African Yoruba Drumming

African Yoruba Drumming Free Online Research Papers There are many things that set Yoruba drumming and Shona mbira music apart from one another. Most plainly of which is the sound that each produces. Typically, Yoruba drumming consists of a section of drummers playing various sizes, shapes and styles of drums, and is usually accompanied by vocalists. The mbira is a pitch and tone producing instrument that is plucked, rather than a percussive instrument that is struck or beat. Therefore, Mbira music is almost never accompanied by anything other than another mbria. However, the dundun drum itself is widely known for it’s ability to produce a wide range of pitches, also known as the â€Å"talking drum†. The use of dundun drums in African culture plays an important role, due to its close relationship with the African language of the Yoruba people. Because the African language is tonal, the dundun drum imitates the speech patterns of the language when it is played, hence the nickname â€Å"talking drum†. In the Eegun oje, a Yoruba masquarade, the dance is usually accompanied by bata, an ensemble of conically-shaped, double-headed membrane drums, and one of Yoruba’s most ancient instrumental ensembles. A bata ensemble consists of four drums: the iyaalu (the mother drum), and three supporting drums (the omele abo, the omele ako, and the kudi). The omele ako and the kudi often play very repetitive patterns and rhythms, while the omele abo often engages in dialogue with the iyaalu. The iyaalu is played by a master drummer, whose text-based improvisations are accompanied by the ostinato patterns of the supporting drums (Omojola, 2005, par. 2). Yoruba drumming is most often performed during rituals, or masquerade dances, in which a number of dancers dance to rhythmic cues given to them by the master drummer, and those not dancing often partake in a call-and-response style of vocal singing. However, vocals are perceived to be more of an accompaniment to the more dominant drumming. The texts of the songs were often sung as self-praise to motivate the dancers into action. Although many masquerades are used to represent the ancestor spirits of the Yoruba people, the Eegun oje is not. It is used plainly for entertainment. The representation or worship of ancestor spirits in song is one of the few things that Shona mbira music shares as a similarity. The Shona people have strong beliefs in life after death, in the sense that when death occurs, the spirit of the loved one transitions to another plane of existence. It is important to the Shona people that when this occurs, they stay in close communication with the deceased, in order to guide the spirits away from danger. They believe that the music of the mbira provides the most important means of communication to these spirits. The mbira consists of three rows of different sized metal strips, attached to a wooden resonator that are plucked to create different pitches. Cowry shells or bottle caps are also attached to the box, causing them to vibrate when a metal strip is plucked. One of the most important types of mbiras is the mbira davadzimu. It is an instrument closely associated with spirit possession ceremonies, known as the bira. In a bira ceremony, the mbria is played to create an open line of communication between the living and the dead. Although both the Yoruba and the Shona have affiliations with the spirit world, the difference is that the Shona use music to actively communicate with the dead, whereas the Yoruba typically just use music to worship spirits and gods in rituals and masquerades. Mbiras are typically played by themselves, indoors, but can also be played outdoors with the addition of a deze, a calabash resonator used for amplification. It is also not uncommon for Mbria players to play along with other Mbira players, or with the help of shakers and light percussion sections. In comparison to the four different drums sections used in the Eegun oje, there are typically two parts in mbria music: a leader (kushaura) and a follower (kutsinhera). Typically these parts are played by two different players, but they can also be played by a single, virtuoso mbira player. References: Omojola, B. (2005). Exploring the landscape of african music. OnMusic of the World. Retrieved January 26, 2009, from connect4education.org/Serf/ Default.aspx?(aa0unv55grguqz55zizmyd55) (bhnbf545znprvprbp0c0aj45)Event16. Research Papers on African Yoruba DrummingHip-Hop is ArtWhere Wild and West MeetComparison: Letter from Birmingham and CritoBringing Democracy to AfricaAnalysis Of A Cosmetics AdvertisementThe Spring and AutumnThe Masque of the Red Death Room meaningsRelationship between Media Coverage and Social andThree Concepts of PsychodynamicAssess the importance of Nationalism 1815-1850 Europe

Women Celebrities of World War II

Women Celebrities of World War II With the 20th centurys movie industry making many women (and men) into well-known celebrities, and the star system extended into other fields such as sports as well, it was only natural that some stars would find ways to use their celebrity to support the war effort. The Axis Actress In Germany, Hitler used propaganda to support his war effort. Actress, dancer, and photographer Leni Riefenstahl made documentary films for the Nazi Party during the 1930s and Hitlers consolidation of power. She escaped punishment after the war after a court found that she was not herself a Nazi party member. Acting Allies In America, films and plays promoting participation in the war and anti-Nazi films and plays were also part of the overall war effort. Women actresses played in many of these. Women also wrote some of them: Lillian Hellmans 1941 play, The Rhine, warned of the rise of the Nazis. Entertainer Josephine Baker worked with the French Resistance and entertained troops in Africa and the Middle East. Alice Marble, a tennis star, secretly married an intelligence operative and when he died, was convinced to spy on a former lover, a Swiss banker, suspected of having records of Nazi finances. She found such information and was shot in the back, but escaped and recovered. Her story was told only after her death in 1990. Carole Lombard made her final film as a satire about the Nazis and died in a plane crash after attending a war bond rally. President Franklin D. Roosevelt declared her the first woman to die in the line of duty in the war. Her new husband, Clark Gable, enlisted in the Air Force after her death. A ship was named in Lombards honor. Perhaps the most famous pin-up poster in World War II showed Betty Grable in a swimsuit from the back, looking over her shoulder. The Varga Girls, drawn by Alberto Vargas, were also popular, as were photos of Veronica Lake, Jane Russell, and Lane Turner. Fundraising In New Yorks theater world, Rachel Crothers started the Stage Womens War Relief. Others who helped to raise funds for war relief and the war effort included Tallulah Bankhead, Bette Davis, Lynn Fontaine, Helen Hayes, Katharine Hepburn, Hedy Lamarr, Gypsy Rose Lee, Ethel Merman, and the Andrews Sisters. Giving Back To the Troops The USO Tours or Camp Shows which entertained troops in the US and overseas drew many women entertainers, too. Rita Hayworth, Betty Grable, the Andrews Sisters, Ann Miller, Martha Raye, Marlene Dietrich, and many lesser-knowns were ​a  welcome relief for the soldiers. Several all-girl bands and orchestras toured, including the International Sweethearts of Rhythm, one of the rare racially-mixed groups.

Marketing Analysis Essay Example | Topics and Well Written Essays - 250 words

Marketing Analysis - Essay Example Today Systems Insurance fulfills its commitment made to customers by providing auto, home, life and business insurance rooted in the founding values ofhonesty, affordability, and service on the basis that our customers come first. We offer products that will protect you without any hidden surprises. Together with a large network of independent insurance agents Systems Insurance serves more than 5 million insurance Customers in 16 states as well asCosta Rica, and the District of Columbia. With our agents, we continue to carry out the company’s founding purpose: Our Customers know we will work to go the distance to help them with their insurance needs and to recover after any monetary loss. That may be the reason behind System Insurance retaining over 92 percent of Customers, year after year. The following is meant as a guideline to help while implementing a new business innovation, to help the organization evolve and grow through the efficiency and productivity of both Agents and customers. As with most, if not all insurance companies, Systems Insurance wishes to remain profitable while implementing innovative, products, and technology. Increase revenue without increasing the rate of our policies. At Systems Insurance, our company revolves around our dedicated Agents. Our daily goal is to maintain and improve the effectiveness of policies in order to help Agents bring in new customers. Agents depend on the effectiveness of the technology we provide, by providing the best technology we help to ensure we continue to offer the highest levels of customer service Systems Insurance will continue to grow to compete with the largest of Insurance companies. The growth of Systems Insurance Agents has led to a large push in the number of Policy Holders we hold today, as well as the overall organizational footprint. Systems Insurance runs a strict risk management plan,

Critical Reading and Rhetorical Modes Assignment

Critical Reading and Rhetorical Modes - Assignment Example All this was because an attempt to express herself through different languages that were seen as "illegitimate." Notably, this is evident in the second excerpt when she explains, â€Å"my tongue keep pushing out the wads of cotton, and pushing back the drills and the long thin needles.† Cause and effect is a mode that analyzes the connection between elements and finds a reason for their relationship. For instance, Chicano Spanish is because of the need for identity, means of communication and secrecy among the people had no known original language considered as the cause of the development of Chicano Spanish. Moreover, the author in trying to categorize the different people with whom she shared different language when communicating with has used modes like classification. For example, with Mexican she will speak standard Mexican Spanish. When in her parents companion, she uses Chicano Texas Spanish; with Arizonans, she will use Chicano Spanish and English for California. Lastly, the author in trying to explain the term â€Å"Anglicism† and â€Å"Pachuco† has used definition. Whereby, the author describes it as distorted English and a language of rebellion because it is against both Spanish and English. The language is made up of slang words from both English and Spanish. For example, churo means sure, Simon means

Development Assistance Essay Example for Free

Development Assistance Essay The best way for international donors to quicken development in poor Asian countries is to maximize overseas developmental assistance. ODA should be provided both to governments directly and to international and local NGOs. † Development can be considered as one of the most omnipresent concepts today. This term had been a commonplace in governments and non-governmental organizations alike (Nault, 2008). Overseas developmental assistance also referred to as official overseas assistance (ODA), had been a vital part of world economies especially to those who belong to the third world. As early as 1960s, underdeveloped and developing countries have seen the importance of receiving grants in forms of ODA from more developed countries (Berlage and Stokke, 1992) It is now given that most of the countries, which are underdeveloped, or those who are still in the process of developing are indeed in great need of ODAs coming from their more developed counterparts. The lack of resources on the part of the poor countries makes them suffer the opportunity cost of not attending to other pressing issues in within their territories. This paper will present arguments in two fold. First, it will make a point on how international donors can quicken development in poor Asian countries by maximizing the amount it gives through ODAs. Second, it will argue on why is there a necessity to give funds directly to international and local NGOs rather than just giving it to the government; it having the sole discretion on the funds’ disbursement. Similar to the case in developed countries, rising and relentless budget deficits had become one of the major causes for concern in developing countries. Asian countries have been suffering from massive budget deficits for the past recent years (Gupta, 1992). Given that most of the developing and underdeveloped countries are suffering from budget deficit, there really is a need that ODAs should be intensified in order to address other social concerns that are being neglected by the governments due to lack of budget. These social concerns, which deals with welfare and other public issues are often taken for granted by governments despite their noble ideas because they lack resources in financing these programs. If resources will be provided through ODA, the local government will be better equipped of bringing service to their people. Aside from mere economic progress, development must also entail improvements with regard to life expectancy, education levels, literacy, and access to resources (Nault, 2008). With more funds, which are easily available to finance social programs of the government, people may easily reap the benefits of ODAs coming from developed countries. The funds coming from the ODA can be allocated to programs aimed at empowering the grassroots and improving the living conditions of the people. With regard to economic progress, there is also a great need for the funds, which are given by more developed countries. Given the lack of resources of underdeveloped countries, they have no enough assets to stimulate their respective economies. Nowadays, government-initiated economic policies are necessary to save the worsening condition of the global economy. The world economy is being threatened by massive recessions. Hence, there is a necessity for state intervention in stimulating the economy. ODAs can be used by the government to back up state-initiated economic programs aimed at ameliorating the country’s economy. ODAs may be used as capital by the government and also as investment so that it would yield to higher profits in the future. ODAs can also be used by the government in coming up with schemes that will help protect the economy from the global trend of economic downturns by implementing regulations, which will somehow put safety nets to the national economy. ODAs may be used in employment training and job creation in order to assure that the citizens of the country are equipped with appropriate knowledge, which they may use in finding employment. Having established the necessity of increasing the amount of ODAs being transferred by developed countries to their poorer and less fortunate counterparts of Asia, the argumentation will shift towards the necessity of diverting funds not only to state governments but to non-governmental organizations as well. First, the author of this paper acknowledges the vital role being played by the government with regard to managing ODAs. Much substance have been given earlier in this paper and it is beyond argumentation that state-government acceptance of ODAs is indeed necessary. However, a new concept is being realized and offered which relates to the offering of ODAs from developed nations directly to international and local NGOs in the country. Perhaps one of the reasons to such proposition is the lessening trust of developed nations to their underdeveloped counterparts in Asia when it comes with governance. Many Asian countries, especially those who are financially-burdened, are often described in the international arena as engaging in the process of corruption. Documented evidence is being studied to support such claim (Lindsey and Dick, 2002). Good governance within the public sphere is indeed crucial in creating an environment, which will help mobilize resources, both domestically and internationally as well (Organization for Economic Co-operation and Development, 2002). Grantors of ODAs take into consideration the political climate within the country, which will receive their grant. They give premium to those who are practicing good governance. However, most countries in Asia had been involved in cases related to corruption. Hence, they do not appear as flawless to those who are sending them their ODAs. On the other hand, NGOs send a message of altruism to the international community. These NGOs project an image that they are indeed concerned in bringing progress to the countries where they have offices in. They appear as the good guys, whose business is to promote the welfare of the oppressed. NGOs are also offering programs that are aimed at bringing progress and development to their host countries. Sometimes, such programs from the NGOs are not being offered by state-governments. Another point is the fact that since grantors of aids are losing trust to corrupt governments, they are finding alternative channels to send their ODAs to residents of the receiving countries. Most NGOs in the international levels have earned themselves of the reputation to help others due to their noble causes. In spite of the manner as to how developed countries will be sending in their grants, what matters most is the fact that these grants are indeed helpful in bring progress and development to underdeveloped countries. References Berlage L. and Stokke, O. (1992). Evaluating Development Assistance: Approaches and Method. London: Routledge Publishing. Gupta, K. L. (1992). Budget Deficits and Economic Activity in Asia. London, Routledge Publishing. Lindsey, T. and Dick, H. W. (2002). Corruption in Asia: rethinking the governance paradigm. Annandale: NSW Federation Press. Nault D. M. (2008). Development in Asia: Interdisciplinary, Post-Neoliberal, and Transnational Perspectives. Boca Raton: Brown Walker Press. Organization for Economic Co-operation and Development (2002). Official development assistance and private finance: attracting finance and investment to developing countries. Paris: OECD Publishing.

The Great Depression Essay -- American History

The causes and far-reaching effects of The Great Depression are examined. Discussion includes its impact on both American cultures and nations around the world. The role of World War II and the New Deal in overcoming the Depression are explored. The Great Depression began in October 1929, when the stock market in the United States dropped rapidly. Thousands of investors lost all of their of money and were forced to live on the streets often going without food. This crash led into the Great Depression. The ensuing period of 10 years ranked as the worst period of high unemployment and low business activity in modern times. Banks, stores, and factories were closed and left millions of Americans jobless, homeless, and without food. Many people came to depend on the government or charity to provide them with food. The Depression became a worldwide business slump of the 1930's that affected almost all nations. It led to a sharp decline in world trade as each country tried to protect their own industries. The Depression led to political turmoil in many countries such as Germany where poor economic conditions helped lead to the rise of Hitler. Franklin D. Roosevelt was elected President in 1932 and his 'new deal' reforms gave the go vernment more power and helped slow the depression. The Great Depression ended as nations increased their production of war materials at the start of World War II. This increased production provided jobs and put large amounts of money back into circulation. Several factors led to the great depression. One being the lack of diversification in the American economy. The prosperity of America had been basically dependent on a few industries like construction and the automobile and in the late 20's these industr... ...l deficit and Bennett cut back on government spending. A great burden on the country was Canadian National Railway, the government had to take over many railways and from that took in a debt of over two billion dollars. After seeing president Roosevelt's New Deal policy having good results in the U.S. Bennett introduced policies based on the New Deal. Bennett started up minimum wage and unemployment insurance. However Bennetts attempts to revive the economy were not nearly as successful as Roosevelt's. as a result the depression was worse in Canada than in the U.S., and this led to the defeat of Bennett in the 1935 election to liberal Mackenzie King. Like in the U.S. the Great Depression did not end until the outbreak of the second world war. A boost in the economy was created by a strong demand of Canadian goods in Europe and an increase of government spending.(ibid)

Planning a Lesson Module 1

Course:Teaching Assistant Level1 Q1. Give examples of how you would plan activities. Under the direction of the teacher, you will discuss and fully understand your role within the teacher’s lesson plan. The teacher will have previously completed long and medium term plans for the class. The class teacher’s short terms plan for the week can be broken down into daily plans. These will give you an idea of the number of children involved in the learning objective, previous learning, environment, resources available and a time scales.Which individuals or groups of children are to work on tasks at a particular time, taking into account individual needs and interests, grouping together children with similar abilities so that they are working towards the same targets, and give an indication of whether they are to be supported by an adult. This is a great opportunity for you the TA to get involved with the weekly plan and to contribute your own ideas to the planning session. â⠂¬ ¢You are aware in advance of what you are required to do. There are clear roles and responsibilities for you working together with the teacher to support the pupils. †¢The work you are covering fits in with the activities and topics which have been planned for the term. †¢You are aware of where, when, what and who you will be working with. †¢The objectives of the learning activity. †¢The type and level of support the pupils may need. The above established you can start preparing and organising for the learning activity: †¢Where the learning activity is being taken place: is there sufficient space for the learning activity. What resources may be needed: are the resources readily available and accessible, do you need to bring in furniture or equipment for implementing the learning activities. †¢Who you will be supporting: individuals, groups or perhaps a SEN pupil, in the event of a SEN pupil, you may want to gather further information on the pupil for example you should be aware of the IEP’s and PSP’s Q2. Describe your role in delivering learning activities Know and understand the objectives of the learning activities and strategies for supporting pupils and ensure you share the same goals as the teacher.Example of an Individual Lesson plan for Geography Learning Objective: For pupils to be familiar with and understand the water cycle. Introduction: Find out what the children know about the water cycle. Class discuss to see how much they can remember about water from the previous lesson. Main part of lesson: Children to work in groups: Group 1: Work with teacher, using the internet and reference books to see what they can find out. Group 2: Work with TA using artwork and models to explain what happens. Group 3: Work independently to explain the water cycle, in their own words and diagrams.Conclusion: Children to discuss what they have found out and give examples. As a TA you would: †¢Prepare the learning envir onment to meet the needs of all the pupils. †¢Provide appropriate learning activities for the individual or group, selecting the appropriate learning materials required. †¢Maintaining pupil safety at all times. †¢Interacting with the pupils, using praise and encouragement. †¢Observe the pupils responses. Assist the teacher in the implementation of set tasks, e. g. setting up and clearing the classroom before and after activities.Assist in the production of teaching aids and preparation of work for the pupils as required, charts, displays, worksheets, etc. Provide general classroom help. Making accurate and detailed records of what has been planned and delivered. Take a pro-active role and use initiative within the classroom. Q3. Make a list of the things expected from you as part of your role in supporting an individual pupil or group of pupils. Adapt activities that will encourage independent learning and provide challenges. Ensure the pupils understand and foll ow the teacher’s instructions.Help the pupils to use equipment and resources that is relevant to the learning activity. Supporting the pupils in enabling them to gain independence and participate fully in the curriculum. Challenge the pupils thinking and observe individual pupils progress and achievements. Provide focused support to help pupils move to the next level of learning. Be adaptable, have empathy but also follow the school’s positive discipline guidelines. Give the pupils choices and praise. Q4. Think about your role and responsibilities as a teaching assistant.List examples of your own general and specific tasks. 1. Supervise individuals / groups of pupils during specified learning activities, as directed by the class teacher. 2. Assist in preparing and maintaining an effective learning environment for pupils. 3. Getting the classroom ready for lessons. 4. Listen to children read and reading to them. 5. Helping children who need extra support to complete tas ks. 6. Taking care of children who are upset or have had accidents. 7. Clearing away materials and equipment after lessons. 8. Helping with outings and sports events. . Assist in the implementation of Individual Education Programmes for students and help monitor their progress. 10. Provide support for individual students inside and outside the classroom to enable them to fully participate in activities. 11. Assist class teachers with maintaining student records. 12. Prepare and present displays of student's work. 13. Support class teachers in photocopying and other tasks in order to support teaching. Q5. Briefly describe the role of the teaching assistant in relation to the teacher. Teachers Role:The teacher is responsible for planning and delivering of the National / Early Years Curriculum. To teach pupils to their educational needs. Assess record and report development. They are also responsible for all adults within the learning environment. Communicate and consult with parents. Teaching Assistant: Plan and prepare work alongside the teacher Support learning activities effectively, as directed by the teacher. Assess / evaluate pupil’s work, as directed by the teacher. Report any problems / queries to the teacher Give feedback to the teacher following planned activities. Q6.Briefly outline the role and responsibilities of: Head Teacher, Deputy Head Teacher, SENCO, Key stage co-ordinators, subject co-ordinators, class teacher. The Head Teacher: The role of the Head Teacher is to manage all aspects of the school and all of those within it, as well as making sure the curriculum are being effectively taught and managed. The Head is answerable to parents, Ofsted and the local authority for the smooth running of the school. The Deputy Head: Works closely with the Head, when the Head Teacher is absent from the school, the Deputy is responsible for its management.The Deputy will usually work as a Teacher; however he will still be responsible for running the d ay to day arrangements such as supply staff or training courses. He will liaise with the Head on a daily basis concerning the day’s priorities. SENCO: Is responsible for the managing of children with special needs throughout the school. Keeping records on all these children as well as being responsible for the management of individual support assistants in the school. SENCO are the line of contact for any outside agency, i. e. Speech and Language, Educational Psychologist.Key Stage Co-ordinators: Employed to lead and manage either Key Stage 1 or 2. They usually also have a class teaching commitment Subject Key Stage Co-ordinators:Responsible for the leadership and management of a particular curriculum subject. Class teachers may be expected to accept responsibility for an area of the curriculum as part of their normal professional duties The Teacher / Subject teacher: Plan, prepare and deliver lessons to meet the needs of all pupils, setting and marking work and recording pup il development as necessary.Includes advanced skills teachers and supply teachers. Often work in partnership with teaching assistants Q7. Give examples of how to promote independent learning, e. g. using ICT skills. Give positive encouragement and praise – this gives a pupil a feeling of achievement and the desire to continue with the learning activity. Listen – let the pupil see that you are listening to what they are saying, that you are taking notice of their contributions, this will build confident in their own abilities. Motivate – Give them positive experiences which are interesting and can be made real for them.Resources – Ensure that the relevant resources are available to them so they don’t need to ask for help, make things available and accessible. Repetition:Reminding a pupil what the teacher has said and encouraging them to think about what they are doing, without giving them the answer. Instruction:Following steps to complete a task, a sking them simple questions, â€Å"Do you think this is the best way to do it† or â€Å"Why do you think this is the best way†. Facilitating:Giving the pupils the tools to carry out a task and discover the outcome, again encourage the child to talk you through what they are doing and why.ICT: Encourage the children to access, enter, save and retrieve information independently, to research and interpret information to support work in other subjects. Encourage them to write themselves reminders for accessing different programmes. Q8. What strategies can be used to support pupils learning activities? Create a positive learning environment. Adapt learning activities to support each individuals needs. Encourage independent learning. Prompt shy or reticent pupils. Ask open-ended questions to encourage their participation, also to see their understanding of the subject.Look for and note any common problems that the pupils have or mistakes made, this will enable the teacher to address these at a future learning activity. Give pupils choices and only give further assistance if required. Check pupils work and encourage them to correct their own mistakes Translate or explain information used by the teacher, i. e. words / phrases. Organise and participate in appropriate play activities or games. Ensure that all pupils behave and concentrate Listen, respect and value the pupils. Gain the pupils trust and confidence.

How Teachers are a Positive Influence on Students Essay

Teachers have always been a excellent influence on students. Teachers also teach students how to be a good influence on other students as well. Teachers teach students how to respect and accept others for who they are not by their race or nationality. Having good teachers determines your education that you will need for the years to come. Passage I, by Ernesto Gallorzo and â€Å"Tornado Drill† by David Martin show how teachers positively influence the lives of students as revealed through the authors’ use of dialogue, theme, and figurative language. In Passage I, Ernesto uses dialogue to reveal the positive influence of teachers on students. For example, Ernesto’s teacher announced to the class, â€Å"Ernesto has learned to pronounce butterfly.† This expresses that teachers show a positive influence on students because by announcing that Ernesto can pronounce butterfly shows that his teacher and students are very proud of him and it encourages him to do better. A second reason that teachers are a excellent influence on students is because Ernesto states, â€Å"The main reason I was graduated with honors from the first grade was that I had fallen in love with Miss. Ryan.† This demonstrates that teachers have a special relationship with their students that allow them to cope with one another. Ernesto uses dialogue to prove the fact that teachers are a positive influence on students. Ernesto Gallorzo also uses the theme of acceptance to show that teachers have a positive influence on students. For example, Passage I is about teachers teaching their students the English heritage but also teaching them not to forget where they are from. In Passage I it states â€Å"Miss Hopley and her teachers never let us forget why we were at Lincoln: for those who were alien. To become good Americans ; for those who were so born to accept the rest of us.† This means that the teachers have taught their students to never forget who they are and where they came from, and also to accept others for who they are. A second example of why teachers are a positive influence on students is when it states, â€Å"Miss Hopley and her helpers warmed knowledge into us and roasted racial hatreds out of us.† This demonstrates that teachers teach students that it is not acceptable to judge other people certain ways because of their race. Ernesto Gallorzo uses theme to represent  th at teachers are a positive influence on students. In â€Å"Tornado Drill† David Martin uses theme to represent that teachers show a positive influence on students. Mrs. Wells states that â€Å"its just a drill† when it really is not a drill represents that teachers are a positive influence on students. By Mrs. Wells telling her students that it is just a drill she is tying to keep her students calm and making them think that there is nothing to worry about. Another reason why teachers are a positive influence on students is when David Martin states â€Å"the girls shrugged into the hall and crouched on their haunches facing the wall. The boys stood behind them and leaned over stretching like bridges to protect them. By the boys standing over the girls like bridges their teacher has taught them how to prepare for something like a tornado and how to protect one another. David Martin uses theme to show that teachers are a positive influence on students. In â€Å"Tornado Drill† David Martin also uses figurative language to reveal that teachers are a positive influence on students. In â€Å"Tornado Drill† it states that â€Å"Mrs. Wells said it was time to go back and the lights went on and over our bodies glowed with haloes.† This means that the students felt like angels and felt very protected by their teacher. Another example of why teachers are a positive influence on students is when in â€Å"Tornado Drill† it states â€Å"As we crossed the rubble we new we had survived only the first mystery of love.† This means that the students know that their teacher loves them and that that is only the first way that she has proved it. In â€Å"Tornado Drill† David Martin uses figurative language to prove the fact that teachers are a positive influence on students. Passage I written by Ernesto Gallarzo and â€Å"Tornado Drill† written by David Martin both show the positive influence of teachers on students through the authors use of dialogue, them, and figurative language. In Passage I through dialogue Ernesto’s teacher shows that she is proud of him by announcing to the class that he could pronounce butterfly. By doing this his teacher made him fell proud of himself. Ernesto also shows that he and his teacher have a good relationship with one another. Through theme Ernesto’s teacher has  taught them to never forget themselves as a person and to not be racist towards other people. In â€Å"Tornado Drill† David Martin’s teacher show that teachers are a positive influence on students by showing them how to protect themselves and others. She also proves to her students that she loves them and cares for them.

Friday Night Lights essays

Friday Night Lights essays In the novel, Friday Night Lights by H.G. Bissinger, there are several prominent characters who display vivid and unique characteristics. However, one character remains dominant as a person with ethics as he battles with himself over the eternal question of right or wrong. This person is none other than Ivory Christian, an aggressive Christian who is always seeking the answers to lifes questions. In this novel, Ivory is shown to be aggressive, loving, and dedication to everything he does. Ivory was known to be one of the most aggressive people in the high school. He demonstrates this characteristic very well when he ignores the morning practice rules and tackles his opponent causing him to skid across the gleaming gym floor like a billiard ball hopping over a pool table after a wild cue shot. (page 111-112). This shows that hes willing to do anything to prove his role as the dominant figure in the group. He also demonstrates aggressiveness when the coaches take his position as middle linebacker away from him his junior year. He decides to play his new position as offensive guard as perfect as possible. This causes the coaches to remark his playing ability as remarkable... major- college talent (112). Ivory Christian grows up full of arrogance and attitude, however soon after he discovers the power of Christ he becomes a loving and charismatic person. After his conversations with Pastor Hanson, Ivorys attitude changes from being very arrogant to displaying rigid righteousness (page 114). This change is complete and he begins to preach at his local church as well as show more care for his mother who had been worried of him, until his conversion. He may have done this because he realizes all of his life until then had been lead wrong, and this is an attempt to reconcile for all damages he had caused. This also helps demonstrate his complete love f ...

Turn Your Blogs Passive Readers Into Brand Advocates

Turn Your Blogs Passive Readers Into Brand Advocates I started blogging in 1999 before the word blog existed. Back then it was more like an online journal. I was a pimply high school student at the time and would write a few paragraphs about random geeky topics every day. But I gave up after a few months when nobody seemed to care. A few weeks later, some friends asked me why I hadnt posted in a while. My chin fell to the floor. It wasnt that they didnt care. They just were passive readers. They enjoyed what I wrote, but they just didnt do anything to show it. How To Easily Turn Passive Readers Into Genuine Brand Advocates via @ckeckYou might remember the 80/20 rule (80% of revenue comes from 20% of customers, etc.), so you might think that 80% of word-of-mouth for your blog comes from 20% of your readers. But that is not true when you are starting out. If you have 20% of your readers as active promoters- brand advocates, if you will- you are doing an amazing job. When you start blogging, you will likely only have 2 brand advocates... your mom and best friend.  Plus a few close customers, if you’re lucky. This can be incredibly frustrating because you spend countless hours writing endless blog posts. You know that content marketing is supposed to: Drive sales Generate leads Encourage conversions But instead, it feels like all it does is waste your time. If you're not getting the results you want from your blog readers, it might not be apathy that you are fighting. You might just need to engage with your audience in a slightly different way. There are some activities that popular bloggers all seem to do that are generally written off by beginner bloggers because they don't understand why they do them. I call these activities "The 5 Laws For Turning Passive Readers Into Brand Advocates", and here's how you can  make these work for your blog: Law #1: Use Surveys To Find Your Readers' Deepest Desires There are 5 major reasons people will share your content on social networks: entertainment, defining themselves, relationships, self-fulfillment,  and  supporting a cause. So how do you write content that helps people achieve their goals and define themselves to others? Many bloggers write from their gut instincts, this is a big rookie mistake. It is much more effective to just ask your readers about their own desires, hopes, and dreams. The biggest bloggers like Tim Ferriss do this on a regular basis. If you have a small mailing list and are just getting started, you might not get a lot of feedback if you ask people directly to tell you their hopes and dreams. In fact, asking people up front like that is generally ineffective (unless you have a big following) because people don’t often reply honestly with personal details like that to mass emails. But there’s a trick you can use to get high quality, actionable feedback even from a small mailing list: use the Net Promoter System. It’s a highly effective way to get 8–10 times more actionable data than traditional surveying methods. Asking about hopes and dreams can be effective in engaging your audience. You simply ask: How likely is it that you would recommend my brand/product/service to a friend or colleague? (Answers are based on a 0–10 scale). That's it. Because it is so quick, easy and painless to respond to such a simple survey, you will find much higher response rates. After they give you their number, you ask an open-ended question: What's the most important reason for your score? Although you will get interesting answers here, the single biggest trick for turning passive readers into active promoters and brand advocates is in responding personally to every survey whether they give you positive or negative feedback. If they give you a 9 or a 10 (very likely to promote), it’s the best case scenario. All you need to do is follow-up with a personalized email with a suggestion for how they could promote you to their friends (leave a review, tweet a message, etc.). Often people are willing to promote, but just need a nudge in the right direction for how to promote you. If they give you a 1 or a 2 (very unlikely to promote), don’t fret. This is a great opportunity to learn more. Follow-up with a personal email thanking them for their time and asking what their biggest problem is so you can write more about it in the future. That way you get ideas for new things you can write about that you had not considered yet. Action Items: Start a mailing list for your blog at MailChimp or something similar. Send an NPS survey with a system like Promoter.io or something similar. Follow-up with all survey responders using the NPS Follow-Up Cheat Sheet templates. Law #2: Create Conflict And Drama A fair amount  of  blog posts are dry and boring. The most common advice to spice things up is by adding facts and data, but sometimes that will just make a post more boring. The trick to draw people in is to create conflict and add drama by telling stories. For example, popular blogger Neil Patel tells the story of how he learned new marketing ideas from scantily clad women: 10 Marketing Techniques That I Learned From Instagram Models. People share controversial, provocative, and dramatic opinions like wildfire. Give them  something to talk about. Controversial opinions are shared like wildfire. Give people something to talk about.You don’t need to be as provocative as Neil to achieve a similar result. One simple and reliable formula you can use to draw in your own readers is to open every blog post with a personal story about a problem you faced and how you overcame it or what it taught you. For an example, take a look at the beginning of this post. Action Items: Make a list of at least 20 hopes, dreams, fears, and frustrations of your readers collected from the action item in Law #1. Think of 20 personal anecdotes or stories where you or a friend had similar dreams or frustrations for each one, and how you achieved the goal or overcame the frustration. Review previous blog posts to see if you can optimize them  with stories. Law #3: Train Your Readers To Be More Active Did you know subliminal messages are a myth? There is no scientific evidence that they work. That’s why the pre-show movie overtly shows you pictures of popcorn and coke. Because explicit messaging does work. So if you want people to share your content, you must ask them to. If you want people to join your mailing list, you must ask them explicitly. Ask: It's how to turn passive readers into subscribers.One of the most effective ways to engage your audience is by giving them an incentive to promote you. Virtual or physical giveaways  are always a great way to make this happen. A pro tip is that it’s usually better to give away 10 items one at a time than one giveaway with 10 items. For example, you will usually get the same number of people to enter the contest every time (and thus promote the contest). 10 times the prizes will not get you 10 times as many contestants. Action Items: Make a list of 20 things you could give away: paper books, e-books, audiobooks, interviews, checklists, cheat sheets. Make sure they are hyper-relevant to your audience’s hopes and desires. Use LeadPages or similar software to have the giveaways lead directly to new email list subscribers. Get the KingSumo Giveaways WordPress plugin to run your own contests quickly and easily. Tweets and Facebook messages give people better chances to win. Personality quizzes are a great way to activate your passive readers. WordPress plugins like WordPress Viral Quiz make them easily to build. Add them to your blog and watch them convert like crazy. Law #4: Create More Personal Relationships You are more likely to actively engage with friends than acquaintances, so how do you make your audience feel like they are your friend? One way to create personal relationships is by telling personal stories (from Law #2), but there are more techniques for creating intimacy with your reader. For example, if I am talking to you as friends would, I would never say: â€Å"People should share the content if they like it† if what I really meant to say was â€Å"You should share my post if you like it.† It goes against what you learned in high school, but when blogging, use personal pronouns (like â€Å"I† and â€Å"You†) instead of impersonal pronouns (like â€Å"people should do this and that†). Get personal with your #blog to build relationships with your readers.Another great method is to combine this with Laws #1 and #2. Engage with people through your surveys to find out their personal stories (like â€Å"please tell me your story†, not â€Å"send me stories†), and then ask permission to share their stories on your blog. Most people will gladly say yes, and then you can share your own point of view through your customers' stories (and even in their own words). Personal pronouns combined with great storytelling bonds people together and creates relationships. This should be a top goal for your blog if you want to create active subscribers and brand advocates. Action Items: Review your 3 most popular blog posts for impersonal pronouns (he, she, they, people, them, one) and see if you can replace them with more personal ones (I, you). This will give you a sense for how vigilant you will need to be in the future. Call or email your 5 best customers, and tell them you just wanted to make sure they were happy. Then ask them to tell you about the last big challenge they had and how they overcame it. LISTEN. Don’t interrupt. Write notes. Carefully read some of the popular blogs in your space and see what they do to draw people in. Do they use personal pronouns? Use QuickSprout to research their most popular posts and figure out how  you can replicate that success. Recommended Reading: 25 Growth Hacks Your Content Marketing Desperatly Need Law #5: Tell Your Audience What To Do The end of your posts will make or break how active your readers are. If you end with something typical like: â€Å"In conclusion, do X to get Y,† then your reader will happily close their tab and move on. But if you end with a call to action, then if they liked the post, they will know exactly what to do next. A simple and effective way to do this is with a postscript. Postscripts tend to catch people’s eye and are very hard to ignore. If you want people to share a post, you could write a post-script as simple as this one: P.S. If you know someone who makes this mistake, I'd love it if you shared  this post with them. Thank you! It’s a non-invasive way to increase the virality of your posts. You can even auto-include it on all your WordPress posts if you use a plugin like Bottom of Every Post. If you use the SumoMe WordPress plugin, you can keep track for free of what percent of readers get to the end of your posts. On average, we find that half of our readers will read the whole post. By the time they get there, they will be ready to take an action. You just need to point them in the right direction. Action Items: Think of 1 thing that has inspired you recently that wasn’t related to work, but tied into work (like Neil Patel’s 10 Marketing Techniques That I Learned From Instagram Models) and make it into a new blog post full of story and personal pronouns. End it with a P.S. that asks readers to share the post and see what happens. Combine postscripts with the giveaways created in Law #3 to make irresistible actions for your readers to take. Think of ways to make more content out of your most popular posts. For example, you could create slides and post them to SlideShare or record yourself dictating the post and make a podcast out of it. Then the action your readers can take is directly related to the content they just read. Turning passive readers into active promoters and brand advocates  isn’t hard, sometimes it just takes a few tweaks to make a big difference. Try some of these techniques and see what works for you. If you discover other techniques, please come back to this post and leave a comment to help others just like you.

Assignment Example | Topics and Well Written Essays - 500 words - 9

Assignment Example Increase in the wages of orange pickers. Again many firms operating below the appropriate profit margin will find it difficult to pay expensive orange pickers, who will be made redundant. As a result, firms will have to reduce their output and have to charge higher prices to compensate high wages of workers who are retained in the job. 3) The result of price reduction is increase in the companies producing these computers which increased the supply and at the same time reducing prices. It may also be due to foreign firm giving competition to the local expensive brands. 4) A tariff on imported orange juice will mean that imported orange juice will become more expensive. This will reduce the competition on the local firms to reduce their prices to compete with a cheaper brand. As a result, local firms will exploit the consumers charging higher prices and thus overall market price for consumers is going to increase. 5) A shift in demand signifies that a product will now be bought more or less at every give price. This occurs due to some factors that make the product more or less attractive and it is not due to the price. Similarly, increase in quantity demanded is movement along the curve and is basically increase or decrease in price brought about by price fluctuations. 6) An increase in income is going to increase the demand for normal good as income increases. This is because people now have more to spend and will try to improve their living standard. On the other hand, an increase in income is going to reduce the demand for inferior goods as people will look for better alternatives and high quality goods. 7) No, consumers do not buy more of every good as the price of goods fall. The demands for necessities remain more or less constant throughout the changes in income cycles. Demand for normal good increases as the price of a good falls, but the demand for inferior goods or cheap goods does not vary that much as they constitute only a small