On His Blindness – John Milton

On His Blindness (Sonnet XIX) is a petrarchan sonnet about how Milton comes to terms with his loss of sight. The sonnet talks about how he looks for help with his blindness in religion, Milton was a devout Puritan. This strongly influenced Milton’s thinking, his family were often involved in many political and religious controversies. A lot of Milton’s writing was influenced by the Bible and Greek writers such as Homer. Milton follows the typical Petrarchan sonnet form of fourteen lines all in one stanza.This stanza is internally split into an octet (eight lines) – this usually asks a question, here it is Milton complains about his blindness and how he thinks it’s unfair for it to happen to him. The sestet (six lines) – answers the question asked in the octet, here Milton talks about how patience is a virtue. In the sestet there is a quote from the ‘Parable of Talents’, this emphasises Milton’s strong religious beliefs. It has an Iambic pentameter, five stressed then unstressed syllables.Milton uses the contrast of light and dark to understand his affliction ‘My light is spent’ this implies that his time with sight had run out. Alliteration is used ‘dark world and wide’ this emphasises Milton’s struggle to come to terms with his blindness. This contrast helps give an understanding of his blindness. There is a strong link to the ‘Parable of Talents’ Milton uses the Parable to guide him and give him encouragement to come to terms with his blindness. The extended metaphor on lines three to five which implies that being blind is something that Milton is ashamed of and doesn’t want others to know.Milton writes in the past tense which implies that he’s moved on from his issues and he has comes to terms with his blindness. The use of pre-modifiers ‘fondly ask’ to emphasis his problem. Compound sentences show how deep and complex his argument about his blindness is. Enjambment shows that his thoughts on his issue are continuous and that he doesn’t stop thinking about it. However caesuras are used which implies that he swaps from one thought to another quickly. Milton’s rhyming pattern of ‘ABBAABBACDECDE’ follows the typical Petrarchan sonnet form.The audience for this poem would typically have been a society which was ‘God-fearing’. At this time the church and religion was very influential and everyone had to attend church services. Therefore Milton’s audience was universal as everyone would seek approval from God as the most people had a strong belief in heaven and hell and would want God to look down on them positively to send them to heaven. In conclusion Milton used imagery such as metaphors and connotations to help us understand what he’s going through and the struggle he’s facing coming to terms with his blindness.

Pow 12 Imp 1

1. To find my conclusions I had to think about each part of the problem. When you know that one thing means you go on to the next part. When you figure out what that means you have to see how the two statements are related. If they are related then you can deduce a conclusion that makes sense. 2. Here are my conclusions for the 6 problems on page 7. 1. a. No medicine is nice b. Senna is a medicine Here I deduced that Senna is not a nice medicine. I think this because the first statement says that â€Å"no medicine is nice. † That tells me that all medicines are not nice. The second statement says â€Å"Senna is a medicine†. That statement is straight forward. When you put them together you can decide that Senna is a medicine and medicines are not nice. So Senna is not nice. 2. a. All shillings are round b. These coins are round Here I decided that no now conclusions can be drawn. The first statement says â€Å"All shillings are round. † That statement is clear. The second statement says â€Å"These coins are round. † This tells you the coin they have are round. When you put these statements together you can see some flaws. They say these coins but you don’t know if any of these coins are shillings. They can be other coins that are round. So you cannot deduce anything. These coins are 3. a. Some pigs are wild b. All pigs are fat Here I decided that there are no conclusions that can be made. The first statement tells you that some pigs are wild and the second tells you that all pigs are fat. But when you put these statements together you get wild pigs are fat but you already know that because the second statement says that all pigs are fat. Thus you cannot deduce anything. . a. Prejudiced persons are untrustworthy b. Some unprejudiced persons are disliked Here there are no conclusions that can be made. These statements are just statements are just statements and you cannot deduce anything from them. If you combine these statements you get prejudice persons are untrustworthy and some are disliked. 5. a. Babies are illogical b. Nobody who is despised can manage a crocodile c. Illogical persons are d espised Here I deduce that Babies cannot manage a crocodile. The first statement says that Babies are illogical. The third statement says that illogical persons are despised. When you put those statement together you get babies are despised. Then you have to look at the second statement. Nobody who is despised can manage a crocodile. So when you put those statements together you get babies cannot manage a crocodile. 6. a. No birds, except ostriches, are 9 feet tall b. There are no birds in the aviary that belong to anyone but me c. No ostrich lives on mince pies d. I have no birds less that 9 feet tall. Here I deduced that the birds in the aviary are ostriches and they do not eat mince pies.. To deduce this I combined the third and fourth statements. Together it says that no birds less than 9 feet tall are in the aviary. Then when you combine that statement with the fourth statement you deduce that the birds in the aviary are ostriches. And when you conclude the third statement you get a final statement that says the birds in the aviary are ostriches and they do not eat mince pies. Part Two Valid Conclusion: People with hats are untrustworthy Untrustworthy people are dangerous. Invalid Conclusion: Some Golden Retrievers are gold These dogs are gold 3. This POW has to do with mathematics because it is all about logic. In math without logic you would less successful then if you do have logic. If something does not seem right to you or is confusing you are using logic to realize that something is wrong and will use it to solve it. Without logic you wouldn’t know when something is right or wrong. 4. This POW was fairly simple. But some of the problems required you to think more than others. But if you think it out in steps you will be able to solve them easily. I believe that I did well and thought out each problem as well as I can.

Is Airport Security Too Strict or Not Strict Enough Essay

Is Airport Security Too Strict or Not Strict Enough - Essay Example In addition, one should pose to think if the security measures have benefits to the security of the American nation. Some people may feel that the measures invade too much into their privacy. However, it is worth noting that the intentions of the check are to ensure security of the traveler (Samantha). Most people think about the discomfort the check causes and forget that it is for their own good. In an era when the nation has been trying to respond to the war waged against them, security has to be more stringent. The attacker may take advantage of any loophole in the security system. Screening of passengers seeks to ensure that none of them has in possession any firearm or potentially destructive material. One of the check equipment is the metal detector that screens through the individual and produces a beep signal upon detection of a suspicious object. All personal luggage and cargo go through an x-ray screening system that screens through the bulk of the luggage. These measures did exist even before the attacks but they have only become more specific and elaborate. In addition, this is an era when some drug dealers have become too smart to disguise their illegal luggage. The security system has to tighten up to keep the situation under control. One of the reasons why the business has been booming is because in some areas of the world, security is not tight enough and drugs go in and out easily. To curb this, homeland security is justified to tighten security. It is evident that tight security is essential in airports for the safety of passengers and the nation at large. Probably, people should not complain about the stringency with which security comes but rather the real debate should seek to establish quicker and less cumbersome security equipment. What most Americans are complaining about is the hustling and queuing at the airports. This brings out the issue that security equipment used lack efficiency and is time consuming. In other cases, invasion of privacy is unavoidable because the equipment cannot screen effectively without this. What America needs are advanced equipment for security checks that are more efficient and time-saving and that allow the security officers to respect the privacy of the people. The transportation security administration

International marketing communication Assignment

International marketing communication - Assignment Example This paper aims at using Nike case analysis to explore the promises and perils of globalization in the modern society. The paper is responding to the questions related to the subject of discussion, and a conclusion is given as a summation of the promise and perils of globalization. Founded in 1964, Nike (initially Blue Ribbon Sports) has grown to be a global renowned manufacturer of sports’ gears and its vested interest in sports fashion has earned a global market as the world leader in design, distribution and marketing of athletic footwear (Frisch, 2009). Nike company outsourced its shoe production in lower- cost regions as a strategy of underselling its competitors and break into the competitive market. It developed strong working relationships with other shoe manufacturers in the region, and this made it have a competitive market share (Mahon, 2009; Kobayashi, 2012). For instance in Japan, it had a working relationship with Nippon Rubber and Nihon-Koyo but due to the tight labor market and a shift in the dollar/yen exchange rate, Nike broke off and outsourced other alternatives targeting lower-cost producers. This networking with other lead producers and suppliers enabled Nike to open up manufacturing plants in various parts of the world as well as have a market share of its products (Frisch, 2009). The production cost of a hosting country determined Nike’s future. When the cost of production increased, Nike Company moved into lower-cost countries where it will break into the footwear market with high tech models of athletic shoe. As such globalization has enabled Nike to expand the market for its products throughout the world (Frankiewicz & Churchill, 2011). Through linking with other lead suppliers, Nike broaden its market share by establishing manufacturing plants across the world and placing its employees in these newly established

Marxism Leninism and National Democratic Revolution in South Africa Article

Marxism Leninism and National Democratic Revolution in South Africa - Article Example But such examples are few and far in between. On the other hand, most of the democratic nations have been known to follow the rule of law, and if at any point of time, variations are noticed, the system provides enough rights to the citizens to take up the matter and bring the matter into the notice of appropriate authority. Youth is supposed to play a crucial role in the nation building. There are plenty of opportunities for the youth to grow in a democracy. While taking up professional positions in companies and organization, the young worker prepares a ground for the economic development. Similarly, when the youth takes up leadership skills in right perspective, the society is bound to benefit. The ideology propagated by Karl Marx (1818-1883) and Friedrich Engels (1820-1895) is known as Marxism or Scientific Socialism. Marxism calls for the equal opportunity to all young hands and the ideology firmly believes that the working class should never be oppressed for the well being of the state. Leninism, developed by the Bolshevik leader Vladimir Lenin, is a dominant branch of Marxism. Lenin made the fullest use of the Marxism/ Leninism policies during the Bolshevik revolution. Handing over power back to the people, remained the mainstay of this Russian revolution. In South Africa the trail of struggle for democracy can be traced back to May 1910, when the two republics and the British colonies of the Cape and Natal formed the Union of South Africa, a self-governing dominion of the British Empire. But the country saw a long-troubled period. During these troubled times, the non-white majority of South Africans were denied basic rights of citizenship (Funke 2007). It was in 1997 when President Mandela signed the newly negotiated constitution that South Africa began to experience the real democracy.  

The Concept of Disinterestedness as Central for the Ethics of Kant Essay

The Concept of Disinterestedness as Central for the Ethics of Kant - Essay Example According to the research findings, it can, therefore, be said that the chief postulate of the philosophy of Kant is that the mind can know objects existing in the external world only via notions of space and time, which are sensible forms produced by the mind itself. Kant maintains that these forms, by virtue of structuring the sensual information, enable the knowledge as such, and concludes that all we know about objects is their appearance in time and space, in this way drawing attention to the fact that the mind adds something to its knowledge, fundamentally limiting itself in the process. Kant used these views as an argument in his moral philosophy to show that humans are free because it is the power of their reason that posits a moral law for their actions. In frames of the classical tradition, moral philosophy was viewed as ethics based on the human situation in the world, and on the realities external in relation to mind. Under this view, moral goodness is rooted in the natur e of man, the nature of things, and God. This approach gave rise to Natural Law theory of ethics, and since the classical period, the moral philosophy offered few new perspectives. It was Kant who offered a truly new perspective in the moral philosophy as he rationalized ethics by his exaltation of Pure Reason as a system of beliefs that does not depend on sensual experience, and at the same time used his Christian background to absolutize his moral ideal. He grounded morality not on the traditional notion of good but on the pure obligation, akin to his perception of knowledge as based on some a priori, i.e. independent of experience, forms inherent to mind. In this way, Kant replaced the traditional Christian ethics with reason, which became the factor that shapes human life, and ascribed to morality absolutized and sacred status. Thus, as the external reality has been demoted as the source of morality, a total change of the foundation of moral philosophy occurred and the rational ethics had to be separated from external objects and had to be inferred only from the internal qualities of the human mind. In Kantian disinterestedness, love is absent, which makes the ethics based on Pure Reason distinct from the traditional Christian morality. Indeed, Kant thought that to have a truly disinterested motive, any striving for good, including love and our desire for pleasure and happiness, as the end of an action must be disqualified as being not moral but as the one which is inevitably interested. Of course, the desire for pleasure, our self-interest, our self-love, and after all our prudence may seem to be related to morality, as these elements of our motivation accompany most actions of man, but for Kant they cannot constitute even slightest motives of the moral act, and instead deprive it of morality. As Kant says that the only possible thing which can be considered unqualifiedly good is a good will, therefore human desires cannot be motives for the pure and auto nomous moral will. Similarly, goodwill remains good only because it is an exposition of Pure Reason, and because it conforms to obligation exclusively for the sake of obligation, forming the only possible mode of a truly moral motivation. There is just one impulse that can lead us to this authentic motivation - reverence of the moral law because such a respect is the only factor that reason lets into moral life.

Reflect on If I could be any historical figure within the time period, Research Paper - 1

Reflect on If I could be any historical figure within the time period, who would I be and why - Research Paper Example Whereas many of the founding fathers were ultimately against slavery, there were several that either did not discuss the issue in any level of depth or did not see it as a vital issue to the strength and continued growth/prosperity of the nation. Interestingly, many of the pro-and anti-slavery statements that were made by the founding fathers varied little throughout their lives. What is meant by this is that individuals such as Thomas Jefferson and James Madison retained strong proslavery sentiments and wrote prolifically about the benefits that the institution of slavery had to offer. By the same token, individuals such as James Madison held anti-slavery views throughout his entire life. However, a third group necessarily exists within this seemingly obvious dichotomy. Individuals such as Benjamin Franklin and George Washington initially held proslavery views; however, as they began to integrate with the American experience and formulate a more nuanced and philosophical understandi ng of the concepts of democracy, self determinism, and freedom of choice, their views concerning slavery began to shift. Whereas it is impossible to trace all of the founding fathers that had an epiphany with regards to slavery, this particular analysis will focus upon Benjamin Franklin and the way in which his political leanings began to shift later in his life with regards to the issue of slavery. In seeking to promote such an understanding of realization, the following analysis will focus specifically on primary that Benjamin Franklin was himself responsible for writing. Like many of the founding fathers, Franklin himself owned slaves in the earlier part of his life. However, as a result of his metropolitan nature and incessant travels, not to mention his polymath tendencies towards reading and writing on topics as broad and diverse as economics, philosophy, and ethics, Franklin came to understand that the practice of slavery was in and of itself abhorrent. As such, he soon relea sed the few slaves that he did possess. However, merely releasing the slaves that he was responsible for was not enough for Franklin. Rather, due to the fact that he saw slavery as such a morbid and horrific societal ill, he began to advocate abolition at a time when abolitionists were far from being in the vote. One of the most famous means through which Franklin was able to affect this was by signing and sending a petition to the first Congress in February 1790. Among other things, the petition requested time devoted towards â€Å"devising means removing the inconsistency from the character of the American people and promoting mercy and justice towards this distressed race† (Basker 221). However, before the reader begins to assume that Benjamin Franklin was a champion of human rights throughout his entire life, it must be added that beyond merely owning up to seven slaves in the earlier years, Franklin also worked for the Pennsylvania Gazette and was responsible for the pri nting and publication of information concerning wanted ads for the sale of slaves as well as rewards for the capture and return of runaway slaves (Franklin 7). Obviously, this information in and of itself must have touched upon the conscience of Benjamin Franklin as a means of promoting him towards a level of abolitionism later years. However, the fact remains that Benjamin Franklin can convincingly be labeled as both a tacit advocate of slavery as well as an abolitionist

Identify the key characteristics of the health care services external Essay

Identify the key characteristics of the health care services external environment and discuss their implications for for the pro - Essay Example Whereby, external environment may involve analyzing Strength, Weakness, Opportunities and Threats that may affect provision of health care service (SWOT analysis). On the other hand, internal environment of a health care service may involve determining hospital clients, competitors, stakeholders/collaborators as well as climate which an organization is operating in (Muller, Bezuidenhout and Jooste, 2006). External factor may include; a social, religious believes, occupation and education level may affect provision of health care services (Hitchcock, Schubert and Thomas, 2003). In addition, health campaigns via the social media may influence people behaviours towards health services. For example; health mass media may sensitize and encourage people on the importance of early diagnosis and treatment of diseases. This in turn may have a significant impact on provision of health services (Moseley, 2009). Economic factors may further affect provision of health services. For example, the d iscrepancies in people levels of income may determine the accessibility of health services. Whereby, poor people may not be in a position to afford quality health services unlike the affluent. Additionally, laws and regulations may affect provision of health services because organization must observe established health standards. Hospitals and health organizations must protect the environment and ensure that people take medical insurance cover. On the contrary, internal factors may involves people believes and their core values with respect to the provision of health care services. Connectively, internal factors may further involve the level of knowledge among the people. This may significantly impact provision of health services because people with higher level of knowledge are likely to seek health services than the less knowledgeable members of the society (Muller, Bezuidenhout and Jooste, 2006). Key characteristics of the health care services external and Internal Health Care En vironment External Health Care Environment The United Kingdom health care service contains the following characteristic; population size, mandate, accountability, funding and managing performance. Population characteristic entails actions undertaken by various bodies such as strategic health authority which is responsible for a population of 2.6-7.5 million people. In addition, the primary care trust was responsible for a population of more than ninety thousand people. On the other hand, the public care trust collaborated with local authorities in provision of health. In addition the general practice and foundation trust were also involved in health population (The Change Foundation’s, 2009). Mandate involves the duties and responsibilities that system managers, commissioners and General practice should execute. For instance, system managers should not only make health plans but they should also monitor the progress of both National Health Service and Primary Care Trust. On t he contrary, health care commissioners have a duty of developing local health strategies as well as monitoring and integrating social and health services. In addition, general practice (GP) such as nurses, pharmacist therapist, opticians and dentist they have a both clinical and managerial responsibility (The Change Foundation’s, 2009). In above connection, Secretary of state for health and department of health should be accountable in quality of health and ensure close monitoring of both National

Formulate and implementation of research question following agreed procedures and to specifications Essay Example for Free

Formulate and implementation of research question following agreed procedures and to specifications Essay How can Ferrero attract more customers to its brand therefore increasing its market share in Shanghai? Reason to choose this working titleï ¼Å¡ China’s economic development and social openness is growing, and larger imports of goods from abroad. Rising income levels and growing interest for western products have been driving chocolate confectionery demand in the last decades. With double-digit growth year after year, the market offers huge opportunities for development but also requires foreign companies the implementation of consistent marketing strategies and proper targeting to meet local consumers buying patterns. As for Ferrero, there are already many chocolate brands in China market, such as Dove and Mï ¼â€ M. So, it is really important to ensure the present strategy of Ferrero is appropriate for China market, and the methods of how to attract more customers. In order to appeal to more customers by enhancing Ferrero’s market sale in China becomes the mainly concept in my research. Background of Ferrero History of Ferrero In 1946, Pietro Ferrero invented a cream of hazelnuts and cocoa, derived from Gianduja and to be spread on bread, and called it Pasta Gianduja. Ferrero created the new company to produce and market it. Later on his sons became joint chief executives. Michele Ferrero modified his fathers recipe to produce Nutella, which was first sold in 1964 and has become popular around the world. The company places great emphasis on secrecy, reportedly to guard against industrial espionage. It has never held a press conference and does not allow media visits to its plants. Ferreros products are made with machines designed by an in-house engineering department. Products In addition to Nutella, Ferrero produces many other products, including Ferrero Rocher, Pocket Coffee, Mon Chà ©ri, Giotto, Confetteria Raffaello coconut cream candy, Hanuta chocolate hazelnut-filled wafers, the Kinder line of products, as well as the Tic Tac breath mints. Ferrero also produces the Kinder product series and The company received an innovation award for the frozen products called Gran Soleil in March 2011. The main background and related research content Ferrero is an Italian manufacturer of chocolate and other confectionery products. It was founded by confectioner Pietro Ferrero in 1946 in Alba, Piedmont, Italy. Reputation Institutes 2009 survey ranks Ferrero as the most reputable company in the world. Ferrero is a private company owned by the Ferrero family and has been described as one of the worlds most secretive firms. The Ferrero Group worldwide – now headed by CEO Giovanni Ferrero – includes 38 trading companies, 18 factories and approximately 21,500 employees. Ferrero International SAs headquarters is in Luxembourg. Its German factory is the largest of all and Pasquale Giorgio is its current CEO. High quality, crafted precision, product freshness, careful selection of the finest raw materials, respect and consideration for customers: these are Ferrero’s â€Å"key words† and values which have helped make its confectionery well-known and loved by millions of consumers all over the world. And I will f ocus on how to attract consumers through the advantages of products for Ferrero in the competitive market. Purpose The aim of this essay is to conduct a market research to explore the opportunities that Ferrero can still exploit in the chocolate market in China. Moreover, the objective of my tentative research will be listed as follows. Theories and marketing concepts are used to analysis the Chinese consuming behavior, which plays a very important role in shaping the market of chocolate. Environment has to offer in relation to the features and the objectives of the company analyzed, the research focuses on the marketing strategy adopted by Ferrero in China. The evolution of its marketing approach is studied into details, in order to highlight what are the key success factors for Ferrero. Ferreros marketing tools, data collected from  the survey and a case study are applied to develop viable marketing strategies that aim to take full advantage of a market that offers considerable resources still unexplored by the company. Findings reveal that the possibilities for Ferrero to expand in the marke t of chocolate for self-consumption in China are enormous. According to these, this essay is going to analysis the SWOT and PEST of Ferrero. And find out how Ferrero takes into consideration local consumers’ needs and wants in the formation of the marketing mix of its products. Scope Ferrero is an international company, and Corporation engages in a diverse range of businesses, so I just research the Ferreros market sale in China chocolate market. I will find out a theoretical review regarding the implementation of a complete and sound market analysis, executed through the application of theoretical models, information and data collected from appropriate and academic research and surveys conducted on the field. Besides, I am going to gather information from outside through questionnaire format to investigate local customers in two weeks. Not only hand out questionnaires to the public in the open, but also distribute them by e-mail or website. And I will interview some marketing personnel who worked in hypermarkets to perfect the information resources. Theoretical framework For the part of theoretical framework, SWOT and PEST will full-scale propose about advantage and disadvantage of Ferrero’s market sale in China. a) SWOT S: 1. Brand advantage: being the first company to introduce chocolate in the country soon after its reopening to the outside world, Ferrero succeeded in establishing its chocolate as a luxurious and exotic product. 2. Marketing benefit: do not have joint venture enterprises and manufacturers in China. Make the decision more flexible with fewer risks. 3. Source of origin in Europe: the country of origin is Italy. 4. Technological superiority: possesses of more than 60 years experience and advanced craft technology of making chocolate. 5. Quality advantage: regardless of cost, has always been sticking to the best natural raw material, including hazelnut, cocoa, and  coffee beans. W: 1. Sales disadvantage: there is no production factory in China, so it carries many time-consuming in the transport. 2. The price is too expensive. 3. Without some sort of specific policies: compared with Chinas domestic brands of chocolate, Ferrero lack of government policies to protect its market sale. 4. The lack of brand management: copies are full of Chinese market. For example, intellectual property rights cases of Montresor (zhangjiagang) food co. Ltd. O: 1. The chocolate market in China has great development potential: Rising income levels and growing interest for western products have been driving chocolate confectionery demand in the last decades, the China chocolate market offers huge opportunities for development. 2. For competitors: for example, Leconte did not set up the premium brand image. And it is a opportunity for Ferrero. T: There are too much competitors in the chocolate high-end market; Ferrero has only a limited presence in China’s marketplace, which is 2.32%. b) PEST Political: China’s entry into the WTO, international trade and further strengthening of internal and external communication become more and more. Also it is the main reason that Ferrero can enter the Chinese market. Italy is in the European Union: In recent years, China trades more with the EU than any other partner. The products of Ferrero certified by SGS, food safety certification, IOS and GMP Economic: There is an expanding market in China for chocolate Cost-conscious Increasing of average Chinese income Social-cultural: Chinese customers become more health conscious Chocolate shows how people’s physical and cultural lives are changing Have been retained by Ferrero loyalty Technology: Strengthen the development of new tastes Continuous improvement in terms of chocolate preservation Growth of internet use to increase demand for online and mobile phone shopping Conclusion (size 14) (Insert conclusion text here – size 12) Recommendations (size 14) (Insert recommendations here in BULLET POINT FORMAT – size 12) List of references Harvard References (size 16) (List references here in Harvard format – size 12) (If you are having problems with referencing see your lecturer for guidance)

Tuition reimbursement Essay Example for Free

Tuition reimbursement Essay Introduction According to (Hall, 2000. 30-31), tuition reimbursement refers to a study program for adult learners which involve provision of financial help to meet the cost of education of the adult learners. The organizations for which the adult learners work for are required to meet the educational costs as part of employees’ benefits and growth and development strategy. According to (Hall, 2000. 30-31) tuition reimbursement has several benefits to an organization. First of all, tuition reimbursement increases productivity of the organization in that, with the acquisition of new skills, employees are empowered to perform more complex tasks faster and more efficiently than it is the case whereby employees lack important skills and training.    The second direct advantage of the tuition reimbursement program is the fact that, employees given the opportunity to study become more loyal to the organization and feel more close to the organization and therefore are less likely to quit their jobs. In this way, tuition reimbursement greatly puts employee turnover very low to the advantage of the organization’s growth.   Therefore tuition reimbursement leads to improved employee retention and clearly minimizes the costs associated with the staffing process. This increases profits for the organization. For the organization, tuition reimbursement qualifies the given organization to tax benefits in accordance to the revenues act of 1978 (Rocchi, 1997.87-90). This is beneficial to both the organization and the employees in that, the organization saves a lot in terms of taxes payable to the government, the tuition reimbursement is crucial to the employees in that, they stand to gain promotions easily than their counterparts who may not poses such skills and knowledge.   Tuition reimbursement are important to an organization in that, employees become more skilled and as a result, the organization ends up with a more united work force which is not only effective but also efficient since there is a general feeling of security for the employees and a feeling of being appreciated. Tuition reimbursement is very important to organizations in that it gives a chance to those who missed the opportunity while young but have the willingness and the desire to achieve high academic standards.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Human resources form the engine of an organization. An organization, which wants to achieve its goals and objectives, should invest in knowledge management as it is the heart of empowering employees as well as mentoring their talents. Any organization, which does not take into consideration, the learning needs of employees is bound to fail in its objectives. The greatest challenge facing organizations as far as career growth and development of employee are concerned is increased costs associated with funding employee adult learning courses.   It is approximated that, organizations spent about $1800 to train a single employee annually something which is quite tasking on part of the organization (Spooner, 1999.12-43). Such a huge amount of money evidently causes financial constraints and if managers do not appreciate the importance of career development, it is hard for organizations to sponsor adult learning programs on basis of the huge associated costs. Adult learning has very many advantages in that it determines job performance and the success of a given organization. The fact that learners have had a considerable exposure to job aspects, challenges and real issues implies that, given an opportunity to study, the adult learners stands a great chance of taking theories and concepts to real life issues (Schwartz, 1992.56-98). Adult learners can easily link concepts to issues at work something which implies that, given an opportunity to learn, adult learners can even outperform fresh graduates in terms of connecting class lesson to practicals work situations and are therefore likely to overcome barriers in the work place. While fresh recruits find it hard to link class theories to work situations and challenges, and learners easily associate into work situations what they study in school. When adult when adult learners go into college, they go there with a vision. Perhaps, having seen challenging tasks, which need some knowledge they lacked, they proceed to college with a dream, with some expectations and a clear focus of what to gain in the studies. Usually it is very tough for adult learners to go back to class considering that, they have financial burdens such as families to fend for and many other financial commitments. This implies that, by the time an adult makes the decision to go back to class, the motivation is very high, the expectations are realistic and the drive is genuine. While young learners may end up in schools for a number of different reasons, different sources of motivation, it is rare to get the same case being true for the adults. This is the reason why human resources managers should come up with tuition reimbursement programs for adult learners willing to go back to studies. The company has a moral obligation to nurture the talent in the employees not withstanding the employers’ gains achieved after they have invested in the studies of their employees. Usually employees who are sponsored to schools would rarely quit a job soon after the training something which implies that, the new skills and knowledge learnt in school is likely to benefit the company considering the wealth of evidence linking training to increased job performance. If employees are given the necessary support in terms of sponsorship to attain their academic goals, this is to the employees; a form of empowerment is likely to boost their morale making them to improve their job performance.   Employees who decide to go back for studies after a while and after having a contact with the job environment are more likely to appreciate what education means to their lives and they are also more likely to have the right attitude towards studies (Andrieu, St. John, 1993.44-79). The above implies that the outcome of tuition reimbursement is that; the organization will have focused and knowledgeable human resources. For the organization, it also implies that, they can promote such employees to managerial positions instead of recruiting from outside the organization whenever they need to fill senior job vacancies.   This to the organization is beneficial in that, employees who have been with the organization for longer periods understand the organizations’ environment, external and internal processes in a better way. This are an advantage to the organization in that, the organization will not have to incur the expenses associated with debriefing new employees who carry on organizational cultures from their previous organization to their new organization. Normally, no organization operates in similar manner like any other given organization and therefore employees who are recruited on the strength of their past experience usually face challenges in adjusting to the new organization’s culture. These difficulties in adjusting to new environment may some time take long periods of time and therefore negatively affect job performance in the organization. Tuition reimbursements are the best solution to the prevention of inconveniences and uncertainties of having to recruit certain skills outside the organization. Conclusion Tuition reimbursement programs if well utilized can be beneficial to an organization. The program is however faced with great challenges considering that it can be open to abuse by employers who may use the program as a bait to woo employees in to remaining with the organization against their wishes. However, if well utilized, the program greatly improves productivity, employee motivation and saves the company a lot in terms of tax benefits such organizations enjoy from the government. There is a need for all organization to implement the program so that, any willing employee can enjoy the benefits associated with tuition reimbursement schemes. References Andrieu, S. St. John. E. (1993.44-79). The Influence of Prices on Graduate Student Persistence. Research in Higher Education, Vol. 34, No. 4, pp. 399-425. Hall, K. (2000. 30-31). Distance Education: An Insider’s View. AALL Spectrum. Rocchi, B. (1997.87-90). Nine Reasons Why You Should Go To Professional Conferences. NetNexus. 3. Schwartz, A. (1992.56-98) How to Handle Conflict Between Employees. Supervisory Management (37) Spooner, F. (1999.12-43) Student Rating of Instruction in Distance Learning and On-Campus Classes. Journal of Educational Research. (92)

Hanoi: History and Culture

Hanoi: History and Culture HANOI A, Introduction about Hanoi Chapter 1: History 1, Modern History As it had under Chinese rule, Vietnamese nationalism simmered quietly throughout the country, waiting for an opportunity. Young Nguyen Tat Thanh, better known by his alias Ho Chi Minh, thought that the end of WWI was a good opening, so he tried to present a plan for an independent Vietnam to US president Woodrow Wilson at the 1919 Versailles Peace Conference. Evidently, self-determination was for Europeans alone. When France fell to Nazi Germany in 1940, the Vichy government allowed the Japanese to put troops in Vietnam. The United States knew enough not to count on any French resistance, instead opting to pump arms and funding into the communist-dominated Viet Minh forces. Our leader, Ho Chi Minh, graciously accepted and began harassing the Japanese mercilessly. After the bombing of Hiroshima and Nagasaki, Uncle Ho called for a general uprising known as the August Revolution, and on September 2, 1945, Ho Chi Minh and his National Liberation Committee (with US officials at his side) declared the Democratic Republic of Vietnam independent at a rally in Ba Dinh Square. The French were not pleased, and fought the Viet Minh tooth and nail for eight years, despite a massive military aid package from the USA and formal recognition by both China and the USSR. On May 7, 1954, the French threw in the towel and surrendered North Vietnam to the Viet Minh. Fiercely anti-communist leader Ngo Dinh Diem was elected (more or less; a lot of dead people voted in that election) president of South Vietnam. Soon afterward, the USA closed its consulate in Hanoi. In 1959, Southern cadres asked that the North Vietnamese join them in armed struggle against the Diem regime. Hanoi responded by agreeing to help the National Liberation Front (NLF), also known as the Viet Cong, who were mainly communist South Vietnamese resisters with little training. Without French troops, however, the South Vietnamese army was incredibly weak, and the Western world looked on nervously as Diem began losing control of the situation. The USA sent 2000 military advisers to South Vietnam in 1961, the number swelling to 23,000 by 1964. By then, Hanoi was no longer helping the NLF out with guns and training; they were sending trained North Vietnamese troops across the border. Despite small victories, Hanois war didnt seem winnable until the 1968 Tet Offensive, when Hanoi gained the upper hand. The USA continued to throw warm bodies to the tune of 3.14 million men and women at the increasingly bloody conflict until the 1973 cease-fire. The USA evacuated almost all troops out of Vietnam in return for Hanois commitment to keep communism above the 17th parallel. They also cut off most financial and other aid to South Vietnam. By 1975, the southern half of the country was r unning on fumes. North Vietnam launched a massive attack on the South on January 1975; Saigon surrendered in April. No one, least of all the leadership in Hanoi, was prepared for reunification. At least two million Vietnamese had died in the conflict and scars ran deep; the environment and economy were shambles. The violence wasnt over, either: In 1979, answering for Vietnams 1978 invasion of Cambodia, China attacked Hanoi. The Chinese were repelled within 17 brutal days. The 1980s witnessed a devastating famine that left Hanoi with rice shortages and strict rations, a continuing guerrilla war with the Khmer Rouge in Cambodia and the opening of European communism. Surprisingly, Vietnam finished the decade in much better shape than it started. In February 1990, the government called for more openness and criticism, but was unprepared for the seething discontent behind the floodgates. Hanoi backtracked, but began allowing more economic openness while keeping government structure (and media access) in a lockbox. In 1992 Vietnam signed a peace treaty with Cambodia, and in 1994, the USA lifted economic sanctions on the country. The two former enemies now maintain diplomatic relations. 2, Recent History As the economy continues to open to foreign investment and private ownership, Hanois leadership remains in the hands of hard-line communists. The economys command structure insulated Vietnam from the worst of the Asian economic crisis (though its currency was devalued twice); the crisis actually increased confidence in the Communist Party. The growing private business sector in the city makes it obvious; however, that capitalism is making sturdy inroads into Vietnam. While the government is eyeing Most Favored Nation status with the US and, eventually, membership of the WTO, its human rights record is bound to be a stumbling block. 3, Pre 20th Century History Human habitation of Northern Vietnam goes back about 500,000 years according to archaeological evidence. The site of present-day Hanoi has been populated for at least 10,000 years. These first inhabitants formed a feudally organized society that first relied on hunting, fishing and gathering, later developing animal husbandry and agriculture. These tribes developed in relative isolation until about 2000 years ago. The Han Chinese set up a military garrison near present-day Hanoi in 214 BC, using it as a base of operations that would eventually control most of modern Vietnam. The next 1000 years of Chinese rule introduced important technological innovations to the Vietnamese, including ploughs and irrigation systems. But rebellion simmered in every town, and the millennium was punctuated by revolution and resistance. This tradition of rebellion shaped Vietnams national character. Vietnamese rebels saw their chance when Chinas Tang dynasty collapsed. In 938, revolutionary leader Ngo Quyen gave the Chinese a sound whipping and established an independent Vietnamese state, but after his death the region fell into anarchy. In 980, Vietnam became a semi-independent client state of China, stabilizing the situation all for the cost of a biannual tribute. For the next 400 years, the site of present-day Hanoi served as the administrative seat for all of Vietnam. The Grand Royal enclosure, now the citys Old Quarter, was constructed and the nations first university, the Temple of Literature, was founded during the first century of home rule. Attacks by the Khmers, Chinese and even Kublai Khan were repelled by national forces. All this was done with little Chinese interference. The Chinese never forgot their plum province, however, and in 1400 they captured Hanoi again. National hero Le Lois guerrilla tactics and peasant support eventually reclaimed Vietnamese independenc e. A period of nationalism and renewed interest in Confucianism followed a reaction to increased discontent with Europeans, their values and their missionaries. The missionaries didnt take the hint, however, and in 1858 several were killed. The French had an excuse to invade, and by 1867 South Vietnam was a French colony. Hanoi was captured in 1874. The impotent imperial court was allowed to remain, indulging itself in various coups and capers, but the French controlled the nation. Chapter 2: Geography and climate Hanoi is the capital city of Vietnam. It is located at 20Â °25 latitude North and 105Â °30 longitude East in the plains of North Vietnam. There are many rivers flowing eastwards to the sea. This is a convenient transport cluster for all the Northern provinces. The climate is tropical and affected by monsoons. There are four seasons in Hanoi, there are: Spring; it starts from February to April; average temperature is from 15Â ° to 20Â °C (59Â ° -68Â ° F), drizzle is frequent with wet weather. This is the season of the Lunar New Year holiday and many folk festivals. Summer; it starts from May to August; average temperature is from 30Â ° to 36Â ° C (86Â ° -97Â ° F). There is much rain and sunshine. Autumn; it starts from September to November; average temperature is 25Â ° to 36Â ° C (75Â ° 97Â °F). It is cool, clear and dry. This is the best season in Hanoi, but it is short, lasting no more than 50-60 days. Winter; it starts from December to January; the lowest temperature is from 10Â ° to 15Â °C (48Â ° -59 Â °F). The weather is cloudy and wet. The monsoons c ause many phases of cold. The annual average rainfall in Hanoi is 1800 mm. In the past, many rivers flowed through Hanoi, but they changed their currents from time to time, therefore the ground is mainly deposited by alluvium and there are many lakes. These rivers and lakes give Hanoi a natural beauty. In the flood season, the water level of the largest rivers flowing through Hanoi (the Red River, the Duong, Nhue, Day Rivers) rises very high. During ancient times, the Vietnamese people have built thousands of kilometers of dykes by the river banks. Nowadays, in the city, some sections of the ancient dykes have become traffic roads Chapter 3: Administrative zones At the present time, Hanoi comprises 7 inner districts and 5 suburban districts. Nevertheless, districts may be increased in number as the capital is developing fast together with the country. The 7 inner districts of Hanoi are: Hoan Kiem district: This is a trade, cultural and administrative centre. The Municipal Peoples Committee, the Central Bank and important state offices are located in this district. It also includes theatres, railway stations, markets and busy commercial streets. There are two bridges link Hoan Kiem district with the other side of the Red River. Hoan Kiem Lake in the centre of the district is considered as the heart of the capital. Its ancient streets still keep deep imprints of Hanois millenary history; therefore they should be protected as historical relics. The Hoan Kiem lake description will be explain further in next chapter. Ba Dinh district: Ba Dinh district is located at South of West Lake, a zone where many highest state bodies and diplomatic office s are located. The Mausoleum and Museum of Ho Chi Minh and the Hanoi old citadel are also located in this district. The Western part of this district is being reconstructed through large projects. Hai Ba Trung district is situated of Hoan Kiem Lake including trade and administrative zones. It is developing southwards, covering some industrial and population localities between the National Road 1 A and the Red river. Dong Da district. This is a Southwest expanded part of the city including many common living quarters, colleges, hospitals and factories built in the 1960s and 1970s. Large transport routes and multi-storey buildings are now under construction in this district in the Southern part of Dong Da lake. Recently, the districts of Tay Ho, Thanh Xuan and Cau Giay have been formed on the territory of the old districts and precincts to satisfy the development demands of the city. In these new districts, the construction tempo has increased on the basis of the better planning. The suburban districts of Tu Liem and Thanh Tri are located in the South of the city; Dong Anh and Soc Son districts are in the North; and Gia Lam districts are in the East. Formerly, these districts were agricultural areas, providing the capital with food and vegetables. At present, new factories, industrial and export processing zones are being established in this district. http://www.vietnamembassy-usa.org/learn_about_vietnam/geography/ha_noi/ Chapter 4: Hanois people There was a long period in the northern part of the country of relative isolation from the west. Thus Vietnamese in Hanoi and its surrounding areas tend to be quite curious about westerners. Travelers should expect to be watched and commented on, and to be asked questions considered somewhat intrusive by western standards (how old are you, are you married, how much money do you make, why do you have those children, etc.). None of this is meant to cause offense; it is just a simple curiosity. Vietnamese live much more out in their neighborhoods than do typical westerners, who live and work in closed-up buildings and travel everywhere by car, and are avid observers of (and commentators on) life around them. Hanoians are overwhelmingly honest and good-natured people. There is no animosity toward Americans left over from the war. People tend to be forward-looking and prefer not to dwell on the past; they are pragmatic, down-to-earth, and extremely hard-working, particularly women. Adults almost universally dote on children. Travelers can expect to have their babies taken away to be held, and their children of all ages entertained in shops, restaurants, and hotels. Merchants and peddlers do see western travelers as great sources of income and relatively easy marks. They bargain aggressively and overcharge without mercy (but will scrupulously count change when the bargain is struck). Small children selling postcards and shoe shining services can be quite ruthless. People asking for hand-outs are very persistent and at times unpleasant. Travelers who walk purposefully, say no firmly to unwanted offers, and make minimal eye contact are fare best. * * * B. Special features in Hanoi Chapter 1: Hanoi 36 streets 1, History of Hanois Old quarter As the oldest continuously developed area of Vietnam, Hanois Old Quarter has a history that spans 2,000 years and represents the eternal soul of the city. Located between the Lake of the Restored Sword, the Long Bien Bridge, a former city rampart, and a citadel wall, the Old Quarter started as a snake and alligator-infested swamp. It later evolved into a cluster of villages made up of houses on stilts, and was unified by Chinese administrators who built ramparts around their headquarters. The area was named Dominated Annam or Protected South by the Chinese. The Old Quarter began to acquire its reputation as a crafts area when the Vietnamese attained independence in the 11th century and King Ly Thai To built his palace there. In the early 13th century, the collection of tiny workshop villages which clustered around the palace walls evolved into craft cooperatives, or guilds. Skilled craftsmen migrated to the Quarter, and artisan guilds were formed by craftsmen originating from the same village and performing similar services. Members of the guilds worked and lived together, creating a cooperative system for transporting merchandise to the designated streets in the business quarter. Because inhabitants of each street came from the same village, streets developed a homogeneous look. Commoners homes evolved out of market stalls, before streets were formed. Because storekeepers were taxed according to the width of their storefront, storage and living space moved to the rear of the buildings. Consequently, the long and narrow buildings were called tube houses. Typical measurements for such houses are 3 meters wide by 60 meters long. The Old Quarter has a rich religious heritage. When the craftsmen moved from outlying villages into the capital, they brought with them their religious practices. They transferred their temples, pagodas and communal houses to their new location. Each guild has one or two religious structures and honors its own patron saint or founder. Therefore, on each street in the Old Quarter there is at least one temple. Now, many of the old temples in the Old Quarter have been transformed into shops and living quarters, but some of the old buildings religious roots can still be recognized by the architecture of their roofs. Although the old section of Hanoi is often called the 36 Old Streets, there are more than 36 actual streets. Some researchers believe that the number 36 came from the 15th century when there might have been 36 guild locations, which were workshop areas, not streets. When streets were later developed, the guild names were applied to the streets. Others attribute the 36 to a more abstract concept. The number nine in Asia represents the concept of plenty. Nine times the four directions makes 36, which simply means many. There are now more than 70 streets in the area. Some streets have achieved fame by their inclusion in popular guidebooks. Han Gai Street offers silk clothing ready-made and tailored, embroidery, and silver products. Hang Quat, the street that formerly sold silk and feather fans, now stuns the visitor by its brilliantly colored funeral and festival flags and religious objects and clothing. To Thinh Street connects the above two and is still the wood turners street. Hang Ma glimmers with shiny paper products, such as gift wrappings, wedding decorations and miniature paper objects to burn for the dead. Lan Ong Street is a sensual delight of textures and smells emanating from the sacks of herbal medicinal products: leaves, roots, barks, and powders In the early 13th century, the collection of tiny workshop villages which clustered around the palace walls evolved into craft cooperatives, or guilds. The Old Quarterbegan to acquire its reputation as a crafts area when the Vietnamese attained independence in the 11th century and King Ly Thai To built his palace there. In the early 13th century, the collection of tiny workshop villages which clustered around the palace walls evolved into craft cooperatives, or guilds. Skilled craftsmen migrated to the Quarter, and artisan guilds were formed by craftsmen originating from the same village and performing similar services. Members of the guilds worked and lived together, creating a cooperative system for transporting merchandise to the designated streets in the business quarter. Because inhabitants of each street came from the same village, streets developed a homogeneous look. Commoners homes evolved out of market stalls, before streets were formed. Because storekeepers were taxed according to the width of their storefront, storage and living space moved to the rear of the buildings. Consequently, the long and narrow buildings were called tube houses. Typical measurements for such houses are 3 meters wide by 60 meters long. The Old Quarter has a rich religious heritage. When the craftsmen moved from outlying villages into the capital, they brought with them their religious practices. They transferred their temples, pagodas and communal houses to their new location. Each guild has one or two religious structures and honors its own patron saint or founder. Therefore, on each street in the Old Quarter there is at least one temple. Now, many of the old temples in the Old Quarter have been transformed into shops and living quarters, but some of the old buildings religious roots can still be recognized by the architecture of their roofs. Although the old section of Hanoi is often called the 36 Old Streets, there are more than 36 actual streets. Some researchers believe that the number 36 came from the 15th century when there might have been 36 guild locations, which were workshop areas, not streets. When streets were later developed, the guild names were applied to the streets. Others attribute the 36 to a more abstract concept. The number nine in Asia represents the concept of plenty. Nine times the four directions makes 36, which simply means many. There are now more than 70 streets in the area. Some streets have achieved fame by their inclusion in popular guidebooks. Han Gai Street offers silk clothing ready-made and tailored, embroidery, and silver products. Hang Quat, the street that formerly sold silk and feather fans, now stuns the visitor by its brilliantly colored funeral and festival flags and religious objects and clothing. To Thinh Street connects the above two and is still the wood turners street. Hang Ma glimmers with shiny paper products, such as gift wrappings, wedding decorations and miniature paper objects to burn for the dead. Lan Ong Street is a sensual delight of textures and smells emanating from the sacks of herbal medicinal products: leaves, roots, barks, and powders. 2, Some streets in Old Quarter -Hang Bac Street A majority of the street names in the Old Quarter start with the word hang. Hang means merchandise or shop. The guild streets were named for their product, service or location. Hang Bac, one of the oldest streets in Vietnam, dates from at least the 13th century. Bac means silver, and appropriately, this street started as a silver ingot factory under the reign of Le Thanh Tong (1469-1497). Village people, called the Trau Khe silver casters, were brought into the capital to cast silver bars and coins. After a ceremony to transfer their craft from their village of Trau Khe to Hanoi, they set up two temples to honor the founders of their craft. At one communal house, the silver was molten and poured into molds. At the other communal house, the molds were further processed for delivery to the Prime Minister. The crafters went to great lengths to keep their methods secret to avoid counterfeit products. At the turn of the 18th century, the street took on more varied functions. In addition to the casting of silver ingots, the street attracted more jewelry makers and money exchangers. Money exchangers thrived, since in the old days, paper money was not used. Instead, currency consisted of bronze and zinc coins and silver ingots. When merchants needed a large amount of money for business transactions, they would exchange the heavy metal bars on Hang Bac. During the French time it was called Exchange Street. Although paper currency was later used, the word for it included the word bac. Hang Bac also has jewelers of different types: engravers, smelters, polishers, and gold-leaf makers. The first jewelry makers were the Dong Cac guild, which settled during the Le dynasty (1428-1788). They founded a temple dedicated to three brothers who learned their art in China in the 6th century, and who are considered the patron saints of the Vietnamese jewelry making profession. There are several famous buildings on this street. In the communal house on Hang Bac, there is a stone stele, built in 1783, telling about a Mandarin who forcibly took over the communal house. The locals took him to court and won back their building. The Dung Tho Temple is dedicated to Chu Bi, a Taoist deity. At the end of the French colonial period, this temple had been named Truong Ca, after a person who watched over the temple and served the best noodle soup. One building on this street is the pride of contemporary history-the Chuong Vang (Golden Bell) Theater, which still hosts traditional Vietnamese theater performances. The former traditional-venue theater, the To Nhu (Quang Lac) Theater built in the 1920s, also is on this street but has been transformed into apartments. -Hang Be Street In the mid-19th century, the guild of bamboo raft makers was located on this street outside the My Loc gate, one of the many sturdy gates to the city. The cai mang raft consisted of 12 to 15 large bamboo poles lashed together by strips of green bamboo bark. Their anterior was slightly raised by heating the wood, and the aft was rigged with three quadrangular sails made of coarse linen dyed with extracts of sweet potato skins. Bamboo rafts were sensible for Hanois shallow rivers, lakes and swamps, which can not provide solid anchorage or natural shelter from storms. The flat design better weathered the seasonal typhoons that lash the northern part of Vietnam, and is better adapted to coastal and river fishing. The bamboo poles from which the rafts were constructed were sold one block east on Hang Tre Street. -Cau Go Street Meaning Wooden Bridge, Cau Go Street is located one block north of the Lake of the Restored Sword, and was in fact the location of a wooden bridge. About 150 years ago, the bridge crossed a thin stream of water connecting the Thai Cuc Lake with the Lake of the Restored Sword. Dyers from the neighboring Silk Street set out their silk to dry or bleached their fabric beside the bridge. Under the French occupation, the lake and stream were filled as health measures and to increase buildable land. The little wooden bridge became a regular street. On the edge of the lake, women in wide brimmed hats once sold armfuls of flowers to the French for a few coins. Today a flower market exists where the Cau Go alley intersects with the main street. Other historical sites on Cau Go are the secret headquarters and hiding place of the 1930-45 Love the Country resistance movement. Cau Gotoday is a commercial street specializing in womens accessories. -Hang Dao Street This street is one of Vietnams oldest streets. It serves as a main axis running from north to south, cutting the Old Quarter in half. In the French Colonial time, Hang Dao Street was a center for the trading of silk products. On the first and sixth days of the lunar month, there were fairs for the sale of silk items. Shops also sold other types of fabric such as gauze, brocade, crepe, and muslin. Almost all the non-silk products were white. In the beginning of the 15th century, this street was the location of the silk dyer guild from the Hai Hung Province, which specialized in a deep pink dye. Dao, the name of the street, refers to the pink of apricot blossoms, which are symbolic of the Vietnamese Lunar New Year. The demand for this special color was so high that the fabric had to be dyed at other locations as well. Hang Thiec is the street of tinsmiths. The craftsmen originally produced small tin cone-shaped tips which were used to preserve the shape of the traditional conical hats By the 18th century, the dye colors diversified. In the 18th-century work Notes About the Capital, the author wrote that Hang Dao guild does dying work. It dyes red as the color of blood, black as Chinese ink, and other beautiful colors. In the 19th century, Hang Dao was lined by about 100 houses, of which only 10 or so were constructed of bricks. The rest were of thatch. On the side of the street alongside the now filled-in Hang Dao Lake, the foundations of the houses have visibly sunk lower than the road. By the turn of this century, Indian textile merchants opened shops for trading silk and wool products imported from the West. This street now specializes in ready-made clothing. -Dong Xuan Street/ Market Street This street originally belonged to two villages-the even numbered houses were occupied by the Nhiem Trung village, and the odd numbered houses were occupied by the Hau Tuc village. The Dong Xuan market, Vietnams oldest and largest market, occupies half of the street. River networks formed the economic hub of Hanoi by providing a system of waterways which fed the city and markets. Located at the confluence of the To Lich and Red Rivers, the Dong Xuan market was once one of the busiest urban areas in Southeast Asia. The French required merchants to bring their goods inside the fenced perimeter of the market in order to facilitate tax collections. When the number of merchants swelled, the market was enlarged. In 1889, a structure was built over it, and five gates were built leading to it. Each of the five market gates was used only for specified goods. In 1992, the market was renovated and a new facade erected. -Hang Mam Street Hang Mamis the union of two old streets: an eastern offshoot called Hang Trung and the original Hang Mam. The name is derived from the various kinds of mam, or fish sauces, that are produced and sold here, as well as other sea products. The street was originally on the riverside, close to the days catch. Nuoc mam, or fish sauce, is made from fish that are too small to be sold individually which are placed in clay vats with water and salt. Boiled water is poured over the fish and weights are placed on top of the mixture to compress it. The concoction distills for days, and the result is a clear amber juice that is rich in protein, vitamins and minerals. With aging, the fierce ammoniac odors of the fish become mellow, and like brandy, the flavor improves. The first pressing, which is the clearest and purest, is called nuoc mam nhi, or prime. The sauce was stored in barrels made on adjacent Hang Thung Street. In the 1940s, new specialties appeared on the street. A small ceramics industry appeared along with those of memorial stone etching, coffin, and tombstone manufacturers. -Ma May Street This street also is a union of two old streets. Hang May sold rattan products, and Hang Ma sold sacred joss (paper replicas of money, clothing, even stereo sets) to burn for the dead. Ma is burned in front of the altar of ancestors accompanied by prayers. Around the turn of the century, the streets became one: Ma May. On the edge of the lake, women in wide brimmed hats once sold armfuls of flowers to the French for a few coins. In the French time, this street was called Black Flag Street because the soldier Luu Vinh Phuc had his headquarters here. Luu was the leader of the Black Flags, a bandit unit operating around Hanoi in the late 19th century. They were essentially pirates who made a living robbing villagers and merchants. In the 1880s, the Black Flags cooperated with the Vietnamese Imperial Forces to resist the French who were attempting to gain military control of Hanoi. In the middle of the street is the Huong Tuong temple, established in 1450, which honors Nguyen Trung Ngan (1289-1370), a governor of Thang Long, the former name of Hanoi. -Hang Thiec Street Hang Thiecis the street of tinsmiths. The craftsmen originally produced small tin cone-shaped tips which were used to preserve the shape of the traditional conical hats. A neighboring street, Hang Non, made the hats, and both streets comprised the Yen No hamlet. Hang Thiec Street also produced oil lamps, candle sticks, and opium boxes. Tin shops sold mirrors, which they still do today, along with sheet metal, zinc, and glass. The street echoes busily with the clanging of hammers against the sheet metal. Workers spread out on the sidewalk shaping metal storage boxes and other objects to custom order. -Hang Thung Street In the old days, on this block inside the Dong Yen gate, barrels were manufactured. The barrels were used for storing and carrying water and fish sauce. The communal house and the temple of the barrel makers guild is located at 22 Hang Thung, but is hidden behind newer buildings. The street is shaded by the leaves of the xoan tree which has a fluffy cream colored cluster flower and bright red berries. The tree has various English names: Margosa, Bead, or China Berry tree. In May, the tiny flowers fall to the ground like yellow confetti. The furrowed bark is often scraped off by local residents, who dry and boil it to make a medicinal infusion as a vermifuge. The Old Quarter is a precious legacy of Hanois ancient past, but the area is challenged by rapid changes. Today, handicraft production is increasingly replaced by restaurants, repair shops, and mini hotels. Historic buildings have become mass living spaces and schools as the population increases. Craft workers now constitute nine percent of the neighborhood. Traders make up 40 percent.With the new economic policies, a dramatic building boom has begun, threatening the charm of the district. Local, national, and international agencies are now formulating plans to preserve the historic ambiance of the Old Quarter. Meaning of the 36 streets (just old name but in fact more than there) Street Name: Description: Bat Dan Wooden Bowls Bat Su China Bowls Cha Ca Roasted Fish Chan Cam String Instruments Cho Gao Rice Market Gia Ngu Fishermen Hai Tuong Sandals Hang Bac Silversmiths Hang Be Rafts Hang Bo Basket Hang Bong Cotton Hang Buom Sails Hang But Brushes Hang Ca Fish Hang Can Scales Hang Chai Bottles Hang Chi Threads Hang Chieu Mats Hang Chinh Jars Hang Cot Bamboo Lattices Hang Da Leather Hang Dao (Silk) Dyer Hang Dau Bean

Homework #1 :: essays papers

Homework #1 When I was growing up there were very few computer games that could be used as learning tools. As a child I did have computer class, however this class was used to practice typing or for playing recreational games such as Frogger. When thinking about what to write this paper on I thought of one game that has been on the up rise with children as well as adults. This game is called The SIMS. I thought that this game would be a perfect learning device to teach a variety of important subjects to the age groups ranging from 10-13 years old. My idea is that it would be incorporated in to a family living/economics/home economics class, most likely in a junior high setting. I think it would be best if each student had a computer of their own and worked individually. As their teacher I would pre-set other families for their â€Å"sim† or â€Å"sims† to interact with. In The SIMS you have to create a family. The student can have a single person or a larger family (the limit is eight). The student can choose everything from the color of their skin down to what outfit the character can wear. The next step is to create a personality for your â€Å"sim.† You can choose from a variety of qualities such as cleanliness, kindness and playfulness. Each family starts with $20,000 in the bank. This start up money is used to buy property or a house to live in. Here the students will be taught how to budget their money wisely, because just as in the real world there are extravagant and frivolous things you can purchase in the game. Once the house is set up it is time to look for a job. There are ten job tracks to choose from: business, entertainment, law enforcement, life of crime, medicine, military, politics, pro athlete, science and x-treme. Each of these lets your â€Å"sim† move up in their field if they keep up their training in activities such as cooking, mechanical, charisma, body, logic and creativity. Without keeping up with these tasks your sim cannot keep his/her job. Also important in The SIMS is to interact with other sims. A sim can move in with another sim, date, propose as well as get married (same sex or not). Just as important is keeping to your sims bodily needs such as sleep, hygiene, eating and fun.

Merchant of Venice Essay: Triumph of Good over Evil :: Merchant Venice Essays

The trial scene in the Merchant of Venice is the climax of the play as Shylock has taken Antonio to court, as he has not paid back the money he borrowed.   Shylock wants the pound of flesh that is the forfeit of the bond concerning the money Antonio borrowed from him.   Shylock’s main motivation for wanting this forfeit is as his daughter has stolen his money and run away, he is taking out his spite on Antonio and this blinds him as he does not watch what he is getting into during this scene From the point where Shylock enters the courtroom everyone opposing him is appealing for mercy for Antonio and this is what the scene demonstrates, a need for mercy.   Portia says shortly after she has entered the scene ‘Then the Jew must be merciful’ she is not saying that this is what the law says he must be, but that he should do this because it is the only thing he can do morally.   The mercy theme runs all the way through the scene and many opportunities were offered by the Duke, Bassanio and Portia for Shylock to take the moral course of action, but he constantly refuses saying he should get what he deserves not by moral justice but by the law.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Shylock does have the right to the forfeit of his bond and it is Antonio’s fault that he is in this situation because he signed the bond of his own free will.   He knew the consequences if he couldn’t pay it back as Shylock made it clear from the start.   This is shown by when at the start of the court scene when he says ‘Make no more offers use no farther means, but with all brief and plain conveniency let me have judgement, and the Jew his will’.   When he didn’t pay Shylock the money he owed him, Shylock had a right to Antonio’s forfeit by law.   The problem was he didn’t choose the moral path where he probably could have gotten a lot of money and become a very rich man, but chose the forfeit out of spite over his daughter.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   This theme is also repeated through the scene that Shylock deserves his justice by the letter of the law and the forfeit of his bond.   This is shown when he says phrases like ‘My deeds upon my head I crave the law, the penalty and forfeit of my bond’.

Academic Writing

Assessment Task: You are to write and deliver a speech (between 750 and 1000 words) on any subject and from any perspective. Note that you must not deliver the speech as yourself, but must write from the viewpoint of any person, real or imagined. This person may be from the past or future as well as the present. Marks will be awarded for the following criteria: Use of voice and body language Originality of concept and content Appropriateness of language for the subject and audience Vocabulary and grammar Please note that there will be no specific time limitations, but you are strongly encouraged to take your time when delivering the speech.Points on the delivery and writing of the speech will be covered in class on several occasions so there will be plenty of opportunities for guidance. Deadline date for submission:The speech is to be delivered during your normal tutorial during Weeks 8 and 9 (weeks beginning 15th and 22nd April 2013). The exact time and date will be agreed with your lecturer during previous weeks. A hard copy of the speech is to be submitted to Turnitin for assessment by midnight of Monday 15th April 2013. You are reminded that a limit of 15% plagiarism is permitted.Whilst the presentation mark will be given in class, if the plagiarism score is subsequently found to have exceeded 15% then the mark will be amended accordingly (this will mean a fail in the case of excessively high Turnitin scores). Format: Speech/presentation Word limit: 750-1000 words Learning outcomes to be examined in this assessment *Demonstrate an understanding of how language is used to promote certain purposes *Demonstrate an awareness of different writing styles and their effectiveness as a means of communication *Demonstrate presentation skillsAssessment criteria Explanatory comments on the assessment criteria Maximum marks for each section Content, relevance, originality Choice of topic appropriate for subject matter and audience. Originality of topic. 30% Verbal and n on-verbal communication. Clear diction and dramatic flair. Effective body language and engagement with audience. 35 % Linguistic styleImaginative and interesting use of language, as appropriate for the topic. 35% Assessment Task: You are to write and deliver a speech (between 750 and 1000 words) on any subject and from any perspective.Note that you must not deliver the speech as yourself, but must write from the viewpoint of any person, real or imagined. This person may be from the past or future as well as the present. Marks will be awarded for the following criteria: Use of voice and body language Originality of concept and content Appropriateness of language for the subject and audience Vocabulary and grammar Please note that there will be no specific time limitations, but you are strongly encouraged to take your time when delivering the speech.Points on the delivery and writing of the speech will be covered in class on several occasions so there will be plenty of opportunities f or guidance. Deadline date for submission:The speech is to be delivered during your normal tutorial during Weeks 8 and 9 (weeks beginning 15th and 22nd April 2013). The exact time and date will be agreed with your lecturer during previous weeks. A hard copy of the speech is to be submitted to Turnitin for assessment by midnight of Monday 15th April 2013. You are reminded that a limit of 15% plagiarism is permitted.Whilst the presentation mark will be given in class, if the plagiarism score is subsequently found to have exceeded 15% then the mark will be amended accordingly (this will mean a fail in the case of excessively high Turnitin scores). Format: Speech/presentation Word limit: 750-1000 words Learning outcomes to be examined in this assessment *Demonstrate an understanding of how language is used to promote certain purposes *Demonstrate an awareness of different writing styles and their effectiveness as a means of communication *Demonstrate presentation skillsAssessment criter ia Explanatory comments on the assessment criteria Maximum marks for each section Content, relevance, originality Choice of topic appropriate for subject matter and audience. Originality of topic. 30% Verbal and non-verbal communication. Clear diction and dramatic flair. Effective body language and engagement with audience. 35 % Linguistic styleImaginative and interesting use of language, as appropriate for the topic. 35% Assessment Task: You are to write and deliver a speech (between 750 and 1000 words) on any subject and from any perspective.Note that you must not deliver the speech as yourself, but must write from the viewpoint of any person, real or imagined. This person may be from the past or future as well as the present. Marks will be awarded for the following criteria: Use of voice and body language Originality of concept and content Appropriateness of language for the subject and audience Vocabulary and grammar Please note that there will be no specific time limitations, b ut you are strongly encouraged to take your time when delivering the speech. Points on he delivery and writing of the speech will be covered in class on several occasions so there will be plenty of opportunities for guidance. Deadline date for submission:The speech is to be delivered during your normal tutorial during Weeks 8 and 9 (weeks beginning 15th and 22nd April 2013). The exact time and date will be agreed with your lecturer during previous weeks. A hard copy of the speech is to be submitted to Turnitin for assessment by midnight of Monday 15th April 2013. You are reminded that a limit of 15% plagiarism is permitted.Whilst the presentation mark will be given in class, if the plagiarism score is subsequently found to have exceeded 15% then the mark will be amended accordingly (this will mean a fail in the case of excessively high Turnitin scores). Format: Speech/presentation Word limit: 750-1000 words Learning outcomes to be examined in this assessment *Demonstrate an understa nding of how language is used to promote certain purposes *Demonstrate an awareness of different writing styles and their effectiveness as a means of communication *Demonstrate presentation skillsAssessment criteria Explanatory comments on the assessment criteria Maximum marks for each section Content, relevance, originality Choice of topic appropriate for subject matter and audience. Originality of topic. 30% Verbal and non-verbal communication. Clear diction and dramatic flair. Effective body language and engagement with audience. 35 % Linguistic styleImaginative and interesting use of language, as appropriate for the topic. 35% Assessment Task: You are to write and deliver a speech (between 750 and 1000 words) on any subject and from any perspective.Note that you must not deliver the speech as yourself, but must write from the viewpoint of any person, real or imagined. This person may be from the past or future as well as the present. Marks will be awarded for the following crite ria: Use of voice and body language Originality of concept and content Appropriateness of language for the subject and audience Vocabulary and grammar Please note that there will be no specific time limitations, but you are strongly encouraged to take your time when delivering the speech.Points on the delivery and writing of the speech will be covered in class on several occasions so there will be plenty of opportunities for guidance. Deadline date for submission:The speech is to be delivered during your normal tutorial during Weeks 8 and 9 (weeks beginning 15th and 22nd April 2013). The exact time and date will be agreed with your lecturer during previous weeks. A hard copy of the speech is to be submitted to Turnitin for assessment by midnight of Monday 15th April 2013. You are reminded that a limit of 15% plagiarism is permitted.Whilst the presentation mark will be given in class, if the plagiarism score is subsequently found to have exceeded 15% then the mark will be amended acc ordingly (this will mean a fail in the case of excessively high Turnitin scores). Format: Speech/presentation Word limit: 750-1000 words Learning outcomes to be examined in this assessment *Demonstrate an understanding of how language is used to promote certain purposes *Demonstrate an awareness of different writing styles and their effectiveness as a means of communication *Demonstrate presentation skillsAssessment criteria Explanatory comments on the assessment criteria Maximum marks for each section Content, relevance, originality Choice of topic appropriate for subject matter and audience. Originality of topic. 30% Verbal and non-verbal communication. Clear diction and dramatic flair. Effective body language and engagement with audience. 35 % Linguistic styleImaginative and interesting use of language, as appropriate for the topic. 35% Assessment Task: You are to write and deliver a speech (between 750 and 1000 words) on any subject and from any perspective.Note that you must no t deliver the speech as yourself, but must write from the viewpoint of any person, real or imagined. This person may be from the past or future as well as the present. Marks will be awarded for the following criteria: Use of voice and body language Originality of concept and content Appropriateness of language for the subject and audience Vocabulary and grammar Please note that there will be no specific time limitations, but you are strongly encouraged to take your time when delivering the speech.Points on the delivery and writing of the speech will be covered in class on several occasions so there will be plenty of opportunities for guidance. Deadline date for submission:The speech is to be delivered during your normal tutorial during Weeks 8 and 9 (weeks beginning 15th and 22nd April 2013). The exact time and date will be agreed with your lecturer during previous weeks. A hard copy of the speech is to be submitted to Turnitin for assessment by midnight of Monday 15th April 2013. Y ou are reminded that a limit of 15% plagiarism is permitted.Whilst the presentation mark will be given in class, if the plagiarism score is subsequently found to have exceeded 15% then the mark will be amended accordingly (this will mean a fail in the case of excessively high Turnitin scores). Format: Speech/presentation Word limit: 750-1000 words Learning outcomes to be examined in this assessment *Demonstrate an understanding of how language is used to promote certain purposes *Demonstrate an awareness of different writing styles and their effectiveness as a means of communication *Demonstrate presentation skillsAssessment criteria Explanatory comments on the assessment criteria Maximum marks for each section Content, relevance, originality Choice of topic appropriate for subject matter and audience. Originality of topic. 30% Verbal and non-verbal communication. Clear diction and dramatic flair. Effective body language and engagement with audience. 35 % Linguistic styleImaginative and interesting use of language, as appropriate for the topic. 35% Assessment Task: You are to write and deliver a speech (between 750 and 1000 words) on any subject and from any perspective.Note that you must not deliver the speech as yourself, but must write from the viewpoint of any person, real or imagined. This person may be from the past or future as well as the present. Marks will be awarded for the following criteria: Use of voice and body language Originality of concept and content Appropriateness of language for the subject and audience Vocabulary and grammar Please note that there will be no specific time limitations, but you are strongly encouraged to take your time when delivering the speech.Points on the delivery and writing of the speech will be covered in class on several occasions so there will be plenty of opportunities for guidance. Deadline date for submission:The speech is to be delivered during your normal tutorial during Weeks 8 and 9 (weeks beginning 15th an d 22nd April 2013). The exact time and date will be agreed with your lecturer during previous weeks. A hard copy of the speech is to be submitted to Turnitin for assessment by midnight of Monday 15th April 2013. You are reminded that a limit of 15% plagiarism is permitted.Whilst the presentation mark will be given in class, if the plagiarism score is subsequently found to have exceeded 15% then the mark will be amended accordingly (this will mean a fail in the case of excessively high Turnitin scores). Format: Speech/presentation Word limit: 750-1000 words Learning outcomes to be examined in this assessment *Demonstrate an understanding of how language is used to promote certain purposes *Demonstrate an awareness of different writing styles and their effectiveness as a means of communication *Demonstrate presentation skillsAssessment criteria Explanatory comments on the assessment criteria Maximum marks for each section Content, relevance, originality Choice of topic appropriate for subject matter and audience. Originality of topic. 30% Verbal and non-verbal communication. Clear diction and dramatic flair. Effective body language and engagement with audience. 35 % Linguistic styleImaginative and interesting use of language, as appropriate for the topic. 35% Assessment Task: You are to write and deliver a speech (between 750 and 1000 words) on any subject and from any perspective.Note that you must not deliver the speech as yourself, but must write from the viewpoint of any person, real or imagined. This person may be from the past or future as well as the present. Marks will be awarded for the following criteria: Use of voice and body language Originality of concept and content Appropriateness of language for the subject and audience Vocabulary and grammar Please note that there will be no specific time limitations, but you are strongly encouraged to take your time when delivering the speech.Points on the delivery and writing of the speech will be covered in c lass on several occasions so there will be plenty of opportunities for guidance. Deadline date for submission:The speech is to be delivered during your normal tutorial during Weeks 8 and 9 (weeks beginning 15th and 22nd April 2013). The exact time and date will be agreed with your lecturer during previous weeks. A hard copy of the speech is to be submitted to Turnitin for assessment by midnight of Monday 15th April 2013. You are reminded that a limit of 15% plagiarism is permitted.Whilst the presentation mark will be given in class, if the plagiarism score is subsequently found to have exceeded 15% then the mark will be amended accordingly (this will mean a fail in the case of excessively high Turnitin scores). Format: Speech/presentation Word limit: 750-1000 words Learning outcomes to be examined in this assessment *Demonstrate an understanding of how language is used to promote certain purposes *Demonstrate an awareness of different writing styles and their effectiveness as a mean s of communication *Demonstrate presentation skillsAssessment criteria Explanatory comments on the assessment criteria Maximum marks for each section Content, relevance, originality Choice of topic appropriate for subject matter and audience. Originality of topic. 30% Verbal and non-verbal communication. Clear diction and dramatic flair. Effective body language and engagement with audience. 35 % Linguistic styleImaginative and interesting use of language, as appropriate for the topic. 35%

Calls for Change in High School Mathematics Essay

Mathematic educators, parents and students are calling for proper changes in approaches to learning mathematics in high schools. The need to improve learning of mathematics in schools is highly recognized and underlined. Thus, the National Council of Teachers of Mathematics published the Curriculum and Evaluation Standards for School Mathematics that offered recommendations for high school mathematics reform. In addition, the Conference Board of the Mathematical Sciences in their official report ‘The Mathematical Sciences Curriculum K–12: What Is Still Fundamental and What Is Not’ stresses the importance of new topics and techniques in the secondary schools. New approaches should develop new learning techniques that would be discrete from statistics, mathematics, and emphasis on algebra and geometry should be properly re-assessed according to different abilities and needs of students who are taking mathematics course in the secondary school and high school respectively. The need for change and innovation is generally driven by emergence of advanced computing technologies that offers excellent opportunities for school educators to replace manipulative traditional techniques with more complex realistic problem-solving techniques. In its turn, the National Science Board Commission issued a report ‘Educating Americans for the 21st Century’ challenging courses in algebra and pre-calculus and stressing the importance of developing integrated mathematical sciences curriculum in the secondary school. Researchers argue that new curriculum will positively affect students’ achievement outcomes in the secondary and high schools. To make changes more effective teachers are required to understand the advantage of curriculum’s full scope and its consequences; students are required to support the expectations of classroom environment. The Core-Plus Mathematic Project is newly developed curriculum for high school mathematics. Of course, the Core-Plus Mathematic Project or CPMP curriculum is a matter of debates and controversies as not everyone admits the need of high school mathematics reforms. Nonetheless, the CPMP curriculum is worked out with assistance of mathematics education researchers, instructional specialists and classroom teachers. Moreover, the curriculum is shaped by empirical evidence gathered from students and teachers who are willing to participate in field testing. In particular, organization of mathematics curriculum should be interpreted in terms of teaching and assessment recommendations and should follow the standards set in the above-mentioned reports. New mathematics curriculum is a three-year mathematics course for high-school students who are allowed to take the fourth year to prepare for college mathematics. Newly designed curriculum differs from more traditional approaches as new curriculum encourages students’ understanding of mathematics – statistics, probability, algebra, geometry, trigonometry and discrete mathematics. Learning mathematics is developed in focused units that combine fundamental ideas with mathematical habits of mind. It means that new curriculum stresses the need to connect function, data analysis and symmetry with recursive and visual thinking. In contrast to traditional approaches to mathematics, new curriculum emphasizes the role of mathematical modeling and problem-solving instead of simple calculus. Researchers say the primary goal of curriculum improvement is to enhance students’ understanding and comprehension of key mathematical processes and concepts, to enhance student’s ability to use mathematical concepts in real-world problem-solving. Graphic calculators should enhance students’ understanding and abilities to solve authentic problems. Improved instructional materials encourage active teaching and learning processes that will primarily focus on problem situations, abstraction and analysis. Oral and written communication, reasoning with ability to represent, and conceptual understanding are highly appreciated and encouraged. All courses centre on mathematical reasoning and thinking with abilities to develop formal proof. Additional fourth year course will allow to keep students, who prepare for college mathematics, despite whether their undergraduate program is based on calculus. Students interested in mathematics are encouraged to be accelerated into the fourth course year. Today, many researches are focus on identifying whether new curriculum meets its specific goals. In particular, they try to reveal whether the learning outcomes based on new patterns of mathematics learning process differ from outcomes based on more traditional curriculum. During the past eight years researchers conducted various studies to examine mathematical achievement in classroom with CPMP curricula. Research studies have revealed that performance of CPMP students is much better than that of students with traditional interpretation of mathematical representation. It means that problem-solving and recursive thinking appear to be more effective in learning mathematics than simple understanding of key concepts of processes. Further, CPMP students are characterized by higher grade results at the end of the years than students with traditional approach to mathematics. Summing up, recent researches have indicated that CPMP students perform better than students with traditional curriculum. CPMP students are characterized by better abilities to interpret mathematical representation and calculation, to measure conceptual understanding and to recognize the importance of problem-solving. CPMP students are better in probability and statistics, algebraic manipulative skills, etc. Nonetheless, researchers argue that student’s success in college mathematics doesn’t fully depend on CPMP curriculum. Other factors, as, for example, student’s attentiveness, readiness to participate in learning process, self-awareness, classroom environment, play their important role in student’s high school mathematics performance. With guidance from educators, researchers and teachers, curriculum developers will be able to build on stronger patters of student outcomes. References Schoen, H. L. , & Hirsch, Ch. R. (2003). Responding to Calls for Change in High School Mathematics: Implications for Collegiate Mathematics. The Mathematical Association of America Monthly, February, pp. 109-123. Available on-line from http://www. jstor. org/stable/3647770 .