Development of a MARKETING PLAN for Fat Face Ltd in Canada Essay

Development of a MARKETING PLAN for Fat Face Ltd in Canada - Essay Example In addition to its clothing business operations, the company also focuses on charitable activities so as to dispose its social responsibilities more efficiently. â€Å"Life is out there, make the most of it† is the philosophy followed by the Fat Face Ltd (‘History our philosophy’, Fat Face, n.d.). The company is always careful in preserving its employees’ interests and wellbeing. Recently, the company has appointed Anthony Thompson as its new Chief Executive. The Fat Face’s latest financial reports reflect that the company is growing fastly. The firm’ financial statements in 2010 indicates that the company achieved a sales rise by 4.3% and obtained a revenue of 135.4 million over the year. In order to take advantages of this increased market demand, the company is trying to open subsidiaries across the globe. This paper intends to develop a marketing plan for Fat face Ltd in Canada. Canadian market conditions When a firm plans to launch its br anches in a foreign region, it must be aware of the different market aspects of the target country. In the given case, the Fat Face Ltd proposes to launch its product lines in the Canadian market. Canada is a North American country that constitutes 0.5% of the world’s population. Although Canada represents smaller proportion of population, according to UN HDI, â€Å"Canada accounts for 2.2% of global emissions† (Canada: Country analysis report’, March 2010). In order to mitigate the increasing environmental problems, the government has imposed restrictions on certain type of industries. However, the PESTLE analysis highlights that Canada is a high potential country in terms of government effectiveness. The Canadian political world is dominated by the conservative and Liberal parties which together form the strong democratic set-up of Canada. The Canadian government encourages regional trade and it adds to the industrial viability of the nation. It is observed th at Canada always keeps better foreign relationship that makes the country a potential market for international expansion. These positive factors would certainly assist Fat Face to run its venture in Canada with little chance of unexpected interruption. At the same time, disparity in developmental operations seriously impinges on the sustainable economic growth of the country. The Canadian economic features of strong banking system and extreme business freedom make the nation’s market potential for foreign business magnets. The global economic slowdown has affected the nation’s development to a large extent because the situation forced Canadian government to extend the rate of unemployment benefits and cut down personal income. The nation’s low productivity can also be directly attributed to the global financial crisis. At this juncture, the unsatisfactory employment rate of Canada is beneficial for Fat Face as this condition would offer sufficient employees/manp ower to the firm. Moreover, the impeded economic development may persuade the Canadian government to welcome the arrival of a leading clothing industry to their market. The PESTLE analysis also reveals that country’s population aged 65 and above frequently increases; it may adversely affect the company’

Early Childhood Education Essay Example for Free

Early Childhood Education Essay He taonga te reo: Honouring te reo me ona tikanga1, the Maori language and culture, within early childhood education in Aotearoa2. Dr Jenny Ritchie, Associate Professor, Early Childhood Teacher Education, Unitec Institute of Technology, New Zealand Abstract This paper considers data from recent research which illustrates the ways in which tamariki (children), whanau (families) and educators are integrating the use of the Maori language within their everyday educational interactions, as mandated by the bilingual New Zealand early childhood curriculum, Te Whariki (Ministry of Education, 1996). Languages reflect cultures, expressing our deeper meanings and representations. Inscribed within verbal and non-verbal languages are our ways of being, knowing and doing (Martin, 2008). Jeanette Rhedding-Jones has inquired in her Norwegian multicultural context as to â€Å"What kinds of constructions are the monocultural professionals creating for cross-cultural meetings and mergings? † (2001, p. 5). What follows is an exploration of strategies by which Maori ways of being, knowing and doing are being enacted through the medium of te reo in early childhood centres. Introduction Te Whariki (Ministry of Education, 1996), the first bicultural education curriculum in Aotearoa, reaffirmed a commitment already widely acknowledged across the early childhood education sector in this country, to Te Tiriti o Waitangi3, and the validation and inclusion of te reo me ona tikanga4 as an integrated component of early childhood education programmes. Te Whariki contains strong clear statements of expectations for educators in terms of enacting te reo Maori within their teaching: New Zealand is the home of Maori language and culture: curriculum in early childhood settings should promote te reo and nga tikanga Maori, making them visible and affirming their value for children from all cultural backgrounds. Adults working with children should demonstrate an understanding of the different iwi and the meaning of whanau and whanaungatanga5 (Ministry of Education, 1996, p. 42) The juxtaposition of the promotion of te reo and tikanga alongside whanau and whanaungatanga is insightful. Previous research had identified that as early childhood 1 2 Te reo is the Maori language, tikanga are Maori beliefs, values and cultural practices. Aotearoa is a Maori name for New Zealand. 3 Te Tiriti o Waitangi/The Treaty of Waitangi, signed in 1840 between Maori chiefs and the British Crown, promised protections to Maori of their lands and taonga – everything of value to Maori , which includes their languages, beliefs, values and traditions. 4 Te reo is the Maori language and tikanga are Maori cultural practices. This phrase, literally, â€Å"the language and its cultural practices† demonstrates how intrinsically the language and culture are linked. 5 Iwi are tribes, whanau are families, and whanaungatanga is the building of relationships. 2 educators generate an environment reflective and inclusive of Maori values such as whanaungatanga, Maori families are more comfortable and become more involved within that early childhood setting (Ritchie, 2002). Te reo Maori has been severely jeopardised by the processes of colonisation. As Mere Skerrett has written: Maori ways of speaking were also colonised through the subjugation of te reo Maori, to be replaced by English. This, at times violent, process of colonisation caused a disruption in the intergenerational transmission of Maori language, Maori knowledge and, as a consequence, disrupted Maori lives and Maori societies. (2007, p. 7) Whanau Maori have consistently stated their preference that their children learn their language and culture within education contexts (AGB/McNair, 1992; M.Durie, 2001; Else, 1997; Te Puni Kokiri/Ministry of Maori Development, 1998) in affirmation of their identity as Maori, since â€Å"Te reo Maori serves as the medium through which symbolic and cultural components are properly united and Maoriness most appropriately expressed† (A. Durie, 1997, p. 152). Young children learn languages comparatively easily. Early childhood centres are a logical site for young children to have opportunities to learn te reo Maori, in naturalistic experiential ways, consistent with both early childhood and second language learning pedagogies (Cummins, 2001; Ritchie, 1994). This will only occur if we are able to provide them with a linguistically rich environment and authentic language models. It is reasonable that Maori parents might expect that their children will not acquire poor pronunciation of their own language from their educational experiences. Previous Research In 1999 as part of my doctoral research (Ritchie, 2002), I observed 13 different early childhood settings in the Waikato area (Ritchie, 1999). I noted that in most of the settings there was at least one staff member who attempted to use some Maori language. This was a stronger use of te reo than Pam Cubey observed in eight Wellington early childhood centres in 1992, when she reported that virtually no Maori language was heard (Cubey, 1992). During my observations, the most frequent usage of te reo Maori were ‘commands’, such as: â€Å"Haere mai ki te kai; E tu tamariki; E noho; Haere mai ki te whariki; Horoi o ringaringa†6. There were also instances of counting and naming colours in te reo Maori. Several staff repeatedly inserted single Maori nouns within some of their regular English sentences, for example, â€Å"Do you want some fruit? Some panana 6. Haere mai ki te kai – come and eat E tu tamariki – stand up children E noho- sit down Haere mai ki te whariki – come to the mat Horoi o ringaringa – wash your hands panana – banana aporo- apple taringa – ear(s) waha mouth 3 or some aporo? Turn on your taringa, zip up your waha†. During my visits, eight of the 13 centres sang at least one song in te reo Maori, usually at structured mat-times, which were compulsory for all children. These teachers identified confidence and competence as barriers, because, as one teacher explained, â€Å"you feel like a real twit when it comes out wrong†. I was concerned that the available te reo Maori resources appeared to be under-utilised and that the range of language use was restricted to simple commands, the use of colour names and counting in Maori. This indicated reliance on a limited range of vocabulary, with little knowledge of Maori grammar. Teachers expressed their need for support and encouragement to broaden their ‘comfort zone’ beyond single words, to using complete and more complex phrases that represent linguistically authentic Maori structures. I suggested that teachers consider widening the range of formats in which they used Maori phrases. Recent data Whilst 6. 58% of registered early childhood teachers are Maori (Ministry of Education, 2007), only 1. 6% of New Zealanders of European ancestry speak Maori (Ministry of Social Development, 2007). Early childhood teachers’ use of te reo may seem encouraging in that 75% of Pakeha early childhood teachers said that they use some Maori whilst  teaching, yet 70% of these teachers reported themselves as speaking Maori â€Å"not very well† (Harkess, 2004, p. 12). In 2006 we reported on a two-year study7 with a range of participants, which included early childhood educators, an Iwi Education Initiative8, teacher educators, specialist educators and professional learning providers, co-exploring strategies for supporting the involvement of whanau Maori within early childhood settings other than Kohanga Reo9 (Ritchie Rau, 2006). Using narrative (Connelly Clandinin, 1990; Schulz, Schroeder, Brody, 1997) and Kaupapa Maori (Bishop, 2005; Smith, 1999, 2005) research methodologies, we explored early childhood educators’ strategies for encouraging the participation of whanau Maori within early childhood education settings, and ways for implementing understandings of commitments derived from Te Tiriti o Waitangi as expressed in the bicultural early childhood curriculum, Te Whariki, through the delivery of Tiriti-based programmes10. Participants in this study were those who were strongly committed to implementing Tiriti-based practice. Pedagogical enactment described in this study was consistent with 7 This project was funded through the Teaching Learning Research Initiative, a fund provided by the New Zealand Ministry of Education, and administered by NZCER. 8 We gratefully acknowledge the support and contribution of Kokiri Tuwaretoa Education Initiative to the Whakawhanaungatanga study. 9 Kohanga Reo are Maori-medium educational settings where young children are immersed in the Maori language and culture in a whanau-based context. 10 The term Tiriti-based practice is derived from a commitment to Te Tiriti oWaitangi, the treaty signed in 1840 by Maori chiefs and the British Crown, that legitimated the presence of immigrants, initially from Britain, alongside the tangata whenua, Maori, the indigenous people of this land. 4 a view of Maori language and cultural practices as being holistically and simultaneously performed. This enactment includes daily welcoming and spiritual rituals in te reo, and is inclusive of waiata11. This climate generated a sense of welcoming and safety for Maori families, which resulted in their increasing involvement in centre reo and tikanga implementation. An educator demonstrated how this whanau participation was integral within their early childhood centre programming: â€Å"In partnership with whanau we  introduce new waiata each term, and tikanga experiences, such as, hangi, powhiri, harakeke, [and] legends of the whanau, hapu12, and iwi attending the service. † Other Maori co-researchers within the Whakawhanaungatanga research project also identified aspects of Te Ao Maori13 that they would like to see reflected within early childhood education and care settings. They considered it important that Maori parents and whanau sense a match between their values and those of educational settings. They valued a sense of whanaungatanga generated and enacted within the early childhood centre, whereby tamariki and whanau, kuia and kaumatua, and other whanau members such as â€Å"Aunties† (Martin, 2007) participated as a collective, learning and teaching alongside the teachers and children, educators sharing responsibility and demonstrating willingness to identify and support the needs of all members of that collective. In this vision, te reo Maori is modelled and integrated throughout the programme, with support for adults to increase their own facility with the language alongside their children, and there is ongoing everyday enactment of tikanga such as: rituals of welcoming and farewell; sharing of kai14; a value of inclusiveness; reference to Te Ao Wairua15 and nga Atua16, and annual celebrations such as Matariki. 17 Children, in this view are exposed to te reo as part of the daily enactment of Maori beliefs, values and practices. Co-researchers in this project demonstrated a commitment to integrating te reo and tikanga within their centre practice, in ways that were meaningful and contextual for children and families. Working with natural materials, such as harakeke (flax), provided a source of learning of traditional knowledge, involving the planting and care of the flax bushes, weaving of rourou18, children observing alongside adults, connected to the land and its spiritual significance, as Ana, a Playcentre kaiako, described: So even though we had those harakeke within our centre boundary, in our lawn, we knew that the pa harakeke19 of that harakeke that we had, came 11 12 Waiata are songs. Hangi are feasts cooked in earth ovens, powhiri are greeting ceremonies, harakeke is flax, and hapu are sub-tribes 13 Te Ao Maori is the Maori world. 14 Kai is food 15 Te Ao Wairua is the spiritual dimension. 16 Nga Atua are supernatural beings, or gods. 17 Matariki is the constellation whose arrival announces the Maori New Year. 18 Rourou are flax food baskets. 19 Pa harakeke are flax bushes, often planted as a source of flax for weaving and rongoa (medicinal remedies), and also refers metaphorically to the nurturing by the wider family of the offspring, the younger shoots. 5 from a bigger picture. And all the natural resources on our little wagon inside, in the area of where they go and make pictures and glue things and make structures out of the driftwood and put their shells and tie their shells on and harakeke, they might have been just in the rourou baskets, but we knew and the tamariki knew they come from this bigger picture out there in the whenua20, because they had gone to get them. So we brought our big world reality and our spiritual world reality into the bounds of that centre. Pania, a Maori kindergarten teacher, spoke of her bilingual approach as being like a whariki,21 †¦where you get two strands and you build them together to make your little kete22 or your whariki of learning. And [implementing a bilingual approach] is a way that I can facilitate my programme that is non-threatening. It’s an option for the child – and the parent – whether they would like to do it, but it’s also another teaching technique and a resource and a learning strategy. Daisy, a Pakeha kindergarten teacher, actively researched aspects of tikanga that she was interested in integrating into her teaching: I wrote a story and what I wanted to do was encompass the tikanga aspects on collecting kai moana23. I wanted it to be something Pakeha could grasp, something simple, that was really clear and conveying the tikanga aspects because it’s not just about going down to the beach and picking up a few pipis24, its deeper than that, there’s a lot of kaupapa25 behind it. How did I know about all the tikanga? —I’ve never gone out collecting kai moana in my life? Research, korero26 with others more knowledgeable. As far as getting it to children it needs to be simple and straight-forward. The pipi story is focused on Tangaroa,27 the protocols around that. The tamariki seem to enjoy it, but in order to deepen their understanding, and extend the story, I set up the pipi hunt in the sandpit. So the story was a visual and a listening experience, whereas the pipi hunt was a tactile experience, so that then I think I would have managed to tap into every child’s way of learning. Daisy also involved whanau Maori of her centre in her planning, although she took primary responsibility for researching the reo and tikanga that was to be incorporated. Incorporating te reo and tikanga was more effective when educators were committed both individually and collectively to proactively integrating this within planning, teaching 20 Whenua is land. Whariki are woven flax mats. 22 A kete is a woven flax basket. 23 Kai moana are seafoods. 24 Pipi are cockles. 25 Kaupapa is philosophy. 26 Korero is talking. 27 Tangaroa is the Atua, supernatural being, or God, of the sea. 21 6 interactions, programme evaluation, and centre review. Many of the Pakeha coresearchers have worked hard over the years to increase their competence in te reo, and continue to do so, by taking courses. At Ariel’s childcare centre, all the teachers had attended a reo course offered in their local community. Penny, a kindergarten head teacher who was also studying te reo, explained that as her own confidence grew, and supported by her co-teacher, the quality of te reo within the centre programme continued to strengthen, as â€Å"the reo is fed in gently and quietly†. Respondents from the Hei Ara Kokiri Tuwaretoa Education Initiative data articulated aspirations for early childhood education services that envisioned all children as being supported to become biculturally and bilingually competent. The following example recognises the important role of early childhood services in offering quality models of te reo Maori: To be fully bicultural and therefore bilingual all children in Aotearoa/NZ should have the opportunity to learn to be fluent in Maori and English and develop understanding of both cultures’ world view. We need proficient Maori speaking teachers in all ECE learning environments. It is not enough to use Maori language in directives – information – acknowledgment contexts. We need to work towards providing environments where children can use the target language, be completely immersed in te reo Maori. We need to promote environments where the conscientization of language is constructed as normal to prevent dialogue being used by teachers to act on children. Teachers and children need to be using dialogue to work with each other – co-constructing. In order to reflect this, we need to provide environments rich in Maori language. We need proficient speaking Maori teachers! Regurgitating learnt phrases will not provide the opportunities for children to really conscientise their experiences, that is, thinking in Maori. Only a very high level of exposure in Maori will do that. Honouring the indigenous language and culture of this country remains an ongoing challenge for educators, particularly given the legacy of colonialistic arrogance that has limited access for many people, both Maori and non-Maori. Kaupapa Maori models are providing inspirational pedagogical models that honour te reo me ona tikanga (Skerrett, 2007). However, as the numbers of Maori children in education services other than kaupapa Maori remains high, the onus is on educators in these sectors to find strategies to provide Maori children and families with the language that is their birth-right and source of identity as affirmed by Article 30 of the United Nations Convention on the Rights of The Child (1989), which requires that: In those States in which ethnic, religious or linguistic minorities or persons of Indigenous origin exist, a child belonging to such a minority or who is Indigenous shall not be denied the right, in community with other members of his or her group, to enjoy his or her own culture, to profess and practise his or her own religion, or to use his or her own language. 7 Conclusion Maori continue to seek education provision that respects and honours their identity, including the linguistic affirmation of authentic models of te reo Maori (Robertson, Gunn, Lanumata, Pryor, 2007). As early childhood educators seek to deliver on the expectations outlined in the early childhood curriculum, Te Whariki (Ministry of Education, 1996), there remain many challenges, not the least of which is the lack of linguistic competence in te reo Maori of the vast majority of teachers (Harkess, 2004). Our research indicates that educators who are dedicated to an ongoing journey of reflexive praxis founded in a commitment to social justice and the promise of Tiriti-based partnership are generating early childhood programmes which respectfully reflect the Maori language and culture, and this in turn encourages the participation of whanau Maori in these services. References AGB/McNair. (1992). Survey of Demand for Bilingual and Immersion Education in Maori. A Report to the Ministry of Education. Wellington: AGB/McNair. Bishop, R. (2005). Freeing Ourselves from Neocolonial Domination in Research: A Kaupapa Maori Approach to Creating Knowledge. In N. K. Denzin Y. S. Lincoln (Eds. ), The Sage Handbook of Qualitative Research (3rd ed. , pp. 109-164). Thousand Oaks, California: Sage. Connelly, F. M., Clandinin, D. J. (1990). Stories of Experience and Narrative Inquiry. Educational Researcher, 19(5), 2-14. Cubey, P. (1992). Responses to the Treaty of Waitangi in Early Childhood Care and Education. Unpublished M. Ed. Thesis, Victoria University of Wellington, Wellington. Cummins, J. (Ed. ). (2001). Language, Power and Pedagogy: Bilingual Children in the Crossfire. Clevedon: Multilingual Matters. Durie, A. (1997). Te Aka Matua. Keeping a Maori Identity. In P. Te Whaiti, M. McCarthy A. Durie (Eds. ), Mai i Rangiatea. Maori Wellbeing and Development (pp. 142-162). Auckland: Auckland University Press with Bridget Williams Books. Durie, M. (2001). A Framework for Considering Maori Educational Advancement. Paper presented at the Hui Taumata Matauranga, Turangi/Taupo. Else, A. (1997). Maori Participation Performance in Education. A Literature Review and Research Programme. Wellington: Ministry of Education. Harkess, C. (2004). Ethnicity in the Early Childhood Education Teacher-led Workforce. Demographic and Statistical Analysis Unit: Ministry of Education. 8 Martin, K. (2007). Making Tracks and Reconceptualising Aboriginal Early Childhood Education: An Aboriginal Australian Perspective. Childrenz Issues, 11(1), 15-20. Martin, K. (2008). Please knock before you enter. Aboriginal regulation of Outsiders and the implications for researchers. Teneriffe: Post Pressed. Ministry of Education. (1996). Te Whariki. He Whariki Matauranga mo nga Mokopuna o Aotearoa: Early Childhood Curriculum. Wellington: Learning Media. Ministry of Education. (2007). Nga Haeata Matauranga. Education 2006/2007. Wellington: Ministry of Education. Annual Report on Maori Ministry of Social Development. (2007). The Social Report. Retrieved 30 July, 2008 from http://www. socialreport. msd. govt. nz/documents/sr07-cultural-identity. pdf Rhedding-Jones, J. (2001). Shifting Ethnicities: Native informants and other theories from/for early childhood education. Contemporary Issues in Early Childhood, 2(2), 135156. Ritchie, J. (1994). Literature Review on Pedagogy of Second Language Acquisition in Immersion Early Childhood Care and Education Settings Report to Te Puni Kokiri. Hamilton: University of Waikato. Ritchie, J. (1999). The Use of Te Reo Maori in Early Childhood Centres. Early Education, 20(Winter), 13-21. Ritchie, J. (2002). Its Becoming Part of Their Knowing: A Study of Bicultural Development in an Early Childhood Teacher Education Setting in Aotearoa/New Zealand. Unpublished PhD thesis, University of Waikato, Hamilton. Ritchie, J. , Rau, C. (2006). Whakawhanaungatanga. Partnerships in bicultural development in early childhood education. Final Report from the Teaching Learning Research Initiative Project. Retrieved February 21, 2008, from: http://www. tlri. org. nz/pdfs/9207_finalreport. pdf Robertson, J. , Gunn, T. R. , Lanumata, T. , Pryor, J. (2007). Parental decision making in relation to the use of Early Childhood Services. Report to the Ministry of Education. Wellington: Roy McKenzie Centre for the Study of Families Ministry of Education. Schulz, R. , Schroeder, D. , Brody, C. M. (1997). Collaborative narrative inquiry: fidelity and the ethics of caring in teacher research. Qualitative Studies in Education, 10(4), 473-485. Skerrett, M. (2007). Kia Tu Heipu: Languages frame, focus and colour our worlds. Childrenz Issues, 11(1), 6-14. 9 Smith, L. T. (1999). Decolonizing methodologies. Research and Indigenous Peoples. London and Dunedin: Zed Books Ltd and University of Otago Press. Smith, L. T. (2005). On Tricky Ground: Researching the Native in the Age of Uncertainty. In N. K. Denzin Y. S. Lincoln (Eds. ), The Sage Handbook of Qualitative Research (3rd ed. , pp. 85-107). Thousand Oaks, California: Sage. Te Puni Kokiri/Ministry of Maori Development. (1998). Making Education Work for Maori. Report on Consultation. Wellington: Te Puni Kokiri/Ministry of Maori Development. United Nations. (1989). United Nations Convention on the Rights of the Child. Retrieved February 21, 2008, from: http://www. cyf. govt. nz/432_442. htm.

John Dalton :: essays research papers

JOHN DALTON John Dalton lived with his family in Eaglesfield, Cumberland. They lived in a small thatched cottage. When John was born he had an older brother, who was seven years older than him and a sister who was two years older than him. Johns birth was not recorded in the family bible, but when he asked his elders, they said he was born on the 5th of September in 1766. The Daltons were Quakers, and have been since the 1690’s. John was always a very smart and curious child. He was actually one of the smarter people in the village. He was a lucky child, who received schooling. This was a very big deal considering there were only 215 English men that could even read. He was always interested in mathematics and in science. When John reached the age of twelve he opened a school of his own. This was a problem with the Daltons because he was often threatened and beat up. Around 1790 he finished an eleven volume classified botanical collection. He became a well known person in the community for his amazing achievements in academics. He became very interested in becoming a doctor. The family although had to talk John out of becoming a doctor due to the lack of money in the families income. They also did not feel that John would like being a physician in the long run. Later at the age of twenty six John discovered that he was color blind. This occurred when his mother and he were fighting about the color of a skirt. In 1793 John moved to Manchester to tutor. This is where he began working on his greatest work. He then joined a group called Manchester Literary and Philosophical Society. In 1773, he published his first book, Meteorological Observations and Essays. What he wrote in the was "Each gas exists and acts independently and purely physically, rather than chemically." John was constantly studying and making observations. John made over 200,000 observations. In 1803, he attempted to explain his laws of partial pressures. That’s when John started to explain his major contribution to science called the atomic theory. He figured this when he was studying for a test! He figured out that the reaction can take place on two different portions in exact ratios.

Minor Characters With Major Influence Essay

Addie Bundren was a strong but mysterious woman. She had many children that loved her dearly that would do bizarre things for her. She was a minor character in William Faulkner’s As I Lay Dying but she played a major role in that she affected the actions of the characters of the Bundren family. Jewel is Addie’s third child but not Anse’s child. Jewel is the product of an affair that Addie had with Whitfield, the town minister. Addie spoiled Jewel because he was a symbol of her happiness with Whitfield. Jewel constantly pushes his luck with Addie, getting into all the trouble he can possibly think of, but he loves his mother. Jewel just wants Addie to be able to die in peace and quiet without Cash sawing away at her coffin where she can see and Dewey constantly fanning the air away from Addie’s face (Faulkner 15). Jewel’s love for his mother is more openly expressed when he runs into the barn to save her coffin from the burning barn (Faulkner 222). Anse is so determined to carry out Addie’s final wish and bury her with her relatives in Jefferson. It takes the Bundren family nine days to deliver Addie’s dead body to her final resting place. During the journey Darl tries to destroy the coffin in a barn fire (Faulkner 219). Darl loves Addie just like Jewel and can not bear to see her memory desecrated by this long journey so he tries to burn the body. By this time Darl seems to have started to go insane. Really Darl is the only sane person on that whole trip. He tried to get rid of the putrid corpse and let his mother be remembered with her name still intact. Cash labors day and night over his mother’s coffin, cutting each board carefully and showing them to Addie basically saying ‘Look at the wonderful job I’m doing for you’. Cash even continues on the journey after he broke his leg while saving Addie’s coffin. Even after his leg begins to fester and swell, he never complains about it paining him. Cash’s selflessness is unwavering as he makes this journey for Addie and his family to lay Addie to rest. Cash even refused medical attention until there journey was complete because of his devotion to Addie and her wishes. All in all Addie Bundren is a very important in William Faulkner’s As I Lay Dying even though she is rarely heard throughout the novel. She is a major influence on her family. She had the most influence on Darl, Jewel, and Cash, her older sons. Her influence causes her family to do bizarre and dangerous things for her to honor her memory. Works Cited Faulkner, William. As I Lay Dying. New York: Random House Inc., 1990. Print.

Assess the Importance of Ideology in the Formulation of Nazi Foreign Policy to 1939

From Hitler’s appointment as Chancellor on January 30 1933 to the beginning of WWII on Sept 3 1939, the Nazi state pursued an aggressive foreign policy that contributed largely to the outbreak of war. This foreign policy was largely reflective of the goals Hitler had set out in his 1924 autobiography â€Å"Mein Kampf†, particularly Germany’s easterly moving aggressions. However, although Nazi ideology played a dominant role in structuring foreign policy to 1939, it was also greatly influenced by the response of the Allies to aggressions and therefore Hitler’s perception of which foreign policies could be most successful.Hence, whilst Nazi ideology surmises the ultimate goals of Nazi foreign policy to 1939, the role of events from 1933-1939 played a significant detail in determining Germany’s actions. Hitler’s understanding of politics and race can be summed up in â€Å"Weltanschauung† (world view), as described in Mein Kampf. Written i n 1924 after Hitler had been arrested for an attempted coup, the autobiography deals with the issues plaguing Germany at the time, including the instability of the Weimar Republic and the problem of WWI reparation payments as set out in the 1919 Treaty of Versailles.Hitler, as a member of nationalist Nazi party, despised democracy, and believed that it undermined Germany’s success. Further, Hitler gave validity to the â€Å"stabbing in the back† myth, claiming that WWI’s loss had been unnecessary, and had been caused as a result of the â€Å"scheming† Jewish population. Using these understandings, Hitler believed that should Germany be expanded into a grossdeutschland by creating Lebensraum (living room) in the resource-rich East, wherein the superior Aryan race could reside.All other races, particularly Slavs & Jews, were denoted as racially inferior, and were intended by Hitler to be used as slaves. Throughout Mein Kampf, Hitler euphorically and openly describes his war intentions for Germany, in quotes such as â€Å"Any alliance whose purpose is not the intention to wage war is useless†. However, when Hitler came to power in 1933, Germany was unfit to pursue Hitler’s aims, and required a great deal of restructuring in order to increase output and production.Therefore, despite Hitler’s ultimately war goals, he was forced to delay aggressions until the German military could be rebuilt. This began in 1935, when Hitler announced open plans for rearmament and introduced conscription, in order to strengthen and prepare the Wehrmacht. This was a direct violation of the Treaty of Versailles, however the Allies chose not to act. At this stage, Hitler’s popularity as a leader was large, seen by the success of the Saar plebiscite in January 1935 in which the Saarland’s population chose to rejoin Germany, as before the Treaty.Even by the end of 1935, it was clear that Nazi Germany was expanding, and intende d to continue. On March 7th 1936, Hitler ordered the invasion of the Rhineland. This foreign policy was incredibly aggressive, and showed even greater disregard for the terms of treaty. The Rhineland had been established by the Treaty as buffer between France and Germany, in order to ensure France’s safety after the German invasion of WWI. By invading it, Hitler directly threatened France, and demonstrated his serious intent to expand Germany, as outlined in Mein Kampf.However, although this invasion coheres to the ideologies outlined in Mein Kampf, namely the reversal of the Treaty of Versailles, the invasion was largely experimental, and based on the previous non-action of the Allies to Hitler’s defiance of the treaty. A mere 22,000 German troops entered the Rhineland, and could have easily been suppressed by Allied forces, Hitler himself admitting that had the French resisted, Germany would be forced to retreat immediately. Despite this, the Allies chose not to resp ond yet again.This was a critical point in structuring future Nazi foreign policy, as it demonstrated the Allies unwillingness to participate in conflict, and preference to appease. Had the Allies stopped the occupation of the Rhineland, it is unlikely that Hitler’s aggressive foreign policies would have been so actively pursued, as they risked increased resistance and further embarrassment. In October 1936, the Rome-Berlin axis was created, a political alliance linking the fascist forces of Italy under Mussolini with Nazi Germany.At this time, Italy too was pursuing an aggressive foreign policy in order to create a racially perfect Italy, goals similar to those of Hitler. Hence, the signing of this agreement indicates Hitler’s intention to keep to his racial ideologies, and to link with necessary powers in order to achieve lebensraum for the Aryan race. Further, the Hossbach memorandum of 1937 clearly demonstrates Hitler’s plans to expand Europe in order to str engthen Europe, and his intentions to formulate foreign policy based on these aims.In March 1938, Hitler demanded Anschluss with Germany-a union that had been forbidden by the Treaty. This demand was met with opposition by Austrian Chancellor Schuschnigg, who insisted on a plebiscite. However, after a large amount of pressure, the Anschluss was agreed to, and shortly after, German troops entered Austria. German and Austrian union had been forbidden specifically after their strong alliance in WWI, and the threat they posed as a combined force. By 1938, Hitler had defied the Treaty of Versailles several times, and had yet to meet resistance by the Allies.Particularly in the case of Austria, the Allies chose to not intervene because of a belief that Germany was simply â€Å"marching into its backyard†. On top of this, by 1938 Germany was experiencing high living standards as a result of Hitler’s volksgemeinschaft and was a formidable power, thus the Allies recognised Germ an desire for expansion into a previously had region. It also evident that Hitler understood this detail in the timing of the Anschluss-when in 1936 Hitler had made similar demands, the Allies stood opposed, and the Wehrmacht was ill-equipped to defy Allied wishes.In 1938 Hitler understood Germany’s military capacity, and used its position to pursue the foreign policies based on the ideologies in Mein Kampf. By 1938, Hitler had acquired all desired territories with relative ease, as a result of their size and insignificance to the balance of power on the European continent. It was this confidence that allowed Hitler to pursue his most aggressive foreign policy yet-the demand for the Sudetenland. The Sudetenland was part of Czechoslovakia, which had been created post WWI.Previously German territory, it still contained 3 million German speakers. Hitler’s demand was based on the reasoning that its German population should be united with the rest of Germany, in spite of Cz echoslovakia’s sovereignty. In this demand, Hitler demonstrated his willingness to defy the right of independent states in order to achieve his own ends. President Banes refused not only out of principal, but also because of the region’s massive industrial production and abundance of resources. Hitler stood adamant and threatened that invasion was imminent.British Prime Minister Neville Chamberlain, in recognition of the situation, flew to meet with Hitler in his Wilhelmshaven residence on September 15, in order to reason with him. Hitler stood firm, justifying his demand by claiming that a Czech-Soviet pact was a threat to European security. Chamberlain, a conservative politician, believed that Hitler could be appeased, and thus suggested that perhaps Germany’s takeover of the Sudetenland could be achieved through non-aggressive means, a suggestion far surpassing his authority. On Sept 26, German, British, French and Italian delegates met in Munich to discuss t he details of the takeover.Czech and Soviet delegates were not invited to this meeting, despite their large role in the outcomes. Once the terms had been agreed to, and delegates, particularly Chamberlain, were satisfied, Germany annexed the Sudetenland. Yet again, Hitler had been appeased and had accomplished his expansionary goals, managing to attain another territory prohibited by the Treaty. The movement of Germany’s aggressions were those aimed for in Mein Kampf-hence suggesting that ideology had played an integral role in formulating Nazi foreign policy to that success.This idea is further reinforced by the extension of Hitler’s grasp on Czechoslovakia, when in 1939 Hitler ordered that the rest of the state be handed over to Germany, which was quickly agreed to. Hitler’s accomplishments had all been aimed for in 1924-however, without the non-response of the Allies, and Chamberlain’s continuing belief that appeasement would succeed in limiting Hitler ’s aggressions, Nazi foreign policy would not have been as ambitious, and it is unlikely that aggressions would have succeeded, thus further aggressions, such as with the demand for the Sudetenland, would have been unlikely.This suggests that although foreign policy was based on ideological principles, its formulation was responsive to the European powers. The responsive nature of Nazi foreign policy is highlighted by the Nazi-Soviet Non-Aggression Pact of 1939. In Hitler’s understanding of race, Slavs were considered racially inferior, and Hitler’s own political directly opposed Stalin’s communism. In fact, Hitler’s ultimate intentions in Mein Kampf included obtaining Eastern Europe, by crushing the Slavs.Thus, this non-aggression pact completely contradicted what seemed to be the intention of Nazi foreign policy to 1939, and what Hitler had been adamant about in Mein Kampf. However, the pact was of strategic brilliance for Germany, for several re asons. With serious intentions to invade Poland, Hitler was faced with the possibility of a two-front war from Russia, which he understood would be crippling to the Wehrmacht. Further, whilst the German military was capable of fighting Allied resistance, should the Russians have made an alliance with the Allies, the struggle would intensify.Therefore, when German and Russian foreign minister Ribbentropp and Molotov, respectively, signed the pact on August 23 1939, it guaranteed temporary security for both powers, and allowed for rapid capture of Poland beginning on September 1 1939. This pact demonstrated Hitler’s flexibility in achieving his aims, sacrificing one of his fundamental ideological principles in order to create an effective Nazi foreign policy. In analysing the weightings of ideology and circumstances in the formulation of Nazi foreign policy, there exists two main schools of thought: intentionalist and structuralist.Intentionalist historians believe that Nazi fo reign policy was based entirely on the principles clearly outlined in Mein Kampf, whilst structuralists, such as AJP Taylor, believe Hitler’s foreign policy was created by opportunities presented to him between 1933-1939, and that documents such as the Hossbach memorandum do not demonstrate clear intentions based on ideological principles but simply aggressive intentions, as per many European powers at the time.In reality, neither arguement encompasses the scope of considerations taken in the formulation of Nazi foreign policy, however to disregard Mein Kampf and the ideological pursuits described in it which Hitler’s foreign policies to 1939 directly reflected is unacceptable in understanding the aims of Nazi foreign policy.Therefore it can been seen that whilst the racial and political ideologies of Hitler, as outlined in 1924, played a significant role in Nazi foreign policy to 1939, several other factors, including the response of the Allies to Hitler’s aggr essions and Germany military’s capacity, greatly affected Nazi foreign policy, and were pivotal in both its timing and creation.

Cómo cambiar caso en Corte migratoria para otro estado

Cà ³mo cambiar caso en Corte migratoria para otro estado Los migrantes con una cita para presentarte en una Corte de Inmigracià ³n ubicada en un lugar alejado al de su residencia habitual pueden solicitar un cambio de Corte. Es lo que se conoce en inglà ©s como change of venue.  ¿Quà © puede pasar si un migrante no se presenta a su cita en una corte migratoria? Los migrantes que han recibido citacià ³n para presentarse en una fecha y hora determinada en una Corte de Inmigracià ³n durante su proceso de deportacià ³n deben cumplir con esta obligacià ³n. En caso de no hacerlo, lo ms probable es que se dicte una orden de deportacià ³n in absentia. En estos casos, si el migrante es posteriormente detenido ser deportado inmediatamente sin tener derecho a presentarse ante un juez. Adems, una vez deportado tendr un castigo adicional que le impide solicitar por un plazo de cinco aà ±os los perdones I-601 y/o I-212. 6 pasos para cambiar Corte migratoria a otra ms cercana al lugar de residencia Cuando un migrante desea cambiar la corte de inmigracià ³n para otra ms conveniente teniendo en cuenta su lugar de domicilio actual debe seguir los siguientes pasos: Cambio de corte, conocido en inglà ©s como Change of Venue Debe escribirse en inglà ©s una pgina de introduccià ³n a la que se debe titular Respondent ´s Motion to Change Venue, es decir, tu peticià ³n para cambiar la Corte. En esa pgina el migrante debe anotar su nombre completo,  el alien registration number, el estatus migratorio, el nombre y el tipo de procedimiento, el nombre del juez asignado a tu caso, el dà ­a y la hora de la cita en la Corte. Esta informacià ³n se encuentra en el documento llamado Notice to Appear (I-862), que es la carta en la que se cita al migrante para que se presente en corte. Adems, el migrante debe admitir o negar los cargos que se presentan en su contra en dicha Notice to Appear y la lista de alivios que se piensan solicitar como, por ejemplo, el asilo, la cancelacià ³n de la deportacià ³n, la salida voluntaria, etc. Asimismo, debe incluirse la nueva direccià ³n y nà ºmero de telà ©fono y argumentar por quà © se solicita el cambio de corte, incluyendo documentos y evidencia que prueben que, efectivamente, el migrante tiene su domicilio en un lugar alejado al de la corte inicialmente designada. Cambio de direccià ³n notificando el nuevo domicilio Se debe completar el formulario (forma) EOIR 33, donde se notifica a la Corte el cambio de direccià ³n. Es el papel azul en la documentacià ³n que se le ha entregado al migrante. En la actualidad existe un procedimiento diferente al que se ha mencionado (carta de change of venue y formulario EOIR 33, que es de color azul- y que solo aplica a los menores cuya corte est fijada en Harlingen, Texas. En ese caso, deben completarse las planillas azul y pà ºrpura que se encuentran en el paquete que se le entrega a cada menor. Copias de los formularios Hacer dos copias de la carta de change of venue y de la planilla de cambio de direccià ³n (la que es de color azul). Envà ­o a la corte de inmigracià ³n Enviar por correo certificado al juez de la corte de inmigracià ³n para la que se recibià ³ la citacià ³n la carta original y el formulario azul original junto en un mismo paquete. Todos esos papeles tienen que ser recibidos por la corte al menos 15 dà ­as antes de la fecha de la citacià ³n. Pero es muy recomendable enviarlos cuanto antes sea posible. La razà ³n es que la Corte puede solicitar ms evidencias, y se tendrà ­an que enviar dentro de plazo. Notificacià ³n al abogado del gobierno Enviar por correo certificado una copia de la carta de change of venue y de la planilla de cambio de direccià ³n a la oficina del abogado que representa a los intereses del gobierno en el caso. La otra copia que se hizo de los documentos debe guardarla el migrante, asà ­ como el resguardo de haber enviado dicha documentacià ³n por correo certificado. Verificacià ³n de que la corte recibià ³ los papeles Es obligacià ³n del migrante presentarse en corte el dà ­a y a la hora de su citacià ³n. Por lo tanto, debe llamar por telà ©fono a la Corte en la que originalmente se le cità ³ para verificar que recibieron la solicitud de cambio de corte.  ¿Quà © sucede despuà ©s de solicitar cambio de Corte? Pueden suceder dos cosas. En primer lugar, que la Corte acepte la peticià ³n, y asà ­ lo notificar por escrito. En este caso te tienes que presentar a la nueva corte en el dà ­a y a la hora que te citen. En segundo lugar, puede suceder que la Corte niegue la peticià ³n. En este caso, el migrante tiene la obligacià ³n de presentarse el dà ­a de la cita en la corte original, ya que no hay cambio. Tips y recursos à ºtiles Los migrantes que se sienten cà ³modos en inglà ©s puedes escribir por sà ­ mismos la peticià ³n para cambiar la corte. Se puede encontrar inspiracià ³n en  el Immigration Court Practice Manual. Pero ya que presentarse en corte y luchar contra una deportacià ³n es un tema muy grave, todos los migrantes deben considerar contratar a un abogado de Inmigracià ³n para que realice este trmite y su defensa en corte. Si es un gasto caro que no se puede permitir, es aconsejable consultar con una organizacià ³n sin fin de lucro tipo Catholic Charities u otra. Finalmente, siempre es posible consultar informacià ³n bsica sobre fechas y plazos en el caso de tener un asunto pendiente en corte migratoria. Para ello marcar al 1-800-898-7180. Tener a mano el nà ºmero del Alien Registration Number. Cambio de corte migratoria Todos los migrantes que reciben una notificacià ³n para presentarse en una corte de inmigracià ³n estn obligados a hacerlo en el lugar, dà ­a y hora indiciados. Esta obligacià ³n aplica a adultos y a nià ±os. De no cumplirla, la corte dicta una orden de deportacià ³n in absentia, es decir, sin que el migrante està © presente.Los migrantes pueden solicitar un cambio de corte cuando tienen su domicilio en un lugar alejado de la ciudad en la que est ubicada la corte. Por ejemplo, cuando se les detuvo en un estado y residen en otro.Si despuà ©s de enviar la solicitud pidiendo el cambio de corte y notificando la nueva direccià ³n el migrante no recibe confirmacià ³n de que la corte ha aprobado el cambio de ubicacià ³n, deber presentarse a la cita en el dà ­a, hora y lugar inicialmente previsto. Este es un artà ­culo informativo. No es asesorà ­a legal.

cairo air pollution essays

cairo air pollution essays The path to the implementation of Law 4/1994, known as the Environment Law, is overworked with obstacles, but advancement is being made nonetheless. The need to regulate lead foundries and other polluting industries, cut down vehicle exhaust emissions often has environmentalists wondering which way to turn next. But the Ministry of Environment seems to be adopting a step by step approach that is producing concrete, but still finite, results. Cairo is one of the most important megacities in the whole world. Before defining Cairo as a megacity, we have to determine the definition of megacities as a whole. They are cities that have a great increase in population with the beginning of the year 2000. According to the most current United Nations estimates there are about 23 megacities, 18 of them are in developing countries. They are becoming more pivotal because they determine how we will live on this planet on that new century. This century is not the century of small areas. It is of huge cities, which have significant and complicated problems that have to be resolved by constructing well-planned projects. Cairo has many crucial problems, consequently; it has to be considered as a megacity. Overpopulation, traffic problems and all kind of pollution are notable problems in Cairo. In my point of view, air pollution is a very weighty problem that is capable of defining Cairo as a megacity. It is the air dust in the throat, black clouds of cars and bus exhaust, and some days a gray haze hangs over this swelling metropolis, which make up the problem. "The biggest hazard facing Egypt today is air pollution," Salah Hafez said, executive director of the Official Egyptian Environmental Affairs Agency (EEAA). According to a report released last September by the United States Agency for International Development (USAID), an estimated sixteen thousands deaths can be attributed to dust and particles in Cairo's air. Moreover, lead in Cairo's air...

Understanding Nominal Interest Rates

Understanding Nominal Interest Rates Nominal interest rates are the rates advertised for investments or loans that do not factor in the rate of inflation. The primary difference between nominal interest rates and real interest rates is, in fact, simply whether or not they factor in the rate of inflation in any given market economy. It is, therefore, possible to have a nominal interest rate of zero or even a negative number if the rate of inflation is equal to or less than the interest rate of the loan or investment; a zero nominal interest rate occurs when the  interest rate  is the same as the inflation rate - if inflation is 4% then interest rates are 4%. Economists have a variety of explanations for what causes a zero interest rate to occur, including whats known as a liquidity trap, which predictions of market stimulus fail, resulting in an economic recession because of consumers and investors hesitation to let go of liquidated capital (cash in hand). Zero Nominal Interest Rates   If you lent or borrowed for a year at a zero real interest rate, you would be exactly back where you started at the end of the year. I loan $100 to someone, I get back $104, but now what cost $100 before costs $104 now, so Im no better off. Typically nominal interest rates are positive, so people have some incentive to lend money. During a recession, however, central banks tend to lower nominal interest rates in order to spur investment in machinery, land, factories, and the like. In this scenario, if they cut interest rates too quickly, they can start to approach the level of inflation, which will  often arise when interest rates are cut since these cuts have a stimulative effect on the economy. A rush of money flowing into and out of a system could flood its gains and result in net losses for lenders when the market inevitably stabilizes. What Causes a Zero Nominal Interest Rate? According to some economists, a zero nominal interest rate can be caused by a liquidity trap: The Liquidity trap is a Keynesian idea; when expected returns from investments in securities or real plant and equipment are low, investment falls, a recession begins, and cash holdings in banks rise; people and businesses then continue to hold cash because they expect spending and investment to be low - this is a self-fulfilling trap. There is a way we can avoid the liquidity trap and, for real interest rates to be negative, even if nominal interest rates are still positive - it occurs if investors believe currency will rise in the future.​ Suppose the nominal interest rate on a bond in Norway is 4%, but inflation in that country is 6%. That sounds like a bad deal for a Norwegian investor because by buying the bond their future real purchasing power would decline. However, if an American investor and thinks the Norwegian krone is going to increase 10% over the U.S. dollar, then buying these bonds is a good deal. As you might expect this is more of a theoretic possibility that something that occurs regularly in the real world. However, it did take place in Switzerland in the late 1970s, where investors bought negative nominal interest rate bonds because of the strength of the Swiss franc.

Comparison between The Given Day and The Short Happy Life of Francis Essay

Comparison between The Given Day and The Short Happy Life of Francis Macomber - Essay Example The Theme of Masculinity Masculinity is the dominant theme in Hemingway’s short story. His works are always repleted with masculine pursuits like war, sports and hunting. In The short happy life of Francis Macomber, he also depicts a masculine setting in which all the characters are engaged in an African Safari. They are involved in lion hunting, controlling the buffalos and things like that. The protagonist has decided to be a part of Safari in mid-thirties and seems to have achieved his sense of manhood in this specific part of his life. â€Å"Wilson considers that Macomber has been reborn into manhood, for the latter’s transformation is more of a change than any loss of virginity. Fear gone like an operation† (Strychacz 14). Though the show of cowardice in lion-hunting episode temporarily snatches from him this sense of fulfillment but he regains this sense when he engages with the buffalo. â€Å"We seem on firmer interpretive ground with the assertion that i n the final scenes Macomber becomes a fully self-controlled and self-determined man† (Strychacz 16). The whole prologue of The Given Day also encompasses a masculine pursuit of baseball games in which the writer has imagined a baseball game between legends of America. Lack of Female Characters The prologue to the Given Day is devoid of any female characters and there is no specific mention of any feminine pursuit or activity. All that has been described belongs to the domain of man. On the other hand, Hemingway’s story presents Margot, â€Å"an extremely handsome and well-kept woman of the beauty† giving the story at least a feminine touch but the overall setting and the situation diminishes her womanhood and we find her engaged in masculine pursuits along with her husband ( Hemingway 2). Minute Detail Both the works beautifully describe the characters and setting and the writers give minute details of the incident that happen during the course of the story. Hemi ngway’s description of the hunting episodes show that the writer is giving a realistic account of the event and is well acquainted with the rules of the â€Å"game†. The minuteness is visible even in the description of characters. Wilson’s character has been described as a man who â€Å" was about middle height with sandy hair, a stubby mustache, a very red face and extremely cold blue eyes with faint white wrinkles at the corners that grooved merrily when he smiled† ( Hemingway 2). Similarly, Lehane’s immaculate detail of the baseball hint towards writer’s minute observation of the sport. Following is the fine example of his descriptive style† The ball hadn’t finished arcing toward the right fielder’s feet (Ruth knew he’d miss it before he did) and the whippet was already rounding first. When the ball hit the grass, the right fielder bare-handed it and didn’t so much as stutter step before planned and let h er loose† ( Lehane 11). Game in Both of the Works Game is the key word in both of the pieces, though the connotations are different in both of the stories. In Hemingway’s story game takes the form of hunting and acts as a unifying force between the otherwise conflicting interests. Similar the unifying force in the Lehane’s prologue is the game of baseball which brings together the people who are involved in emotional

Marketing management Essay Example | Topics and Well Written Essays - 3500 words

Marketing management - Essay Example Today, the customer has to be made aware of the product or service to attract them. Therefore, there is a need to develop a marketing plan and re-launch Plaza. Suitable Marketing Communication Strategy: Just preparing a marketing plan will not ensure effectiveness of the plan unless a strong marketing communication plan is developed. Reaching out customers and making them aware of the services being offered is very essential therefore, it will be recommended to Barry that he should not underestimate the suitable and supporting marketing communication plan. The most visible part of any marketing mix variable is marketing communication and any communication plan should be set in consideration to overall marketing strategy and should be based on target audience (OUP Website). Focus on SMART Objectives: In order to be successful, Barry needs to set marketing objectives and business objectives and the objectives should be SMART. For example, if Barry decides to target a customer segment and develops marketing communication plan accordingly, he should also consider that the targeted customer segment is big enough to achieve the set level of sales. Conduct Environmental Scanning: It is also recommended to Barry that he should conduct external environmental analysis especially the PESTLE analysis to understand the environment. To develop a SWOT, it is very important for Barry to conduct environmental analysis. For example, Barry should evaluate legal factors (such as Health and Safety Regulations), social trends, economic conditions, interference of governmental agencies in the region, access to technology and environmental sustainability. Conduct Competitors’ Analysis: It is also recommended to Barry that he should not overlook his competitors if any. Cinema is one of the most entertainment sports for the people and the new movies can always attract people to cinemas. If audience of Plaza is very low then Barry needs to

BARN BURNING Essay Example | Topics and Well Written Essays - 500 words

BARN BURNING - Essay Example This story is no exception, however, the greatest job that he served as a writer was the intricate fabrication of fine play of words with the anxiety and aggression that the protagonist faced. The characters in the story play an important part in explaining to readers the general behavior of people. The main characters are an antagonist who gains sadistic pleasure in destroying the elements of law in the society, a protagonist who chooses the right path and in turn shows the readers the right path, and the secondary characters who either are the cause for the behavior of antagonist or are meek observers who do not have the heart to choose the right path. This story has it all. In the story, the protagonist is young Sartoris Snopes, or Sarty as he is referred to in the rest of the story, and the antagonist his stern father, Abner Snopes. The conflict that forms the central theme is the loyalty towards one’s blood or loyalty towards truth and justice. While the antagonist prefers the former to the two, more to satisfy his own evil deeds and to secure his foothold, the protagonist prefers the latter. The conflict arises because the two are related by blood and while on many occasions Sarty tries to show his sense of loyalty to blood, he fails to understand his father’s desire to destroy his enemy, more so when he himself is responsible for creating that enemy. Young Sarty is in a bind because the antagonist is his father, so while his morals prefer justice and truth, they also compel him to be faithful to his father. Parents are the central figure for a child, however, with Sarty choosing the path of justice at the end, the writer shows how rel ations need to be restrained in order to do the right thing, which also indicates breaking free from the illusions and the bonds that keep a person from doing the right thing. Abner Snopes is a disgruntled man who is unable to find his sense of security for the simple reason because he is poor and

Exploratory Paper Essay Example | Topics and Well Written Essays - 1000 words

Exploratory Paper - Essay Example For one, various enhancements in the Internet such as flash playing and audio embedding has provided new and effective ways for people to communicate. In addition to this, the wideness of its reach has convinced companies to use the Internet as a major communication medium in tapping their primary target markets. Also, the immensity of information that could be accessed in the Internet has influenced the creation of passion groups or digital tribes. These are primarily comprised of people who interact with those who share the same interests with them. Lastly, the Internet has also been used by non-profit organizations in advocating their programs that aim at furthering social causes. For example, anti-human trafficking initiatives are commonly broadcasted in the groups’ Youtube, Facebook, or Twitter accounts. Through these examples, it can be claimed that the role of the Internet in connecting people has helped it foster the so-called ‘global digital community’. F or one, micro-blogging sites like Twitter keeps people updated with the current societal events—whether local or international. Youtube encourages people to be more ‘content creators’ rather than mere ‘passive users’ by allowing them to upload original videos. ... As such, miscommunications and disputes may transpire in the Internet, especially when taken into consideration the capacity of the Internet in disseminating information in a highly fast manner. It is through these aforementioned reasons that an in-depth analysis of the social implications of the Internet is vital. In this light, this paper shall expose the positive and negative effects of the Internet in peoples and cultures, and why key institutions of human society must work hand-in-hand in optimizing the benefits obtained from the Internet. Positive Implications of the Internet At this point, a critical examination of the social benefits of the Internet must be done in relation to technology and culture. Firstly, the Internet allows for an easier and more dynamic access and transfer to information (Brey 3). With the increase in the Internet’s storage capacity, massive information could now be stored and accessed in almost all websites, as supported by search engine giants like Yahoo! and Google. Interestingly, hard copies of numerous pieces of literature are now present in the Internet, too. In addition to this, the convergence of various media in the Internet paves the way for an easier exchange of information (Brey 3). For example, Tweeting is now linked to the user’s Facebook account, while websites now have share buttons that aid in the faster distribution of information. Traditional television, furthermore, has incorporated QR codes in its programs to lead its audiences to specific websites. Apart from these examples that reinforce how the Internet allows for an easier and more dynamic access and transfer of data, it can be claimed that the Internet

Torture has its uses. What are they (5 Reasons) Essay

Torture has its uses. What are they (5 Reasons) - Essay Example intelligence, to secure confessions in criminal or political cases, to gain control over members of groups, to gratify sadistic urges, and to provide punishment. When a person has knowledge of some information that poses a threat to others, the torturers may force them to give out the information by means of torture. The torturers do not intend to harm them, but rather to get information from them, which otherwise they would not willingly give up. An example is a person who is aware of a planned terror attack. The intelligence unit will do everything within their means to have the person tell them all the details of the impending attack to help save lives. Therefore, it is morally permissible to torture in such cases (Wisnewski 101). The justice system can use torture as a way of serving justice to victims by punishing the assailants. While others may argue that torture is inhumane and hence a wicked means of punishing criminals, it becomes unavoidable in some circumstances. Consider a case of castrating a rapist or a pedophile as a form of punishment. The pain and the mental torture such people undergo will ensure they do not engage in such acts ever again. Torture as a form of punishment is therefore effective and necessary in some extreme cases (Waldron 117). Some people are just sadists or psychopaths who find pleasure in other people’s pains. Such people find a personal satisfaction in seeing others in pain. Sadists torture their victims, for no apparent reason, except for their selfish needs. Sadistic reasons are not a justifiable need for torture and the government should abolish them. Such torturers should face the law for putting other’s lives in danger (Irwin 186). Sometimes some people hold information that is very useful in a criminal investigation and may not be willing to give out the information freely. The police can subject such people to torture in order to release such information, which may be useful in convicting or releasing others.

Exploratory Paper Essay Example | Topics and Well Written Essays - 1000 words

Exploratory Paper - Essay Example For one, various enhancements in the Internet such as flash playing and audio embedding has provided new and effective ways for people to communicate. In addition to this, the wideness of its reach has convinced companies to use the Internet as a major communication medium in tapping their primary target markets. Also, the immensity of information that could be accessed in the Internet has influenced the creation of passion groups or digital tribes. These are primarily comprised of people who interact with those who share the same interests with them. Lastly, the Internet has also been used by non-profit organizations in advocating their programs that aim at furthering social causes. For example, anti-human trafficking initiatives are commonly broadcasted in the groups’ Youtube, Facebook, or Twitter accounts. Through these examples, it can be claimed that the role of the Internet in connecting people has helped it foster the so-called ‘global digital community’. F or one, micro-blogging sites like Twitter keeps people updated with the current societal events—whether local or international. Youtube encourages people to be more ‘content creators’ rather than mere ‘passive users’ by allowing them to upload original videos. ... As such, miscommunications and disputes may transpire in the Internet, especially when taken into consideration the capacity of the Internet in disseminating information in a highly fast manner. It is through these aforementioned reasons that an in-depth analysis of the social implications of the Internet is vital. In this light, this paper shall expose the positive and negative effects of the Internet in peoples and cultures, and why key institutions of human society must work hand-in-hand in optimizing the benefits obtained from the Internet. Positive Implications of the Internet At this point, a critical examination of the social benefits of the Internet must be done in relation to technology and culture. Firstly, the Internet allows for an easier and more dynamic access and transfer to information (Brey 3). With the increase in the Internet’s storage capacity, massive information could now be stored and accessed in almost all websites, as supported by search engine giants like Yahoo! and Google. Interestingly, hard copies of numerous pieces of literature are now present in the Internet, too. In addition to this, the convergence of various media in the Internet paves the way for an easier exchange of information (Brey 3). For example, Tweeting is now linked to the user’s Facebook account, while websites now have share buttons that aid in the faster distribution of information. Traditional television, furthermore, has incorporated QR codes in its programs to lead its audiences to specific websites. Apart from these examples that reinforce how the Internet allows for an easier and more dynamic access and transfer of data, it can be claimed that the Internet

The Ruthless 2010 Winter in America Essay Example | Topics and Well Written Essays - 750 words

The Ruthless 2010 Winter in America - Essay Example Being a resident of New York, I personally hold the opinion that â€Å"this storm brought with itself the most horrific casualties compared to the many other previous hurricanes met by America.† Though every winter, snowstorms manage in creating scenes that require endurance but this year, the drastic havoc created by the cold and bitter winter was actually above the threshold of suffering. The storm caused many deaths and historic snowfall totals were created by the extensive landslides. It competes with the other epic storms that previously slammed the States. â€Å"In snowfall, the Blizzard of 2010 now rivals the Knickerbocker Storm of 1922 for its impact on the Eastern Seaboard of the United States.† (Anon. 2010). Thousands of flights were canceled owing to the strong winds. Rail and road service was suspended bringing the public to a halt at many stations in severe cold and deaths were caused by the bitter winter. â€Å"The storm also dampened enthusiasm on Wall Street where trading on Friday was light. U.S. Treasury and bond trading was also dull.† (Nichols, 2010). I myself was tired of shoveling for many hours when I was supposed to hurry for the airport because I had to see my father who was in the hospital, but I was poorly exhausted by the snowstorm just like many other helpless people. The bad effects of the storm did not leave the economy safe since it had to struggle a deal once the winter got over, trying to emerge from the collapse. Over a million businesses suffered blackouts. Relentless winter rains following the storms across the region sent the rivers flooding over their banks and left many people dead.

Milk parlour Essay Example for Free

Milk parlour Essay With 150 cows to milk, Fred invested in a ‘carousel’ parlour where cows are milked on a slow-moving turntable. Milking usually lasts from 4. 30 p. m. to 7. 00 p. m. , during which time visitors can view from a purpose-built gallery which has space and explanatory tape recordings, via headphones, for 12 people. Gillian has found that, on average, spectators like to watch for 10 minutes, including five minutes for the explanatory tape. ‘We’re sometimes a bit busy on Saturdays and Sundays and a queue often develops before 4. 00 p. m. as some people want to see the milking and then go home. Unfortunately, neither Fred nor the cows are prepared to start earlier. However, most people are patient and everybody gets their turn to see this bit of high technology. In a busy period, up to 80 people per hour pass through the gallery. ’ With 150 cows to milk, Fred invested in a ‘carousel’ parlour where cows are milked on a slow-moving turntable. Milking usually lasts from 4. 30 p. m. to 7. 00 p. m. , during which time visitors can view from a purpose-built gallery which has space and explanatory tape recordings, via headphones, for 12 people. Gillian has found that, on average, spectators like to watch for 10 minutes, including five minutes for the explanatory tape. ‘We’re sometimes a bit busy on Saturdays and Sundays and a queue often develops before 4. 00 p. m. as some people want to see the milking and then go home. Unfortunately, neither Fred nor the cows are prepared to start earlier. However, most people are patient and everybody gets their turn to see this bit of high technology. In a busy period, up to 80 people per hour pass through the gallery. ’ With 150 cows to milk, Fred invested in a ‘carousel’ parlour where cows are milked on a slow-moving turntable. Milking usually lasts from 4. 30 p. m. to 7. 00 p. m. , during which time visitors can view from a purpose-built gallery which has space and explanatory tape recordings, via headphones, for 12 people. Gillian has found that, on average, spectators like to watch for 10 minutes, including five minutes for the explanatory tape. ‘We’re sometimes a bit busy on Saturdays and Sundays and a queue often develops before 4. 00 p. m. as some people want to see the milking and then go home. Unfortunately, neither Fred nor the cows are prepared to start earlier. However, most people are patient and everybody gets their turn to see this bit of high technology. In a busy period, up to 80 people per hour pass through the gallery. ’ With 150 cows to milk, Fred invested in a ‘carousel’ parlour where cows are milked on a slow-moving turntable. Milking usually lasts from 4. 30 p. m. to 7. 00 p. m. , during which time visitors can view from a purpose-built gallery which has space and explanatory tape recordings, via headphones, for 12 people. Gillian has found that, on average, spectators like to watch for 10 minutes, including five minutes for the explanatory tape. ‘We’re sometimes a bit busy on Saturdays and Sundays and a queue often develops before 4. 00 p. m. as some people want to see the milking and then go home. Unfortunately, neither Fred nor the cows are prepared to start earlier. However, most people are patient and everybody gets their turn to see this bit of high technology. In a busy period, up to 80 people per hour pass through the gallery. ’With 150 cows to milk, Fred invested in a ‘carousel’ parlour where cows are milked on a slow-moving turntable. Milking usually lasts from 4. 30 p. m. to 7. 00 p. m. , during which time visitors can view from a purpose-built gallery which has space and explanatory tape recordings, via headphones, for 12 people. Gillian has found that, on average, spectators like to watch for 10 minutes, including five minutes for the explanatory tape. ‘We’re sometimes a bit busy on Saturdays and Sundays and a queue often develops before 4. 00 p. m. as some people want to see the milking and then go home. Unfortunately, neither Fred nor the cows are prepared to start earlier. However, most people are patient and everybody gets their turn to see this bit of high technology. In a busy period, up to 80 people per hour pass through the gallery. ’ With 150 cows to milk, Fred invested in a ‘carousel’ parlour where cows are milked on a slow-moving turntable. Milking usually lasts from 4. 30 p. m. to 7. 00 p. m. , during which time visitors can view from a purpose-built gallery which has space and explanatory tape recordings, via headphones, for 12 people. Gillian has found that, on average, spectators like to watch for 10 minutes, including five minutes for the explanatory tape. ‘We’re sometimes a bit busy on Saturdays and Sundays and a queue often develops before 4. 00 p. m. as some people want to see the milking and then go home. Unfortunately, neither Fred nor the cows are prepared to start earlier. However, most people are patient and everybody gets their turn to see this bit of high technology. In a busy period, up to 80 people per hour pass through the gallery. ’ With 150 cows to milk, Fred invested in a ‘carousel’ parlour where cows are milked on a slow-moving turntable. Milking usually lasts from 4. 30 p. m. to 7. 00 p. m., during which time visitors can view from a purpose-built gallery which has space and explanatory tape recordings, via headphones, for 12 people. Gillian has found that, on average, spectators like to watch for 10 minutes, including five minutes for the explanatory tape. ‘We’re sometimes a bit busy on Saturdays and Sundays and a queue often develops before 4. 00 p. m. as some people want to see the milking and then go home. Unfortunately, neither Fred nor the cows are prepared to start earlier. However, most people are patient and everybody gets their turn to see this bit of high technology. In a busy period, up to 80 people per hour pass through the gallery. ’ With 150 cows to milk, Fred invested in a ‘carousel’ parlour where cows are milked on a slow-moving turntable. Milking usually lasts from 4. 30 p. m. to 7. 00 p. m. , during which time visitors can view from a purpose-built gallery which has space and explanatory tape recordings, via headphones, for 12 people. Gillian has found that, on average, spectators like to watch for 10 minutes, including five minutes for the explanatory tape. ‘We’re sometimes a bit busy on Saturdays and Sundays and a queue often develops before 4. 00 p. m.as some people want to see the milking and then go home. Unfortunately, neither Fred nor the cows are prepared to start earlier. However, most people are patient and everybody gets their turn to see this bit of high technology. In a busy period, up to 80 people per hour pass through the gallery. ’ With 150 cows to milk, Fred invested in a ‘carousel’ parlour where cows are milked on a slow-moving turntable. Milking usually lasts from 4. 30 p. m. to 7. 00 p. m. , during which time visitors can view from a purpose-built gallery which has space and explanatory tape recordings, via headphones, for 12 people. Gillian has found that, on average, spectators like to watch for 10 minutes, including five minutes for the explanatory tape. ‘We’re sometimes a bit busy on Saturdays and Sundays and a queue often develops before 4. 00 p. m. as some people want to see the milking and then go home. Unfortunately, neither Fred nor the cows are prepared to start earlier. However, most people are patient and everybody gets their turn to see this bit of high technology. In a busy period, up to 80 people per hour pass through the gallery. ’ With 150 cows to milk, Fred invested in a ‘carousel’ parlour where cows are milked on a slow-moving turntable. Milking usually lasts from 4. 30 p. m. to 7. 00 p. m. , during which time visitors can view from a purpose-built gallery which has space and explanatory tape recordings, via headphones, for 12 people. Gillian has found that, on average, spectators like to watch for 10 minutes, including five minutes for the explanatory tape. ‘We’re sometimes a bit busy on Saturdays and Sundays and a queue often develops before 4. 00 p. m. as some people want to see the milking and then go home. Unfortunately, neither Fred nor the cows are prepared to start earlier. However, most people are patient and everybody gets their turn to see this bit of high technology. In a busy period, up to 80 people per hour pass through the gallery. ’ With 150 cows to milk, Fred invested in a ‘carousel’ parlour where cows are milked on a slow-moving turntable. Milking usually lasts from 4. 30 p. m. to 7. 00 p. m. , during which time visitors can view from a purpose-built gallery which has space and explanatory tape recordings, via headphones, for 12 people. Gillian has found that, on average, spectators like to watch for 10 minutes, including five minutes for the explanatory tape. ‘We’re sometimes a bit busy on Saturdays and Sundays and a queue often develops before 4. 00 p. m. as some people want to see the milking and then go home. Unfortunately, neither Fred nor the cows are prepared to start earlier. However, most people are patient and everybody gets their turn to see this bit of high technology. In a busy period, up to 80 people per hour pass through the gallery. ’ With 150 cows to milk, Fred invested in a ‘carousel’ parlour where cows are milked on a slow-moving turntable. Milking usually lasts from 4. 30 p. m. to 7. 00 p. m., during which time visitors can view from a purpose-built gallery which has space and explanatory tape recordings, via headphones, for 12 people. Gillian has found that, on average, spectators like to watch for 10 minutes, including five minutes for the explanatory tape. ‘We’re sometimes a bit busy on Saturdays and Sundays and a queue often develops before 4. 00 p. m. as some people want to see the milking and then go home. Unfortunately, neither Fred nor the cows are prepared to start earlier. However, most people are patient and everybody gets their turn to see this bit of high technology. In a busy period, up to 80 people per hour pass through the gallery. ’ With 150 cows to milk, Fred invested in a ‘carousel’ parlour where cows are milked on a slow-moving turntable. Milking usually lasts from 4. 30 p. m. to 7. 00 p. m. , during which time visitors can view from a purpose-built gallery which has space and explanatory tape recordings, via headphones, for 12 people. Gillian has found that, on average, spectators like to watch for 10 minutes, including five minutes for the explanatory tape. ‘We’re sometimes a bit busy on Saturdays and Sundays and a queue often develops before 4. 00 p. m.as some people want to see the milking and then go home. Unfortunately, neither Fred nor the cows are prepared to start earlier. However, most people are patient and everybody gets their turn to see this bit of high technology. In a busy period, up to 80 people per hour pass through the gallery. ’ With 150 cows to milk, Fred invested in a ‘carousel’ parlour where cows are milked on a slow-moving turntable. Milking usually lasts from 4. 30 p. m. to 7. 00 p. m. , during which time visitors can view from a purpose-built gallery which has space and explanatory tape recordings, via headphones, for 12 people. Gillian has found that, on average, spectators like to watch for 10 minutes, including five minutes for the explanatory tape. ‘We’re sometimes a bit busy on Saturdays and Sundays and a queue often develops before 4. 00 p. m. as some people want to see the milking and then go home. Unfortunately, neither Fred nor the cows are prepared to start earlier. However, most people are patient and everybody gets their turn to see this bit of high technology. In a busy period, up to 80 people per hour pass through the gallery. ’ With 150 cows to milk, Fred invested in a ‘carousel’ parlour where cows are milked on a slow-moving turntable. Milking usually lasts from 4. 30 p. m. to 7. 00 p. m. , during which time visitors can view from a purpose-built gallery which has space and explanatory tape recordings, via headphones, for 12 people. Gillian has found that, on average, spectators like to watch for 10 minutes, including five minutes for the explanatory tape. ‘We’re sometimes a bit busy on Saturdays and Sundays and a queue often develops before 4. 00 p. m. as some people want to see the milking and then go home. Unfortunately, neither Fred nor the cows are prepared to start earlier. However, most people are patient and everybody gets their turn to see this bit of high technology. In a busy period, up to 80 people per hour pass through the gallery. ’ With 150 cows to milk, Fred invested in a ‘carousel’ parlour where cows are milked on a slow-moving turntable. Milking usually lasts from 4. 30 p. m. to 7. 00 p. m. , during which time visitors can view from a purpose-built gallery which has space and explanatory tape recordings, via headphones, for 12 people. Gillian has found that, on average, spectators like to watch for 10 minutes, including five minutes for the explanatory tape. ‘We’re sometimes a bit busy on Saturdays and Sundays and a queue often develops before 4. 00 p. m. as some people want to see the milking and then go home. Unfortunately, neither Fred nor the cows are prepared to start earlier. However, most people are patient and everybody gets their turn to see this bit of high technology. In a busy period, up to 80 people per hour pass through the gallery. ’ With 150 cows to milk, Fred invested in a ‘carousel’ parlour where cows are milked on a slow-moving turntable. Milking usually lasts from 4. 30 p. m. to 7. 00 p. m. , during which time visitors can view from a purpose-built gallery which has space and explanatory tape recordings, via headphones, for 12 people. Gillian has found that, on average, spectators like to watch for 10 minutes, including five minutes for the explanatory tape. ‘We’re sometimes a bit busy on Saturdays and Sundays and a queue often develops before 4. 00 p. m. as some people want to see the milking and then go home. Unfortunately, neither Fred nor the cows are prepared to start earlier. However, most people are patient and everybody gets their turn to see this bit of high technology. In a busy period, up to 80 people per hour pass through the gallery. ’ With 150 cows to milk, Fred invested in a ‘carousel’ parlour where cows are milked on a slow-moving turntable. Milking usually lasts from 4. 30 p. m. to 7. 00 p. m. , during which time visitors can view from a purpose-built gallery which has space and explanatory tape recordings, via headphones, for 12 people. Gillian has found that, on average, spectators like to watch for 10 minutes, including five minutes for the explanatory tape. ‘We’re sometimes a bit busy on Saturdays and Sundays and a queue often develops before 4. 00 p. m.as some people want to see the milking and then go home. Unfortunately, neither Fred nor the cows are prepared to start earlier. However, most people are patient and everybody gets their turn to see this bit of high technology. In a busy period, up to 80 people per hour pass through the gallery. ’ With 150 cows to milk, Fred invested in a ‘carousel’ parlour where cows are milked on a slow-moving turntable. Milking usually lasts from 4. 30 p. m. to 7. 00 p. m. , during which time visitors can view from a purpose-built gallery which has space and explanatory tape recordings, via headphones, for 12 people. Gillian has found that, on average, spectators like to watch for 10 minutes, including five minutes for the explanatory tape. ‘We’re sometimes a bit busy on Saturdays and Sundays and a queue often develops before 4. 00 p. m. as some people want to see the milking and then go home. Unfortunately, neither Fred nor the cows are prepared to start earlier. However, most people are patient and everybody gets their turn to see this bit of high technology. In a busy period, up to 80 people per hour pass through the gallery. ’ With 150 cows to milk, Fred invested in a ‘carousel’ parlour where cows are milked on a slow-moving turntable. Milking usually lasts from 4. 30 p. m. to 7. 00 p. m. , during which time visitors can view from a purpose-built gallery which has space and explanatory tape recordings, via headphones, for 12 people. Gillian has found that, on average, spectators like to watch for 10 minutes, including five minutes for the explanatory tape. ‘We’re sometimes a bit busy on Saturdays and Sundays and a queue often develops before 4. 00 p. m. as some people want to see the milking and then go home. Unfortunately, neither Fred nor the cows are prepared to start earlier. However, most people are patient and everybody gets their turn to see this bit of high technology. In a busy period, up to 80 people per hour pass through the gallery. ’ With 150 cows to milk, Fred invested in a ‘carousel’ parlour where cows are milked on a slow-moving turntable. Milking usually lasts from 4. 30 p. m. to 7. 00 p. m. , during which time visitors can view from a purpose-built gallery which has space and explanatory tape recordings, via headphones, for 12 people. Gillian has found that, on average, spectators like to watch for 10 minutes, including five minutes for the explanatory tape. ‘We’re sometimes a bit busy on Saturdays and Sundays and a queue often develops before 4. 00 p. m. as some people want to see the milking and then go home. Unfortunately, neither Fred nor the cows are prepared to start earlier. However, most people are patient and everybody gets their turn to see this bit of high technology. In a busy period, up to 80 people per hour pass through the gallery. ’ With 150 cows to milk, Fred invested in a ‘carousel’ parlour where cows are milked on a slow-moving turntable. Milking usually lasts from 4. 30 p. m. to 7. 00 p. m., during which time visitors can view from a purpose-built gallery which has space and explanatory tape recordings, via headphones, for 12 people. Gillian has found that, on average, spectators like to watch for 10 minutes, including five minutes for the explanatory tape. ‘We’re sometimes a bit busy on Saturdays and Sundays and a queue often develops before 4. 00 p. m. as some people want to see the milking and then go home. Unfortunately, neither Fred nor the cows are prepared to start earlier. However, most people are patient and everybody gets their turn to see this bit of high technology. In a busy period, up to 80 people per hour pass through the gallery. ’ With 150 cows to milk, Fred invested in a ‘carousel’ parlour where cows are milked on a slow-moving turntable. Milking usually lasts from 4. 30 p. m. to 7. 00 p. m. , during which time visitors can view from a purpose-built gallery which has space and explanatory tape recordings, via headphones, for 12 people. Gillian has found that, on average, spectators like to watch for 10 minutes, including five minutes for the explanatory tape. ‘We’re sometimes a bit busy on Saturdays and Sundays and a queue often develops before 4. 00 p. m.as some people want to see the milking and then go home. Unfortunately, neither Fred nor the cows are prepared to start earlier. However, most people are patient and everybody gets their turn to see this bit of high technology. In a busy period, up to 80 people per hour pass through the gallery. ’ With 150 cows to milk, Fred invested in a ‘carousel’ parlour where cows are milked on a slow-moving turntable. Milking usually lasts from 4. 30 p. m. to 7. 00 p. m. , during which time visitors can view from a purpose-built gallery which has space and explanatory tape recordings, via headphones, for 12 people. Gillian has found that, on average, spectators like to watch for 10 minutes, including five minutes for the explanatory tape. ‘We’re sometimes a bit busy on Saturdays and Sundays and a queue often develops before 4. 00 p. m. as some people want to see the milking and then go home. Unfortunately, neither Fred nor the cows are prepared to start earlier. However, most people are patient and everybody gets their turn to see this bit of high technology. In a busy period, up to 80 people per hour pass through the gallery. ’ With 150 cows to milk, Fred invested in a ‘carousel’ parlour where cows are milked on a slow-moving turntable. Milking usually lasts from 4. 30 p. m. to 7. 00 p. m. , during which time visitors can view from a purpose-built gallery which has space and explanatory tape recordings, via headphones, for 12 people. Gillian has found that, on average, spectators like to watch for 10 minutes, including five minutes for the explanatory tape. ‘We’re sometimes a bit busy on Saturdays and Sundays and a queue often develops before 4. 00 p. m. as some people want to see the milking and then go home. Unfortunately, neither Fred nor the cows are prepared to start earlier. However, most people are patient and everybody gets their turn to see this bit of high technology. In a busy period, up to 80 people per hour pass through the gallery. ’ With 150 cows to milk, Fred invested in a ‘carousel’ parlour where cows are milked on a slow-moving turntable. Milking usually lasts from 4. 30 p. m. to 7. 00 p. m. , during which time visitors can view from a purpose-built gallery which has space and explanatory tape recordings, via headphones, for 12 people. Gillian has found that, on average, spectators like to watch for 10 minutes, including five minutes for the explanatory tape. ‘We’re sometimes a bit busy on Saturdays and Sundays and a queue often develops before 4. 00 p. m. as some people want to see the milking and then go home. Unfortunately, neither Fred nor the cows are prepared to start earlier. However, most people are patient and everybody gets their turn to see this bit of high technology. In a busy period, up to 80 people per hour pass through the gallery. ’ With 150 cows to milk, Fred invested in a ‘carousel’ parlour where cows are milked on a slow-moving turntable. Milking usually lasts from 4. 30 p. m. to 7. 00 p. m., during which time visitors can view from a purpose-built gallery which has space and explanatory tape recordings, via headphones, for 12 people. Gillian has found that, on average, spectators like to watch for 10 minutes, including five minutes for the explanatory tape. ‘We’re sometimes a bit busy on Saturdays and Sundays and a queue often develops before 4. 00 p. m. as some people want to see the milking and then go home. Unfortunately, neither Fred nor the cows are prepared to start earlier. However, most people are patient and everybody gets their turn to see this bit of high technology. In a busy period, up to 80 people per hour pass through the gallery. ’ With 150 cows to milk, Fred invested in a ‘carousel’ parlour where cows are milked on a slow-moving turntable. Milking usually lasts from 4. 30 p. m. to 7. 00 p. m. , during which time visitors can view from a purpose-built gallery which has space and explanatory tape recordings, via headphones, for 12 people. Gillian has found that, on average, spectators like to watch for 10 minutes, including five minutes for the explanatory tape. We’re sometimes a bit busy on Saturdays and Sundays and a queue often develops before 4. 00 p. m.as some people want to see the milking and then go home. Unfortunately, neither Fred nor the cows are prepared to start earlier. However, most people are patient and everybody gets their turn to see this bit of high technology. In a busy period, up to 80 people per hour pass through the gallery. ’ With 150 cows to milk, Fred invested in a ‘carousel’ parlour where cows are milked on a slow-moving turntable. Milking usually lasts from 4. 30 p. m. to 7. 00 p. m. , during which time visitors can view from a purpose-built gallery which has space and explanatory tape recordings, via headphones, for 12 people. Gillian has found that, on average, spectators like to watch for 10 minutes, including five minutes for the explanatory tape. ‘We’re sometimes a bit busy on Saturdays and Sundays and a queue often develops before 4. 00 p. m. as some people want to see the milking and then go home. Unfortunately, neither Fred nor the cows are prepared to start earlier. However, most people are patient and everybody gets their turn to see this bit of high technology. In a busy period, up to 80 people per hour pass through the gallery. ’ With 150 cows to milk, Fred invested in a ‘carousel’ parlour where cows are milked on a slow-moving turntable. Milking usually lasts from 4. 30 p. m. to 7. 00 p. m. , during which time visitors can view from a purpose-built gallery which has space and explanatory tape recordings, via headphones, for 12 people. Gillian has found that, on average, spectators like to watch for 10 minutes, including five minutes for the explanatory tape. ‘We’re sometimes a bit busy on Saturdays and Sundays and a queue often develops before 4. 00 p. m. as some people want to see the milking and then go home. Unfortunately, neither Fred nor the cows are prepared to start earlier. However, most people are patient and everybody gets their turn to see this bit of high technology. In a busy period, up to 80 people per hour pass through the gallery. ’ With 150 cows to milk, Fred invested in a ‘carousel’ parlour where cows are milked on a slow-moving turntable. Milking usually lasts from 4. 30 p. m. to 7. 00 p. m. , during which time visitors can view from a purpose-built gallery which has space and explanatory tape recordings, via headphones, for 12 people. Gillian has found that, on average, spectators like to watch for 10 minutes, including five minutes for the explanatory tape. ‘We’re sometimes a bit busy on Saturdays and Sundays and a queue often develops before 4. 00 p. m. as some people want to see the milking and then go home. Unfortunately, neither Fred nor the cows are prepared to start earlier. However, most people are patient and everybody gets their turn to see this bit of high technology. In a busy period, up to 80 people per hour pass through the gallery. ’ With 150 cows to milk, Fred invested in a ‘carousel’ parlour where cows are milked on a slow-moving turntable. Milking usually lasts from 4. 30 p. m. to 7. 00 p. m., during which time visitors can view from a purpose-built gallery which has space and explanatory tape recordings, via headphones, for 12 people. Gillian has found that, on average, spectators like to watch for 10 minutes, including five minutes for the explanatory tape. ‘We’re sometimes a bit busy on Saturdays and Sundays and a queue often develops before 4. 00 p. m. as some people want to see the milking and then go home. Unfortunately, neither Fred nor the cows are prepared to start earlier. However, most people are patient and everybody gets their turn to see this bit of high technology. In a busy period, up to 80 people per hour pass through the gallery. ’ With 150 cows to milk, Fred invested in a ‘carousel’ parlour where cows are milked on a slow-moving turntable. Milking usually lasts from 4. 30 p. m. to 7. 00 p. m. , during which time visitors can view from a purpose-built gallery which has space and explanatory tape recordings, via headphones, for 12 people. Gillian has found that, on average, spectators like to watch for 10 minutes, including five minutes for the explanatory tape. ‘We’re sometimes a bit busy on Saturdays and Sundays and a queue often develops before 4. 00 p. m.as some people want to see the milking and then go home. Unfortunately, neither Fred nor the cows are prepared to start earlier. However, most people are patient and everybody gets their turn to see this bit of high technology. In a busy period, up to 80 people per hour pass through the gallery. ’ With 150 cows to milk, Fred invested in a ‘carousel’ parlour where cows are milked on a slow-moving turntable. Milking usually lasts from 4. 30 p. m. to 7. 00 p. m. , during which time visitors can view from a purpose-built gallery which has space and explanatory tape recordings, via headphones, for 12 people. Gillian has found that, on average, spectators like to watch for 10 minutes, including five minutes for the explanatory tape. ‘We’re sometimes a bit busy on Saturdays and Sundays and a queue often develops before 4. 00 p. m. as some people want to see the milking and then go home. Unfortunately, neither Fred nor the cows are prepared to start earlier. However, most people are patient and everybody gets their turn to see this bit of high technology. In a busy period, up to 80 people per hour pass through the gallery. ’ With 150 cows to milk, Fred invested in a ‘carousel’ parlour where cows are milked on a slow-moving turntable. Milking usually lasts from 4. 30 p. m. to 7. 00 p. m. , during which time visitors can view from a purpose-built gallery which has space and explanatory tape recordings, via headphones, for 12 people. Gillian has found that, on average, spectators like to watch for 10 minutes, including five minutes for the explanatory tape. ‘We’re sometimes a bit busy on Saturdays and Sundays and a queue often develops before 4. 00 p. m. as some people want to see the milking and then go home. Unfortunately, neither Fred nor the cows are prepared to start earlier. However, most people are patient and everybody gets their turn to see this bit of high technology. In a busy period, up to 80 people per hour pass through the gallery. ’ With 150 cows to milk, Fred invested in a ‘carousel’ parlour where cows are milked on a slow-moving turntable. Milking usually lasts from 4. 30 p. m. to 7. 00 p. m. , during which time visitors can view from a purpose-built gallery which has space and explanatory tape recordings, via headphones, for 12 people. Gillian has found that, on average, spectators like to watch for 10 minutes, including five minutes for the explanatory tape. ‘We’re sometimes a bit busy on Saturdays and Sundays and a queue often develops before 4. 00 p. m. as some people want to see the milking and then go home. Unfortunately, neither Fred nor the cows are prepared to start earlier. However, most people are patient and everybody gets their turn to see this bit of high technology. In a busy period, up to 80 people per hour pass through the gallery. ’