An unforgettable visit to Dubai Essay

As I sat in the car waiting impatiently to reach there, I though about my all-time dream coming true, visiting the modern wonder, Dubai. Since the United Arab Emirates were formed in 1971, Dubai has always been the most resourceful, united and modern of all. It has been very famous for a lot of tourist attractions like Burj Al Arab and Emirates towers. Additionally, the highest tower in the world, Dubai tower is currently being built and an above-ground metro is being designed for safe, fast transport around the city and its neighbouring Emirates. As I entered the city, many thoughts about where to go and what to do swarmed past my mind. First, I went to the hotel I am staying in and checked in. Around me was a new world, places to discover, scenery to see and buildings to watch. The city was completely modern and the skyscrapers gave it an even more modern look. But, according to the previous Sheikh’s point of view it is not buildings which build up a city but instead: knowledge, education and awareness is what matters most. After I left my room, I headed to Al Mamzar park and beach, these place were so natural and although they were surrounded by traffic and pollution, I could easily notice the smell of nature around me. After that I went to the biggest mall in the middle east, Emirates mall. In this gigantic trading centre, I bought many souvenirs and traditional, hand-made goods. One of the most things I liked about shopping in Dubai is that it is completely tax-free. As for food, Dubai provides foods from over two hundred countries worldwide with professionally made dishes by international trademarks. Anyway, I chose to eat tradional Arabic food which I felt was the best I had tasted since years. After visiting Aquaparks, skyscrapers, ancient remains, museums and malls, I realised how lucky I was to be in this wonderful place. â€Å"The blend of tradition and science.† The only problem I experienced in Dubai is that it’s  a little over-crowded. One of the most important thing I noticed about Dubai and not in other countries is Safety. As I wandered along the busy roads, I noticed that a police car flew past me almost every two minutes. I am really happy to fulfill my dream to visit Dubai and the U.A.E and I personally recommend you to visit this city and experience modern life along with a blend of culture and tradition.

How Successful Was Lenin’s Attempt to Create an Alternative Modernity in Russia by 1929?

How successful was Lenin’s attempt to create an alternative modernity in Russia by 1929? Overview The aim of this essay is to discuss how successful Lenin’s policies were in his attempt to create an alternative modernity in Russia by his death in 1924. By scrutinizing his actions and their individual impacts in relation to the desired modernity, historians can assess whether Lenin achieved the socialist dream he sought for. I will break down the essay into three components from which I can individually conclude their successfulness as an alternative modernity. These shall be established in the introduction. Introduction The introduction will firstly discuss the crisis of modernity in the inter-war period in order to put Lenin’s rise to power and subsequent desire for a new society in context. This includes the general political and social crisis surrounding the propagating theories of nineteenth century thought. I will introduce the notion of a ‘socialist utopia’ and state the aims such a society seeks to establish. I will indicate that my concluding thoughts are to be that Lenin undoubtedly created an alternative modernity in Russia; however it is clear that by the time of his death he regarded Russia as communist work in progress and realized that much had to be done in order to reach the preferred modernity envisioned by Marx and Engels. Russia achieved a society which was, in practice, a form of success but ideologically was less successful at achieving the state it required. Section 1 The first section will convey the new means and ways of the Russian government and compare this to what Lenin wanted for his party at the time and what Lenin had hoped would happen to the government eventually according to Marxist beliefs. I will consider the success of the revolution in 1917 and the way in which the government consolidated its power in the years thereafter. In order to do this I will need to examine the ways in which Lenin secured emancipation of the working class according to Marx teachings because it is using these beliefs that a utopia hoped to be established. This includes the interpretation that authoritarianism would fix inter-war society in a time of fear and doubt. Other successes to consider include the ‘dictatorship of the proletariat’, the support for the Bolshevik Party and communism, uniting the workers of the world for revolution, the ability to spread communism, and the path to the ultimate stateless society. Section 2 The second section refers to the economic alternative that communism had to offer and assesses the success of the new method in following the socialist tradition. I will note how the new forms of economic control were successful in that it transformed Russian economy into a more ‘modern’ system, however even though the system was undoubtedly communist, there were still capitalist elements that were not characteristic of the alternative modernity that Russia claimed allegiance to. I will discuss the success of Lenin’s policies such as ‘War Communism’ and the ‘New Economic Policy’ (NEP), considering how they adhered to the ideology on which they were based and whether they were economically successful or not. Section 3 The last section will establish whether society and culture was also revolutionized in the endeavor to create a new form of society. Modernism attempts to create culture and indeed, anything that could influence culture was used in order to consolidate and maintain support of communism from the Russian people. The egalitarian option that socialism offers was applied in many areas of society in the hope that it would create a better, stronger and more content social order. This includes the emancipation of women which is an ideological consideration concerning the communist ideas of equality between the sexes. In this case practical needs were judged more important than ideological needs as reversal of many reforms concerning women were deemed essential to the regimes survival. Other cultural revolts that must be assessed include the attitude and dealings with the Orthodox Church, the use of arts and popular culture and the rise of propaganda. Conclusion The conclusion will state that Lenin did create of form of modernity that was different from anything politics had ever seen and that he did enjoy variations of success in comparison to the state of tsar ruled Russia, however this success was often limited and short lived. Lenin had to adapt his Marxist beliefs many times in order to make them a feasible option for Russia. Indeed, he did successfully create an alternative modernity but he failed to obtain the socialist utopia which was his ultimate goal as practical want trumped the ideological battle. The quest for an alternative modernity was never meant to happen in Lenin’s lifetime, he was merely the instigator for what he hoped would develop into his idea of a perfect community. In this light, historians must conclude that Lenin was successful in achieving the starting point from which a utopia could emerge.

Reflection and Refraction of Light Essay

Objective The purpose of this experiment is to prove the laws of reflection and refraction, and to determine the angle of the total internal reflection and the index of refraction in the experiment. Theory The theory being experimented in this procedure is that of Willebrord Snell. From his theory we understand that the incident ray, the normal line and the refracted ray all lie on the same plane. We also understand that the relationship is defined in a ratio with the following equation; Which means that the ratio of the sine of the angle of incidence to the sine of the angle of refraction, I equal to the ratio of the speed of light in the original medium and the speed of light in the refracting medium. Procedure We set up the optics track, light source and the ray table. We then aligned the flat side of the mirror with the ray of light from the light source. We rotated the ray table in increments of 10 ÌŠ. The first set were done going clockwise. Once done we then did the same thing but going counterclockwise. This gave us the Angles of Reflection. FromThe two Angles of Reflection we were able to calculate the average Angles of Reflection, listed in Table 1. For the Law of Refraction, we replaced the mirror with a Acrylic cylindrical lens. We rotated the ray table clockwise by increments of 10ÌŠ again. We repeated the same measurements but instead with counterclockwise angles. From the two angles of refraction we were able to calculate the average angles of refraction. Finally, we aligned the flat side of the lens so that incoming light ray struck the cylindrical surface. We rotated the ray table until the refracted ray disappeared completely and only the reflected ray was visible. This is the angle of incidence. This gave us our angle of incidence theoretical value. From this we were also able to calculate the angle of refraction.

Freedom Essay Example | Topics and Well Written Essays - 500 words

Freedom - Essay Example (Merriam-Webster English Dictionary, 2006-2007 Edition). It is evident that one of the necessary conditions of freedom is the absence of oppression by an external actor, whether it be another individual, group of individuals or a government or society. One is free when they are not restrained and regulated by the mandates made by others than themselves. 18th Century political philosopher contributed to this conception of freedom in his Second Treatise of Civil Government. Locke defined freedom as "that all things equal and independent, no one ought to harm another in his Life, Health, Liberty or Possessions." (Locke, 318). In this definition, Locke concluded that freedom consisted of an individual's rights to their life and health in addition with their freedom to pursue happiness that includes protection of private property and the liberty to pursue their own living. While Locke wrote this with the intent of establishing the foundations of a just government and civil society, the very meaning of freedom must first be defined and justifie d in order to set the framework for any form of civil society.

Depend on the information that will given which 1) a narrative memoir Essay

Depend on the information that will given which 1) a narrative memoir of a vacation, journey, or experience. Use first person I and either chronological order or flashback of events - Essay Example I remember meeting an old school friend, on the first day of school in August 2004, who also happened to join the same high school. We had made a few acquaintances by then. Introducing those across gave us the opportunity to get together after classes and have a chat. I was happy enough with a trusty bunch of friends, having a sport to put my passions into was just an add on. Before I knew it, I found myself always playing football, the most popular high school sport (Mueller et. al p. 57), in the free time. I was quite popular as a goalkeeper among my friends because of my extreme saves. That was all I liked – being popular, but only among my friends, rather than in the clichà © sense of being popular, for extreme things I could do with confidence. There was nothing I could remember better than flashbacks of playing football in the previous year. Starting the final year we got a match set up with a seventh grade team. This seemed quite boring because I was of the opinion that this - rather unmatched - match was set up because there was no other team available. Little did I know from my previous year’s football passion that I and my friends were not the only ones who loved the game - there were others, who took it much more seriously than our time killing passion approach. The match, that we expected to be very uneventful, soon proved to be a spectacular match. As I remembered saving goals day in and out with my friends, my tunnel vision world started spinning out of focus when I saw the seventh graders score goals after goals on me; passing the football with a single touch kick. As I thought of the scores I had dived to save all year back, I couldn’t say I didn’t enjoy being beaten by seventh graders. A me mory of being beaten is a lesson on the game I thought I had passion about, I learned there is always someone out there who takes your passions much more seriously than you. But what makes you unique is your own ability to learn

Grahams definition and discuss in the context of my Experience as a Essay

Grahams definition and discuss in the context of my Experience as a Radiologic Technologist in Grenada General Hospital - Essay Example 566). In parallel, Graham (2006) illustrated the concept of clinical effectiveness--in the presence of â€Å"the right persons, doing the right thing, the right way in the right place, at the right time with the right result.† In view, the paper examines this definition in the context of clinical practice by radiological technologists--with implications and potential innovations in integrated radiologic science. Occupational Description Prior to identifying the right personnel in radiologic technology, reviews on general description and evolution must first be clarified. Radiologic technology is a branch in allied health, where its application in clinical setting primarily involves diagnostic activities for pathological conditions. As technological advances update the categories of diagnostic equipments, it also expanded to include more autonomous responsibilities. The coverage, thereby, extends from mere imaging examination in X-rays to more sophisticated forms, such as utili zation of ionizing radiation for treatment purposes (Allied health services, 1989). As scope of functions widen, tasks involved also lengthened. Basically, radiologic technologists are in-charge in facilitating the performance of radiologic examinations. As allied professionals, they require strict conformation of physician’s written order, while under the supervision of â€Å"licensed independent practitioner(s)† (Campeau & Fleitz, 2009). Additionally, the types of radiologic test to be utilized are also indicated--exhibiting the collaborative association of functions between allied and medical professionals in clinical settings (Bureau of Labor and Statistics, 2010). Imperatively, radiologic technologists assume professional persona, as they follow regulatory protocols indicated before and during radiologic examinations. In preparatory stage, technicians ensure that incriminating objects or articles worn by clients are judiciously removed--to avoid chemical disruptio ns and undue physical damage to clients. Moreover, they attend in completely explaining the procedure to be undertaken, allying possibilities of fear and avoiding emotional interference during actual procedure (Stanfield & Hui, 2002). Subsequently, as protective gears are in place and equipments are positioned, the diagnostics may proceed as planned. With this accomplished, the duties of radiologic technologists do not end there, for they have to properly document the whole activity, and ensure client status for untoward reactions. Judiciously, patient safety is also guaranteed through constant inspection of diagnostic equipments, as well as replacement of defective ones (Bureau of Labor and Statistics, 2010). Radiologic technologists, in accurate manner, are accounted in following the dictates of their delegated functions--as indicated in doing the right thing with clinical effectiveness. Qualification Revisited Educationally distinct from radiologists, radiologic technologists wor k side-by-side with other clinical professionals in rendering a variety of health services to clients. Campeau and Fleitz (2009, p. 7) clarified the qualifications of radiologic technologists, indicating that they belong to the group who â€Å"graduated from a nationally accredited education program in the radiologic sciences and...hold a full

Why is there Large Employee Turnover Rate at Wal-Mart Research Paper

Why is there Large Employee Turnover Rate at Wal-Mart - Research Paper Example Although the figures for employee turnover for Wal-Mart are not readily available there is a lot of information to indicate at the least that employees are not happy and that the turnover intent is high. In fact, the company has been faced with a number of law suits relating to sex discrimination and working overtime without pay. Wal-Mart is currently one of the most influential and respected company which is synonymous with that commanded by the manufacturing giants of the twentieth century Lichtenstein (2009). The company is in position number 15 on Forbes List as a Global 2000 Leading Company and as one of the World’s Biggest Public Company (Forbes 2013). This is based on sales, profit, assets and market value. In terms of sales Wal-Mart is in the number 1 position, 16th in profit, 135th in assets and 7th in terms of market value. On Forbes (2012) list of ‘The World’s Most Powerful Brands, Wal-Mart is in the 25th position and this makes it the world’s to p retailing company. ... The international segment is seen as the engine of growth for the company as Wal-Mart continues to expand internationally. The aim of this research is to determine the reason for the high employee turnover rate at Wal-Mart. The objectives of this study are to determine: i. Whether compensation at Wal-Mart may be a factor in relation to the high rates of turnover ii. Whether employees are satisfied with the level of communication with their supervisors iii. Whether employees are happy with their job functions Employee turnover is the movement of workers in the labor market between organizations and between different roles or occupation (Abassi et al 2000). Literature Review According to Linhartova (2011) Employee turnover is one of the problems relating to the management of human resources that never go away. Linhartova (2011) carried out two studies on the causes of employees disaffection and turnover. The study used 29 determinates to describe seven of the main factors that led to e mployee turnover – remuneration, certainty, relationships, recognition, communication, culture, and expectations. The factors were in a similar manner to studies done by other researcher (See John et al 2008; Gosling et al 2003; Benet-Martinez and John 1998). The results of the study indicate that all seven factors were strongly linked to job satisfaction. Firth L, David J Mellor, Kathleen A Moore, Claude Loquet (2007). How can managers reduce employee intention to quit?, J. manage. Psychol. 19 (2): 170-187. †¦ Strategies to minimize turnover Jain (2013) suggests that employee branding which is a relatively new concept n human resource management. This Jain (2013) indicates will allow the organization to choose and retain

My Diet Analysis Term Paper Example | Topics and Well Written Essays - 750 words

My Diet Analysis - Term Paper Example The analysis is in two parts, part I deals with the written diet and the motivation codes while the last, part II is where I have done diet analysis. Part I involves three steps of the written diet. Firstly, all that is eaten and drunk for the last three days successively on breakfast includes apple, peas, natural flavor, and pie spiced. For snacks, there was consumption of toaster, coffee, doughnut, glazed spaghetti, pizza, tomato and meatballs, corn flake crust, turkey cheese, fruit cocktail, and brown sugar. The foods taken during the dinner times in the three days included sandwich, chicken, pasta dish, hamburger helper, and fruit cocktail. The foods contained carbohydrates of about 48%, proteins of about 19%, and fats of 33%. The main activities engaged include running, pushups, jogging, and conditioning. All these exercises ensure that enough calories are burnt from the body and enhance the physical fitness. The average time for the exercise is about 30 minutes every day. It is noted that after consuming certain foods like carbohydrate, there was a lot of energy due to a high-calorie intake. A lot of sweating is also noted when fats are consumed. The presented food in the menu form on each day is presented in the table below. The foods have got respective codes entered ranging from A to I that gives the motivation behind consuming that particular food. It is noted that the total grams of fiber intake per day are 6.14 grams while the recommended intake per day is 45.63 grams. Due to this inefficiency of fiber, I would recommend for the realistic intake of high fiber foods like the apples with their skin, dried figs, taking in some banana and grapefruit. This would increase the fiber content in the diet. There should be an intake of both soluble fiber and insoluble fiber food, which enhances our health generally. Soluble fiber readily dissolves in water and forms a gel-like substance which slows digestion.

Critical thinking and analysis Essay Example | Topics and Well Written Essays - 750 words

Critical thinking and analysis - Essay Example It is nevertheless interesting to compare the lights and darkness of the changing landscape of a city like Los Angeles, as we draw upon historical accounts of the city in the late 1970s by Joan Didion recalling the fire of 1978 in ‘Fire Season’ and Truman Capote reminiscing about Christmas in Los Angeles in the early 1950s in ‘Local Color’. Both authors have a particular recollection of the city and though weather patterns repeat themselves, the effect is never quite the same across different decades. Discussion My judgment of the light and darkness of Los Angeles can be summed up in the vagaries of weather that the city has to face during a typical year. From hurricane alerts to wildfires raging through various parts of the city, there is never a dull moment in Los Angeles. There is always something happening at the beaches that dot the coastline of the city, and tourists as well as the local people make a beeline for it come summer. The winters too are coo l and not too wet, but the pleasant breeze that blows down the coast of the shoreline and into one’s living rooms in the evenings can send chills down some spines. It is chilling yet cool to be here. Be in the blinding sunlight of summer or the hazy shade of winter, there is some danger of forest fires and other natural calamities making life difficult for the residents. Joan Didion in her piece Fire Season recalls the blaze of 1978 that resulted from the Malibu and Kanan fires and wiped out parts of Malibu and the Palisades. Some areas of Los Angeles have been burned as many as eight times. The local brush takes as long as 20 years to replenish itself. Thus we are looking at a major ecological disaster that reoccurs. With the weather patterns being consistent enough to distinguish between summer, winter and the rainy season, firefighters and the Mayor’s Office are usually on high alert during both summer and winter season when there is a good chance of fires flaring u p somewhere or the other. This may be exacerbated if the conditions have been dry and unrelenting in the earlier part of the year. The conditions are so well known that even little children will describe the autumn season as â€Å"dry winds and dust; hair full of knots† (Didion, 509). Yet there is something peculiar about the resilience of inhabitants to stay put in Los Angeles County despite the recurring fires. It is as if they are in a state of denial, or love the land too much to leave it. Los Angeles even has a Fire Index. Moving on to Truman Capote’s recollection of spending Christmas in Los Angeles during the 1950s, where he had to play chaperone to a Negro girl who was coming to Hollywood in search of a job in the movie industry. Describing the usual indiscretions here, it was noted that people regarded the absence of Youth as death. No one walks, there is usually a long line of cars lining the streets as the only mode of transportation. There is no time or inc lination to have kids since everyone is so busy with their movie careers- it is termed the childless city (Capote, 354). A typical Hollywood home is so incomplete without some paintings of the Masters and everybody is supposed to have some knowledge about Art. There is much emphasis on makeup and keeping up appearances, getting a toned, chiseled body and using botox to appear eternally young. Makeup and perfume is liberally applied and you are supposed to learn how to manage through divorces and remarriages. Older people can relax and really appreciate the serenity of the place. Conclusion

Managing Financial Resoures and Decisions 4. Answer 13 questions.No Assignment

Managing Financial Resoures and Decisions 4. Answer 13 questions.No more than 2500 words allowed - Assignment Example Issuing Equity is another smart option that can be used by the company. This involves issuing shares to investors at a price determined by the company and using them to raise finance for the equipment needed by the scientists Lease is when the other company or financing organization buys the equipment and let our company use it against monthly charges known as rentals. The benefit of this option is that the company will not have to bear the entire cost of equipment upfront and in case the company does not need equipment in the future it won’t have to pay the rental and will not have to invest huge amount into buying the product. Hire-Purchase is like a loan to the company. The difference here is that instead of lending you the money, the bank or other financial institution buys you an asset and charges a mark-up against this assets which is amortized by the monthly payments which includes payment of both principal and the mark-up. ... vidends are only paid in the profitable years, whereas in case of loans, lease and hire purchase interest has to be paid every period regardless of the fact the company makes a profit or loss. Hence obtaining credit loans, lease and hire purchase is burden on the company’s resources as creditors have a right to sell of company’s assets if they are not paid. Keeping in mind the company is young and does not have enough resources or plowed back profits, it is the best option for the company to raise finance by issuing equity. However, the company should make sure that it floats as much shares in the market so as they will not lose the control of the business or not third party investors will be able to collude to form a holding company. 1c) There will be a different set of requirements and documents that different funds providers will ask from the company before expending them a loan. Banks would ask for collateral and a business plan before deciding on whether it would l end the company or not. Bank would also ask for projected cash flows and income statement in order to make sure that the funds that the bank is obtaining are yielding the required return in order to pay the bank. Similarly, a bank would also ask for the balance sheet to make sure that in the event of default, the company has enough assets and the bank could sell them to recover its lending. Equity investors would want a prospectus which will have to be published in the newspaper. Other than equity investors would be interested in knowing the future plans of the company, the growth rate and name of directors and people running the company. Leasing company would need to know how long the company intends to use the assets, what will be the cash flow generation of the assets and what are the resources

Lyndon Baines Johnson Essay Example for Free

Lyndon Baines Johnson Essay In President Lyndon B. Johnson’s State of the Union speech in January of 1964, â€Å"The War on Poverty† was declared. Johnson personally appointed Sergeant Shriver to assist him in assembling a committee of academic and civil rights activists. Shriver asked Johns Hopkins University pediatrician, Dr. Robert Cooke, to gather a committee of the best specialists in all fields relating to children (University of Michigan, n.d.). All members of the committee met in January of 1965 to discuss a program intended to assist children in overcoming obstacles or setbacks caused by poverty. The University of Michigan (n.d.) Web site reports that among the suggested names for the program were â€Å"Baby Corps† and â€Å"Kiddie Corps.† Many of the committee members felt that having â€Å"corps† in the title would help link the program to positive political activism. However, it was ultimately agreed that the name Head Start was most suitable. The name refers to the intended close in the achievement gap between lower class students and their middle class peers. The program’s design afforded these students from lower class communities the opportunity to get academically closer to the assessed levels of their future fellow classmates (University of Michigan, n.d.). A few months later, in May of 1965, President Johnson publicly announced Project Head Start in the White House Rose Garden. The same year, Head Start began as an eight-week summer program for children from low-income communities on schedule to be enrolled in public schools in the fall. In that summer, more than 560,000 children across the country were served. The program provided preschool classes, dental care, medical care, and mental health services (University of Michigan, n.d.). The rationale for the institution of the Head Start program, and more importantly, its federal funding, is based on several factors. Children from low-income families are associated with higher rates of academic failure and are at a greater risk for being held back in grade school (Bendersky Lewis, 1994). There is a higher incidence of teen pregnancy as well as poorer adult employment records among those raised in poverty (Lamb, Land, Meadows, Traylor, 2005). Teens that have become pregnant are more likely to drop out of school and once out of school they are forced into accepting lower paying jobs. In turn, they raise their children in poverty. Of children raised in low-income families, 36% attend college, while 88% of students from affluent homes do so (Howard, 2001). Consequently, the disadvantage in terms of wage earning power is perpetuated. There has also been a correlation shown between poverty and an increased likelihood of smoking and illegal drug use (Klerman, 1991). In order to combat the negative consequences of poverty upon a childs outcome and disrupt the cycle, it was hypothesized that intervention programs in early childhood would positively affect long-term development. In fact, research results have borne this out. A great deal has been learned from research regarding the knowledge and skills required for children to be academically successful. Among preschool-aged children, letter knowledge, vocabulary, and phonological awareness, in addition to emotional and social factors, have significant impact on later academic success. For instance, predictions of tenth grade students’ reading scores can be, and have been, made with relatively precise accuracy based on knowledge of fundamental concepts such as the alphabet in kindergarten. As a matter of social policy, ensuring that children are equipped with the basic skills proven necessary to begin school ready to learn is a national responsibility (White House Bush Administration, 2004). Eighty percent of states in the United States have developed initiatives aimed at preparing young children for kindergarten. These 40 states recognize that children from low-income communities typically enter school several steps behind their more privileged peers with regard to skill and basic knowledge. The difficulty is on not only the student, but also the school in compensating for this variance. According to the Head Start Policy Book Web site (White House Bush Administration, 2004) more than half of the children growing up in today’s society are not cared for solely by their biological parents. These various guardianship arrangements play a role in preparation and take a toll on a child’s willingness or ability to focus and be ready to learn the offered curriculum. In 2001, states were given an additional reason for development of high-quality programs geared toward preschoolers with the No Child Left Behind Act. The Act holds states responsible for making sure that math and reading are proficiencies for all children. Based on research related to the positive effects of quality preschool programs coupled with the accountability factor on states for student performance, states should want to take control of delivering Head Start programs to provide a preschool experience that readies children for entering kindergarten (White House Bush Administration, 2004). Head Start’s comprehensive program includes activities intended to promote emotional, cognitive, and social development of children, in addition to providing health services for impoverished children. Taking into account studies on quality preschool programs discussed, seven presidents to date have felt that emphasis on early learning, and education as a top priority is the best method for preparing children for success in the long-term. Research shows that successful acquisition of specific language, reading, and social skills early on in a child’s development predicts future success not only in school, but also in life. This success in and out of the classroom has both a direct and indirect impact on the country as a whole. According to the Head Start Policy Book Web site, â€Å"Head Start sites that have implemented carefully designed programs that focus on school readiness have shown significant gains for children† (White House Bush Administration, 2004). The Strengths Framework has been utilized in composing this document. The first component of this framework states, â€Å"Social policies are societal responses to social problems.† Head Start is a policy that was designed as a direct response to poverty, which is one of America’s historically greatest social problems. In order for the policy to remain continuously successful for another 44 years, politicians must not lose sight of the positive impact that a high quality education has on children as they develop and ideally become productive members of society. Two of the most noted studies on early childhood intervention include the Abecedarian project, which began in 1972 and continued to monitor results for over 21 years, and the Perry Preschool study, which began in 1962 and concluded 27 years later. The findings of the Abecedarian project (Campbell, Ramey, Pungello, Sparling, Miller-Johnson, 2002) included higher cognitive test scores, higher scores for reading and arithmetic, a greater likelihood of attending a four-year college, and a lesser likelihood of becoming a teen parent or using marijuana, for those who participated in the program. Recounting the results of the Perry Preschool program, as a member of the research team, Dr. Lawrence Schweinhart (2002) reported that 7% of adult participants had been arrested five or more times compared with 35% of those who had not participated and 7% of participants had ever been arrested for a drug-related offense compared to 25% of non-participants. Participants were four times more likely to earn $2000 or more per month, almost 3 times as many own their own homes, and twice as many own a second car. Seventy-one percent of participants either graduated high school or received a GED compared to 54% of non-participants. When taking into account the results of higher earnings and income tax revenue, decreased utilization of special education and welfare services, and savings resulting from crime reduction, the study found that every public dollar spent on the program saved $7.16 in tax dollars. Early childhood is identified as the period between birth and age five. This period is a critical time as a child develops emotionally, physically, socially, and cognitively in a way that will affect the rest of his or her life. The pre-school learning is vital to success from kindergarten on into college (White House Bush Administration, 2004). Therefore, the overall goal of Head Start is to influence the level of social competence positively in children from families considered to be living at or below the poverty line. For the purpose of this paper, social competence refers to the child’s effectiveness in dealing with not only his or her current environment, but more about future responsibilities. The interrelatedness of intellectual and cognitive development, mental and physical health, and nutritional requirements are among the most important factors taken into account with social competence (City of Phoenix Human Services Department, 2008). In the 1998 Reauthorization of Head Start, Congress concentrated on perpetuation of the ideals that school readiness has a tremendous influence on the future of the nation. This was based, in part, on current research showing that improving the educational components of preschool programs is the best predictor of childrens future success in school. According to the White House Bush Administration (2004), â€Å"Congress set specific educational goals, including a requirement that at least fifty percent of Head Start teachers have an Associate degree or beyond by 2003, and required prioritized inclusion of reading and math readiness skills in Head Start curricula.† The Head Start program was created to provide comprehensive services to preschool children of low-income families. Included in these services are health services such as frequent medical screening, immunizations, nutritional assistance, and dental care. The services mostly associated with the Head Start program are cognitive development, school readiness, social skills training and enhancement, and mental health services. In addition, parents are given the opportunity to take part in the decision-making process as to the care of their children and as such, the program fosters parental involvement enhancing community cohesion. Additional support services for the families of Head Start participants are also provided. Originally, these services were only available to children between the ages of three and five. In 1994, Head Start was expanded to provide these services for infants and toddlers as well with the program extension of Early Head Start. The program also provides services to children with disabilities and their families. Head Start development programs are intended for low-income families. Family income is one of the primary factors in determining entitlement. The federal poverty guidelines, which are updated annually, are used to evaluate a family’s income. In addition, Early Head Start and Head Start programs must make at least 10% of their enrollment opportunities available to children with disabilities. A family is eligible for Head Start and Early Head Start services if it is able to meet the income guidelines and also one or more of the following: You have children from 6 weeks through 5 years, or You are pregnant, or You have children with special needs with an Individual Education Plan (IEP), or Individual Family Services Plan (IFSP), or You have foster children with high risk factors, or You are a parent with a disability and/or possessing disabling conditions. (Source: Parents in Community Action, Inc., 2009) Additionally, recent changes to entitlement eligibility under 37 U.S.C. 402a (g) allow children and spouses of members of the armed forces who receive supplemental subsistence allowance to withhold that income when being considered for Head Start services. The official verbiage states that any person â€Å"who, except on account of such allowance, would be eligible to receive a service provided under the Head Start Act, shall be considered eligible for such benefits notwithstanding the receipt of the allowance. The subsistence allowance would therefore not be counted in determining eligibility for programs authorized by the Head Start Act (Administration for Children Families, 2009). Grants are awarded by the federal government to local private and public agencies for the sole purpose of implementing Head Start programs to provide comprehensive child betterment and development services to families and children within their communities. Head Start was primarily enacted as a means of helping children, but it does provide services to low-income families as well in order to indirectly provide positive support to the child’s care system in the home. The mission of Head Start is to â€Å"promote school readiness to enable each child to develop to his or her fullest potential† (White House Bush Administration, 2004). As of 2004, more than 900,000 children annually had been reported as taking advantage of the services offered. These services included comprehensive health services, dental and physical exams, immunizations, and nutritional services, in addition to the education-related services. However, only 20% of the 900,000 children served in 2004 were enrolled in programs that provided full-day/full-year services for children of working families. In the fiscal year 2004, President Bush, according to the White House Bush Administration (2004) requested $6.8 billion in Head Start Program funding, which was an increase of more than $148 million over 2003. Beyond Head Start, federal legislation has created several other preschool programs aimed primarily at improving upon the academic growth of children considered poor and/or disabled. These include: Title I preschool program, which is intended to help prepare children for school in high poverty communities Early Head Start to promote healthy prenatal care for pregnant mothers and to enhance the development of infants and children under age 3 Special Education Preschool Grants, State Grants program, and the Special Education Grants for Infants and Families program, which between them provide funds for states to build early education programs for children with disabilities between birth and age 5. In addition to the preschool programs that have a primarily educational focus, the federal government provides states with $4.8 billion through the Child Care and Development Block Grant in order to pay for childcare programs. States have also used as much as $4 billion annually from the Temporary Assistance for Needy Families (TANF) block grant program to pay for childcare that serves working poor and low-income mothers (White House Bush Administration, 2004).

Jean Piaget Essay Example for Free

Jean Piaget Essay Jean Piaget is often quoted to have pioneered research in cognitive development (Hayes, 1998). The constructivist theory is a subset of the cognitivist theories. It is based on the learner –centred theories that emphases on the need to provide learners with responsibility for directing their own learning experiences. Schemata, assimilation and accommodation are some of the primary concepts in understanding the Constructivist theory of cognitive development. The other central features apart from three principles are the notions of equilibration and disequilibrium. This essay will briefly define the principles of schemata, assimilation and accommodation. It will also explain the importance of equilibration and disequilibrium in cognitive development. Schemata according to Dembo (1991) are cognitive structures that are formed through the obstruction of one’s earlier experience. It is stated that children are born with very f few innate schemata and that they keep on creating new ones as they interact with the environment. Hayes (1998) adds that schemata should be understood as â€Å"a theoretical construct which is generally understood as the being an internalized representation of the world, or at least some part of the world. † p. 473. Schemata therefore relate to specific bit of activity, and summarises the stored knowledge and experiences related to such an activity. All human thinking is centred on schemata that develop throughout an individual’s life through the process of adaptation. Adaptation involves organisms responding to the changes in their respective surroundings and situations. In essence, adaptation is achieved through assimilation and accommodation. The principle of assimilation refers to a process of making sense of the experiences and perceptions by fitting them into previously established cognitive structures. In other words, what is perceived by a person is altered so that it fits present cognitive schemata (Gage, 1998). Assimilation is said to have occurred when a person perceives a new event or object in terms of an n existing schemas. That is to say, person applies any mental structure that is available to assimilate a new object or event and actively seek to utilize this newly acquired mental structure. On the other hand, the theory of accommodation simply refers to the process of changing internal schemata to provide consistency with external reality. It happens when existing schemas are modified or new ones are created to account for a new experience. According to Borick and Tombari (1995) if a person succeeds in changing the existing schemata in order to understand a new event, object, information or experience is said to have undergone the process of accommodation. From it can therefore be inferred that accommodation influences assimilation in a certain way and vice versa. As a reality is assimilated, structures are accommodated. Cognitive development is a lifelong process that involves the creation and/or the development of schemata through the operation of principles explained above. The term that explains the operation of assimilation and accommodation, which can occur concurrently is called the process of Equilibration. Equilibration is defined as â€Å"the biological drive to produce an optimal state of equilibrium between people’s cognitive structures and their environment† (Duncan, 1995 as cited on http://www. coe. uga. edu/epiltt/pigeat. htm ) . It is an attempt to bring about a state of equilibrium between the other three factors and is very vital for cognitive development. It involves assimilation and accommodation (Russell, Jarvis Gorman, 2004). This process is very significant because it is through equilibration that people develop their cognitive structures. This occurs as people conduct themselves in logical internal mental structures that allow them to make sense of the various phenomena in their surrounding environment. When the external reality does not match with the logical internal schemas or say when disequilibrium occurs, equilibration is there to come forth so as an effort to bring balance between assimilation and accommodation. In this way, organisms develop sophisticated schemas. McLeod (2009) as cited on http://www. simplypsychology. org/piaget. html points out disequilibrium connotes an unpleasant state when new information cannot be fitted in the existing schemata. O’Donnel (2006) states that the theory of equilibration is important to the learning process. It suggests the need to stimulate conceptual change in someone by challenging students existing concepts in an effort to create cognitive disequilibrium. Students in turn strive to restore equilibrium there by acquiring new knowledge and skills for understanding the world or subject matter in a lesson. Teachers should be able to engage students into unfamiliar areas in order to for them to learn. It suggests that students do not require studying things that they already know but that they can also accommodate new information (Dembo, 1991). However teacher need not to let learners over assimilate because it turns out boring. They should also not over accommodate students beyond their cognitive growth. In this ca se, it can be understood that equilibration is vital to the development of a child’s cognition as well as to the teaching and learning process. Furthermore, the notion of equilibration is important because it indicates that learners are active thinkers who can understand the world on their own. Therefore teacher need to involve students in the learning processes and only act as facilitators in constructing knowledge. The understanding of the constructivist theory with the understanding of how equilibration works has led to emergence of teaching methods such as discovery methods. Teachers can create deliberate disequilibrium in students by asking questions about some illogical statements made by the Lerner. As the learner reconciles his or her disequilibrium, their cognitive capacity develops. In conclusion, this paper has defined schemata as cognitive or mental structures that relate s to specific bit of an activity such as schemata for an object like a tree or more abstract notion like democracy. Jean Piaget contended that all thinking is centred on schemata (Hayes, 1998) and the number of a person schema continues to be constructed throughout a person’s life through the principles of assimilation and accommodation. It has also been noted that the operation 0f these two principles constitutes the notion of equilibration. Equilibration is very important because it is the impetus for cognitive development that makes individuals acquires higher order thinking skills to adapt to the ever changing surrounding. It is through equilibration that people explore the environment and make mental representation of reality. This is so because equilibration improves the sophistication of schemas to create a mental representation of reality.

Broken Windows And The Cpted Policing Strategies Criminology Essay

Broken Windows And The Cpted Policing Strategies Criminology Essay CPTED and Broken Windows policing are both successful strategies for reclaiming crime-ridden public spaces (i.e., crime hot spots) by reducing crime opportunities and changing the publics perceptions of what are acceptable behaviors in those specific areas. The Broken Windows theory is a policing strategy based on the basic principles, which holds that ignoring the little problems such as graffiti, loitering, houses and building with broken windows tend to add up and typically end up destroying a neighborhood good social life. The term Broken Windows come from the term used in 1982 article in The Atlantic Monthly by James Q. Wilson and George L. Kelling. Broken Window s theories, propose that in addition to ignoring minor crimes and the minor sings of disorder the results will be additional disorder and ultimately lead to serious crimes to be committed. In additional program capable of altering the safety and live hood of a community is one that requires the physical environment to be altered. Before one considers implementing Crime Prevention Thorough Environmental Design (CPTED), a working definition and basic understanding is essential. The CPTED is a very broad study and it entails a re-design of hot zone environments to encourage desirable behavior, and functionality, and decreased antisocial (criminal) behavior. Although the CPTED field is gradually expanding to encompass affective, psychological, and sociological environmental design-known as the second-generation CPTED, its traditional focus has still been emphasized on altering the environment through effective physical design. The Broken Windows theory created a positive environment were people who feared becoming crime victims would no longer want to abandon their communities. Instead it promoted community members to stay active in programs focused on prevention and reduction of criminal activity. In addition Broken Window policies sparked a revolutionary change in policing. In trouble neighborhoods were home foreclosures were the highest, the police worked with the community to improve the foreclosed homes physical appearance in turn improving the appearance of the community. If a window was broken the owner had to immediately replace it, if an owner was not found then the community replaced the broken windows. If the front yarn needed maintenance once again the owner was contacted if the owner could not be contacted the community would set up volunteer to help clean the yard. If there was graffiti on the walls they would immediately get painted over or scrubbed, then establish tough zero tolerance polic y to deal with graffiti artist. If there were abandoned cars then immediately haul them out. The Broken Windows theory can be applied to almost every other city or county where one resides. There is always that one part of a city where its known to fit into this theory. For example in some phoenix neighborhood that had drinking bars and liquor stores, customers were not allowed to drink outside. The business in collaboration with local police would make sure that there wouldnt be any homeless and drunks on the sidewalls. The residents would also establish community programs to help the homeless and individual dealing with alcoholism. Another example would apply to the growing problems the Buckeye police had to deal with, due to the high rates of foreclosed homes. The Broken Windows theory has implied that crime is more likely to occur in areas that are abandoned and not well taken care of. Broken Windows theory as explained by James Q. Wilson and George Kelling in 1982 (Peak and Glensor 99), they describe how not only physical signs that an area is unattended is where crime will more likely take place, but also the type of public it is attracting to those areas. When home owners abandon their homes, criminals would tend to hide or be out of the publics sight on foreclosed homes. The homes are also a loitered and frequented by drug users. Foreclosed homes will then tend to become hanging out spots for the local youths. The abandoned homes will then tend to get vandalized and have possible property damaged. Eventually these homes will deter potentially home buyers. However, Broken Windows Policing is not an answer to eradicate all crime, instead policies are intended to be proactive and preventive in working with the community and the local police to prevent and deter crime. Adequate implementation of broken windows policies and the ability to carry out Crime Prevention thorough Environmental Design resourcefully, play the most important role in removing un-wanted targets that may lead to opportunities for offences to be committed, such as larceny, auto theft, home burglary and many white collar crimes. When youre able to carry out broken windows policies and prevention through the effective implementation of the CPTED then the community would be and will remain crime free. Crime Prevention Thorough Environmental Design (CPTED) is different from other crime control approaches that attempt to change the disposition or surrounding factors the offenders. Crime Prevention Thorough Environmental Design (CPTED) policies do not deal with the crime or the criminal activity directly. Instead, situational Crime Prevention Thorough Environmental Design (CPTED) theories are based on changing the individuals environment. Crime Prevention Thorough Environmental Design (CPTED) prevention also targets potential victims by changing their interaction with their environment , with an end goal of positively changing the victims behavior .Effecting an environment is a way to reduce the likelihood of individuals of becoming crime victims as a cause of their environment conditions (wrong place at the wrong time). Crime Prevention Thorough Environmental Design (CPTED) will also tend to target public building designs that will target women and children for immediate situational crime intervention, since they will have higher chances of victimization. Crime Prevention Thorough Environmental Design (CPTED) ignores the individual, instead if focuses on the individuals interaction with its immediate social, psychological and physical environment. The theoretical stance in s Crime Prevention Thorough Environmental Design (CPTED), has a great deal in com ­mon with social learning theory (R.V.G. Clarke 1982), determines a productive interaction between the individual and the environmental scenarios. To prevent and to reduce crime the individuals interaction with their environment must be analyzed. Architects emphasise that to reducing delinquency in high schools it is just as plausible to locate the causes of delinquency in the individual as in the environment (1980: Newman) .Crime Prevention Thorough Environmental Design (CPTED) policies have enable the reduction of crime though environmental design by deterring low-rate offenders form being able to coming any crime, in addition (CPTED) policies are geared to identify and eliminate h igh-rate crime zone (such as alley ways, dark hallways and dead ends) to directly deter offenders. Crime Prevention Thorough Environmental Design (CPTED) offers effective design measures for the community and will most likely change the criminal to be perception of committing a crime in that particular neighbourhood. In an attempt to change the disposition or personality of hot zone environment ffor example, the introduction of technology which enabled telephones to display the calling number on a potential victims phone served to reduce the number of obscene phone calls (Clarke, 1991). Immediate physical changes on an environment, such as security visible cameras and constant recordings on videotape or DVDs on hot zones (such as liquor stores, alley ways, dark hallways and dead ends), will not only aid the police in convicting criminals but the cameras presence can also reduce the risk of personal items from being stolen and private property from being vandalized. For example in High School with dozens of unsecured and poorly labeled exterior(emergency) doors will not able to effectively control who comes and goes thought the doors. Intruders will have no restrictions and are free rein; as a result schools officials must rely on other security measures. Without the existence of a natural access control, school security officials much place a greater emphasis must on surveillance, territoriality, school social climate, and relying on security personnel to step in and compensate thus by changing the method on which unsecured doors are monitored the safety of the schools students have been increased . A similar argu ­ment concerning the negative aesthetics of an environment such as loud guard dogs, barbed wire and security cameras will deter any criminal activity from occurring. Policies through Crime Prevention Thorough Environmental Design (CPTED) will have an effect of changing the (criminals) individuals perception of a good target area prone to commit a crime; effective environmental designs will act a positive crime deterrent. To effectively maintain a crime free environment , governing bodies along with community planes must be required to approve effective planning policies but must also to effectively consult and address a communities social and criminal problems. Sometimes by just implementing slight aesthetic changes will imply that a criminal should be frustrated by CPTED measures being enforce. Adding lights to hot spots will additionally effect the deception of easy crime, (quick cash, etc.) and will also change a criminals decision, as to the time; location and ty pe of crime to be committed. The extend, under which these Crime Prevention Thorough Environmental Design (CPTED) policies get applied with immediately effect the motivation of the perpetuator and effectively deterring the opportunistic offender will be determined by its environmental designs. , both of these strategies CPTED and Broken Windows have the effect of increasing residents willingness to apply informal social control in an area These policing methods, Broken Windows Policing, Crime Prevention Thorough Environmental Design (CPTED) strategies require a substantial amount of trust on the police officers part as well as an active commitment/participation for the citizens part. Both of these methods of policing allow citizens to collaborate with community leaders, architects, social workers, designers and police agencies and develop environments that are not just esthetically pleasant but offer its inhabitants a guaranteed sense of safety and thrust. All participants will have to trust each other and know that each other is looking out for them to help everyone stay safe By understand how situational crime prevention is different from other crime control approaches by being able to bring together the policies and theories incorpo ­rated in rational choice theory and routine activity .Tends to lead to an increased focus on the relationship between certain environments and types of crime. We understand why certa in locations usually generate more crime, or whether they just provide a suitable environment in which crime just happens to occur. The environment does not so cause crime as merely provide an appropriate setting for it to occur ­. It very important to understand broken windows theories and Crime Prevention Thorough Environmental Design (CPTED), perspectives within certain environments are more likely to encourage criminal activity and focus in positive environments are less likely to do so. CPTED and Broken Windows policing are both strategies for reclaiming crime-ridden public spaces (i.e., crime hot spots) by reducing crime opportunities and changing the publics perceptions of what are acceptable behaviors in those areas. Broken windows theories and Crime Prevention Thorough Environmental Design (CPTED) promote the quality of life and sustainable living environments through enhanced community safety. .

America Paper :: essays research papers

You know the feeling. You can’t turn on the big game without one. You can’t listen to your stereo system without one. DVD? Nope! Where is the damn thing? I’m holding three, but they’re not the right one. The â€Å"remote† always seem to be just that†¦ remote.   Ã‚  Ã‚  Ã‚  Ã‚  Your typical American can have anywhere from four to six to eight remotes to control any number of electronic machines. Just looking at them and trying to comprehend their function is utterly overwhelming. The sizes differ just as much as the items they control. Line the remotes up on a coffee table and they almost look like a squadron of high-powered military aircraft on the deck of an aircraft carrier capable of who knows what with all those buttons. Funny thing is the remote is almost as important to our peaceful, domestic well being as those aircraft are to our peaceful, domestic national safety. And of all the impressive aircraft we have at our disposal here in America, I think the remote is most like the stealth fighter because we’re always fighting to find it.   Ã‚  Ã‚  Ã‚  Ã‚  Take the television remote for instance. It is the king of importance and is always the hardest to find. You end up missing the first quarter of the big game because you’ve torn up the whole house looking for the now invisible remote. What happened to the stereo remote? Is it under the couch cushion or the couch itself? Is it even in the room? The other remotes don’t help because you need the specific one for the specific electronic machine. Funny thing is, despite all of their individual features, they all share one certain function: getting lost, or â€Å"going stealth† as I call it, and then the search is on for one of the many. Many Americans don’t even look at it as odd behavior to have what seems like an infinite number of remotes. Look at the many electronic machines that have remotes: TV’s, VCR’s, DVD players, CD players, stereo systems, garage doors, window blinds, car security systems, even some gas fireplaces come with remote control units! Some day every item we buy will be remote controlled in some way. For some this is a good thing, but I’m not so sure.   Ã‚  Ã‚  Ã‚  Ã‚  What are we doing? More importantly, what are the remotes doing to us? By using remotes we end up removing ourselves from contact with the things we own and enjoy.

Night by Elie Wiesel and A Farewell to Arms by Ernest Hemingway Essay

The autobiography Night by Elie Wiesel contains similarities to A Farewell to Arms by Ernest Hemingway. These works are similar through the struggles that the main characters must face. The main characters, Elie Wiesel and Lieutenant Frederic Henry, both face complete alterations of personality. The struggles of life make a person stronger, yet significantly altering identity to the point where it no longer exists. This identity can be lost through extreme devotion, new experience, and immense tragedy. Devotion towards another human being must be developed, it does not occur instantaneously. In the autobiography Night, Elie was not so much concerned with the welfare of his family while living in Sighet, Transylvania. Elie goes against his father when it comes to his religious studies, â€Å"One day I asked my father to find me a master who could guide me in my studies of the Kabbalah. ‘You are too young for that’† (Wiesel 4). Just as most children, Elie does not accept his father’s answer. Elie finds his own teacher, Moishe the Beadle. When forced into the struggles of concentration camp, Elie becomes faithful to his father. Elie does not have any friends or family members left. For this reason, his father becomes the reason for life itself. This devotion towards his father alters the reasons for his life’s continuance as a whole. This can be seen as life in the camp continues and Elie develops a selfless attitude. His only concern lies in the hea lth of his loving father. Elie states, â€Å"My father’s presence was the only thing that stopped me. He was running next to me, out of breath, out of strength, desperate. I had no right to let myself die. What would he do without me? I was his sole support† (Wiesel 86). This insta... ...ing identity to the point where it no longer exists. This identity can be lost through extreme devotion, new experience, and immense tragedy. Relationships with the most meaningful companions impact both main characters, Elie and Frederic. Due to the events they must encounter alongside loved ones, Elie and Frederic change completely, losing the identity that once existed. The most impactful events of any life are those that involve struggle and tragedy. Any tragic event that one encounters can significantly alter the purpose of life forever. Tragic events such as taking away what one may hold dearest, such as a loved one in the cases of Elie and Frederic. This type of loss can create a saddened, purposeless life in all humans. Works Cited Hemingway, Ernest. A Farewell to Arms. New York: Scribner, 2003. Wiesel, Elie. Night. New York: Hill and Wang, 2006.

Science Essay -- essays research papers fc

For some people science is the supreme form of all knowledge. Is this view reasonable or does it involve a misunderstanding of science or of knowledge? For many persons science is considered the supreme form of all knowledge, as science is based on facts and theories and it reaches its results through an approved scientific method. Consequently, it seems to be objective and thus more truthful and reliable. However, other persons argue that this is a misunderstanding of science. Hence, one should question what science and knowledge entail. Can there actually be some form of knowledge that overrules all other types of human knowledge? Is scientific knowledge actually always objective? Are there other types of knowledge of equal worth? This essay will discuss the views presented mainly using examples from biology and history and comparing them to the different ways of knowing, i.e. perception, reasoning, emotion and language to try and reach a conclusion on whether scientific knowledge really is a higher form of knowledge. Firstly, before attempting to discuss the topic at hand, it is important to define the terms â€Å"knowledge†, â€Å"science† and â€Å"supreme†. According to Webster’s Encyclopaedic Dictionary â€Å"knowledge† is defined as â€Å"the acquaintance with facts, truths, or principles gained by sight, experience, or investigation†1. â€Å"Science† is a branch of knowledge that has purpose to â€Å"describe, explain, understand, investigate, predict, and control†2. The term â€Å"supreme† is defined as â€Å"the highest in rank, authority, and/or quality†3. Now, to put these definitions in context, one must recognise that scientific knowledge, to have the status of the highest in authority and quality, it has to be reliable and consistent with reality. And since scientific knowledge is based upon investigations and observations of the environment around us (i.e. reality), it must be supreme. However, what can be questio ned is the degree of supremacy within different types of sciences, and in this essay the comparison will be limited to one natural science (biology) and one social science (history). Biology could be considered the supreme form of knowledge, as a large proportion of what we know is based upon observations and investigations of the world around us, thus inductive reasoning. Let’s consider the example of organs in living organisms; it’s a scientific fact that most living org... ... our perceptions, way of reasoning, and the language used, thus the scientific knowledge we have created is also subjective. Bibliography Books Abel, Reuben. Man Is the Measure. New York; The Free Press, 1976. Acton, Edward. Rethinking the Russian Revolution. Arnold Publishers, 1990. Pipes, Richard. Den Ryska Revolutionen. Stockholm; Natur och Kultur, 1990. Dictionaries Webster’s Encyclopaedic Unabridged Dictionary of the English Language. 1989, Gramerce Book, New York. 1 Webster’s Encyclopaedic Unabridged Dictionary of the English Language. 1989, Gramerce Book, New York. p. 792. 2 Abel, Reuben. Man Is the Measure. New York; The Free Press, 1976. p. 82 3 Webster’s Encyclopaedic Unabridged Dictionary of the English Language. 1989, Gramerce Book, New York. p. 1430. 4 Pipes, Richard. Den Ryska Revolutionen. Stockholm; Natur och Kultur, 1990. p. 161 5 Acton, Edward. Rethinking the Russian Revolution. Arnold Publishers, 1990. p. 238 6 Abel, Reuben. Man Is the Measure. New York; The Free Press, 1976. p. 82  © Copyright 2005 Cassandra Flavius (FictionPress ID:375156). All rights reserved. Distribution of any kind is prohibited without the written consent of Cassandra Flavius.

General Environment of Hsbc China Essay

Demographic Segment: Mainland China is step into an aging population society because of one-child policy. Aged people think that state-owned banks are more trustable such as China Bank and ICBC. HKBC should have some strategies towards these senior citizens to compete with the other big state-owned bank. Raising affluence and level of education is another demographic trend in China. People are more like to manage their income in portfolio rather than just saving and withdrawing. A larger population and almost all the affluent people distribute in east coast of China. So it is a chance to develop multi-financial service in these areas. However, China also has great disparities in income level and living standard. So to develop premium products or basic products is another strategy to think about. Sociocultural Segment: Women have relatively high status in China than other countries. More women work in different field, especially at some high-salary positions. Dual-income families have financial ability to improve living standard. And it is a great chance to attract more potential female customers who are loyal consumers of brands. Increasing temporary workers is another trend in China today. They work in cities from rural areas where might not have commercial banks. So complicated financial services are not work well for these people. Political/legal Segment: In 2003, China amended Law of the People’s Republic of China on Commercial Banks. And the rules towards banks are completing. Technological Segment: Technology in China today had created an open door opportunity with it high speed online connectivity and capability, automation and its rapid change of technology. HSBC have the change to use these advantages to improve their capability in business. Moreover, the advances in IT to generate process efficiencies also served as impetus for the growth of bank industry (Strategy, 2010). These allow departments share information and data, reduce cost and improve customer service as a major breakthrough for the express banking industry. Online bank and phone bank become a trend in the advent of high-tech. Economic Segment: Highly increasing GDP and CPI in China reveal the resurgent economy after 2008 economic crisis. It is also a resurgent of banks and financial institutions. Global Segment: Chinese economy has been in an emergence stage after getting into WTO in 2001. And the exchange rate of RMB is increasing. Rising inflation and global competition gave rise to greater pressures on businesses to minimize the costs of operation and also created demands for speed and accuracy in all aspects of business. HSBC was rolling in a scandal of laundering money for terrorist. This heavily effects the brand reputation of HSBC.

Constructivism

Introduction Russian architecture since the eleventh century up to the early 20th century was predominantly religious. For many centuries, churches were the only buildings that were constructed out of stone. However, the Russian Revolution of 1917 and the influence of the Suprematism movement of 1915 brought about the birth of Constructivism, the modernistic architectural style of Russia from 1924-1932. The brief period that followed the 1917 Revolution marked the beginning of the influence of the avant-garde Constructivist movement in the structure and design of major buildings.It enjoyed a short popularity until the late 1920s when it was repudiated by the more conservative Stalinist-era architecture. The principles of Constructivism theory come from three main art movements that evolved in Europe during the early part of the 20th century: Russian Suprematism, Dutch Des Stijl, or Neo Plasticism, and the Bauhaus in Germany . Historical Backdrop The Russian Revolution of 1917 In earl y 20th century Russia, particularly in 1917, there was a series of revolutions that eventually destroyed the autocracy of the Tsar.This series of revolutions led by the workers of Russia under their leader Vladimir Lenin was known as the Russian Revolution. The February Revolution in March of 1917 focused on St. Petersburg. During this time, the Soviets, or workers' councils, delegated to the members of the Imperial Parliament the task of governing Russia and overthrowing Nicholas II, the Tsar during that time and the last of the Tsars. Meanwhile, the Soviets, led by the socialists or Bolsheviks, had the full allegiance of the lower-class citizens and workers as well as the political left. The Bolsheviks then formed workers militias.In the October Revolution that followed, the Bolshevik party under the command of their leader Vladimir Lenin, as well as the workers' councils, overthrew the Provisional Government in St. Petersburg. Eventually, the success of the revolution paved the w ay for the birth of the USSR. After this series of events, peasants took over the lands previously owned by the vassals and redistributed land. This also marked the beginning of communal existence especially among the working classes, which led to the building of several constructivist buildings to house the first ommunities and to promote the ideology of communism. The Suprematism Movement of 1915 Suprematism is the main ideology in art that inspired Constructivism, which is the predominant architectural style of Russia during the period from 1924 to 1932. Suprematism lasted from 1915 to 1935 and is regarded as the first systematic school of modernism based on purely abstract pictorial compositions and geometric figures. It is a Russian art movement which was originally founded in Moscow in 1913 by the Russian painter Kazimir Malevich.Malevich advocated Suprematism as he believed that this is the perfect way â€Å"to liberate art from the ballast of the representational world. â⠂¬  He himself did this by producing art consisting of geometrical shapes flatly painted on the surface of the canvass. The goal of Suprematism is pure sensation and the pictorial space should be emptied of all symbolic content as in Surrealism. Malevich believed that art has to be â€Å"decongested and cleared† in order to show a new reality where the most important thing is thought as well as sensation.Malevich's Suprematism was also heavily influenced by the then avant-garde movements in art such as Cubism and Futurism. Suprematism, considering that it was based on Malevich's spiritual beliefs, was regarded as non-objective and apolitical. Aside from its use of only geometric shapes as the ones demonstrated by constructivist forms of architecture, Suprematism also emphasized the use of a limited colour range, which explains the overall appearance of constructivist buildings.The Beginnings and Golden Age of Constructivism The development of Suprematism led to the movement toward a non-objective art, or art without a subject, in architecture. During the early years of Constructivism, the Russian modernists or avant-garde started embracing Cubism and Futurism, which were two of the major sources of influence of Constructivism. Cubism was a 20th century modern movement popularized by Pablo Picasso and Georges Braque in France and other parts of Europe from 1907-1921.Futurism, on the other hand, started in Italy in 1910 and from 1920-1940 was used in the construction of buildings despite the opposition of the fascist state which favoured classical Roman imperial patterns. In 1913-1914, the Russian and Soviet architect and painter Vladimir Tatlin used industrial materials to make and exhibit a number of relief constructions. He was inspired by Italian futurist Umberto Boccioni's dream of â€Å"plastic configurations in space† and Pablo Picasso's 3D collages, both of which he described by using the term Constructivism.Vladimir Tatlin was indeed the progenitor of this post-Revolutionary movement in architecture. The year 1921 marked the appearance of the first Constructivist manifesto after the formation of the First Working Group of Constructivists in Moscow. The key artists were Vladimir Tatlin, Kasmir Malevich, Liubov Popova, Aleksandr Rodchenko, Vavara Stepanova, Vasily Kandinsky, Naum Gabo, Antoine Pevsner, El Lissitzky. Actual constructivist theory and design practice began in 1922 in conjunction with the formulation of Vesnin brothers of the plan for the Palace of Labor, which was presented during a competition in 1922.However, actual building on a significant scale did not start until 1925 after the founding of the Union of Modern Architects, the official organization of the Russian Constructivist architects. By 1925, the first experimental office and residential buildings began their first appearance. Towards the end of 1925, the Constructivists of Russia formed their own organization as a response to the decision of t he Rationalists to establish the Association of New Architects, or ASNOVA, two years earlier in 1923.While the Rationalists and ASNOVA focused on their search for purely aesthetic abstract forms, the Constructivists and OSA (union of modern architecture) brought to life a novel, more practical architectural form, with reference to the purpose of the of the specific building, the materials used to construct it, its design and other conditions for production, and most of all the promotion of social development of Russia at that time. While the Rationalist emphasized the artistic or aesthetic side of architecture, the Constructivists favoured its functional aspect.The period from1927 to 1929 was considered the golden age of Russian avant-garde architecture. In these three years, a small group of Russian constructivist architects was able to build or plan the best-known buildings in the country. Among the structures built during this time were the Zuyev Club by Ilya Golosov, all the clu bs by Konstantin Melnikov and his house, Lenin's Mausoleum and the Narkomzem building by Aleksey Shchusev, Narkomfin by Ginzburg and Milinis, the Barshch's and Sinyavsky's Planetarium, and Nikolaev's communal house for students. The Concept of ConstructivismConstructivism, or Constructivist Art, is a term used to describe a type of non-representational, or totally abstract, relief construction, sculpture, painting, and kinetics. Constructivist buildings are usually ordered and often minimal, spatial, geometric, architectonic and experimental with how industrial material is used. Furthermore, constructivism combined engineering and advanced technology with a dominant Communist social purpose. The movement produced several pioneering projects as well as prominent buildings and structures before falling out of favour during the early 1930s.Early constructivist art and architecture, just like Communism, was idealistic and seeking a new order that dealt with various social and economic p roblems. The appearance of several constructivist buildings and monuments is characterized by an emphasis on geometrical shapes like rectangular solids and cylinders, often intersecting each other or demonstrating asymmetry. Limited colour range is another quality of constructivist buildings, with the choice of colour as flesh or white signifying simplicity in the communal society.Red was also a very popular choice of colour for the buildings and monuments like Lenin's Mausoleum as this colour was known to symbolize Communism. Both the geometrical emphasis and the limits in colour are characteristics of Constructivist Architecture brought about by the influence of Suprematism, which was the most dominant art movement in Russia at that time. German â€Å"Constructivism† or the Bauhaus Architecture, the German word â€Å"Bauhaus† literally means â€Å"House of Building† or â€Å"Building School. † It refers to a school in Germany famous for the style and de sign that it taught.It is a form of modernist architecture that was founded by Walter Gropius and existed in Germany, some parts of Europe, the United States, and Israel from 1919 to 1933. The Bauhaus was an architectural ideology similar to Russian Constructivism and existed at the same time that it did. As Constructivism lost its favour because of Stalinist Neoclassicism, the Bauhaus gradually became inactive as the Nazi rose to power. Just like Constructivist structures, Bauhaus buildings usually possess a cubic design and favour right angles owing to its geometrical figure.Nevertheless it may occasionally feature rounded corners as well as balconies. These buildings usually have an open floor plan and smooth facades. The Most Notable Constructivist Buildings The Rusakov Workers' Club. One of the most notable examples of constructivist architecture in Moscow is the Rusakov Workers' Club. It was designed by Konstantin Melnikov and was constructed from 1927 to 1928. On the outside, the club resembles a fan and in elevation, it is made up of a base and three cantilevered concrete areas for the seats.If the seating areas are combined, the building can seat over 1,000 people while each of these three cantilevered seating areas can be used as a separate auditorium. More conventional offices are found at the rear of the building. Moreover, the materials used in its construction are glass, concrete and brick. The constructivist identity of the building is expressed in its exterior, which the architect Melnikov himself described as a â€Å"tensed muscle. † On the outside, the three seating areas are seen as three large rectangular solids protruding from the walls of the building on the upper part.Melnikov naturally applied his own values to its construction by setting the Rusakov Workers' Club, as well as other clubs he had designed, against the hostile city rather than belonging to it by employing sharply distinctive forms to make the structure appear indivi dualist and unique against the general backdrop of urban buildings. Svoboda Factory Club, another constructivist building worth mentioning is the Svoboda Factory Club, or Maxim Gorky Palace of Culture. It was also Konstantin Melnikov who designed the building in 1927. It was completed two years later.For the general design of the Svoboda Factory Club, a conventional rectangular masonry block was used as a replacement for the original plan of using a flat elliptical tube, thus giving its design a constructivist spirit. The staircase was not curved but built straight, leaving the central rostrum column as the only curvilinear element in the structure. However, although the central rostrum column balances the left and right halves of the building, these halves are not identical with the north side end block significantly higher than the opposite one.This unique feature is a quality of the individualism of the constructivist movement. Nonetheless, the central rostrum hides such a discre pancy . Zuev Workers' Club, another prominent example of constructivist architecture is the Zuev Workers' Club in Moscow. The architect Ilya Golosov designed the structure in 1926 and it was finished after two years. The original function of the building was to house various facilities for the workers of Moscow.The innovative and unique glazing treatment at its corner and the facade formed from the dramatic â€Å"intersection of a cylindrical glazed staircase and a stack of rectangular floor planes† prove to be very photogenic and make the Zuev Workers' Club a symbol of Russian avant-garde architecture. These two unique qualities reflect a strong unique identity which is characteristic of Soviet Constructivism. The stack of rectangular floor planes has behind them a sequence of club rooms and open foyers that lead to a rectangular auditorium made up of 850 seats.Golosov, like Melnikov, was an enthusiast not for the logics but for the dynamic forms Constructivist design method s. In the Zuev Workers' Club, this is evident in the immensely powerful drama of the cylinder intersecting the flat planes . Narkomzem, also known as People's Commissariat of Agriculture, Narkomzem was another noteworthy example of avant-garde architecture in early 20th century Russia. The building, which is now used today as a working ministry, was designed by Aleksey Shchusev and was finished in 1933.The most striking constructivist feature of the building is its corner details where a rectangular plane intersects with the cylindrical edge. Aside from the corner details, the overall asymmetry and the ribbon window located on the top floor remain to be the most striking features of Narkomzem . Melnikov's House. The house of the architect Konstantin Melnikov, or simply known as Melnikov House, is one of the most notable examples of 20th century avant-garde architecture. It is located in Moscow and is located well away from the street.Melnikov House is a building made up of a combina tion of both Futuristic and Classical designs consisting of two interlocking cylinders with the rear one noticeably taller than the front. The structure is also perforated with some sixty identical elongated hexagonal windows provided with Constructivist glazing bars. The asymmetry in the cylinders and the uniquely designed hexagons are testaments to Melnikov's commitment to Constructivism. The cylinders are made from stucco-covered bricks similar to those used in Russian churches and on the facade are written the words KONSTANTIN MELNIKOV ARKHITECTOR .Narkomfin, another Russian building with constructivist design is the Narkomfin building. It was designed by the architects Ignaty Milinis and Moisei Ginzburg along with engineer Sergei Prokhorov. It was constructed from 1928 to 1930 for the purpose of providing apartments for the employees of the People's Commissariat of Finance, of the Narkomfin. The transitional, semi-communal apartment was supposed to introduce to the Soviet citiz en the communal way of life and to introduce communism into the heart of domestic life and prepare the citizens to fully live a communal existence .Narkomfin, for its constructivist elements, had a long elegant facade with several rows of horizontal windows. It was topped with the Commissar's penthouse making it look like and be called â€Å"the ship. † Upon its completion it turned out to be an ensemble composed of three buildings: the housing block, the communal block and a small laundry building. The Narkomfin has remained an icon of modernism in avant-garde architecture of Soviet Russia primarily because of these constructivist elements that make it stand out among the rest.The Narkomfin building was also known as the most perfectly realized building out of all the communal buildings constructed during the Constructivist Era or in the utopian years of the early Soviet Union. It was also considered the prototype for the modern European apartment blocks and housing estates. Now, the Narkomfin remains as a pilgrimage sites for historians and architects from all over the world. The Communal House (1920-1930) of the Textile Institute, or the Communal House for Textile Institute Students, in Moscow is considered Ivan Nikolaev's masterpiece and is another noteworthy architectural work of the Soviet constructivist era.Popularly called Nikolaev's House or The Hostel, the Communal House demonstrates the â€Å"dom kommuna,† or the 2000 adult apprentices shared cabins along an eight-storey block extending for a length of 200 meters. There was a creative mix of dining rooms and recreational spaces in the low block. The Communal House was actually built for textile students to live and study in while adopting a strict military communal fashion that starts with a wake-up call, and proceeds with exercise, shower, and study.The constructivist elements of the Communal House include half-round stair towers, the triangular staircase, and the vast rectangular vol umes as well as the asymmetry demonstrated by the uneven intersections of the various planes in the facade of the building. The Barshch's and Sinyavsky's Planetarium, or the Moscow Planetarium, was established on November 5, 1929 and is considered at present a centre of natural sciences. The planetarium is principally involved in reading public lectures and implementing scientific and artistic programs in cosmonautics and astronomy. In the observatory of he planetarium, one can watch the sunspots, the Moon, the planets and many other heavenly bodies with the use of a telescope. The Modern State of the Planetarium M. O. Barshch and M. I. Sinyavsky were responsible for the design of the planetarium and commenced the construction on September 23, 1928, the day of the autumnal equinox. The planetarium was actually one of the largest projection domes for any planetarium in the world, which makes this unique feature one of its most prominent characteristics as a symbol of avant-garde Sovi et architecture. However, its apex was only 4cm thick. Located in the former city of Leningrad, now St.Petersburg, the Red Banner Textile Factory was partially designed by the first foreign architect asked to design in the USSR, Erich Mendelsohn, in 1925 to 1926, and later designed by E. A. Tretyakov, S. O. Ovsyannikov, and Hyppolit Pretraeus until its completion in 1937. The Red Banner Textile Factory was a dynamic, futuristic large factory and was a most notable example of Soviet Constructivist architecture. The Red Banner Factory resembled a ship with the top part of it jutting out of the planes. There is also an asymmetry with the intersection of the cylindrical and rectangular sections of the building on the outside.These two constructivist features of the factory give it its unique identity and make it stand out. Notable Architects of Russia from 1924-1932 The Russian constructivist designer Vladimir Tatlin was considered the progenitor of Soviet Constructivism because of his revolutionary exhibits of relief constructions from 1913 to 1914. He was also responsible for the appearance of the Constructivist Manifesto in 1921 which paved the way for the first construction of a plan for a constructivist building in 1922 and the actual establishment of constructivist office and residence buildings in 1925.Tatlin trained at the Moscow School of Painting, Sculpture and Architecture as well as in the Penza Art School. It was after completing his formal studies that he joined a group of avant-garde painters and writers all over Russia. It was also during this period that he formulated several designs for a theater and participated in exhibitions. Konstain Melnikov was one of the big names in Soviet constructivist architecture, being the architect behind the Rusakov Workers' Club, the Svoboda Factory Club and his own Melnikov House.Melnikov apprenticed as an engineer after attending the Moscow School of Painting, Sculpture and Architecture. He studied architecture from 1912 to 1917 and it became his passion although he initially studied painting in 1905. As a romanticist and a supporter of Communism, Melnikov was an architect who had independence of mind and rejected the principle of â€Å"method† in design and instead focused on â€Å"intuition† as the most essential factor in expressing the social and symbolic meaning of an architectural form such as a building.In his works, Melnikov struggled to combine Classicism and Leftist Modernism and often designed his architectural masterpieces with explicit and symbolic historicism. A leader of Constructivism from 1925 to 1931, Ilya Golosov was the Russian architect responsible for the design of the Zuyev Workers' Club in Moscow and communal housing in Ivanovo. Just like Tatlin and Melnikov, Golosov studied at the Moscow School of Painting, Sculture and Architecture. However, he also studied in the Stroganov School of Arts.His main impression with the works of the Vesnin brothers made him join the constructivist organization, or the OSA Group in 1925, and from then on he started designing his masterpieces. However, although Golosov was a champion of Constructivist architecture, he regarded the architectural philosophy of Constructivism only as ideal for exterior decoration but not for wholesomeness in terms of functional style. These contrasting views of his regarding Constructivism eventually made him abandon the avant-garde form of architecture in 1932 and settled for neoclassical architecture in his works, hence from Soviet Constructivism to Soviet Realism.Another name in the Soviet Constructivist architects hall of fame is Ivan Nikolaev. He was famous for the constructivist design and even the formulation of the rules and regulations of the Communal House of the Textile Institute built from 1929 to 1931. He devised a rather rigid and Communist procedure for the members of the training institute which was supposed to be followed through every single day: a wa ke-up call, exercise, shower and study. In addition Nikolaev was also famous for his modernist campus of the Moscow Power Engineering Institute.He, however, abandoned his constructivist beliefs in order to adopt Stalinist architecture. Another prominent name in avant-garde Soviet architecture of early 20th century Russia was Aleksey Shchusev. Shchusev was responsible for the constructivist designs of the Kazan Railway Station, the Narkomzem, or Agriculture Ministry, building in Moscow, and most important of all, Lenin's Mausoleum on Red Square, which he designed only in a stunning period of three days. Another one of his constructivist designs was the Institute of Resorts in Sochi, which he designed from 1927 to 1931.Shchusev was tasked to design many more buildings after 1932 and some say that he was even the originator of Gothic skyscrapers in Moscow. Shchusev studied at the Imperial Academy of Arts from 1891 to 1897 and his travels to North Africa and Central Asia from 1894 to 18 99 may have somehow influenced his partial non-adherence to pure Constructivism. It is also worth mentioning that even before Shchusev designed buildings, he was already tasked to restore church and to design a cathedral during the first ten years of the 20th century.His restoration of the St. Basil Church in Ukraine, his designs for the Trinity Cathedral in Pochayiv Lavra, and the Marfo-Mariinsky Convent in Moscow made him one of the best and most versatile architects of his time. The expressionist architect Erich Mendelsohn was a German Jewish architect and the first foreign architect who was allowed by the USSR to work for them. In 1926, he partially designed the Red Flag Textile Factory in St. Petersburg. The constructivist design of the exterior of the factory made it resemble a ship.This particular masterpiece of Mendelsohn is similar to the Mossehaus, which he himself designed in Berlin. He also designed the rear view of the Einstein Tower in Potsdam and the Cohen House in Lo ndon, all of which had designs similar to that of Soviet Constructivism. Mendelsohn studied architecture at the Technical University of Berlin and the Technical University of Munich, where he graduated cum laude in 1812. His initial work before he became an international architectural designer was as an independent architect in Munich.One of the champions of Russian Constructivism, not necessarily for his actual works but for his theories, was the name Yakov Chernikhov. Perhaps Chernikhov's only actual architectural achievement was the Red Nail Maker's Factory, or Red Carnation Factory, built in St. Petersburg from 1930 to 1931. The rest of Chernikhov's fame is attributed to his written works. Chernikhov studied at the Odessa Art School where he taught drawing and sketching years later, and at the Academy of Arts at St. Petersburg where he graduated in 1925. He then joined the Constructivist movement and instead of concentrating on the actual ractice of his profession, he wrote and published a series of books which showcased his constructivist architectural fantasies: Fundamentals of Modern Architecture, written from 1929 to 1930; Construction of Architectural and Machine Forms, written in 1931; and Architectural Fantasies: 101 Compositions, written in 1933. These three books did not only make him famous all over the world but also became a source of inspiration to many generations of architects. He had five more books published from 1934 to 1948. Decline of ConstructivismA competition for a grandiose project for the Palace of the Soviets was held in 1932. The constructivists joined the competition with their best entries. However, there was an ever-growing criticism of Modernism as that time, and this affected as well all the Soviet Constructivism. The winning entry was therefore not constructivist but an eclectic Stalinist architecture project by Boris Iofan. By the end of the 1920s, Constructivism was eventually replaced by Post constructivism, which featur ed buildings designed in a composite style and bore close resemblance to Neoclassicism.

How to Make a Turkey Sandwich

Anyone can make a turkey sandwich and, truth be told, anyone could make The Best Turkey Sandwich Ever. Really, the only thing standing in anyone's way is that they probably don't yet know how. This is where this guide comes in. I will try to provide thorough instructions for making The Best Turkey Sandwich Ever.I discovered The Best Turkey Sandwich Ever by accident one night while living in New York City. For you see, I was unemployed at the time and didn't have too much money to throw around on food. As fate would have it, on that night, much like on a myriad of countless other nights that had preceded it (and subsequently on many nights thereafter), I happened to be very hungry. In a sad, strung-out, state of desperation, I languidly scavenged my apartment for something to hold me over until breakfast. I found some deli meat, cheese and half a loaf of unwanted challah bread that my sister gave to me last time I bothered to go uptown to visit her. Confronted with such limited suppli es, the solution seemed rather obvious; cobble these culinary elements together and make a sandwich. Although, looking back upon it, I can only attribute this particular chance arrangement of sandwich materials to the benevolent hand of some archaic pantheon of gods; perhaps viking. I like vikings.Anyhow, I crafted the sandwich to my preference and took a bite. By some happy accident of the cosmos, I, in my pathetic desperation not to scrounge together some pocket change and walk a block and a half for a slice of sicilian pizza, had chanced upon The Best Turkey Sandwich Ever.I've kept this to myself for too long. For the greater good of humanity, I am going to share my process with you today. If you follow these directions carefully, you too can live the rich prosperous life that can only come with The Best Turkey Sandwich Ever.