the remarkable outpouring of intellectual and artistic energy and talent that accompanied the transition of Europe from the middle ages to the modern epoch. The term is extended to politics and economics as well. The Renaissance was one of the most significant movements in European history, because it effected a change in mans attitude towards the problem of human existence. However, historians have long debated what is meant by the term Renaissance. For some it is a distinctive period, for others a momentous event and for a third group a definable movement of ideas and beliefs. Each choice has its problem and detractors. The Dutch historian Johan Hazing wrote. At the sound of the word Renaissance the dreamer of past beauty sees purple and gold. More exactly he or she sees in the minds eye Botulisms Birth of Venus, Michelangelo David, Leonardo Monomials, Erasmus, the Chateaux of the Loire and Faerie Queen, all rolled into one, into a composite picture of a golden age of creativity and culture. Jacob Bureaucrat in his famous Civilization of the Renaissance in Italy (1860) defined the period in terms of two concepts, individualism and modernity. He wrote, In the Middle Ages human consciousness Lay dreaming or half awake beneath a common veil Man was conscious of himself only as a member of a race, people, party, family or corporation only through some general category. In Renaissance Italy, however, the veil first melted into thin air Man became a spiritual individual and recognized himself as such, Renaissance meant modernity. It began in Italy and at a later stage spread to the rest of Europe. Peter Burke comments that the grand edifice created by Bureaucrat and his contemporaries has not stood the test of time. It has been undermined by the researchers the medievalists in particular. They argue that in the first place the Renaissance men were really rather medieval. They were more traditional in their behavior assumptions and ideals than we tend to think. Two of the most famous books written Middle Ages than they appear. Secondly, the medievalists have accumulated arguments to the effect that the Renaissance was not such a singular event as Bureaucrat and his contemporaries once thought and the term should really be used in the plural. There were famous Renaissance n the Middle Ages, notably on the 12th Century and in the age of Charlemagne. Can we therefore assume there was no Renaissance at all? Here Peter Burke comes to our rescue. He says, if we describe the Renaissance in purple and gold, as an isolated cultural miracle or as the sudden emergence of modernity, my own answer would be no. If however, the word is used without prejudice to the achievements of the Middle Ages, or those of the world ended Europe, to refer to a particular cluster of changes in western culture, then it may be regarded as an organizing concept which still has its uses. J. M. Thompson has very succinctly summed up what is meant by the Renaissance. Let the word be freedom. Freedom from the tyranny none the less cramping because so easily borne of the medieval world order. Freedom of thought from Aristotle as interpreted by Aquinas. Freedom in history from the parochialism and credulity of the monastic chronicler. Freedom in art, from the illustrated manuscript and the stained glass window. Freedom of literature from the censorship of the Church. In politics freedom from feudalism: in religion from traditionalism. With a new universe in the sky, a new world across the sea and anew learning on his study shelf, the 16th century student might well feel that the old age was passing away and that the dawn off new age was at hand. SOCIAL ROOTS The Renaissance was actually not so much a particular movement as a concrete expression of changing mentalities in a new world. A movement implies a definite period of activity with a precise beginning and end. The Renaissance had neither. It s however generally assumed to have started with the activities of the first humanist Francesco Patriarch as he is commonly known. The Renaissance era of literature EssayThe Popes were the foremost in this field. It was also a custom for the princes to adorn their palaces, and so provide an impetus to the crafts of metal work, jewelry, tapestries and frescoes. Since the competitive state system of the Renaissance Italy was obsessed not only with power and war but also with the reticence of art, Venice and Florence, the two republics were Jealous of their was added the competition for artists. Now merchant princes and despots were wing for the service of the great architects, sculptors, painters and scholars. Many of the rulers of the smaller states cultivated a princely style of generosity to arts and magnificence in order to popularize their rule. The patrons spent their fortunes in ways that would benefit the community. The building of chapels and the commissioning of many public works of art were a result of a new conception of wealth spent for civil purposes. New modes of religious thought and feeling underlay new styles in architecture, sculpture and painting. With patronage becoming competitive, the arts became more costly. Renaissance society was meant for rich men, rich cities and rich Popes. To maintain the expenses of the Renaissance art, culture and society, an active and profitable commerce was essential. Venice, Florence, Milan and Rome were full of wealthy men who patronized the Renaissance achievements and nurtured genius. Among the Italians, the Florentine especially revered the wisdom, grace, philosophy and literature of the antiquity. By 1400 there ere hundreds of merchants of Italy who could afford to patronize art when earlier it was only the prerogative of the aristocracy. In Florence, Milan, Rome and Venice, the practice and patronage of art had become a civic virtue. Ferreira, Bologna and Robin also had talents. Though the cities of the papal states was war torn because the Pope was in Avignon, and both trade and population had declined there, yet artistic life did flourish in Peruvian (Perusing frescos, Bastions and Repeals paintings). Constant fighting turned the Renaissance historians and political philosophies into supporters f tyranny, since it ensured peace and order, as in the case of Machiavelli. Renaissance statecraft is typified by a single man Nicola Machiavelli who belonged to Florence. He was highly influenced by the constant warfare of those times and also by the fact that Florence continued to be a republic in spite of the ambitions of the Duke of Milan. By resisting him, the Florentine saved the liberty of both Florence and Italy. The outcome of the crisis made Florence the centre of new humanism, a new appreciation of political liberty and civic virtue and a new attitude towards mans place in society. It was this attitude that ensured the independence of the major Italian states and consequently the vigor and diversity of Italian artistic and cultural development which characterized the Renaissance. Trade, high finance, a large and a partially urbanize population, quickening industry and the absence of a deeply rooted, all-powerful political structure, all helped the future development of Renaissance Italy. Renaissance was a movement of cities where a rich urban class, free from the pressures of feudalism flourished. The Italian city-state formed a perfect domicile for the Renaissance art and literature.

Technology Is Changing Education Essay Example For Students

Technology Is Changing Education Essay Technology Is Changing Education Essay Fernando Leigh English Composition and Rhetoric Research Paper The best method for improving educational standards is to utilize every tool available, including state-of-the-art technology. Computers and the Internet have expanded the way in which education can be delivered to the students of today. Todays networking technologies provide a valuable opportunity to the practice of learning techniques. Educators are discovering that computers and multi-based educational tools are facilitating learning and enhancing social interaction. Computer based telecommunications can offer enormous instructional opportunities, but educators will need to adapt current lesson plan to incorporate this new medium into all the classrooms. We will write a custom essay on Technology Is Changing Education specifically for you for only $16.38 $13.9/page Order now The only problem is that some of todays schools are hindered by an under-powered technology based curriculum and, in order to stay competitive, the American educational system must do a better job of integrating. Computers have made a fundamental change in most industries, providing a competitive advantage that has come to be essential to stay in business. Therefore, education must also use technology to improve the educational process instead of simply applying it to existing structures. School systems often consider acquiring an enterprise computer network, but justify its purchase by applying it to routine administrative tasks, or take period by period attendance. Although these tasks are important, they only represent a small part of what technology can do for an educational institution. Technology must go beyond just keeping attendance, it must focus on keeping students interested and productive. Curriculum improvement is the best strategy to prevent dropouts; technology is especially useful in this regard (Kinnaman 78). Technology can provide a unique and compelling curriculum resource, that challenges every student. The Clinton administration has taken steps towards improving educational standards via its Goals 2000: Educate America Act of 1994 (Thornburg 23). However, several interpretations of the Act never mention the use of technology. Advocates of the Act need to realize that Internet linked computers can provide more current information than what is found in todays ;exciting; textbooks. For example, science textbooks and history textbooks are notoriously out of date. In contrast, the Internet offers students a vast pool of current scientific data. Most of the time the Internet makes learning fun, unlike the plain fashion of the ;almighty; textbook. Computers and other technology can also heighten the learning process by actively engaging students in the task of exploring data. Some students may be tempted to simply download information from the Internet that does not have anything to do with a particular subject that they were asked to research. This shows that the Internet may have a greater impact to education than to learn that information from a typical textbook. Since computers and the Internet have expanded the way with which education can be delivered to students, it is currently possible to engage in distance education on specialized subject and fields through the Internet. Distance education involves audio-video linkage of teachers to many students and even in remote areas. Video conferencing allows groups to communicate with each other. Desktop video conferencing promises to bring student together from geographic and cultural distances face to face via computer. Students in New York City will be able to learn about a Chinese culture, not only through books, but also from Chinese students. Not only will the teacher talk to the students but the students will be able to interact with each other. This will make the students more interested and fascinated with learning about another culture. Not only does the Internet, and video conferencing help education, also Microsoft has created new programs for designed for educational purposes, Some of these are ;Encarta World Atlas; and ;Encarta Encyclopedia.; ;These two particular programs make learning easier and more enjoyable, all because of the use of the CD-ROM device; (Keen 100). Instead of looking for a particular country and simply finding out where it is in a regular atlas, students can type in the name of that country, and not only will they find out where it is faster, but they will obtain more information about that particular country. Instead of having volumes and volumes of heavy encyclopedias, Microsoft has place all of these massive books into one light CD. This CD is much simpler than the unpleasant job of flipping page by page just to read about an uninteresting topic, such as history. But, with the use of this CD, not only do you receive regular information, but you may also view videos about certain people and battles. .u9730a81b13e4c877459931785426cd8a , .u9730a81b13e4c877459931785426cd8a .postImageUrl , .u9730a81b13e4c877459931785426cd8a .centered-text-area { min-height: 80px; position: relative; } .u9730a81b13e4c877459931785426cd8a , .u9730a81b13e4c877459931785426cd8a:hover , .u9730a81b13e4c877459931785426cd8a:visited , .u9730a81b13e4c877459931785426cd8a:active { border:0!important; } .u9730a81b13e4c877459931785426cd8a .clearfix:after { content: ""; display: table; clear: both; } .u9730a81b13e4c877459931785426cd8a { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u9730a81b13e4c877459931785426cd8a:active , .u9730a81b13e4c877459931785426cd8a:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u9730a81b13e4c877459931785426cd8a .centered-text-area { width: 100%; position: relative ; } .u9730a81b13e4c877459931785426cd8a .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u9730a81b13e4c877459931785426cd8a .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u9730a81b13e4c877459931785426cd8a .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u9730a81b13e4c877459931785426cd8a:hover .ctaButton { background-color: #34495E!important; } .u9730a81b13e4c877459931785426cd8a .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u9730a81b13e4c877459931785426cd8a .u9730a81b13e4c877459931785426cd8a-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u9730a81b13e4c877459931785426cd8a:after { content: ""; display: block; clear: both; } READ: Endangered species Essay This makes education an enjoyable task. With ;Microsoft Works; student will be able to cut and paste their way to make interesting multimedia research . Technology is Changing Education Essay Example For Students Technology is Changing Education Essay Technology is Changing Education Essay Fernando Leigh English Composition and Rhetoric Research Paper The best method for improving educational standards is to utilize every tool available, including state-of-the-art technology. Computers and the Internet have expanded the way in which education can be delivered to the students of today. Todays networking technologies provide a valuable opportunity to the practice of learning techniques. Educators are discovering that computers and multi-based educational tools are facilitating learning and enhancing social interaction. Computer based telecommunications can offer enormous instructional opportunities, but educators will need to adapt current lesson plan to incorporate this new medium into all the classrooms. We will write a custom essay on Technology is Changing Education specifically for you for only $16.38 $13.9/page Order now The only problem is that some of todays schools are hindered by an under-powered technology based curriculum and, in order to stay competitive, the American educational system must do a better job of integrating. Computers have made a fundamental change in most industries, providing a competitive advantage that has come to be essential to stay in business. Therefore, education must also use technology to improve the educational process instead of simply applying it to existing structures. School systems often consider acquiring an enterprise computer network, but justify its purchase by applying it to routine administrative tasks, or take period by period attendance. Although these tasks are important, they only represent a small part of what technology can do for an educational institution. Technology must go beyond just keeping attendance, it must focus on keeping students interested and productive. Curriculum improvement is the best strategy to prevent dropouts; technology is especially useful in this regard (Kinnaman 78). Technology can provide a unique and compelling curriculum resource, that challenges every student. The Clinton administration has taken steps towards improving educational standards via its Goals 2000: Educate America Act of 1994 (Thornburg 23). However, several interpretations of the Act never mention the use of technology. Advocates of the Act need to realize that Internet linked computers can provide more current information than what is found in todays exciting textbooks. For example, science textbooks and history textbooks are notoriously out of date. In contrast, the Internet offers students a vast pool of current scientific data. Most of the time the Internet makes learning fun, unlike the plain fashion of the almighty textbook. Computers and other technology can also heighten the learning process by actively engaging students in the task of exploring data. Some students may be tempted to simply download information from the Internet that does not have anything to do with a particular subject that they were asked to research. This shows that the Internet may have a greater impact to education than to learn that information from a typical textbook. Since computers and the Internet have expanded the way with which education can be delivered to students, it is currently possible to engage in distance education on specialized subject and fields through the Internet. Distance education involves audio-video linkage of teachers to many students and even in remote areas. Video conferencing allows groups to communicate with each other. Desktop video conferencing promises to bring student together from geographic and cultural distances face to face via computer. Students in New York City will be able to learn about a Chinese culture, not only through books, but also from Chinese students. Not only will the teacher talk to the students but the students will be able to interact with each other. This will make the students more interested and fascinated with learning about another culture. Not only does the Internet, and video conferencing help education, also Microsoft has created new programs for designed for educational purposes, Some of these are Encarta World Atlas and Encarta Encyclopedia. These two particular programs make learning easier and more enjoyable, all because of the use of the CD-ROM device (Keen 100). Instead of looking for a particular country and simply finding out where it is in a regular atlas, students can type in the name of that country, and not only will they find out where it is faster, but they will obtain more information about that particular country. Instead of having volumes and volumes of heavy encyclopedias, Microsoft has place all of these massive books into one light CD. This CD is much simpler than the unpleasant job of flipping page by page just to read about an uninteresting topic, such as history. But, with the use of this CD, not only do you receive regular information, but you may also view videos about certain people and battles. .u7502a9296ffbfb63a1281035f03bf36d , .u7502a9296ffbfb63a1281035f03bf36d .postImageUrl , .u7502a9296ffbfb63a1281035f03bf36d .centered-text-area { min-height: 80px; position: relative; } .u7502a9296ffbfb63a1281035f03bf36d , .u7502a9296ffbfb63a1281035f03bf36d:hover , .u7502a9296ffbfb63a1281035f03bf36d:visited , .u7502a9296ffbfb63a1281035f03bf36d:active { border:0!important; } .u7502a9296ffbfb63a1281035f03bf36d .clearfix:after { content: ""; display: table; clear: both; } .u7502a9296ffbfb63a1281035f03bf36d { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u7502a9296ffbfb63a1281035f03bf36d:active , .u7502a9296ffbfb63a1281035f03bf36d:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u7502a9296ffbfb63a1281035f03bf36d .centered-text-area { width: 100%; position: relative ; } .u7502a9296ffbfb63a1281035f03bf36d .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u7502a9296ffbfb63a1281035f03bf36d .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u7502a9296ffbfb63a1281035f03bf36d .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u7502a9296ffbfb63a1281035f03bf36d:hover .ctaButton { background-color: #34495E!important; } .u7502a9296ffbfb63a1281035f03bf36d .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u7502a9296ffbfb63a1281035f03bf36d .u7502a9296ffbfb63a1281035f03bf36d-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u7502a9296ffbfb63a1281035f03bf36d:after { content: ""; display: block; clear: both; } READ: American Revolutionary War Essay This makes education an enjoyable task. With Microsoft Works student will be able to cut and paste . Technology is Changing Education Essay Example For Students Technology is Changing Education Essay Technology is Changing Education Essay Fernando Leigh English Composition and Rhetoric Research Paper The best method for improving educational standards is to utilize every tool available, including state-of-the-art technology. Computers and the Internet have expanded the way in which education can be delivered to the students of today. Todays networking technologies provide a valuable opportunity to the practice of learning techniques. Educators are discovering that computers and multi-based educational tools are facilitating learning and enhancing social interaction. Computer based telecommunications can offer enormous instructional opportunities, but educators will need to adapt current lesson plan to incorporate this new medium into all the classrooms. We will write a custom essay on Technology is Changing Education specifically for you for only $16.38 $13.9/page Order now The only problem is that some of todays schools are hindered by an under-powered technology based curriculum and, in order to stay competitive, the American educational system must do a better job of integrating. Computers have made a fundamental change in most industries, providing a competitive advantage that has come to be essential to stay in business. Therefore, education must also use technology to improve the educational process instead of simply applying it to existing structures. School systems often consider acquiring an enterprise computer network, but justify its purchase by applying it to routine administrative tasks, or take period by period attendance. Although these tasks are important, they only represent a small part of what technology can do for an educational institution. Technology must go beyond just keeping attendance, it must focus on keeping students interested and productive. Curriculum improvement is the best strategy to prevent dropouts; technology is especially useful in this regard (Kinnaman 78). Technology can provide a unique and compelling curriculum resource, that challenges every student. The Clinton administration has taken steps towards improving educational standards via its Goals 2000: Educate America Act of 1994 (Thornburg 23). However, several interpretations of the Act never mention the use of technology. Advocates of the Act need to realize that Internet linked computers can provide more current information than what is found in todays exciting textbooks. For example, science textbooks and history textbooks are notoriously out of date. In contrast, the Internet offers students a vast pool of current scientific data. Most of the time the Internet makes learning fun, unlike the plain fashion of the almighty textbook. Computers and other technology can also heighten the learning process by actively engaging students in the task of exploring data. Some students may be tempted to simply download information from the Internet that does not have anything to do with a particular subject that they were asked to research. This shows that the Internet may have a greater impact to education than to learn that information from a typical textbook. Since computers and the Internet have expanded the way with which education can be delivered to students, it is currently possible to engage in distance education on specialized subject and fields through the Internet. Distance education involves audio-video linkage of teachers to many students and even in remote areas. Video conferencing allows groups to communicate with each other. Desktop video conferencing promises to bring student together from geographic and cultural distances face to face via computer. Students in New York City will be able to learn about a Chinese culture, not only through books, but also from Chinese students. Not only will the teacher talk to the students but the students will be able to interact with each other. This will make the students more interested and fascinated with learning about another culture. Not only does the Internet, and video conferencing help education, also Microsoft has created new programs for designed for educational purposes, Some of these are Encarta World Atlas and Encarta Encyclopedia. These two particular programs make learning easier and more enjoyable, all because of the use of the CD-ROM device (Keen 100). Instead of looking for a particular country and simply finding out where it is in a regular atlas, students can type in the name of that country, and not only will they find out where it is faster, but they will obtain more information about that particular country. Instead of having volumes and volumes of heavy encyclopedias, Microsoft has place all of these massive books into one light CD. This CD is much simpler than the unpleasant job of flipping page by page just to read about an uninteresting topic, such as history. But, with the use of this CD, not only do you receive regular information, but you may also view videos about certain people and battles. .u821fef70a8af17805d092c9b739626fa , .u821fef70a8af17805d092c9b739626fa .postImageUrl , .u821fef70a8af17805d092c9b739626fa .centered-text-area { min-height: 80px; position: relative; } .u821fef70a8af17805d092c9b739626fa , .u821fef70a8af17805d092c9b739626fa:hover , .u821fef70a8af17805d092c9b739626fa:visited , .u821fef70a8af17805d092c9b739626fa:active { border:0!important; } .u821fef70a8af17805d092c9b739626fa .clearfix:after { content: ""; display: table; clear: both; } .u821fef70a8af17805d092c9b739626fa { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u821fef70a8af17805d092c9b739626fa:active , .u821fef70a8af17805d092c9b739626fa:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u821fef70a8af17805d092c9b739626fa .centered-text-area { width: 100%; position: relative ; } .u821fef70a8af17805d092c9b739626fa .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u821fef70a8af17805d092c9b739626fa .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u821fef70a8af17805d092c9b739626fa .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u821fef70a8af17805d092c9b739626fa:hover .ctaButton { background-color: #34495E!important; } .u821fef70a8af17805d092c9b739626fa .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u821fef70a8af17805d092c9b739626fa .u821fef70a8af17805d092c9b739626fa-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u821fef70a8af17805d092c9b739626fa:after { content: ""; display: block; clear: both; } READ: CONSTANTINE Essay This makes education an enjoyable task. 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How to Use Khan Academy for ACT Prep Complete Guide

How to Use Khan Academy for ACT Prep Complete Guide SAT / ACT Prep Online Guides and Tips Khan Academy has recently partnered with the College Board, the makers of the SAT, to produce free and official SAT prep materials. Unfortunately, there's currently no official Khan Academy ACT prep; however,students can still use Khan Academy’s resources to help them prepare for the ACT. This guide will go over what materials Khan Academy offers, why you should consider using them, and exactly which resources will be most helpful and which topics you will need to use additional review materials for so that you can be as well-prepared for the ACT as possible. What Is Khan Academy? Khan Academy is a non-profit education site that was founded in 2006. The site offers thousands of free videos on a wide variety of topics, including math, computer programming, and chemistry. The videos typically go over sample problems step-by-step to help viewers understand the concepts behind solving the problem.It’s free to join, and anyone can create an account. In 2015, Khan Academy and the College Board (the organization that designs and administers the SAT, PSAT, and AP exams) announced that they had created a set of free SAT study tools. These resources include quizzes, tests, video tutorials, and personalized practice recommendations. Because these tools were developed in collaboration with the College Board, they are official prep resourcesandgive an accurate representation of what the actual SAT will be like. Check out our guide to learn more about Khan Academy and its SAT prep resources. Can You Use Khan Academy for ACT Prep? Unfortunately, there is currently no official Khan AcademyACT test prep , however; students planning on only taking the ACT can still use and benefit from Khan Academy’s resources, including the SAT prep resources. How can you do this? And why would you want to? First, Khan Academy offers lessons on a wide range of subjects. Their emphasis is on math, but they also have lessons on other subjects the ACT tests, such as parts of speechand grammar. Therefore, you'll be able to find resources for many of the topics the ACT tests on Khan Academy. You can also use Khan Academy's SAT prep resources to prepare for the ACT. How is this possible when they are two different tests? First, there is a large overlap in the topics the ACT and SAT test, particularly since the SAT has recently undergone major changes that make it much more similar to the ACT. Both exams test math, science, critical reading, and writing and language skills.This means that much of what you study for the SAT, including Khan Academy’s resources, will be useful for the ACT, and vice versa. Additionally, Khan Academy’s SAT resources are official resources, which means they were developed by the same people who write the real SAT questions. This means that Khan Academy’s practice questions give an accurate look at how official test questions are written and which topics they cover. While these questions won’t be exactly the same as those found on the ACT, they can often be much closer to real ACT questions than many unofficial prep resources which can differgreatlyfrom thereal ACT. How to Use Khan Academy to Prepare for the ACT For full details on how to set up an account on Khan Academy and navigate its resources, check out our guide on how to get the most out of Khan Academy.After setting up an account (it only takes a few minutes), you’ll be able to choose which subject you want to start studying. We'll go over the most topics to focus on with Khan AcademyACT prep below. The sections below each over a specific section of the ACT: English, Math, Reading, Science, and the optional Writing section. For each section, we'll explain which Khan Academy materials are most useful and if thereare any topics you should use additional resources to prepare for. ACT English What the ACT English Section Covers The ACT English section is 45 minutes long and contains 75 questions. The section includes five essays or passages, each accompanied by a series of questions. ACT English covers two main topics: Usage and Mechanics and Rhetorical Skills. Usage and Mechanics tests your knowledge ofgrammar, punctuation, usage, and sentence structure, while Rhetorical Skills tests "bigger picture" ideas such as the ideas, style, and organization of each passage. Spelling, vocabulary, and obscure grammar rules are not tested on ACT English. Khan Academy Resources You Can Use for ACT English Within Khan Academy's SAT prep resources, there are two sections that correspond to ACT English: Writing and Language as well asGrammar and Effective Language Use. Writingand Language has three subsections which focus on making revisions to argumentative, informative, and non-fiction narrative passages.Grammar and Effective Language Use has 21 subsections focusing on different grammar and punctuation concepts such as possessive pronouns, modifier placement, and pronoun clarity. These sections will help prepare you for the majority of the ACT English section, particularly the Usage and Mechanics questions. Beyond the SAT prep resources, Khan Academy also has other grammar videosunder "Arts and Humanities." These videos focus on parts of speech, punctuation, and syntax, and they're a good resource to start with if you want to brush up on your grammar before answering practice questions. Topics Khan Academy Doesn't Cover for ACT English The SAT Writing and Language section recently underwent major changes, and, as a result, it is now much more similar to ACT English. Both test sections now use a completely passage-based format, and both test similar grammar rules. Because of this, Khan Academy's SAT prep resources and grammar resources cover most of what you'll need to know for ACT English. However, ACT English does include main-idea questions, which you won't see covered on Khan Academy, so if you want more practice with those, be sure to use other, ACT-specific resources (discussed more at the bottom of this article). ACT Math What the ACT Math Section Covers ACT Math is 60 minutes long and contains 60 questions. There are six main topics ACT Math covers. They're listed below, along with the percentage of the section that includes questions on that topic (the total is more than 100% because some questions fit into more than one category). Pre-Algebra (20-25%) Elementary Algebra (15-20%) Intermediate Algebra (15-20%) Coordinate Geometry (15-20%) Plane Geometry (20-25%) Trigonometry (5-10%) So overall, ACT Math has the most questions on algebra, along with a substantial amount of questions on geometry and a few trigonometry questions. Khan Academy Resources You Can Use for ACT Math The SAT Math section emphasizes algebra more than ACT Math does, so Khan Academy's SAT prep resources, specifically the Heart of Algebra and Passport to Advanced Mathematics sections, have a lot of material to help you study algebra. Khan Academy also has additional algebra videos under its Math resources to help you reinforce your algebra knowledge. For geometry, Khan Academy has geometry videos under its Math resources. These videos cover both coordinate and plane geometry. Within its SAT math resources, the Additional Topics in Math section includes geometry questions. There are only a handful of trigonometry questions on ACT Math, but you can still prepare for them by reviewing the Additional Topics in Math section under SAT resources and the Trigonometry videos under Khan Academy's Math resources. There are also two differences to note between SAT Math and ACT Math that you might be confused by if you use the SAT prep resources. First, a calculator is not allowed on part of SAT Math, but you can use a calculator the entire time for ACT Math, so disregard any remarks about not being able to use a calculator. Second, on the SAT, you'll get a formula sheet with relevant math formulas, but you won't receive this on the ACT, so you'll have to put in more of an effort to memorize important formulas. ACT Reading What the ACT Reading Section Covers ACT Reading contains 40 questions that you have 35 minutes to answer. The section contains three single passages and a set of paired passages. The five passages will always come from four topic areas: humanities, literary fiction, natural sciences, and social sciences.You're not expected to have any prior knowledge of the passage topics. The questions in ACT Reading test your skills in understanding main ideas, locating details, and interpreting purpose and voice. Khan Academy Resources You Can Use for ACT Reading The SAT Reading and ACT Reading sections are quite similar. All the questions are related to passages, the passages come from similar categories, and, for both exams, and both include a set of paired passages. This meansyou can use all of Khan Academy's SAT Reading resources to help you prepare for ACT Reading. Khan Academy's SAT Reading resources include videos, examples, and practice questions for four types of passages: science, literature, history, and social science. Using these resources can helpyou become more comfortable with critically reading different types of passages and answering questions on main ideas, vocabulary-in-context, inferences, and details from the reading. This is also good because Khan Academy doesn't have any general resources on improving critical reading skills, so only their SAT resources are relevant for prepping for ACT Reading. So Khan Academy's SAT Reading resources do a pretty thorough job of covering the topics ACT Reading tests, however; there are a few differences between the Reading sections of the two exams. First, the science passages on SAT Reading will include charts and graphs, which you won’t see in ACT Reading. However, you should still study and answer these questions since you will see similar questions on the ACT Science section. Also,on the SAT, questions for passages always go in chronological order. On the ACT, you can (and likely will) be jumping around throughout the passage as you move from question to question, so be prepared for that difference. ACT Science What the ACT Science Section Covers The ACT Science section is 35 minutes long and contains 40 questions. Like the Reading section, on ACT Science there will be several passages with questions following each passage. There are seven passages on ACT Science, and these passages could contain graphs, charts, diagrams, experiment summaries, or conflicting viewpoints from multiple scientists. Each passage will be followed by four to seven questions. As opposed to testing specific facts or topics, ACT Science tests your knowledge of scientific skills such as data analysis, hypothesis evaluation, and how to summarize research. Khan Academy Resources You Can Use for ACT Science Due tothe skills ACT Science tests and because there is no science section on the SAT, Khan Academy's resources don't prepare you for this section of the ACT as well as they do for other sections. Khan Academy does have a science section with videos on numerous scientific subjects, but this isn't much use to you because it mostly covers scientific facts you don't need to know for the ACT. For example, on ACT Science, you don't need to know the steps of cell division (which Khan Academy goes over), but if you're given a passage that explains research on cell division, you'll need to be able to analyze that research and its results (which Khan Academy doesn't focus on). However, there are some resources you can use to help you prepare for ACT Science. Under Khan Academy's SAT prep resources, questions from SAT Reading and SAT Writing and Language that include graphs or charts are oftensimilar to some questions seen on ACT Science. The SAT has no science section, so questions testing some of the same skills ACT Science tests are spread throughout other sections. Therefore, if you're studying the SAT Reading or Writing and Language sections and come across a problem with a graph or chart, know that you won't see questions like that on ACT Reading or ACT English, butit can help you prepare for ACT Science. Topics Khan Academy Doesn't Cover for ACT Science As mentioned before, this is the section of the ACT you'll need to use the most outside resources to prepare for. You can get some practice by answering SAT questions that include charts, graphs, and data analysis, but to be fully prepared for ACT Science, you'll want to spend time studying resources specifically focused on the topics thissection tests. We'll go over some of these resources at the bottom of this guide. ACT Writing ACT Writing is an optional section where you'll be given 40 minutes to write a persuasive essay. Khan Academy does not have any resources on essay writing, even for the SAT essay (which is different than the ACT essay so it wouldn't help you much anyway). If you choose to take the ACT Writing section, you'll need to use outside resources to prepare for it. Other Resources to Use for Your ACT Prep Khan Academy can be a helpful resource, but it definitely shouldn't be the only one you use to prepare for the ACT. Make sure to attack the ACT specifically withACT prep books and practice tests. Official ACT practice tests will be particularly helpful because they’ll help you become familiar with how the ACT words questions and how those questions differ from the SAT’s. Khan Academy ACT prep will give you the best preparation for the ACT English, Math and Reading sections. You will definitely need supplementary prep materials for ACT Science and, if you choose to take it, ACT Writing.Check out our ultimate guide for ACT Science, as well as these guides on the best way to prepare for ACT Science and the only science you need to know for ACT Science.We also have acomplete guide to ACT Writing and tips for how to get a perfect score on your essay. Another major skill you can't get from Khan Academy is strategies to help you answer ACT questions. The ACT asks similar types of questions on each of its exams, and by knowing different strategies, you can tackle specific problems faster and more easily. To learn these strategies, you'll need to use prep materials specifically designed for the ACT. The ACT prep books mentioned above often include strategies for different ACT problems, and you can also check out all our guides to the best ACT strategies you should know. Khan Academy ACT Prep: Final Notes Even though Khan Academy does not have resources designed specifically for the ACT, you can still use them to prepare for the exam. Because there is quite a bit of overlap on what the ACT and SAT test, much of Khan Academy’s SAT prep materials are relevant for the ACT, particularly because the SAT has recently undergone significant changes that make it closer in content and style to the ACT.Khan Academy also has general resources that can help you study for the ACT. You’ll definitely need additional review materials, particularly for the Science section, but Khan Academy can still be a useful resource and get you more prepared for how official test questions are worded and what they test. What's Next? Looking for a top ACT score?Learn how to get a perfect 36 on the ACTby reading our guide, written by an ACT full scorer. Wondering if you should take the ACT Writing section?Check out our guide to learn how to decide what to do. Want more information on ACT Science?Our guide goes over everything you need to know to ace the ACT Science section. Want to improve your ACT score by 4 points? Check out our best-in-class online ACT prep program. We guarantee your money back if you don't improve your ACT score by 4 points or more. Our program is entirely online, and it customizes your prep program to your strengths and weaknesses. We also have expert instructors who can grade every one of your practice ACT essays, giving feedback on how to improve your score. Check out our 5-day free trial:

Original Olympic Games Research Paper Example | Topics and Well Written Essays - 2250 words

Original Olympic Games - Research Paper Example Although, the spirit by which this festival was revived again in this present world involves replicating that same concept on which ancient Olympics originated. But unfortunately the cloning was not successful due to insufficient data and absence of actual essence of the festival. The fact that Olympics in ancient Greece, originated as a result of social, emotional and religious needs rather than a commercialized value is a major factor in the distinguished grade among two societies. The original Olympic festival in the time when Zeus was worshipped as god had an abundant social value as compared to today’s modern world Olympics. The Call: Let us look at the history of Olympics before we extend our debate on the above agenda. It was named after ‘Olympia’ a city in Greece located near the western coast of the Peloponnese, where these events started. According to many researchers and literature available it is estimated that these events started around 776 BC and re mained until 395 AD (Swaddling 1984). The festival was announced once every four year and on hearing the call, Greek citizens from all over the world poured in for celebrations. By land all the spectators from the neighboring areas used to flood in Olympia, the venue for all these spectacular events. Olympia was situated along the river Alpheios mainly the northern bank. It was a remote area with nice natural habitats at the foot of a famous hill called ‘Kronos’ a name given in the honor of Cronus, father of Zeus (Swaddling 1984). So one of the possible routes was over the waters and thousands of enthusiasts also joined the sea caravan from as far as Africa and Spain. Therefore, it was a call no one could reject or ignore. Despite the fact that this was not an easy journey about 40000 Greek citizens used to witness this outstanding event. This shows nothing but their commitment and respect of this enormous occasion. The distance they had to travel was huge and the means of transport not even comparable to the present world. The festival was held normally during summer in the mid august or mid September which was the hottest time of the year. Many would question the logic of keeping such a strenuous event in such an extreme weather. But in my view, the time was suitable and carefully chosen. Most of the people during that age relied on growing crops and were farmers, this time of the year was ideal as they had just finished with the hard work of harvesting their crops and were free to relax and enjoy the celebrations. There were no proper roads and the pathway was rough with many obstacles as Olympia was a far isolated place. Robbery and mugging was just few of many fears on the way to their destination (Crowther 2007). However, there was a universal Olympic truce that kept hostile forces under control. One of the best possible ways to reach Olympus was by boat but again pirates and shipwreck were a constant threat. Still, their spirits were mounta in high and they had only one common goal to be part of this auspicious event. Not Just a Sport: If we picture Olympics today, we think of a grand opening ceremony followed by hundreds of players participating in a sport contest. Representing their country they play for the honor of their homeland and for their own fame and pride. For the people of Greece, athletics was not only a sport it was a source of spiritual tranquility. As it is evident in many authentic literatures that in those ancient times athletic events were held at funerals as a ritual to gratify the spirit of the dead. In mainland Greece, when Mycenaean’

Welcome to India 2012 - Documentary (Episode 1 of 3) Essay

Welcome to India 2012 - Documentary (Episode 1 of 3) - Essay Example They wake up at 3am to dust the street to get gold that, in turns; they sell to Naukada- one of the gold merchants (YouTube). They get poor pay and gets frustrated. However, the have to sell to the same man as he own house in which they live in. Their struggle is highlighted as the prices for gold goes up. This means there is less available gold in dust, in the street. They opt to go for sludge. They acquire sludge in a most inhumane way, as it is full of ‘shit’. We are also shown Javeds employees working tirelessly to get pure gold (YouTube). The film also focuses on live of poor in Mumbai beach. The life is highlighted using Rajesh family. Rajesh is married to Sevita. They own a pub with no license from the council. Rajesh had been jailed due to this illegality. Sevita his wife also does part time jobs as a cleaner despite physical challenges (YouTube). The family also goes through challenges of constant eviction. They are forced to rebuild the house every time after the eviction. Rajesh is also forced to rely on moneylender to boost his stock and is faced with challenges of repaying. I disliked the way young people are forced to go through inhumane ways of making ends meet. In this film, I have learnt it is advantageous to learn how to interact and interview in order to get facts about people ways of

Implement Assignment Example | Topics and Well Written Essays - 750 words

Implement - Assignment Example The facilitators will be two so that one can compliment in the absence of the other. The facilitators should be either a professors or associates and below the merit cannot be allowed to perform the facilitation process. The description on the place and the time the event should take place is critical for the planning process. The lesson should take place in the lecture halls during their respective time in the timetables. Each module should be facilitated concerning the daily stipulations in order to provide equal time for other subjects. The scheduling of all the modules with respect to one another allows for the effective functionality of all the facilitators to avert the possible clashes. The venues might clash due to the scheduling of two nodules at one venue at the same time. The course is named module number of identification and the module name are essential. The course prerequisite demands an understanding of the previous connections to the module. The facilitator should fill the form to confirm the understanding on the pre requisite to the targeted knowledge. The teachers should assume the students dockets to realize the essence of administering their services in serious modes. The teachers thinking in the students perspectives would be capable of providing the services as per the student demands. The students would require the service delivery that fosters greater understanding amongst them. The teachers should also imitate the facilitators’ purposes. The assumption of the facilitator tasks would imply the employment of the facilitators techniques. The facilitators would always employ the technique of tackling the questions as raised by the students. The immediate answers on the inquiries by the students assist in creating a credible flow of ideas amongst the students. Therefore, the students can obtain distinct understanding because they

Expansion of Spanish clothing retailer Zaras

Expansion of Spanish clothing retailer Zaras This article examines the case of the Spanish clothing retailer Zaras experience of and plans for further expansion into Southern and Northern American markets. It argues that given the unique distribution and production functions of the retailer that possible problems exist for continued expansion in the US market. The problems associated with this given the characteristics of local markets and pressures from rival operators means that a recommendation is made for an adjusted international strategy for the company despite its broad successes elsewhere globally. Introduction Globalisation has become an essential element of international marketing principles and it has been argued that one of the keys to success in global markets is the effective development and marketing of standardised products and brands (Douglas Wind, 1987). Jay (2000) suggests that the development of international enterprises is as a consequence of reduced barriers for trading due to developments in information technology. Jones (2002) argues that successful international operations are those which integrate and cooperate in business activities across national boundaries. It is clear that the clothing industry is a significant part of the internationalisation process in terms of the critical growth of the clothing retailing sector in global markets and attendant activities such as global sourcing. The international expansion of Zara is led by its parent company Grupo Inditex which is based in Spain and Zara has achieved an impressive annual growth of 26% over the last five years (DAndrea Arnold, 2002). Based in Spain Zara has grown from 180 stores to 1.080 stores in 33 countries and in 2002 150 stores were added in 9 countries and further expansion has been planned and expected. As the biggest economy in the world the American market is an attractive one for Zara and stores located in New York were announced as being successful indicators towards future market penetration. The huge American market and especially the North American marketplace was highlighted as the next move for the companys expansion plan yet the diversity in this market and high level of competition creates challenges for continued Zaras success. Environmental Analysis A clear understanding of the business environment is essential for companies in competing in the global economy. This is particularly important in relation to international strategy. Environmental analysis can be made from both a macro and micro perspective and both the PESTEL and Porters industrial analysis are useful instruments of analyses (Johnson Scholes, 2002). PESTEL analyses the political, economic, social, technological, environmental and legal events that have impacts on a business. Of interest in this case is the signing of the North American Free Trade Agreement (NAFTA) which helped regional economic growth among member countries through eliminating tariffs and government encouragement of foreign direct investment. This creates threats to Zara in terms of an entry model as well as marketing strategy. The American market is highly attractive for multinational companies such as Zara. The US is the number one economy in the world although since the terrorist attacks in 2001 the American economy slowed down accompanied with a reduction in consumer confidence. According to Jobber (2001) where national economic performance and customer confidence is poor consumers will reduce consumption of non essential products. This poses problems for Zara in competing in a highly competitive marketplace where demanding for clothing has decreased. Zara however provides luxury clothing products at a reasonable price which provides the company with competitive advantages in terms of price, quality and brand name. The success of Zara depends on an effective logistics system and it is one of the few companies with in-house design and production enabling them to provide new clothing lines within 15 days instead of the 9 months average lead-in time of the textile and clothing industry. It is fair to say that this logistics system based on information technology and computerized design and production programs enables Zara to maintain competitive advantages over other international competitors. However previous experiences in operating in South America where a complex and large distribution centre was established in order to supply the southern region saw challenges in the integrated supply chain being created. Language as one of the most important elements of culture plays a vital role in shaping international marketing strategy simply because people under different social and cultural environments share different value systems and display varied consumer behaviour (Bradley, 2005). Additionally it is useful to be aware of the new form of political economy which suggests that economic phenomena are highly linked with political issues in that governments seek to use political power to achieve economic benefits (Rugman Hodgetts, 2003). Examples of this can be seen in the increasing role of developing countries in the world economy. In the case of the textile and clothing industry more and more retailers and manufacturers source from lower labour cost developing countries res ulting in significant competitive pressures on Zara which insists on sourcing mainly from Europe and relying on its in-house design and production. Porter (1980) provides a useful framework in understanding the industrial environment in which companies are involved in. The competitive level in an industry shapes a firms strategy in competing in its marketplace and in turn this is shaped by the performance of operators within the industry. It is obvious that competition levels are high in both the North and South American marketplace. Zara entered the South American market where American brands such as GAP and the Swedish brand HM were major competitors within the middle clothing market. Similarly buyer power has increased in the modern business environment and Zara needs to effectively satisfy customers globally from different nations and cultural backgrounds. Improvement in US consumer confidence demonstrated in the research creates opportunities for Zara in expanding its market from south to the north (BBC News, 2005). Nevertheless the issue of different supply systems needs to be resolved utilising Zaras integrated global sup ply and logistics chain. The strategic plan to establish a specific supply and distribution centre for the North America market aims to control cost and maintain competitive capabilities in competing with companies from member countries of NAFTA such as Canada and Mexico as well as local players who source from cheaper overseas suppliers. Due to the nature of the clothing retailing industry the diversity of retailing forms in the US is complex including both large numbers as well as different formats for retailers including large retailers, department stores, merchandise shops, small specialty operators and discount stores. There are potential new entrants into this marketplace and hence it is critical for Zara to be aware of the high competition level in the US clothing retailing industry at all levels of the market. Market Segmentation Market segmentation aims to provide relevant information for a basis for the selection of target markets (Bradley, 2005). Zaras targeted customers are people who seek for higher quality clothing products at reasonable prices. In this case targeted American customers were those who expressed interest in European branded clothes. First of all Zaras women collection is divided into three categories: Zara Women, Zara Basic and the sporty Trafaluc representing market segments for women who look for a more formal style, younger women for a more informal style and younger women and teenagers while menswear included Mens Line at Zara, Zara Basics, its club-wear brand 100Zara and Zara Sport (DAndrea Arnold, 2002). In this sense the general public from all age groups can be seen as potential customers targeted by specific sub-brands of Zara. A second important variable in defining segmentation is based on psychographic characteristics such as lifestyle which will be discussed in detail in the next section (Jobber, 2001). As one of the most famous and successful European brands Zara in its existing south American market targeted people who were especially interested in European styles at affordable price levels. This targeting strategy remained the same for Zara in expanding in the North American marketplace. One definition of consumers suggests that it can be seen as individuals as well as groups of people purchase products or services for personal use, household or gifts. In other words they can be classified as end users of particular products (Solomon et al, 2002). Retailers are situated in the final steps of the distribution chain and are closely linked with end users or customers. Therefore it is useful to look at the concept of consumer behaviour in relation to clothing buying in light of target segmentation strategies pursued by Zara. Blackwell, Miniard and Engel (2000) define the initial step of consumption processes as the recognition of needs which can be influenced by various factors such as reference group values, self esteem and external cultural and social value systems. Particularly modern customers have become more sophisticated and learn more from their purchasing experiences with price often deployed as a key indicator as to the quality of goods (Jobber, 2001). This is arguably the case for buying activity in the clothing sector with brand name, price, style as well as quality tending to have important effects on the decision making processes leading to purchasing. According to Entwistle (2000) clothing is not simply about physical garments but takes on a multi-faceted significance where people use fashion to define and negotiate their identity in wider social contexts. Increasing power for consumers enables them to bargain for lower priced clothing yet it remains the case that pure discount on price is not necessarily important for them in make purchasing decisions. This aspect of consumer behaviour offers a useful insight for Zara in establishing its competitive advantages based on an effective logistics and supply chain through ensuring quality with reduced costs matched to a strong brand name. Foxall, Goldsmith and Brown (1998) argue that there are several stages after need recognition leading to final buying activity and as such the co mmunication strategy used to build up effective customer relationships and brand image by clothing retailers is most useful at the early stage in order to have a lasting impact on purchasing decisions. In this retail context women are suggested to constitute a major proportion of consumers (Domosh, 1996). Particularly women are more involved in both social and economic life functions which results in increasing demands on fashion in terms of style and self identity. Additionally a determinant of the degree to which customers evaluate a brand is the level of involvement with high involvement meaning extensive evaluation of the product and/or alternatives (Hawkins, Best and Coney, 1989). For clothing products the degree of involvement is suggested as being typically medium to high (Breward, 2000). Bearing in mind the concept of involvement and the role of women in purchasing Zara used a suite of effective marketing tools in maintaining customer loyalty through providing value added clothing relevant to identified market preferences. This is because in terms of fashion a stylish and sophisticated brand image in terms of trends, styles and tastes is a key success factor in building a b rand name for a retailer such as Zara. Similarly effectively maintaining customer loyalty in terms of repeat buying is a major contributor to successfully expanding its market share in the US market. Marketing Strategy Analysis and Evaluation Based on its successful experience in operating in New York Zara pursued a strategic market expansion strategy in order to maintain organisational growth in terms of market share and the accruement of financial benefits. The establishment of a distribution centre in the outskirts of Buenos Aires enabled Zara supply the southern region as well as played a strategic role in supplying the new northern market (DAndrea Arnold, 2002). With Zara being one of the few companies utilising in-house design and production meant sourcing locally was its main strategy rather than switching to overseas suppliers. This strategic choice did enhance the competitive capabilities of Zara in terms of short lead time and effective logistics control but added to pressure from competitors who sourced abroad resulting in competitive pricing in the middle market by rivals such as HM and GAP. In addition in considering an integrated supply chain the distribution centre to some extent caused inefficiencies in the overall system in that decisions on the choice of local manufacturers had been made difficult due to the closure of American textile and clothing manufacturers who moved production lines to Asia. As such the market expansions strategy remains unclear in terms of it achieving growth based on effective franchises rather than through adding new stores and entering new markets. This can be said to be especially the case for the North American market. Although the market size is large and entry barriers are low due to the cultural differences between south and north US regions means significant attention must be paid to the marketing mix in order to achieve synergy from integration. Life styles are different in North and South America hence the branding strategy used by Zara is essential in differentiating itself with both from existing rivals and attracting new custom ers within each of the respective markets. Evaluation of marketing mix In the context of international market and keeping in mind different macro and micro environmental conditions an international marketing mix needs to be varied from one context to another (Keegan Green, 2003). Based on the branding marketing mix strategies it is of importance to look at international marketing models in the North American market considering different operational environments and different consumer behaviour in southern and northern markets. Product and brand The term product not only refers to tangible goods but also entails intangible attributes such as customer service and brand name (Keegan Green, 2003). As a retailer Zara provides a similar range of products in both the southern and northern markets in the US as those provided in its domestic market. However the intangible resource which Zara as a strong brand in New York occupying the middle fashion market appears to be less visible more broadly in the North American markets in comparison with the national brand image of GAP. Traditionally the brand image of Zara as a retailer is one targeted on middle income consumers seeking high fashion styles at reasonable prices. As a result of successful operation in the EU market as well as Asian and South American markets Zara was able to create a strong brand image in the middle fashion market in order to compete with GAP and HM who are also two major operators in the wider global market. Price Price is argued as being an important indicator for customers in evaluating the quality of products and within the clothing sector this also holds true (Easey, 2002). The price mix deployed in the US market is double that found in its domestic region in Spain due to higher operational cost and higher labour costs. It has been suggested that the clothing industry is labour intensive and that effective human resource management strategy contributes in a key manner to effective cost control and in turn allow for competitive pricing in the market (Jones, 2002). As a result the operational strategy employed by Zara has been consistently challenged by competitive pricing from competitors who source from cheaper developing countries. As a result the efficacy of an integrated logistics and supply chain can be questioned along with the ability of maintaining this over the long term given the diversity and complexity of the clothing manufacturing industry in the US. In sum Zaras operation in i nternational markets appears to be experiencing rapid growth in terms of new branches and improving sales and profit but longer term challenges need to be addressed as a priority. Easey (2002) argues that pricing regimes for clothing products may need to change depending on different characteristics in each national market but that communication and management of these changes need to be directed from a strategic level. Communication An integrated communication strategy is an important part of the marketing mix within a branding strategy framework. This seems to be even more essential in the clothing retailing industrial context involving the use of celebrities as a critical communication tool in communicating with customers. For Blythe (2000) marketing communications objectives are created in order to develop a customer base and improve sales through increasing both new and existing customers expenditure on a brands products. However Zara has rarely exploited advertising campaigns except in the case of its launch of two main product ranges occurring seasonally each year. This can help explain its low brand awareness in the North American market which is a threat to successful entry into this marketplace. Additionally visual merchandising such as store design and layout has become widely regarded as important communication tools with consumers (Lea-Greenwood, 2002). In the case of Zara store design such as clear lighting, white walls and ceiling and style-related decorations such as photographs were deployed in order to create an elegant atmosphere emphasising a brand image reflecting European trends. Likewise employee uniforms helped Zara maintain a visual and physical presence of the brand image and helped in communicating with customers and needed only minor adjustments between southern and northern stores. It is believed that the format and experience of a trading environment particularly in clothing retailing interacts closely with merchandise, customer service and the success of communications strategies (Walters Hanrahan, 2000). It can be argued that the communication strategy used by Zara is effective in terms of communicative effects and of a lower cost than its competitors. On the other hand establishing a significant nationwide presence in North America may require either a large expenditure on a celebrity endorsed campaign or the ef fective use of novel techniques such as viral marketing. Distribution The distribution channel is the network which links producers with users yet international distribution strategies are difficult to manage since distribution structures differ from one country to the next (Keegan Green, 2003). For Zara the US market presents unique challenges. As mentioned earlier the closure of US local manufacturers and moves to Asian manufacturing operations poses major threats to Zara which traditionally exploits local sources in supporting its in house design and production. Due to the highly fragmented nature of fashion retailing it is vital for Zara to differentiate itself from other competitors during its entry stage into the North American market. In considering these difficulties in enter this market and the different cultural backgrounds involved Zara pursued an organic growth in terms of opening stores in its expansion. This is because a strong financial background based on its successful operation both in New York and support from its parent company Grupo Inditex allowed for a longer term fiscal view to be taken. However the use of English in the US market is likely to present challenges for the Spanish company but successful international human resource management should counter this and lead to successful implementation of its strategic expansion plans. Conclusion In order to maintain organizational growth Zara employed an aggressive expansion strategy in responding to internationalisation and globalisation. Research demonstrates that a strong global brand name is one of the most vital elements contributing to the success of international operations (Wigley et al, 2005). However a key consideration is cultural influences which have shaped international marketing strategies for Zara in the US market. An international marketing strategy to some degree remains the same as strategies used in other markets satisfy targeted customer groups effectively. However because of local differences and consumer complexity in the American market adjustments were used such as the establishment of a dedicated distribution centre for the American market. Recommendations The marketing mix used by Zara in the US market has been more effective in New York than in other locations. Brand name is a significant part of product concept hence it is useful for Zara to cooperate with local fashion magazines in conducting magazine campaigns in order to improve brand awareness at the market entry stage. Lea-Greenwoods (2002) suggestion that the communication process involves three key participants namely sender, message and receiver must be added to in the sense that practical contexts of business operations in the clothing retailing sector makes this model more complex due to changing forces in the external environment such as developments in media technology and changing characteristics/preferences of consumers. This is also of particular importance in international markets as different cultural and social backgrounds have substantial impacts on consumer behaviour as well as effective communication models. Secondly higher costs resulted in higher prices for Zara in these locations. This phenomenon is able to generate potential risks to its brand image of quality clothing products at reasonable prices. It is undoubted that in house design and local sourcing provides Zara with competitive advantages such as short lead times and high response rates to clothing trends but an awareness of local characteristics in the marketplace is essential. In the case of international expansion currency rates have a major impact on operational and labour costs. In turn competitiveness on price might be eliminated because of pressures from competitors who are able to provide even cheaper but goods which are of high quality. As Jones (2002) highlights global sourcing is a key trend and will continue to be so due to globalisation. Although sourcing abroad raises concerns on supply chain related risks which are often called the Iceberg theory it is imperative that Zara be aware of the significant advantages of sourcing from countries with lower labour costs especially given that quality levels have improved (Jackson Shaw, 2001). With the North American market there were difficulties for Zara in maintaining its famous on an in house production model simply because of a lack of local suppliers and manufacturers. Additionally labour costs in America are considerably higher compared to its operation in Europe. It is hard for Zara then to enjoy cost advantages offered by Eastern European countries as well as cheap domestic cost in Spain (Jones, 2002). The suggestion here is to consider expanding operations to Mexico which is comparably cheaper than the US yet offers a distribution channel to the North American market. The establishment of a distribution centre in Mexico is more likely to be cost effective rather th an building specific manufacturing factories in order to supply the North American market.