Aim and objectives of different type of businesses Essay Example for Free

Aim and objectives of different type of businesses Essay When a business first starts trading it has few loyal customers and no reputation. The most likely objective for a start up business is simply survival. As the business grows and begins to win market share, the aim may shift towards expansion and increasing profits. Without aims and objectives there is no meaning to the business. The objective of both things to make business work even better than what it would normally do. An aim Where the business wants to go in the future and its goals. It is a statement purpose. Like want to grow the business in to Europe Objectives- give the business a clearly defined target. Plans can then be made to achieve these targets. This can motivate the employees. Its also enable the business to measure the progress towards its started aims The most effective business objectives meet the following criteria: Specific -clear and easy to understand. Measurable i.e. able to be quantified. Achievable possible to be reached. Realistic not pie in the sky. Time bound associated with a specific time period. An example of a SMART objective is to increase profits 10% within the next 12 months. SMART objectives allow the performance of business to be identified. Purpose- the purpose of having aim and objectives is to plan a way forward which will help them to establish the future state of works in other word, how their business will be in a few years time part of this handle is planning. So they have an uncertain concept that how they will achieve that certain goal and status in the business in few years time Another purpose of setting aims and objectives is to measure the performance, for example, how much profit they have made in the last year, so they know that they are doing better or worse than last year. They will provide information to those who are interested, which will lead to encourage them to do better. Break even- is the point at which cost or expenses and revenue are equal. For example, if a business sells fewer than 200 tables each month, it will make a loss, if it sells more, it will be a profit. With this information, the business managers will then need to see if they expect to be able to make and sell 200 tables per month. Survival- Diversifying- diversify your business by natural progression. For instance, if you sell men’s shirts, adding ties and cufflinks to the range are an obvious next step. More radically, you extend the brand by offering a much wider range of products that will nonetheless appeal to the same customers. Alternatively, you can use the strength of brand to move into new markets. Cost cutting- here is significant ways to save money without compromise: Don’t waste time- As a small business owner, you put in a lot of hours, but time is still a limited resource. Wasting time can cut into your sales and hurt your bottom line. As a general rule, anything that you can implement to save time will also save you money in the long run. Cut Out Paper- According to research by Xerox, about 40% of office paper is discarded within 24 hours of anyone printing on it. If you add up how much you spend on printing supplies, paper, and labor, you’ll quickly see that using electronic file storage can save you loads of money. Shop Around for Insurance There are a lot of great ways to lower your insurance costs, but the most important step is to find and compare insurance policies. You should always be looking for the best rates out there, especially at renewal time. http://www.slideshare.net/tariqmehsud/nikes-presentation http://education.cambridge.org/media/576464/business_and_management_for_the_ib_diploma___ca\mbridge_education___cambridge_university_press_samples.pdf

Understanding culturally responsive teaching and multicultural educ

Understanding culturally responsive teaching and multicultural educ Multicultural education is all about students learning in different modes and about teachers responding effectively to recognize and detect the differences in learning. Culturally responsive teaching always focuses on perceived strengths of students and liaising between mismatch between cultures followed at home and the school. Culturally responsive teaching is a systematic approach to modern day teaching by taking into consideration many aspects of culture and its values. In a classical study, a professor at the University of Wisconsin, Gloria Ladson-Billings demonstrated the examples of a culturally relevant teaching module. The main goal of this study was to find out why some teachers were successful with teaching African American children what other teachers could not. The researcher also wanted to pinpoint those specific behaviors that made these teachers successful in teaching. For this study, she chose all parents and principals from four schools that exclusively taught African American children, to pick those teachers, who they considered excellent in terms of teaching. As one could guess, the choices made by principals and parents were entirely different. Principals They chose teachers, who possessed very low numbers of discipline referrals, who had very high attendance rates and top test scores. Parents Parents chose teachers who were helping, enthusiastic, interested in teaching students and those who actually understood that students want to mix with a community that had both white and colored students. The result In all, nine teachers, both white and black, were selected for the experiment. Out of them, eight agreed to participate in the study. The researcher conducted this study for several years; after many years of dedicated research, the researcher could observe many conflicting scenarios. Teachers who participated in the program were all different, each with their own teaching styles, strategies and personalities. The results that were pooled from the exercise were too confusing and the researcher just wanted to abandon the program because of these conflicting results. However, the researcher could suddenly find some remarkable, striking and subtle features that were associated with the experimental module. 1) All the eight teachers, who participated in the exercise voluntarily chose challenging schools, those were complex and difficult to teach. 2) All of them felt that they were responsible for the success of their students 3) Teachers were very sensitive and receptive towards race and class discrimination in society. 4) In fact, they wanted to fight bias and prejudice that were so common in schools 5) Lastly, teachers considered both students home and classroom as inter-related and connected. This perception helped them to learn from different neighborhoods. The methods used by the teacher were very interesting and refreshing. All of them respected other cultures, classes and religions. They also honored the crafts, customs and traditions followed in the community. Teachers also invited parents to share traditional experiences and customs of each community. Teachers cajoled students to learn and master both home and Standard English (home English is the one that students speak in their homes). One of the most striking and interesting aspect of the exercise was that even teachers were willing to learn from students and parents experiences and opinions. Eventually, the researcher, Gloria Ladson-Billings, could summarize the research findings and arrive at a package of principles for meaningful and community teaching. These culturally responsive principles are as follows: 1. Stronger self-esteem and self-image is possible, only when the students experience academic success and satisfaction. Students who do not believe in themselves or in their abilities may have very poor academic achievements. Students always like lessons that are in consonance with their learning styles. Students also like to learn the basic knowledge and skills those are necessary for achieving success in their classrooms. 2. To succeed in classrooms and elsewhere, students must develop and retain core competence. A home is where one can find opportunity for learning. Not many teachers teach about educational experiences that students could gain in a community setting. Many teachers teach just the classroom skills and techniques. The researcher made it a point to include community as a foundation for meaningful teaching. She believed that teaching should look beyond the traditional classroom. She wanted to avoid a perceived conflict or friction between the classroom and home. Teachers can create and set up and meaningful and positive academic environment by teaching beyond traditional classrooms and by integrating learning with the concepts, customs and traditions of local community. 3. It is possible to encounter and challenge social injustice by developing highly critical consciousness and awareness. An intelligent and culturally inclined teacher needs to connect and gel with the needs and of the students as well as the local community. He or he may also need to work hard to enhance and improve the quality of life experienced in the school and community. Stop and Think Just, ask this following simple questions to yourself Can you recall an incidence in your school when you felt a disconnection? Did you see an apparent difference between the life portrayed in the textbooks and the real world where you actually lived? Do you feel that the method used in the case study were effective? If effective, why do you think so? Can you relate students skills and experiences with the skills and experiences of the community from where they come from? Do you feel that culturally responsive principles work in your class? How do you enhance or develop your students core competencies? Schools are just like a sanitized bubble that is entirely insulated from the problems that are faced in the real world. As a culturally enabled teacher, you should try to break open this bubble, so that students can experience the problems of the exterior world. Culturally relevant classroom will try to confront and eliminate real social problems. You should know and learn what it means to be an effective and culturally responsive teacher, so that you can enhance and broaden your feeling of what it needs to become a successful teacher. Collate and accumulate the following viewpoints that help you to be a good teacher. To be a good teacher, you may need to consider Ladson- Billings three points and later imbibe certain skills, attitudes and knowledge. 1. The type of teaching methods and skills that you need to acquire to become a culturally responsive teacher. 2. An ability to diagnose and detect different needs of students and action plans for different learning styles. 3. Developing and harnessing critical thinking and cognitive skills to help students excel in their studies. 4. Acquire a skill known as wait time, where you will remain silent and listen to the answers given by all students. Note: Previous studies have demonstrated that teachers with the noblest intentions often fail to use effective teaching skills. Chapter 11 of this book, Becoming an Effective Teacher, will provide you additional equitable teaching skills that can help you fine-tune your teaching career. Developing Attitudes to become a culturally responsive teacher Attitudes are very important for every teacher. What type of attitudes do you want acquire, so that you can become a culturally responsive teacher? Do you have any meaningful methods that help you teach students, whose cultural background is entirely different from yours? Most of your students may come from similar race, ethnicity and classes. Most of us may share a common set of values and opinions, while the way in which we socialized in the past may also be quite similar. As you get ready to teach, you may work hard to go away from your familiar territory and search for different viewpoints. The more different you become, the more likely you will be capable to welcome diverse life experiences and attitudes that are meaningful and agreeable. To become a culturally responsive teacher of very high caliber, you may need to acquire skills and knowledge about various groups and their experiences. The amount of skills and knowledge sets that you possess may be insufficient enough to teach your students. The skills and methods that you use may be inaccurate as well. To become a successful teacher, you may need to educate about yourself, your students and their requirements. Try to know and understand the educational implications of your students cultural backgrounds. This chapter will assist you traverse this unique path. Just consider this example. A number of African American community members often prefer aural and participatory learning to writing. If you are adamant and bent on using writing activities only, then your students performance may come down. Research findings also suggest us that girls and women have the habit of personalizing knowledge, skills and prefer learning by the way of experiences and first hand observation. Make sure that you create personal connections and events that will definitely enhance the success rates of female students. The big challenge that all teachers face is the ability to acquire beneficial and accurate cultural insights that eventually assist them to connect their classroom with the underlying culture. This needs to be done while preventing the likelihood of falling into the trap of stereotypic thinking. Do you know that difference between a useful cultural insight and a destructive stereotype? If you do not know, the next section will assist you learn the essential difference between them. Knowing Stereotypes The second chapter demonstrated the essential differences between different stereotypes and generalizations. Here, we will attempt to evaluate and analyze them very closely. What are stereotypes? Stereotypes are the firm and absolute beliefs that all members of a particular group possess; stereotypes will have a fixed set of parameters and characteristics. The word stereotype took its birth in a print shop. It is almost like a type. It is also like a one-piece plate that repeats a particular pattern without any individualism. Today, stereotypic thinking relates to cultures that neglect individuality and is applied consistently to every member of a group. Stereotypic thinking is rigid and non-flexible. It is set on a particular form of thinking that is unfair and unjust. Stereotypic people always try to save their time bypassing their normal thinking process. Stereotypes are a set of special characteristics those are attached to a group of individuals, based on their allegiance to a certain group with no qualification of thinking process. People who are stereotypes always use highly simplistic words that border on a sense of rigidity. For example, they may use words like à ¢Ã¢â€š ¬Ã‚ ¦. All Blacks are or à ¢Ã¢â€š ¬Ã‚ ¦..All Hispanics are or à ¢Ã¢â€š ¬Ã‚ ¦ All Asians are. In fact, these preconceived expressions are applied to certain groups without making any distinction; most of them are pre-conceived ideas and expressions. In fact, stereotypes are the way of thinking in a sloppy and unfair manner that undermines the basic values of a culturally different school. Consider the following examples: A typical stereotypic line of thinking may be: 1) All Hispanics are very poor in studies 2) All Asians are academically very smart and intelligent 3) Jews are very rich 4) African Americans are very good in sports Note: Stereotypes are impermeable to contradictory information. Examples: 1) Go and find a very poor Jew 2) Find me a Hispanic person with a doctorate degree 3) Give me an example of an Asian student who fails in math test 4) Find an African American, who is not an athletic. 5) Find a European American, who is not clean and hygienic Each of these strings of thought process is a perceived anomaly and every one of them is an exception to the set rule. As a result, the stereotypes always endure and persist. A typical stereotype is very dangerous and it can hurt and damage peoples egos. Stereotypic thinking in a school can even more be dangerous, as it can impede learning process. It also inhibits the ability to search for new information, not just ordinary and contradictory ones. Threat posed by Stereotypes Just consider the following example of stereotype and try to assess its damaging nature. Opinion polls published in the recent past inform us that about 50% of white Americans agree and endorse typical stereotypes relating to blacks and Hispanics, like most of them are not intelligent and skilled. Such stereotypic thinking acts like a double-edged sword; they can influence whites, blacks and Hispanics in equal measures. They can adversely influence the expectations, behaviors of whites, while blacks and Hispanics should live in a society that professes such beliefs. Consider the following case study published sometime back: In a study, the researchers asked both the whites and African American students to take somewhat difficult verbal examinations. Two groups took the verbal skill test a control group and an experimental group. In the control group, students took tests in a typically normal manner to measure the intelligence. On the other hand, the experimental groups consisted of students and they did not know that they were taking tests. Here, the psychology of their verbal problems was put to test. The researcher made sure that the two groups were matched to keep variable parameters like abilities of the students, time to test and the quality of tests almost similar. Results In the experimental groups, black test participants were successful in solving twice as many unique problems, as the ones those among the control group. On the other hand, the white test participants could solve almost the same number in both the groups. In another similar experiment, researchers found out that performance level of black test takers was very bad, when the examiners asked them to enter their race and ethnicity type on the test form. The outcome that you see here in this study is very simple. The outcome relates to the stereotypic threat. A number of factors like can influence academic performance: Self image Trust on others A Sense of belonging towards others When you learn that there is stereotype, you are more likely to act like a stereotype than when it does not exist. When you care most about your academic performance, you are more likely to be vulnerable to stereotypic threat. Many research studies demonstrate that why African American and other ethnic students tend to perform very well in college tests than their SAT scores predict. In many cases, the standardized test scores cannot be taken as an indicator and they are more often misleading. Likewise, many other people often fail as victims of stereotype threats especially Latinos in English tests, females in math tests and elderly people on short-term memory tests. Sometimes, even a bright student with very strong test scores may fall a victim to stereotype mentality. In fact, even a bright white student is not immune to stereotype; white students failed to perform to their expected levels, when they heard about their comparison with the Asian students. In fact, no one is immune from stereotype threat. Stereotype can limit a students ability to perform well in academics. Stereotype can convince a student that intellect is a fixed trait, that some ethnic groups are more intelligent than others are, and that his or her future is determined at the birth itself. Mind you, your intellect is just like your brain and it can change and transform over time. Your potential is truly amazing. If you believe that you can teach your brain to become smarter and intelligent, to grow like what you can do to your muscles through exercises, you can easily eradicate stereotypic thinking from your mind. Similarly, you can even enhance your test score, as well as the academic excellence. As a teacher, you are also dealing with ethics, values and characters of your students. When stereotypes exist among your students, they can damage your students and their learning potential beyond repair. When you give proper instruction, your students can overcome any type of stereotype. A good anti-stereotype course curriculum is the one that represents unique diversity across all races, ethnicity, genders, religions and socio-economic status. If you have the ability, you can even confront stereotype directly, head on with full conviction. You may just need to explain what stereotype is and how students can neutralize it. Never ever, ignore the perils of stereotype and its ability to damage your students mind and academic career. Dealing with generalization Generalizations recognize that there are special trends within a wide swath of people. Al members of religious, racial and ethnic groups have something that is common to them. They also share many things together. Generalization has many special characteristics: 1) They can give you some insights 2) They do not signify hard and fast conclusions like stereotypes 3) They do not consider that everyone in a group possess a fixed set of characters. You can never apply this axiom to everyone. You can modify it, as and when you collect fresh and new information. There will be many exceptions to generalizations. It is so common to see people using most common words like many, commonly, often or tend to, as different forms of generalizations. They also recognize that people may belong to different groups almost simultaneously. Example You can find Israeli Jews, Asian Jews, Arab Jews and even Polish Jews. Yet, they are all Jews altogether. Similarly, you can find African Indians, Caribbean Indians, Fiji Indians or even East African Indians. Yet, they are all Indians altogether. You can get a hunch or clue about a group through generalizations. These clues could form very important links, when you are planning to teach your class. When you do not know anything about your students or when you know very little about them, generalizations could be very useful tools to feel the pulse of the classroom. Generalizations provide you an educated guess to learn more about your students. As time passes and when you learn more about your class, you can then reject those generalizations that are vague and false. Using generalizations to create a culturally responsive teaching module Is it possible to develop a culturally responsive classroom by using generalizations in the teaching modules? Assume that you have a number of Native American students in your classroom. Now, let is also assume that you conduct some research on the learning preferences of these students. After conducting that research, you will discover that these students prefer to learn their lessons in a highly cooperative group that cherishes community and family values to individual competition. With available results, you will decide to modify your teaching methods that actually cater to the demands of students. Rather than using the same old model of teacher centric approach, you may start working on several academic topics at the same time. You will design a teaching module that specifically asks open-ended questions that demand answers related to student experiences of life. You may also wish to wait for some time for your students to answer your questions. Usually, Native Americans tend to wait for some time to give their answers. Native American students also tend to respect natural and supernatural forces very much. They also like to see native Indian expressions, words and syllables apart from legends and signs in their course curriculum. When you give them a chance to learn, by the way of sharing rather than competition, your students can learn well and perform better. Generalizations are always flexible. With experiences of teaching a diverse group of students, you can easily acquire better skills and techniques that help you in confronting any type of stereotypes. With valued experiences, you can also become the most productive teacher, who can be culturally responsive and sensitive as well. Let us kick start that process right now in the next section. Journal Activity Why generalizations and stereotypic thinking is dangerous for the society? List some important reasons and find solutions to overcome them. Is it possible to create culturally responsible teaching module by overcoming stereotypes and generalizations? Think of some teaching modules that you feel are good for you and study them in detail. Pause and Reflect Have you come across instances of stereotypes and generalizations, when you were studying in your school? If yes, write them down and analyze them. Do you feel that your present attitude towards a culturally diverse classroom is conducive enough to teach without any inhibitions or limitations? Give reasons why you are capable enough to teach a diverse classroom.

Dickens Criticism of the 1834 Poor Law in Oliver Twist Essay -- Charl

Dickens' Criticism of the 1834 Poor Law in Oliver Twist Dickens criticised the 1834 poor law in many different ways within the first five chapters. He does this firstly by cleverly portraying the Victorians attitudes towards the poor. He does this in chapter 1 by referring to Oliver as 'the item of mortality' suggesting how lowly his position in society is. Also the difficulty of Oliver's birth and the fact his mother dies, gives us some idea of the dangers of child birth in Victorian society and the amount of negligence his mother receives from the surgeon. Another way he shows the attitudes towards the poor is by describing the unfeeling and clearly drunk nurse who was 'tasting in the corner' instead of taking care of Oliver and his dying mother. Dickens characterisation is another form of criticism he gives the poor law. He gives the characters names which reflect the type of person they are and the lives they lead. He does this very well in chapters two and three where he describes Mrs Mann. He describes her as nothing but a common thief that steels money from...

Apitherapy :: Health Medicine Medical Healthy Essays

Apitherapy Medicine, like all other fields, is subject to trends. In recent years, trends towards "alternative healing" have emerged on top. They surface everywhere: gingko biloba tablets appear at the convenience store counter, and major beverage companies have introduced herbal iced teas with different supplements that are rumored to help with everything from memory to stress. There are are health food stores everywhere providing "all natural" alternatives for everything from caffeine to fertility drugs. Perhaps the reason for this trend is that medicine has failed to provide cures for so many afflictions without having unbearable side effects, or perhaps the reason is that medicine has advanced so much that attempts to create medicines that are less harmful than synthesized medicines have resulted in this natural trend. Whatever the reason, the fact remains that stores are being bombarded with vitamin supplements, herbal foods, and "natural" drugs claiming to do what modern medicine has found difficult to accomplish. One type of "alternative healing" is called Apitherapy, and is what I will be discussing in this paper. Apitherapy is defined as "the healing use of the products of the honeybee hive" (1). Much of apitherapy is based on the properties of bee venom, though there are other byproducts which have claimed to be benificial. The major reason this therapy has come to light is because bee venom is composed of 30 different components, many of which are peptides that should provide an anti-inflammatory affect, as well as other agents which stimulate the body's immune system. Pure bee venom (Apitox) has been tested and found to be safe in humans and animals by the International Pain Institute (2). As with many alternative therapies, apitherapy has not been extensively tested scientifically. There have been some. The American Apitherapy Society (AAS) has tested it in relation to treating osteoarthritis. There are many supporters of honeybee byproducts as a treatment, but overall most clinical testing has failed to prove that there is much medicinal value in apitherapy. The only proven treatment has been for desensitization for those with life-threatening bee sting allergies (3). The support for apitherapy is a function of two things: potential clinical efficacy and personal experience stories. The byproducts of honeybees seem to have a lot of potential for effective treatment of many medical conditions.

Are Mental Images Real? :: Reality Philosophy Philosophical Essays

Are Mental Images Real? This essay was my first stab at defining and discussing reality for my freshman seminar, What is Reality?. Using a questionable topic of reality (in this case -- are mental images 'real'?), we were to attempt a working definition and method for determing that which is real. Pretty lousy, I'm not gonna lie, but an interesting assignment. In the middle of the night, a boy awakes from the most horrifying chase scene he’s ever witnessed, terrified in a cold sweat. His heart is pounding, he’s lost his breath. And yet he wakes to the comfortable knowledge that it was â€Å"all just a dream.† The mind is a strange entity, in that it is essentially our guide to that which we experience - it perceives, processes, interprets, analyzes, and utterly convinces. We respond physiologically to our minds’ wills, be it with elevated heart rates, elation, or a deep-rooted sense of confusion in the inability to distinguish between what our mind says and what we know to be true. Herein we see the quandary of existence as human beings in society : are the images and experiences of our mind truly real? To a schizophrenic, a hallucination in which he is attacked by a big black dog is as real to him as a true assault by a New York mugger. Where, then, is the line drawn between a pure mental image and reality, and what does this say about the nature of reality? Enlightened philosopher Rene Descartes said, â€Å"I think, therefore I am,† claiming the reality and validity of his existence based on the inner workings of his mind. The mental images and experiences he had were, to him, the fundamental proof that, as an entity, he was truly functional and definite. Yet how many of us have, at one point or another, asked ourselves, â€Å"Is this really happening?† and, despite the knowledge that we must be conscious to be questioning thusly, still couldn’t verify or discredit the reality of the situation? To quote a classmate in a discussion about the nature of existence, â€Å"All that individual existentialism stuff sounds pretty funky, but you’ve got to believe in it for it to work.† Indeed, the idea that reality is created or destroyed by one’s own willingness to exist is a terrifying and thought-provoking concept, riddled with metaphysical questions of procedure and mechanics of life. Do peopleâ€℠¢s minds allow them to know of their own horrifying and grotesque deaths, or is there perhaps an â€Å"I-am-dying-peacefully-in-my-sleep† hormone released when the body becomes aware of its infinite peril?

Amazon Books and Writers Essay

Miss Furr and Miss Keene has a reputation of being one of Gertrude Stein’s more controversial works. Originally published in 1922, the story tells of the lives of two women who live together. The story is written with a limited lexicon and contains the word â€Å"gay† which appears over a hundred times. It is purported to be one of the first coming out stories published, and through its reprinting in Vanity Fair in 1923, the underground meaning of â€Å"gay† became more widely known (Amazon Books and Writers, 2008). Stein’s style of writing uses repetition as a literary device. Those who grew up reading Dr. Seuss will have no trouble reading Miss Furr and Miss Skeene while those who are unfamiliar with Dr. Seuss will find the text quite confusing. This is because Stein, as a linguist and naturalist, utilizes repetition as a means of achieving the natural primary processes of perception and thought (Kimball, 1998). This is the primary reason why Stein’s writing is oftentimes regarded as gibberish. However, those who study her body of work will find that it is through this method that Stein conveys â€Å"the gradually changing present of human consciousness, the instability of emotion and thought† (Perloff, 1999, p. 98). This method allows Stein to let the reader experience the thoughts being conveyed as they are being written (natural) instead of conveying the thought after it has been written (synthesized). Her use of this playful style in Miss Furr and Miss Skeene is intended to rouse confusion both literally and metaphorically to reflect the thoughts of the writer (as Stein is also a lesbian) and the characters in the story. This also enables Stein to dissect one event into many while still pertaining to that one event—like an episode of 24 where the focus is that one hour but seen in different contexts. Repeating is used here as â€Å"a deliberate regression of sorts—an attempt to get at (sometimes to get back to and recover) the â€Å"real† things lying below the surface (the unconscious, the â€Å"primitive,† the primary â€Å"raw† passions of desire, love, jealousy, power, prestige, etc. ) in order to illuminate the nuanced ways that characters negotiate subconscious desires through the coded conventions of everyday polite conversation† (Nelson 2000). Stein’s depiction of these women, like the way she usually depicts her subjects, are meant to be taken as they are. Stein’s modernist style of writing â€Å"remains impervious to such an easy reading for it never allows us to make secure judgments about characters and action† (Behling, 2001, p. 127). Thus, it is literally impossible to say if the characters were caricatures or not. Stein’s unique technique solely focuses on the action and its multiple contexts instead of one singular notion. This is evident in her use of repetition without literally repeating. Instead, each perceived repetition is in fact designed to convey a new meaning. An example of this is the repetition of the word â€Å"gay. † In its first use in the seventh sentence of the story, â€Å"she did not find it gay living in the same place she has been living,† the word â€Å"gay† is used in the context of being bored. However, with each new variation, the word â€Å"gay† is transformed to mean other things, including that of today’s contemporary definition. This method of wordplay allows for the double entendre of the story. To the (then) sophisticated, the story is about Helen Furr coming out as a lesbian, while to the less informed, it is a simple story of two women living together. This style is meant to be experienced as it was intended by the author. In fact, Stein’s works, be it prose or poetry, are often discussed out loud primarily to evoke and channel that which is â€Å"natural† while also appreciating the style’s lyricism. Hence, Miss Furr and Miss Skeene would benefit from being read aloud by allowing the reader to experience â€Å"living where many were living and cultivating in themselves something† (Stein, 1993, p. 257) References Amazon Books and Writers (2008). Gertrude Stein (1874-1946). Amazon. com. Retrieved November 21, 2008 from http://www. kirjasto. sci. fi/gstein. htm. Behling, L. (2001). The Masculine Woman in America, 1890-1935. Illinois: University of Illinois Press. Kimball, J. (1998). Gertrude Stein and the natural world. Time Sense An Electronic Quarterly on the Art of Gertrude Stein. Retrieved November 21, 2008 from http://www. tenderbuttons. com/gsonline/timesense/1_1kimball. html. Nelson, C. (2000). On Gertrude Stein and Dr. Seuss. University of Illinois. Retrieved Novenber 21, 2008 from http://www2. english. uiuc. edu/finnegan/English%20251/stein_and_seuss. htm. Perloffe, M. (1999). The Poetics of Indeterminacy: Rimbaud to Cage. Illinois: Northwestern University Press. Stein, G. (1993). â€Å"Miss Furr and Miss Keene. † In G. Stein & U. E. Dydo (Ed. ) A Stein Reader (pp. 254– 259). Illinois: Northwestern University Press.

Soccer Ritual

I had the passion to play soccer because of them and I was wanted to become as a famous player in Saudi Arabia Maxed Abdullah. From that moment my sibling and play it and like it very much. Also, we were fans to AY-Edited FCC as my father does because most of children want to become like their fathers. My father once bought for us a football, so my brother and I keep play with it and watch soccer matches to learn some skills. Furthermore, when we became good player, we start to play against my cousins and our neighbors.We won In all of games we took medallions. After that I was plan to win on my brothers and get the medallion from them to look a hero on my father eyes, so I started watch a lot soccer matches and soccer animation. I learn a lot of skills such as how to shoot by left foot, how to skip from the player, and how to pass the ball under the player and that happen when I was in second grade in elementary school. I start to collect my team from my cousins and my neighbors, so my oldest brother and I made a competition and we asked my father to Judge.So I won the game and my dad was surprised of the way I was played, so he gave me a hundred SIR is about $26 but in that time it value a lot because when my father gave us 5 RSI we feel like rich. Soccer is more than a sport; soccer player are a folk group with rituals and Informal tradition. In this research I will define a ritual and how is related to soccer. What Is a ritual? A ritual Is a particular type of tradition that many folklorist as a distinct category of folklore.Ritual are habitual actions, but they are more purposeful than customs rituals are frequently highly organized and controlled often ant to indicate or announce membership in a group. Most rituals are stylized, and highly conceptualized deeply symbolic activities that enable groups to acknowledge exemplify, and / or act out certain traditional ideas, values, and beliefs. Family and community celebrations scared and secular ceremonies, an d a variety of other structured performance include rituals.Rituals required a set of beliefs and values that group members accept and want to have reinforced. The ritual works to teach their importance by emphasizing even acting out these sales or belies like tradition in general. Rituals frequently employ symbols and metaphors to represent Important concepts. There are no clear records about who or whom Invited the soccer or the mime was, however the historian agreed that a kind of play ball was played for at least 3000 years, and that can see In China, Egypt, and Greece before modern one has developed in England.There are many rituals related to teams before they join first time. That was because they have a ritual before the game and they belief they can win the game. Especially Fabian Breather's shaved head before each game and hanging a towel on goal. Shatter is a soccer team in Khaki. Before they play the game they slaughtered a sheep to win games, however the animal rights g roup PETA .NET â€Å"strongly worded letter† to the FAA president. They do that because they feel the luck comes by this ritual.In many Muslim majority countries like Astrakhan, the ritual slaughter of a sheep is seen as bringing good fortune ahead of a major event. The meat is then often distributed among the poor. According to Shatter coach Smoky says, â€Å"Of course this tradition may have certain psychological impact on players that can help them to relax before the game. â€Å"(FOOTBALL) Slaughter a lamb has known from old centuries in many books and religions such as Islam, and Christianity. In holy Curran mention (e-*HCI 4439) that mean God command Abraham to sacrifice a sheep instead of his son Small (AY shaft 107).People sacrifice a sheep because they want to be placed by God or to forgive a sign, and some do it for the evil to make a bad thing. As Jewish and Muslim did the same thing when they have children. To be grateful to the God. Most soccer players have sup erstitions and rituals. They think they can success in their game. Superstitions can have variety things such as dirty socks, pre-game song, or a sort of pray. Also, there are funny operations like Christian Rolando has 7 1. On the bus Christian is sitting alone in the back row and he is the last one who leaves the bus 2. N the plane he sits always with Epee, and he is the first who leaves the plane 3. In the locker room at the halftime he must change his hairstyle 4. He must touch the ball before leaving the dressing room 5. In the Portugal national team he is the only Portuguese who is allowed to start off with a long-sleeve Jersey 6. On the pitch he always steps onto the right foot 7. When he scores the goal, first he is waving to his family (footballers). Sorcery Sorcery is a one of a taboo thing. Many clubs used sorcery to win the game.They used it before the game and some wear it or hang it. They do that that to blind the other team from scoring goals or they used devils to st op goalkeepers from follow the ball. According to AY hill FCC Ex player conference that he used sorcery in one of games by washing his face, and after the game he quit and went to Mecca to erase his sin. (sport kabob) In conclusion, soccer became a famous game in the world have it's on rituals and superstitions between the players, mangers, and fans. I