Obesity in United States of America Essay Example | Topics and Well Written Essays - 750 words

Obesity in United States of America - Essay Example Obesity may be caused by several factors, which may vary from one victim to another, the causes can be either genetic or be because of life style of a given individual. On the genetic part, hereditary of the obese characteristics from one individual to another both related by blood is not a very common cause of obesity. The result of this gene relation that leads to weight gain has an adverse relation to the environment of an individual. The surrounding of an individual determines the kind of food and the levels of body exercise that they engage in. The early life of an individual plays a greater role on their body weight depending on how they are brought up diet wise. Prenatal and postnatal care is of great importance because the developmental stages are determined. For instance, a smoking mother or a mother that possess overweight characteristics is likely to give birth to a child that is at a risk of acquiring obese characteristics at adulthood age. If excess weight is gained during infancy, the child subjected to the risk of developing adulthood obesity (Bray). Food is a greater determinant of body weight. Foods that are of refined grains and red meat highly cause obesity when consumed in uncontrolled rates (Bray). Unhealthy fats and sugary drinks fall under the category of foods that are likely to affect the normal body weight. Whole grain, fruits and vegetables are a good diet for weight control. When consumed, they play an important role in the body and do help prevent chronic diseases.

Televising the Holocaust in America during the 1950s Essay Example for Free

Televising the Holocaust in America during the 1950s Essay Shylock is a monster of cruelty, miser, greedy, suspicious ,cunning , bloodthirsty ,revengeful, mean ,a bad father and a bad master. But it is the circumstances that made him like this. Shylock is a tragic figure, trapped by prejudice and driven to revenge by the treatment he receives He is not cruel by nature. He is human in inner-self as the Christians are. He is therefore the most injured man, insulted, abused and disgraced by the Christians and even by his own daughter, His cruelty is made by centuries of insult and outrage which the Christians inflicted upon the Jews race. Shylock became hard and savage by long and cruel oppression. He suffers immensely. Shylock’s humiliation and sufferings can only be measured by someone who has experienced the alienation of a gross minority. From the very beginning of the play Shylock is a lonely man. His wife Leah ,whom he loves dearly ,is dead. His daughter Jessica is not much of a help, and infect adds to his loneliness. She betrays her father by robbing him of all his money after he had bestowed upon her the trust of his house. She not only takes the money but also marries Lorenzo, a Christian boy by changing her religion. This must have been particularly heart-breaking for the proud Jew. She later exchanges the turquoise ring of her mother for a monkey. Shylock is hated by Antonio because of his anti-Semitism. Antonio in particular spits upon him and calls him a cut-throat dog. So it is but natural that such a man begins to hate those persons who hate him. His hatred of Antonio is religious, patriotic ,personal and professional. Lorenzo elopes with his daughter that makes him more revengeful . He bears insults with patience. He says â€Å"sufferance is the badge of tribe. † In his impassioned speech in Act III ,Scene I ,beginning with â€Å"To bait fish withal† he rises to the magnitude of a tragic hero, â€Å" I am a Jew. Hath not a Jew eyes ,hath not a Jew Hands ,organs, dimensions, senses , fed with the same food ,hurt with the same weapon†¦.. † It is a noble protest against inhumanity of treatment to which the Jews as a race have been subjected through the ages. Shylock, the Jew has hatred against the Christians in general but Antonio, the merchant of Venice in particular . He has strong reasons for it. The reason of his such revengeful attitude towords the Christians and in particular towards Antonio is Christian’s abhorrence towards him and his race which is the false belief of the Christian’s that the Jews murdered Jesus Christ and therefore in league with the devil and this the Jews were actively working to subvert the spread of Christianity . this belief was driven by the early church. In Merchant of Venice Antonio abhorred Shylock because of this inherited belief. Antonio’s treatment of Shylock is most unfriendly and insulting. He hates the Jews in general and Shylock in particular. He has publicly condemned Shylock. He has been spitting on him at the Rialto in the past and abusing him. He has called him a mis-believer and a cut-throat dog . He has often spat upon his Jewish gabardine. He has been heaping disgrace and insult upon him. Even when he seeks for loan from Shylock from his friend Bassanio Shylock recites the various insults and injuries he has received at Antonio’s hands Antonio haughtily replied â€Å" I am as like to call thee so again. To spit on thee,to spurn thee too. † Naturally how can Shylock forget this humiliation he has received at the hands of Antonio. He is constantly abused by others as well. Gratiano calls him â€Å"inexorable dog† in the court infront of the Duke,and goes unpunished for slander. Even Solanio and Salerio calls him a villain and a dog. And they all hate him because he is a Jew. He survives in such a hostile environment like a man absorbing their insults ,yet never losing heart ,accumulating wealth in a fair manner no matter how much the Christians hate him for. Shylock is a fanatic Jew. He is a representative of the Jewish tribe . his vengeance on Antonio springs from the ancient and cruel hate which he as a Jew bears towards the Christians. Shylock is the champion of the persecuted Jewish race. He can not forget the centuries of insult and outrage heaped upon the the Jewish race by the Christians. Shylock’s grudge is that Antonio abuses his sacred race. he feels that the Jews have been denied human rights by the Christians. He fells pained that Antonio gives loans to people without charging any interest and thus brings down the rate of interest in Venice. Shylocks profession as a Jew money-lender suffers by Antonio’s generosity. Moreover ther is still another motive behind Shylock’s revenge against Antonio. His daughter Jessica ,runs away with a Christian boy,Lorenzo,who is a friend of Antonio. The one single trait that puts him in the category of a villain is his all-consuming passion for revenge. He is prepared to kill for it. There is something horribly monstrous when he sharpens his knife to actually carry out his barbaric job of extracting a pound of flesh from Antonio’s body. Critics have explained his revenge to his hostile surroundings,his constant humiliation ,the persecution of Jewish tribe and the betrayal of his daughter. Yet,all these put together can not explain the hideousness and cruelty involved in the act ,that he is bent to carry out. However,the punishment that is meted out to him at the end of the trial scene is as barbaric as his feeling for revenge. After the trial scene he is deprived of all his wealth and ahat is worse ,is ordered to convert into Christianity,if he is to save his life. According to the modern standards,the forcible conversion was a sin,for we regard the question of salvation as a personal issue on which no extraneous authority has a right to interfere. So ,from this point of view the Christian court of Venice did injustice to this man. To have punished the Jew by confiscating his property would have been sufficient to meet the end of justice but to go out of its way to force him to change the creed of his forefathers would be an act of inhumanity which can not be defended according to the sense of justice. Throughout the play ,Shylock’s persecution is massive and heart-rendering. We can not but feel sympathy for the man at the end of the play. But the hideous design that Shylock makes in order to take his revenge upon Antonio is not supportable at all. _____________________________________ Reference: 1)http://en. wikipedia. org/wiki/Merchant_of_venice 2)http://en. wikipedia. org/wiki/Shylock 3)http://www. britannica. com/EBchecked/topic/542457/Shylock 4)http://www. articlemyriad. com/character_analysis_shylock_merchant_venice_shakespeare. htm.

Essay on One Hundred Years of solitude -- essays research papers fc

Believed by many to be one of the world’s greatest writers, Gabriel Garcà ­a Mà ¡rquez is a Colombian-born author and journalist, winner of the 1982 Nobel Prize for Literature and a pioneer of the Latin American â€Å"Boom.† Affectionately known as â€Å"Gabo† to millions of readers, he first won international fame with his masterpiece, One Hundred Years of Solitude, a defining classic of twentieth century literature. Whether writing short stories, epic novels, or nonfiction, Gabo is above all a brilliant storyteller, and his writing is a tribute to both the power of the imagination and the mysteries of the human heart. In Gabo’s world, where flowers rain from the sky and dictators sell the very ocean, reality is subject to emotional truths as well as physical boundaries. It is a world of great beauty and great cruelty; a world where love brings both redemption and enslavement; and a world where the lines between objective reality and dreams are hopelessly blurred. It is a world very much like our own. On Translation and Garcà ­a Mà ¡rquez – A speech delivered by Edith Grossman at the 2003 PEN Tribute to Garcà ­a Mà ¡rquez. Serenade – Garcà ­a Mà ¡rquez tells the story of his parents’ courtship and marriage in the New Yorker. The Power of Garcà ­a Mà ¡rquez – A New Yorker article from September 1999. Shipwrecked – Garcà ­a Mà ¡rquez’ New York Times op-ed piece on Elià ¡n Gonzà ¡lez. Love in the Time of Cholera Film – July 22, 2004, The Guardian. Stone Village has acquired the...

Elective Affinities by Johann Wolfgang Von Goethe Essay

Edward and Charlotte are a middle-aged couple, happily married, and who live comfortably in a considerable estate in early 19th century Germany. Edward was an only child, and thus was accustomed to getting what he wanted from life. Charlotte was a strong, level-headed woman, who, in spite of being at about the same age as Edward, displayed a character that was far more mature. The characters lived a relaxed, nobleman’s life, and Charlotte spent most of her time arranging and decorating the area around their land. The couple had loved each other in the past in their youth; however they were married to different people to satisfy the wishes of their parents. Both of their spouses died early, and Edward, after traveling abroad, came back and married Charlotte. The two were discussing their great fortune at still having time to cherish the moments they never had in their youth, but Edward had other plans. His best friend, the Captain, wanted a job that would suit his multiple talents, and Edward felt obliged to hire him and have him stay with them. Charlotte opposed the idea at first, but assented afterwards, but revealing to Edward that she felt the same with Ottilie, her niece who was not adjusting very well to school. The Captain was the first to arrive at the estate. In little time he got acquainted with his surroundings, and set about to change them to what he felt was better taste than what Charlotte has done. Charlotte became busy with other things, including correspondence with officials from the school where her daughter, Luciana, and Ottilie were studying. Luciana was a great student and she was always at the top of her class. Ottilie, on the other hand, was a shy and timid student, but the Assistant to the superior saw a potential in Ottilie that nobody else did. Edward, Charlotte and the Captain were enjoying each other’s company, and on one particular discourse they discussed among them the elective affinities, the tendencies of chemical species to combine with certain substances in preference to others. They related the somewhat obscure subject matter to themselves, and whether these affinities apply to human relationships too, unknowingly foreshadowing their ultimate fates. Ottilie arrived at the estate shortly afterwards, and although a timid girl, she was exceedingly beautiful that the company was inspired by her presence. She quickly became efficient at managing the household, which delighted Charlotte, who was spending more and more time with the Captain due to her desire to see the fruits of his plans for the estate. Edward then, found himself spending more time with Ottilie, who he quickly grew fond with. The plans for remodeling the estate were numerous, and the four all contributed plans towards the final end. Ottilie’s suggestion on the placement of a new house was unexpected because she was so timid, but everybody agreed with it. The Captain busied himself with the remodeling, and although he felt an attraction to Charlotte he thought the better of it and tried to stay away from her. However, he resolved to finish the new house’s foundation on Charlotte’s birthday, which he did. The day after Charlotte’s birthday, two visitors arrived at the estate, the Count and the Baroness, who were unmarried lovers as well. In observing their hosts’ situation, the Baroness deduced that Edward and Ottilie were lovers, The Count meanwhile had noticed the Captain’s usefulness, and intended to hire him, much to the hidden despair of Charlotte who was also very much in love with the Captain. With Ottilie still on his mind, Edward nevertheless goes to his wife and spends the night together with her. The day after, Ottilie revealed to Edward that she loved him, something that he was exceedingly happy about since he shared the intense feelings as well. Charlotte and the Captain had an adventure of their own, in which the Captain kissed her and apologizing afterwards. Charlotte recognized that she had an obligation to her husband, and thus cut short the affair with the Captain. Ottilie and Edward estranged themselves from the two others, while their passion grew with letters and secret correspondence with each other. Edward became busy with the preparations for Ottilie’s birthday, as the Captain was making preparations for his departure to the Count. On Ottilie’s birthday, Edward was ecstatic—he prepared an extravagant gift of cloth and made preparations for a big fireworks display. When a certain embankment fell to the water and almost caused the drowning of a party-guest, everybody felt that further festivities were no longer proper, except the now madly-in-love Edward. After the Captain’s departure, Charlotte tried to save their marriage by sending Ottilie away, but she failed when Edward, not knowing what to do, decided to go away himself. Otillie, saddened by the loss of her love, nevertheless kept her faith that he would come back for her. Edward wrote a letter to Charlotte that kept Otillie with her until Edward’s return. Charlotte learned shortly after that her night with Edward during the Count’s visit conceived a child, and through Mittler, her ambassador at the moment, relayed it to Edward, Mittler, a once-minister who thought all marriage is sacred, set to Edward to try to mend their matrimony. Upon learning of the news, Edward is more confused and sets off with a death wish to join the armed forces. By this time, the Architect, a pupil by the Captain, had taken over remodeling of the estate. With an affinity for the arts, Otillie becomes attached to the Architect, albeit only thinking of him as a comfortable brother. In Edward’s absence, Luciana returns from school with a bridegroom, and she magnifies the difference between her and the timid Otillie. After Luciana left, the Assistant comes to see Otillie—he too is in love with her, but Otillie’s heart is unattainable. She becomes attached to Edward and Charlotte’s baby, Otto. After his stint in the army, Edward returns with a clear mind—he is going to take Otillie for himself, and engages his best friend—now a Major—to help him get a separation from Charlotte. An accidental encounter along the lake reunites Edward and Otillie, but afterwards Otillie’s carelessness caused the drowning and death of Otto. When the Major arrives to tell Charlotte about Edward’s proposition, she is still shaken by the death of her son. Otillie, in guilt, resolved to renounce Edward and her love for him after the Major left. Plans were made to return Ottilie to school; however, Edward caught her in a hotel on the way there. Ottilie had renounced Edward, and thus spoke not a word to him, but she went back to the estate. Once back, Edward, the Major and Charlotte tried to make her speak once more, but she did not. In fact, she was starving herself secretly, and she died afterwards. In a short time, Edward, who could not live without Ottilie, found no reason to live either, and followed his love to the grave.

Environmental Analysis Essay

As a way of promoting Skoal, the company utilizes print advertisements in magazines whose readers are 85% adults. Aside from this, the company also uses one-on-one events as a way to let the clients know more about Skoal and try out its products. Skoal’s promotions includes reach-out advertising, and it includes a very, very successful direct mail program that we have been running to adult smokers. In 2006, the company mailed to about 2.5 million adult smokers with a series of coupons and product information about Skoal and its products and have been very, very successful in converting about 5% of the people that we mailed to, to actual ongoing usage of moist smokeless tobacco products. (UST 2006 Analyst and Investor Conference) In addition, the company also has its own company website (http://www. ustinc. com/) and product website (http://www. skoalbrotherhood. com) that can be used as a tool for customers to access information about the product and the company 24/7. The product’s unique selling point is that it is the only smokeless tobacco that offers several flavors, cuts and pouches. In its advertisements, Skoal sports the tagline â€Å"A pinch better. † Skoal wanted to position to itself in its main target market’s mind as â€Å"the preferred way to experience tobacco satisfaction† – a vision that positions the company not as a smokeless tobacco company, but as a tobacco company whose consumer universe is all tobacco consumers. (UST 2006 Analyst and Investor Conference) Pricing The company utilizes the prestige pricing strategy and this is congruent with the image the brand is trying to project. Since Skoal is the only smokeless tobacco that offers a variety of flavors, cuts and pouches, it is only right for them to charge a price premium to maximize their profits. Over its course of business, Skoal has undergone through several price changes. However, for the entire year of 2006, the company has not yet raised it prices. Murray Kessler, manager of Skoal said â€Å"Prices per can depends on how much we spend on the promotional front and it depends on what we do with the competitors. † (UST 2006 Analyst and Investor Conference) So far though, the company does not see the need to raise prices. Comparing Skoal to other brands, it charges much higher prices as compared to competitors like Couper, Cougar, Gold River, and Grizzly but there are a few brands like Hawken and Kodiac whose prices are higher than Skoal. Sister brand Copenhagen charges the same price as Skoal. Distribution Skoal products can be purchased in several websites online and also several retailers. The company uses extensive distribution channels and which became an edge for Skoal. UST’s long-established brands distributes through tens of thousands of small retail outlets, and the unwillingness of major tobacco companies to enter this market (due to the poor image and social unacceptability of the product) have made UST’s market position unassailable. (Industry Analysis 7) The company does not operate any retailing stores but instead relies on third party retailers to get their products to their target markets. So far, Skoal products can be found in the United States and some parts of Canada but the management is eyeing Eastern Europe as an opportunity to expand Skoal internationally. Conclusion Skoal has been successful in implementing its strategy. Currently, Skoal belongs to the top of mind awareness of its target market when it comes to smokeless tobacco with it capturing 78% of the market together with its sister brands. In order to maintain this position, further significant investments in advertisements, branding, and promotions must be undertaken.

Hotel Accommodation Operation The WritePass Journal

Hotel Accommodation Operation Bibliography Hotel Accommodation Operation INTRODUCTIONUp- Selling Greeting GuestsProduct knowledgeFollow-up techniquesCommunication A FEMALE BUSINESS PERSON TRAVELLING ALONELEISURE FACILITIESAccess to information Accommodation- room type LEISURE FACILITIESA SMALL GROUP OF TEN PERSONS ACCOMMODATED IN 5 TWIN ROOMS Access to information Bibliography Related INTRODUCTION Cabot Hotel depends on room revenue rather than selling liquor or food because most of the hotel capital comes from numbers of room sold. However there are different methods of sales technique that Cabot Hotel use to increase room revenue, one is to bring new and old customers to continue to use their establishment rather than their competitor. Good sales technique is one of the important key elements in Cabot Hotel when currying out duties because every customer have different types of needs, by providing the right information and selling the right product and services to the customer at the right time, and persuading guests to pay more for an accommodation and to use the establishment facilities that can increase the business profit. Abbot, P. And Lewry, S. (1999)Baker, et al. (994) Abbot, P. And Lewry, S. (1999) Up- Selling persuade guest during the checking- in to purchase other products starting with the higher price, medium and then lower price or (Abbot and Lewry, 1999) â€Å"other add-ons in order to make more room revenue† and also giving suggestion on a particular services or product that the hotel offers to encourage guests to use more of the establishment leisure facilities, for example; Sauna and steam room A luxury spa offering a range f luxury treatments for ladies, gentlemen and even for the children Hotel front desk clerk are in an excellent position to captures and encourage more walk-in guests to purchase their products, instead of just welcoming the guests and quoting room rates, the receptionist can start by offering the guest two or there room types and give descriptions of features that will make them seem as appealing as possible, It also important to secure other guests from migrating from other hotels by talking to the guest about other benefits and advantage of the establishment. Greeting Guests When checking-out a guest saying farewell and greeting them in the correct manner it influences on the impression which they will take way with them. When checking-out a guest is good opportunity to encourage the guest to return again in the future by using their first name when saying goodbye and we look forward to seeing you again, that personal touch can encourage the guest to make their next booking there and then. A hotel is kind of second home to some guests and departing can be comfortless time, at that moment he or she is likely to be particularly receptive to the suggestion that you would like to see them back sometime. (Abbot and Lewry, 1999) â€Å"You can ask ‘I hope you enjoyed your stay?’, and if you get an affirmative answer, go on to ‘are you going to be coming back this way again? Can I make a provisional booking? Even if few guests decide to book again at least you will have a repeat business.Baker, et al. (994) Product knowledge It’s very important as a receptionist to know about the facilities that Cabot Hotel offers because there might be times when they have to encourage guest to use more of their establishment facilities than they had original intended to do. When checking-in a guest it also important to know exactly the products and services the hotel offers to meet the needs of various customers. For example: Business female guest Families with children Small group of people If the guests continues to use their establishment facilities and return to purchase their products it more likely that their facilities will continue to remain in the business and it can increase the sale result and the company would make profit. Follow-up techniques The follow-up techniques is use to trace back previous customer, there are people who have already had reason to come to your hotel or customer that have most likely been happy with their choice. The company would send email or letter by post to their guests offering them the latest product and services which are available and also other promotional products. Abbot and Lewry(1999) Communication Communication can be verbal and non-verbal.Verbal communication is when speech is use to communicate with a guest and non-verbal is when you use your body language. When dealing with a guest over the telephone or at the desk it very important to treat each guest and their needs with respect because without customer there’s no business revenue and work, so it important that your voice sound polite, friendly and maintain good eye contact with the guest at all time when taking a booking or dealing with a complain, that can influence the customer to purchase Cabot Hotel products and to use their services again. Baker, et al. (994) Front-desk-sales-training(2011) Q-2A) The check-in process start some time before the guest has arrive, the front office will prepare the arrival list twenty- four hours in advance, the list contains the expected date and time and other special requirements, and copies are sent to different departments within the hotel, such as, housekeeper, head porter and food and beverage. A FEMALE BUSINESS PERSON TRAVELLING ALONE A female business traveller requires executive room with additional suites including;   A generally higher quality of furniture and fitting With a selection of magazines Bathrobes and a higher standard of toiletries   Telephone in the bathroom Morning newspaper Comfortable room, located where there’s no transportation disturbance and with better view. Also room with enough space fully en-suit including the following facilities air conditioning, central heater within the room tea and coffee making facility hairdryer minibar digital LCD flat-screen television with choice of international channels/ radio, interactive video on demand and extension speaker in bathroom dual line, direct dial digital telephone with connection points by both bed and writing desk wireless broadband internet access throughout the hotel luxury toiletries in bathroom trouser press laptop sized safe. Special amenities, decor appealing to women. For example big mirror and wardrobe also make-up facilities. A Car park facility where they can park their car. LEISURE FACILITIES Sauna and steam room Changing room Luxury spa offering a range of luxury treatment A FAMILY OF FOUR WITH CHILDREN AGE 6 AND 8 Access to information Maps Internet Having an easy access to information such as city maps and internet helps them to move around more easily with less troubles of getting lost, the use of internet is very handy to finding restaurants, transport, special events and other different type of facilities. Accommodation- room type standard (double) standard (twin) A family of four would have more requirements to meet their needs, in order to feel comfortable they require good accommodation to suit the whole family.   Rooms’ facilities including digital LCD flat-screen television with choice of international channels/ radio, interactive video on demand dual line, direct dial telephone with connection points by the bedside family meal menu in the restaurant is very important for the family to socialise with each other food heating facility LEISURE FACILITIES Sauna and steam rooms Changing room Luxury spa offering a range of luxury treatments for ladies, gentlemen and children A SMALL GROUP OF TEN PERSONS ACCOMMODATED IN 5 TWIN ROOMS Access to information Having an easy access to information such as city maps and internet would help group travellers to travel around the city easily with less troubles, the use of internet would be very handy to finding restaurants, transport, special events and other different type of facilities within the city. Accommodation- room type   Ã‚  Ã‚  Ã‚  Ã‚   5 standard (twin rooms) Group of ten people requires good accommodation to suit each individual needs.   Each room with facilities including digital LCD flat-screen television with choice of international channels/ radio, interactive video on demand dual line, direct dial telephone with connection points by the bedside hairdryer and dual voltage shaver outlet toiletries in bathroom trouser press tea and coffee making machine LEISURE FACILITIES   Ã‚  Ã‚  Ã‚  Ã‚   Sauna and steam rooms Changing room Luxury spa offering a range of luxury treatments for ladies, gentlemen and children Q 3) When a reservation for a booking has been confirmed by Cabot Hotel, the guest will enter into a bind contract. The guest is expected to turn up and the hotel must provide the agreed accommodation. If any of the party fails to honour its side of the bargain, it must compensate the other for any loss suffered. If Cabot hotel is responsible for walking-out a guest, the hotel will accommodate the guest to another hotel and pay for other expenses. Guests are not allowed to change a room reservation once confirmed, room rates and other taxes included in the booking must be paid in full when confirmed reservation is made. If the customer fails to make the full payment or credit arrangements are not made with the company, when a reservation is confirmed, Cabot hotel might any time cancel the reservation. For booking cancelation refund, Customer must give 48 hours notice before the expected date, cancellations up to 21 days before the arrival date 20 percent of the room costs, up to 11 days before 40 percent, up to 7 days before 60 percent and 6 days or less – 80 percent of the room costs. Customer who makes online booking need to pay 10 percent deposit, The deposit is to assurance the company from any profit lost if a customer decides to cancel their booking at the last minute or decides to not show-up on the expected date and time.   Booking cancellation and no-show has a huge impact on hotel profit. It can cost the hot el a large amount of lost in room revenue. If you book a room for some nights at Cabot hotel and decide to depart earlier, it will be assess early departure and you have to pay a fee because you did not stay for the entire number of night reserved. Cabot hotel charge 50 percent if you decide to leave your room after the posted check-out time (between 12noon to 3pm) the 50 percent charge is the daily room rate for a late check-out fee. Hotel cancellation policy law (2011) Q-4A)   The sales department needs to do the number of rooms occupied divided by the number of room available ËŸ 100, to check whether   there’s enough room available to accommodate their guests . There are other factor the sales department should consider before accepting the booking. Such as: The time of the year (shoulder season –December ) Time of the week (weekend or weekdays) Number of rooms required (30 or maybe more) The room rates and discount ( group room rate) Name of the tour operator Contact details of the booker. James, A, Bardi. (1947) the sales mix ration is important because it contributes to the business finance success, the hotel room division manager needs to keep a tract of how many group booking are being sold and their rates, if rooms are being sold for the same lower rate throughout the month the room division manger needs to obtain the higher possible quantity of room revenue occupancy rate to increase the business profit. Baker et al, (1994 For group booking the check-in process might start a week before their arrival date because groups require more preparation. A copy of the arrival list can also be sent to the general manager if any VIP’s expected. Denney G, I, Rutherford (1942) and Abbot and Lewry(1999) Bibliography Denney G, I, Rutherford (1942) Hotel Management, 2ndedn, America: New York Front-desk-sales-training, (retrieved 05, April 2011, from (ehow.com/facts_6856648_front-desk-sales-training.html) Hotel cancellation policy law (retrieved 05, April 2011, from (londonnet.co.uk/ln/guide/resources/hotel-cancellation.html) James, A, Bardi.(1947) Hotel front office management, 5th ed. Hoboken, New Jersey. Abbot, P. and Lewry, S. (1999) Front Office. 2nd ed. Butterworth: Heinemann Baker, S., Huyton, J. And Bradley, P. (1994) Principles of Hotel Front Office Operation. 2nd ed. Strand: London

Categorical Imperative Example Essays

Categorical Imperative Example Essays Categorical Imperative Example Paper Categorical Imperative Example Paper Kant is an 18th century German philosopher who wrote the book Groundwork for metaphysics. The book deals with his theory that morality is a priori synthetic (a priori is a statement that is knowable without reference to any experience and synthetic means having truth or falsity can be tested using experience or the senses) and that moral decisions should be taken with a universal view to one’s duty to mankind as a whole. He laid out his ideas about the categorical imperative in this book. An imperative is a statement of what should be done. The philosopher Hume said that you can’t get a ‘should’ statement out of an ‘if’ statement. This means that experience can only give us hypothetical imperatives (not moral commands to the will – they are ‘if’ statements and do not apply to everyone and you only need obey them if you want to achieve a certain goal, for example, ‘if’ you want to be healthy then you should exercise and eat a balanced diet). A categorical imperative is a ‘should’ statement, but it is not based on experience, and doesn’t rely on a particular outcome. According to Kant, categorical imperatives apply to everyone because they are based on an objective a priori law of reason (an objective law is something that is factually true). The categorical imperative is one principle with three formulations: The Universal Law, treat humans as ends in themselves and act as if you live in a Kingdom of Ends. The natural law is to â€Å"act according to that maxim whereby you can at the same time will that it should become a universal law† and what it says is that everyone should universalise their maxims without contradiction – for an imperative to be categorical or deontological it must consist of principles that can be applied in any situation. This basically means that before you do something you should ask yourself if you would like everyone in the same situation. If not, then you are involved in a contradiction and what you are thinking of doing is wrong because it is against reason. Kant uses the example of a suicidal man as an example: A man feels sick of life and wants to commit suicide. His maxim is that from self-love I want to shorten my life if its continuance threatens more evil than it promises pleasure. He asks himself whether he would universalise this law, his answer is no because it is humans’ duty to stimulate the furtherance of life and to destroy life would contradict itself and therefore is entirely opposed to the supreme principle of duty. The second principle is to treat humans as ends in themselves: â€Å"so act as to treat humanity, whether in your own person or in that of any other, never solely as a means but always as an end†. Kant argues that all humans are searching for the summam bonum (a state in which human virtue and happiness are united). Kant believes that we all have an immortal soul and because of this immortal soul, humans deserve special treatment and that we should seek happiness as long as this happiness does not infringe on other humans ability to seek happiness and this means that we should not exploit others or treat them as things to achieve an end, as they are as rational as we are. To treat another person as a means is to deny that person the right to be rational and independent judge of their actions. It is to make oneself in some way superior and different. An example could be having a sexual relationship with someone – if you have only have sex with someone because you want something from them and not because you love them. The final principle is to act as if you live in a Kingdom of Ends; Kant said â€Å"act as a legislating member in the universal Kingdom of Ends†. This means that everyone should act as every other person were an ‘end’ – a free, independent agent. Kant believed that each person is independent and moral judgements should not be based on any empirical consideration about human nature, human flourishing or human destiny. What this means is that every individual has the ability to understand the principles of pure practical reason and follow them. Pure practical reason must be impartial and so its principles must apply equally to everyone. An example of this is if you’re trying to decide if it would be justified to kill someone who was threatening your family – using Kantian principles – you should not kill them. Acting according to the third principle (and taking the first and second into account) murder can obviously not be universalised or humanity would be wiped out, and killing the man threatening your family is treating him as a means (to saving your family) rather than an end: a human seeking summum bonum. In conclusion, there are three different formulations for Kant’s categorical imperative: The Universal Law, treat humans as ends in themselves and act as if you live in a Kingdom of Ends. Together these three formulations seek to allow humans to make moral decisions which do not infringe the happiness of others but also allow us to progress to perfection.

The Best Multiplication Table + 9 Tips for Easy Multiplication

The Best Multiplication Table + 9 Tips for Easy Multiplication SAT / ACT Prep Online Guides and Tips Whether you're planning to take the SAT soon or just want tobrush up on your basic math skills, knowing your times tables and multiples is a vital part of understanding math. Here, we give you free printable multiplication table PDFs and go over the nine rules you should know about multiplication. Multiplication Table 12 x 12 Below is a 12 x 12 multiplication chart showing all multiples of the numbers 0-12. To use this chart, look for the two numbers youwant to multiply together on the top row and in the leftmost column, and then find the box that connects these two numbers together. For example, if you’re trying to find the product of 7 and 5, you'd look for 7 in the leftmost column and 5 in the top row, and then see where these two meet in the middle (35). (You can also look for 7 in the top row and 5 in the left column- as we’ll explain, the order in which you multiply doesn’t actually matter!) 0 1 2 3 4 5 6 7 8 9 10 11 12 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1 0 1 2 3 4 5 6 7 8 9 10 11 12 2 0 2 4 6 8 10 12 14 16 18 20 22 24 3 0 3 6 9 12 15 18 21 24 27 30 33 36 4 0 4 8 12 16 20 24 28 32 36 40 44 48 5 0 5 10 15 20 25 30 35 40 45 50 55 60 6 0 6 12 18 24 30 36 42 48 54 60 66 72 7 0 7 14 21 28 35 42 49 56 63 70 77 84 8 0 8 16 24 32 40 48 56 64 72 80 88 96 9 0 9 18 27 36 45 54 63 72 81 90 99 108 10 0 10 20 30 40 50 60 70 80 90 100 110 120 11 0 11 22 33 44 55 66 77 88 99 110 121 132 12 0 12 24 36 48 60 72 84 96 108 120 132 144 We also offer two free printable PDFs of this 12 x 12 multiplication chart. The first table is in portrait mode,andthe second table is in landscape mode. Click the thumbnail for the version of the multiplication table you’d like to print out: There are many ways you can use this multiplication table to your advantage. If you’re in high school and planning to take the SAT or ACT soon, you can use this chart to help you remember basic multiplication pairs and multiples likely to come up on the SAT or ACT Math sections. Being able to quicklydo mental math on tricky problems involving multiplication can effectively reduce the time you spend attempting to solve the problem. This chart will also teach you to avoid relying too much on your calculator on the SAT/ACT Math sections. We recommend printing out a copy of this multiplication table and either hanging it up by your desk or study areaor placing it in your binder for school so you can refer to it often to help you memorize the most common multiples. Time to turn on your brain! 9 Fundamental Rules for Remembering Multiples As you use the multiplication table above, make sure you know all the basic rules for remembering multiples and how they work. Below, we go over the most common multiplication rules you should have memorized. Rule 1: Order Doesn’t Matter in Multiplication If all you’re doing is multiplying two or more numbers together- and aren’t doing any other math function such as adding, subtracting, or dividing- then the actual order of those numbers doesn’t matter. In other words, 8 x 4 is the same exact problem as 4 x 8 (both equal 32). This rule also works if you’re multiplying more than two numbers together. For example, 2 x 3 x 4 can be written as 2 x 4 x 3, 3 x 4 x 2, etc. Regardless of the order of the numbers being multiplied, this equation will always come out to 24. This means that with the multiplication chart above, you may look for numbers in either the top row or the leftmost column. It doesn’t matter whether you’re connecting the 8 in the top row and the 4 in the left column, or the 8 in the left column and the 4 in the top row. Both ways will give you the same answer of 32. Note, however, that the order doesmatter when you’re doing more than just multiplying numbers together.For example, if you’re multiplying and adding numbers in a problem, you’ll need to follow the order of operations to solve it correctly. Many people use the acronym PEMDAS (parentheses, exponents, multiplication, division, addition, subtraction) to help them recall the correct order in which they must perform calculations to solve a math problem. An easy way toremember this acronym is with the phrase, "Please excuse my dear Aunt Sally." Rule 2: All Multiples of Even Numbers Are Even No matter which even number you choose- whether it’s as low as 2 or as high as 33,809,236- all multiples of even numbers will always be even as well. Don’t believe me? Just look back at the multiplication table above. If you look at the column under 6, for example, you’ll see that all multiples of 6 are, in fact, even numbers! These multiples include 12, 18, 24, 30, 36, etc. A number is even if the digit in the ones place is even (in other words, if it ends in 0, 2, 4, 6, or 8). This rule works because whenever you multiply an even number by another even number or by an odd number, the product will always be even.Here are the formulas that illustrate this: even x even = even even x odd = even Rule 3: All Multiples of Odd Numbers Follow an Even-Odd Pattern Unlike Rule 2, all multiples of odd numbers aren’t, in fact, odd! Rather,multiples of odd numbers will always follow an even-odd pattern. What do I mean by this? Let’s look at an example. Take the odd number 7. Below are the multiples of 7. Each multiple has been highlighted in either yellow (even) or blue (odd): 0 1 2 3 4 5 6 7 8 9 10 11 12 7 0 7 14 21 28 35 42 49 56 63 70 77 84 As you can see, the multiples of 7, an odd number, follow a clear pattern of even, odd, even, odd, and so on. This pattern works because of a fundamental rule in math: an odd number multiplied by an even number will always be even, but an odd number multiplied by an odd number will always be odd. Here are the formulas to help you remember this concept: odd x even = even odd x odd = odd Nature has patterns just like math does. Rule 4: The Only Multiple of 0 Is 0 As you likely noticed in the multiplication chart above, any time you multiply 0 by a number- whether that number is 5, 0.0004758, or 6,783,390,391- the product will always equal 0. Basically, since any number times 0 is equal to 0, all multiples of 0 are therefore 0 as well. Rule 5: A Multiple of 1 Always Equals the Number Being Multiplied Whenever a number- no matter how small or big it might be- is multiplied by 1, the answer will be equal to the original number you started with. For example, 9 x 1 = 9.And 12,351 x 1 = 12,351. Here are some multiples of 1 taken from the chart above: 1 2 3 4 5 6 7 8 9 10 11 12 1 1 2 3 4 5 6 7 8 9 10 11 12 Rule 6: All Multiples of 5 End in 0 or 5 If you look at the multiplication chart above, you’ll notice that all multiples of 5 end in either a 0 or 5. Knowing this makes it easy to remember what numbers are multiples of 5, even if they’re super high. In short, anything that ends in a 5 or 0 is for sure a multiple of 5. Here is a small chart showing some of the multiples of 5: 0 1 2 3 4 5 6 7 8 9 10 11 12 5 0 5 10 15 20 25 30 35 40 45 50 55 60 Rule 7: For Multiples of 10, Just Add a 0 To find a multiple of 10, all you need to do is add a 0 to the end of the number being multiplied by 10. So if you have the problem 10 x 27, you should know right away that the answer is 270 (27 with a 0 added to the end of it). This rule also means that all multiples of 10 end in 0 (this is similar to Rule 6, which states that all multiples of 5 end in either a 5 or 0). In other words, any number you see that ends in a 0, whether it’s 640 or 4,328,120, will be a multiple of 10. Here’s a chart showing some common multiples of 10: 0 1 2 3 4 5 6 7 8 9 10 11 12 10 0 10 20 30 40 50 60 70 80 90 100 110 120 Zerocan be a very useful number in multiplication. Rule 8: Up to 11 x 9, All Multiples of 11 Are Repeated Digits As the multiplication table above shows, all multiples of 11 up to 11 x 9 are equal to the digit being multiplied repeated once. So if you multiply 11 by 6, for example, the answer will be 66 (you just repeat 6- the number being multiplied by 11). Note that this trick only works up to factor 9. Once you hit 10, the product will not equal two repeated digits. Here are the multiples of 11 using the factors 1-9: 1 2 3 4 5 6 7 8 9 11 11 22 33 44 55 66 77 88 99 Rule 9: For 12, Multiply by 10 and 2 Then Add Together Multiples of 12 can be difficult to memorize and a little overwhelming, but there’s an easy trick you can use to quickly find any multiple of 12. All you have to do is multiply the factor (the number being multiplied by 12) by 10, multiply that same factor by 2, and then add these together. This might sound complicated, but it’s really not! Written out as an equation (in which a is any factor of 12), this trick would look like this: 12a = 10a+ 2a Let’s walk through an example. Say you want to find the product of 12 x 9. The quickest way to do this would be to first multiply 9 by 10; this gives us 90.Next, multiply 9 by 2 to get 18. Finally, add together 90 and 18. This gives us108, which is the answer to our original problem: 12 x 9. Try this trick with other factors and then double-check your answer with the multiplication chart or a calculator. What’s Next? Want to brush up on other basic math skills? Then check out our expert guides on how to find the mean of a data set and how to use the acceleration formula. Need help preparing for the SAT/ACT Math section?Learn everything you need to know about what kinds of topics are tested on SAT Math and ACT Math.

Multicultural Organizations Research Paper Example | Topics and Well Written Essays - 1750 words

Multicultural Organizations - Research Paper Example Competition is coming from all continents. Organizations are being compelled to be open to change and creative in order to remain competitive. This can only succeed through embracing diversity. Modern day management entails taking maximum advantage of workplace diversity. Managing diversity remains one of the challenges facing organizational leadership. Organizational managers must get acquainted with the skills necessary in a multicultural environment. The setting entails competitors, employees, partners and consumers. This paper seeks to look into the characteristics of multiethnic organizations and its competitive advantages. Inter-and intra-organizational connections are growing in terms of complexity and scope. Traditional organizational model and competence needs to be extended to include cross-cultural competence. Cross cultural competence becomes an organizational competitive advantage. This is clear when an organization is operating in different cultural settings. The busine ss environment is changing rapidly. According to Lucia and Lepsinger, the rapid change is being fuelled by cost management, downsizing and intensified competition. People are viewed as the key to organizational success. The role of people in the globalization context cannot be enhanced without focus of a multiethnic or multicultural approach. Individual competence becomes useful in organizational models because they determine the organizational alignment and internal behaviors (Earley & Mosakowski, 2000). Individual competence leads to organizational competence. The changing realities of mean it’s important and timely to investigate the effect of managerial customs on multicultural organizations (Adler, 1991). Globalization efforts and consequent shift are demographics have created a state where multicultural organizations are to be accepted as norms. In the global environment, employees are able to work in person or virtually. Globalization thrives through the creation of a digital or virtual space where people from all continents adopt a global culture in the online platform. This has brought together people of different races, ethnicity and cultures (Dodd 1998). Organizations are beginning to appreciate those conventional methods of management or business may not make much difference. Organizations have been forced to look for ideas that offer a competitive advantage. Multicultural organizations are a response to the growing need for globalization and profitability (Williams &O’Reilly, 1998). There are organizations where the disabled are given preference, and the voice of the minority is protected through organizational structures. A multicultural organization is heterogeneous in nature. In a global and pluralistic society, all groups in a multicultural organization must be seen to be integral parts of the organization. Diversity is managed and accepted as part of the organizational culture (Earley & Mosakowski, 2000). Multicultural organizat ions deal with employees as individuals with unique sets of strengths and weaknesses as opposed to members of certain groups. This minimizes generalizing and stereotyping within an organization. These organizations take advantage of the abilities and exceptional skills with an aim of developing the organizational processes. Support groups are helpful is maximizing the benefits from the special groups within an organization. Multicultural organizations maintain their effectiveness through sharing responsibilities equitably. All employees are involved in review of the organizational practices and norms. The approach means that all employees are supportive of the organizational goals. Shared responsibility has implications of the behavior change and may require organizations to

Response to liberalism and racial justice Essay Example | Topics and Well Written Essays - 250 words

Response to liberalism and racial justice - Essay Example The interpretation of the same by different philosophers also indicates the varying definitions that are adopted by the liberals at their convenience. I believe that liberalism should be simply defined in terms of equality that is able to empower people cutting across race, culture, color or nationality. Thus, true liberalism must eliminate race and promote cultural diversity to mark the freedom of people, located at different geographical region. Knowledge and education therefore become must become intrinsic to the ideology and encourage it on a global basis. The supremacy of White is a disillusion that is promoted as a legacy of past when Whites were able to buy slaves and exploit them for their own selfish needs. In the current times of rapid globalization, the diminishing geographical boundaries have resulted in new order based on mutual dependency. Thus, liberalism needs to be associated with racial justice based on equality and freedom to make choices that do not offend others or infringe their

CMG301 MOD 3 CA Essay Example | Topics and Well Written Essays - 500 words

CMG301 MOD 3 CA - Essay Example On receipt of the customers’ notice of dissatisfaction, the contractor will first attempt to resolve any outstanding issues directly with the customer. If this does not resolve the customers’ complaints, the matter will be referred to the State of Washington Contractors’ Association for mediation. Only if this does not resolve the matter are the parties free to litigate their differences. Unless otherwise agreed to by the contractor, the remaining $750 must be paid within 30 days of the customers’ acceptance of the work. 2) The remaining $500 still owing must then be paid in 5 consecutive monthly installments, with the first one due within 60 days of work completion and receipt of a final invoice. These deferred payments are subject to a 10% interest charge payable with the first installment. Therefore the deferred payments will be $100 each, with the exception of the first one which will be $150. The deferred payments including interest will be $550 and under this plan the total cost of the contract will be $1050. If this option is accepted by the contractor, this will be confirmed by an amendment to the contract signed by both

Literal and Figurative Language Essay Example | Topics and Well Written Essays - 750 words

Literal and Figurative Language - Essay Example When one sees in a mirror, he sees himself. The man ‘staring back from the glass’ is your own self. The usage of simile can be seen in the following line, In the above-mentioned line, the poet compares the man looking in the glass to Jack Horner and chisel, a plum. The poem is metaphorical in its deliverance of ideas as the poet conveys the notion of a man looking for his own self, he cannot cheat himself as it has a disastrous ending but he can befriend himself by knowing him and by being true to himself. If he is unable to ‘look him straight in the eye’, he lacks strength to face himself. It has also some literal aspects such as a man seeing in mirror, sees his own reflection as the poet says, â€Å"A Bird Came Down† by Emily Dickinson also contains literal as well as figurative language. Emily narrates the incident of seeing a bird that ‘came down the walk’, his eating of the angle-worm, his drinking the dew, his rapid eyes, his cautiousness and the poet’s offering of a crumb, each and everything is literal as it appears as a true narration of an event. However, we can also find figurative language in the poem as the poet compares the bird’s flight and his style, His feathers were like oars, which divided the ocean, they appeared of silver color, his flight was like the flight of butterflies and his style of flight was like a swimmer who leaped and bounced, while flying. We can see the usage of simile and metaphor in the above lines. His stirring of ‘his velvet head/Like one in danger’ is again containing a simile. The poem, â€Å"Little Boy Blue† by Eugene Field shows the employment of literal as well as figurative language. The presence of old toys at their places and the dust and rust covering them is indicative of their being old and being neglected, which is literal language. The Little boy blue is the child who owns the toys, one of which is described explicitly, the soldier with the dog. The poet personifies

US Army and the Cyber Domain Research Paper Example | Topics and Well Written Essays - 1500 words

US Army and the Cyber Domain - Research Paper Example orthy in this context that cyberspace has actually enhanced the operational efficiency of the US Army and has actually increased the convenience of exchange of information. Overall, development has been induced into the operation of the military forces. However, the introduction of technology has also increased dependency of the department on ‘cyberspace’, which has at times proved to be crucial for the army. Numerous flaws and loopholes persisting in the system are further examined that might become fatal in due course to support army operations, making it more important for the department to have continuous monitoring of the issue2. Correspondingly, this research paper briefly defines the term ‘cyber’, as used by the military at present, stating the roles that the military should be taking in order to enhance their responsibilities into the domain, and subsequently, structuring a rough layout about the future mode of operation. Cyber, popularly called Cyberspace, is an electromagnetic domain, which serves as a spectrum to store, modify and exchange data through the virtually networked association3. At present, the use of cyberspace has increased at a vast magnitude with chances of massive disruptions with the unauthorised intervention, further raising the risks that the capabilities projected can be seized4. As the size of cyberspace is increasing, the complexity of the network is also accelerating in manifold. The gap in understanding the terminology of cyberspace has in turn increased its vulnerabilities to be adequately sound in its effectiveness. The modelling and simulation has also become the most important facet, which needs to be explored and refined with increasing dependency on the networking domain. As the domain is connected with thousands of networks, healthy functioning of the domain has become a myth5. To be noted in this regard, the Department of Defence, which is one of the important depar tments of the government, has become highly

Literal and Figurative Language Essay Example | Topics and Well Written Essays - 750 words

Literal and Figurative Language - Essay Example When one sees in a mirror, he sees himself. The man ‘staring back from the glass’ is your own self. The usage of simile can be seen in the following line, In the above-mentioned line, the poet compares the man looking in the glass to Jack Horner and chisel, a plum. The poem is metaphorical in its deliverance of ideas as the poet conveys the notion of a man looking for his own self, he cannot cheat himself as it has a disastrous ending but he can befriend himself by knowing him and by being true to himself. If he is unable to ‘look him straight in the eye’, he lacks strength to face himself. It has also some literal aspects such as a man seeing in mirror, sees his own reflection as the poet says, â€Å"A Bird Came Down† by Emily Dickinson also contains literal as well as figurative language. Emily narrates the incident of seeing a bird that ‘came down the walk’, his eating of the angle-worm, his drinking the dew, his rapid eyes, his cautiousness and the poet’s offering of a crumb, each and everything is literal as it appears as a true narration of an event. However, we can also find figurative language in the poem as the poet compares the bird’s flight and his style, His feathers were like oars, which divided the ocean, they appeared of silver color, his flight was like the flight of butterflies and his style of flight was like a swimmer who leaped and bounced, while flying. We can see the usage of simile and metaphor in the above lines. His stirring of ‘his velvet head/Like one in danger’ is again containing a simile. The poem, â€Å"Little Boy Blue† by Eugene Field shows the employment of literal as well as figurative language. The presence of old toys at their places and the dust and rust covering them is indicative of their being old and being neglected, which is literal language. The Little boy blue is the child who owns the toys, one of which is described explicitly, the soldier with the dog. The poet personifies

W6 A566 Automated Collaborative & Expert Knowledge Management Systems Essay

W6 A566 Automated Collaborative & Expert Knowledge Management Systems - Essay Example se perspectives include: A focus on information communication technology support for the knowledge management life cycle and for certain organizational instruments which are implemented as part of a knowledge management initiative. The second perspective is a focus on the proposed analogy between human and organizational information processing, learning, and memory. The third perspective is a review of a set of functions that are part of knowledge management system as offered on the market. The fourth perspective is the extensions and the integration of existing software tools, such as intranet solutions, document management systems, workflow management systems, groupware, and communications systems (Maier 2007). According to Jawadekar (2011), knowledge management system is the process of managing knowledge in an organization in steps, starting with identification, validation, creation, acquisition, codification and transfer and measurement. It also involves the creation of intellect ual capital and converting some into intellectual property in order to meet the set business strategies and implementation. The purpose of knowledge management system is to support decision-making personnel and stake holders in the organization with the online ready access to the organization’s knowledge resources. It has development and management phases (Jawadekar 2011).The knowledge management system design has two components: knowledge development and knowledge management. The system is dynamic because knowledge varies from time to time and improves with the application in business. The phases of change and improvement are known as cycles. The definition of knowledge management system extends further to include the integration of knowledge in business operations and decision-making systems. Integration is happens through business rules, and formulae that are involved the decision-making framework. The KM life cycles provide basis for the definition of application areas from

Football essay Essay Example for Free

Football essay Essay It’s easy to see that Football is the most fun sport ever invented. To be a promising football player you have to poses physical, mental talent. Above all the qualifications of becoming a football player, I think respect on the field is a necessity. Respecting players and plays will most certainly bring you closer to a career as a football player. The game of football has been proven to be more of a mental than physical but physical abilities are also important. It’s good to work out for physical ability, but a rest is essential to achieve the goal. Each football team has an offense and defense. The referee calls all the decisions on the field. Recently, a player was tackled by the neck, so the referee called unnecessary roughness penalty. It’s good to be physical but referees are trained to watch out for the safety of players. I played football as a wide receiver at Burlington High School. I loved every second I was on the field playing offense. Of all the receivers that have ever played in the National Football League, Randy Moss is my favorite. In his prime time, he made amazing catches to give his team a chance to win the game. Thinking who far he had come, Randy Moss made every moment count. Running down the sidelines of the defense, he was able to out run any defender trying to tackle him. Holding the ball in his hands, he was fierce as teams needed more than one defender to tackle him. To me Randy Moss is more than a player, he is a mentor and inspirational to all the football fans. To accomplish the success that he had, he had to put in extra practice work and mental awareness of the opponent. I always wanted to be like him and able to play football like him. Football is that kind of a sport where by the harder you practice, the better you get. Now that he has retired, Calvin Johnson is the only other active receiver that I can compare him to. Before the super bowl each year, fans all over the nation gather around and get ready for the game. It is the most watched championship game each year in all sports. Because the game is viewed by millions of people, companies get the opportunity to advertise their products to people. Just as companies want to advertise their products, they are also required to show off their creativity in the commercials. Each super bowl game, there is a commercial that wins peoples favorite vote for most creativity. In High School the coach always told the players if you forget what you supposed to do on the field; I will be glad explain. Football is a team sport; the success of the team is determined by how much work each member puts in. I will want some day help build football fields for kids to play; that is a promise I make.

Reading Difficulties In Students With Dyslexia?

Reading Difficulties In Students With Dyslexia? INTRODUCATION Reading is a necessary skill for success in all societies, and the ability to read throughout various contexts effectively likely to improve self confidence and social progress as well as ones potential carrier. However, Reading difficulties is the problem that faces many students with dyslexia across different educational system. It seems clear that there are two main methods of conceiving LD in general and the natural reality concept of dyslexia. One main definition relates to psychological/medical model and the other is social model (Kevin, 1999). It is frequently pointed out that reading skill is complicated because it is based on two main processes which are coding, comprehension. They require learning all alphabetical characters and the outcome of knowledge as well as interaction with the readers own experiences and access to results through the text. According to H. Lee Swanson, Karen R. Harris, Steve Graham (2006) reading difficulties is deficit in learning processes which are include visual perception and perceptual Kinetic perceptionà ¢Ã¢â€š ¬Ã‚ ¦ etc. They established training programs for this processes which are prerequisite for learning to read, such as audio and visual perception. However, this trend has been criticized by researchers; because the theoretical philosophy was relatively weak and it was not grounded on scientific based evidence instead it was meant to see only virtual behavior. On the other hand, in the sixties and seventies of the last century has returned to focus on direct teaching and structured learning, which focus on Code-emphasis and Whole Language (Hoien, 2000). Unfortunately, it is clear that there is no known medical alternative to reduce the severity of cognitive processing delay in pupils with reading difficulties. Therefore, teachers are required to work instructional adjustments as a result, students with reading difficulties are to be successful in an suitable academic environment that help to reduce reading difficulties (such as eliminate any source of disturbance at mainstream classrooms and resource room). One of the most important instructional adjustments is use of basic procedures for appropriate intervention in early stage of educational ladder to avoid reading problems in students through use of various programs of intervention by specialized teachers and clinical psychologist. Another instructional adjustment which is methods of teaching students with dyslexia how do they read? (Kevin,1999). On the other hand, dyslexia friendly schools are an appropriate environment for children. They are to be provided with effective support and awareness of their additional requirements. The aim of this very brief essay is to discuss different definitions of dyslexia. Intervention to reduce reading difficulties in students with dyslexia will be discussed with a focus on stages of intervention in England; issues associated with intervention and also focus on Reading Recovery. Teaching Methods for students with reading difficulties will be examined in terms of Whole Language Instructions and Code- emphasis Instructions. Finally, Facilitating dyslexia friendly schools will be explored in brief. 1. Definition of Dyslexia It seems a controversial issue relatively in the beginning, because dyslexia has defined in many approaches, some of the definitions reflect the theories of causation, while the other definitions in an attempt to describe dyslexia. It seems clear that dyslexia involves more than one condition as it conveys a conceptual difficulty in reading skills for the child as well as a number of other reasons ((Rice, 2004). A hundred years have passed by since the first systematic definition of dyslexia as well as the diagnosis was established( Frith, 1999) and there is still considerable debate among professionals, professionals, psychologists and teachers about the conceptual issues of dyslexia, whoever in fact not far from agreement on their knowledge of concepts, skills development needs and capabilities, as well as diagnosis. Moreover, professionals and associations interested in special education differ in the definition of a large private educational terms, particularly in the case of attention deficit attention deficit hyperactivity disorder (ADHD), attention deficit disorder(ADD) and dyslexia. In one community, has experienced difficulty in teaching reading as indicating poor reading skills that must be addressed by large-effective teaching methods. On the other hand, it is observed that another community the same way of reading difficulties in dyslexia, which contains an individual educational plan (IEP) that need to be highly efficient for the education of each individual case. Moreover, there are many of reliable definitions that have been adopted from a wide range of different instruction environments, such as definition of the British Association for Dyslexia (2001), which seems to be a descriptive definition , which indicate that dyslexia can be seen as : A combination of abilities and difficulties which affect the learning process in one or more of reading, spelling, and writing. Accompanying weakness may be identified in areas of speed of processing, short-term memory, sequencing, auditory and / or visual perception, spoken language and motor skills. It is particularly related to mastering and using written language, which may include alphabetic, numeric and musical notation ( Reid, 2002). It is agreed widely that reading skill is key for all people to complete the learning process successfully and appears to be agreement that the learning process needs to be a large number of simple skills, which requires the functions are ordered from different regions of the brain (both left and right from the Brocas area and Hamichaer ), moreover, the sequence of actions that may make it one of the most complex operations. It is clear that all teachers, practitioners and parents should have information about children with dyslexia and the most important problems they face, especially in reading to understand the definition of the educational process (British Dyslexia Association, 2003). On the other, the World Federation of Neurologists (1968) defined it as; Dyslexia is a disorder manifested by difficulty in learning to read despite conventional instruction and socio-cultural opportunity. It is dependent upon fundamental cognitive disabilities which are frequently of constitutional origin. (Mortimore, 2003, by Reid, 1994, p.2). If we pay enough attention to this definition it is clear that the greatest changes considerate on the late sixties that stress and characterized problems to complete reading process to be successful, and the new millennium, that is a interested far more than three different stages of description, the first, behavioural, which is the most important element for teachers and practitioners to work daily with children with dyslexia, particularly in the school, and second, cognitive which is more relate to teacher learning difficulties who is responsible for assessment of any kind of learning difficulties and then Preparation an individual education plan, third, the level of biological, which refers to dyslexia for kind of nervous-developmental in developmental deficit of biological origin(Frith, 2003). However, if we compare the definition of the British Dyslexia Association in the definition of (2001) of dyslexia with the equivalent, which presented by the World Federation of Neurology (1968), we will note other potential conflicts, according to the conceptual dimension to the definition of dyslexia. On the other hand, it is perfectly balanced in those who wish to present the strengths and weaknesses of children with dyslexia: dyslexia is a combination of difficulties, and capacity that may affect the learning process in one or more of the writing, reading and spelling. It might be possible, identify weaknesses in visual perception, processing speed of the short-term memory, sequencing, as well as audio, spoken language and motor skills. and that are relevant to mastering and using written language, which may contain the alphabet and identify the digital as well as musical. 2. Causes of Dyslexia According to ( Rice, 2004 ) there is still no consensus on the underlying causes of dyslexia. It is frequently point out that not all the difficulty in reading or writing means dyslexia. However, there are many scientists who believe that inheritance and hearing problems at an early age may cause dyslexia. This will be discussed in more details. 2.1 Inheritance May not be possible that dyslexia is not a strong characteristic that will be inherited, even if one or both parents have it. On the other hand, this may be possible. it clear that forty per cent of the people and explained that dyslexia has a history of learning difficulties in their family. According to Brain scanning of children with dyslexia by specialists in the field of medicine that bunches of cells beneath the surface in the front left side of the brain are responsible for reading problems (ibid.). This group of cells moving on the surface of brain cells while growing in the fetus, which does not occur with children with dyslexia. In addition, they have to be smaller mango cellular system, which is liable for recognition, for example, symbols and characters, which leads to difficult to read. They usually tend to use the right part for these skills, which are not designed for this job and that six times slower. It is clear that scientists consider these genetic variations and statistics that the inheritance is one of causes of dyslexia. 2.2 Hearing Problems at an Early Age It is frequently point out that the first five years of a childs life are important for the ability to read and write in accordance with natural languages. In the event that the child is suffering from colds or other continuously during the first years of his life, without medical intervention prior to the visit of the health center, may be exposed to ban prayer from time to time and thus may lead to hearing loss. This means that there is a break in the learning process of the child because of those problems in the hearing. If the child does not have the ability to hear words correctly, and thus lead to delays in the phonemic awareness of the child that leads to learning difficulties, such as dyslexia (Bradford, 2009). 3. Intervention for Dyslexia 3.1 Definition of intervention According to Wall (2003) definition of intervention as An intervention is an interaction between two people to bring about change and, therefore, early years practitioners undertake interventions each time they are working with children. Interventions may be short, medium or long term and will be planned carefully to ensure effectiveness and appropriateness. and He suggested idea which is what and how should practitioners draw up a plan or design different and useful intervention programs for each child as a case individually, by clarifying how it could encourage teachers or staff of these children collaborative work by each category of activity classroom, which can be caused by structured plan which made through specialists. It can be seen that intervention has become a significant key in resolving of psychological educational issues which is more effective to clarify access for these issues or problems and also it is useful in reaching positive results, especially for children with learning difficulties who are at risk for any particular type of learning difficulties. It is important to note that it should be look at if one parent has dyslexia, which is likely to move to one of their children as a result it is important there is focus on the family history, which may to be assisted to alert teachers and parents therefore, it may get appropriate intervention program for these children (Augur,1993 ). If we pay enough attention to Augur indicate that developmental dyslexia is justified for certain reasons, first reason, it may be very difficult to clarify kind of developmental dyslexia that a child is born through t according to the results of brain injury as a result of stroke or an accident, etc. Moreover, the second reason which is that many specialists agree that most of these children, who are smart in most courses with the exception of some basic academic skills that need to develop and therefore it is likely that the teachers are providing success and development of the natural growth of children with dyslexia, if they were with the fact that dyslexia may not be curable but it needs to useful intervention programs. 3.2 Stages of intervention in England According to DfES (2003) that stages of intervention used in schools in Britain, with almost identical stages in America, called (waves). Wave 1, which is refer to initial education for literacy in schools in that there must be effective integration of all children, high quality and a daily reading and writing hour with appropriate differentiation required. Whereas, if the children do not respond correctly to primary classroom of literacy guidance therefore, intervention will be necessary. In addition, Wave 2 shows a set of specific interventions which are additional a specific time, which refer to some children who are in need of support services to accelerate development and they can work at or above age-related t the highest of expectations . Wave 3 which is describes the governance for a small number of children and intervention is necessary to provide specifically for the processor speed of evolution or allow children to achieve their potential. It is Clearly that , this could i nclude the 01:01 or specific interventions, so when it comes to older children, which is usually refer to the approach set out specifically for children that have been identified as requiring special education support by working in the school environment. The best example, as noted by the researcher that Wave 3 intervention which is reading recovery. 3.3 Issues associated with intervention It is frequently point out that there is controversy about how to build effectively intervention programme. Researcher will present the most important factors agreed for potential success in the planning and production of the correct intervention program. First, it taking into accounts the assessment procedures and examination in psychology that can explain exactly what are the skills which need to develop in children. According to Fawcett and Lynch (2000) to examine dyslexia test (designed by Nicolson and Fawcett, 1996) will be the most successful for all the teachers to their schools. In addition, this test has become highly efficient because it is interested in semantic and verbal fluency as well as knowledge of numbers. Another reason which is how quickly the application of this test for example, it is take one minute to the task of writing and one minute in the skill of reading, moreover, spelling and other skills that could take two minutes. According to Pumfrey and Reason (2001) enhance the quantity and quality of cognitive development of children is significant factor to reach the appropriate intervention for them, it is important to take into account to confirmation that intervention at the earliest time that in order to that this procedure may not lead to a delay which is undesirable for children who have reading difficulties. In the same context, we may emphasize that the assessment procedures and examination need to be more focus by that stage, even before the application to avoid any future problems (Talcott,, 1997). However, the researcher as a teacher for special education as well as lecturer at the Department of Special Education recognizes that there are no tests in a uniform and there is a clear lack of evaluation of courses in schools in Saudi Arabia. It is clear that this is an opportunity for the researcher to obtain the correct method of assessing and screening for children who have difficulties reading in schools and the transfer of these measures and the right strategies for the development of the educational process in the Kingdom of Saudi Arabia. Talcott (1997) indicate that there is another factor which is related to people who may play an active role of detection of children who have dyslexia. Therefore, there are some people around the children who have learning difficulties and they who provide full care to alleviate the difficulties that may be in these children as well as they are trying to find the appropriate methods in educational process such as, parents, professionals as well as specialists in health care. 3.4 Type of intervention for reading difficulties 3.4.1 Reading Recovery Reading Recovery has been designed by Marie Clay, who is a researcher in New Zealand (Reading Recovery Council , 2006). Mary did studies which allowed her to develop appropriate methods for the detection and intervention for reading difficulties for children. In addition, this program is studies based intervention that is applied in more than 10000 schools in New Zealand, Canada, United Kingdom and Australia. it was a developed to offer intervention for children who have reading difficulties ( Au, Mason1990). According to Au, Mason (1990) The main of reading recovery is to be able to offer intensive one-on-one support children who have reading difficulties in first grade and thus provide appropriate intervention to help them succeed before they improve their reading difficulties (Savage, John 1994). Moreover, it is aimed at less than twenty percent of school classes in first grade classroom. It is clear that it is not easy to make a decision about who children should be given to this program. children are taking a test and depending on the lowest scores for this test and then to hold this program for children got the lowest scores by trained teachers in the application of this program for children who have difficulties reading to reduce these difficulties and to read well (Kline, Anne 1997). It is frequently point out reading recovery is developed to be compatible with the regular school system. Each school needs to confirm that teachers should have the ability to download the program continuously during the year. It is clear that it has the ability to work in a variety of levels for instance it works with teachers, in school, children, and in the education system to provide assistance in reducing reading difficulties in children (Reading Recovery National Network,2006 ). Savage, John (1994) pointed out that Reading Recovery which is a program works differently for each child who is in need of this program. Selection of children for this program based on the report which is submitted by the teacher, and a survey about what child has knowledge of letters and concepts about print process, text reading . In addition, the program begins with what the child is to have the ability to do, then it builds on what they are trying to do and work what child need to learn about reading (Reading Recovery National Network,2006 ).According to Chapman, Turner ( 2003) the program is designed to work one-on-one instruction for thirty minutes a day for a period of twelve to twenty weeks through trained teachers. Moreover, it is designed to regular classroom reading guide. In addition, It is set out to assist based on childs strengths. The main concentration on one-on-one lessons is concentrate on comprehending the various messages in reading and students have the ability to build messages in writing skill (Reading Recovery National Network). According to Savage, John (1994) reading recovery includes that: -Reading Familiar Books: students tend to read books that they enjoy. Teachers, however, will observe how child read these books then they will assist the child while children are reading this book. -Assessment of reading strategies: the students will have a book that have never read it, in the previous lesson, the child will read that book for the teacher, then the teacher will use recorder while the child is read. Working on Letter recognition: student will be trained to look at the different letters, and begins to be familiar with them. -Introducing new books: teacher will choose a number of different books that are suitable for students reading level. Reading new books: The teacher will show a new book for the student, and then the student will be supposed to read it in the next lesson. In addition, the teacher and student will discuss the book and provide assistance to prepare for the understanding of the story in that book before read it. It is clear that Reading program was designed to meet the special the individual needs of reader who has difficulties in reading, which seems different from child to child. Working Individually with students, preparing lessons to respond to the individual needs of the child, will help to develop childrens reading (hapman, Iversen, Tunmer 2005). It is clear that the reading recovery has extensive one-on-one instruction. Not surprising to anyone that the intensity of the program and work individually with students which is influential to stage of intervention for those students who have reading difficulties. Recent research indicates that the method of one-on-one is more effective in teaching in regular classes that lead to achieving the individual needs for each student (Chapman, Tunmer 2003). Reading Recovery Council (2006) pointed out that many of the children are in different levels reading skill, establishment of lesson for all student is not always effective to that a student who does not understand what may be understood by other child and therefore teachers can create a lesson that will contain five elements: working with letters, reading books which are familiar to student, observe and record what is read by the student and reading new curriculum (Barnes, Bonnie 1996). it is possible to assist students achieve effective reading performance by the individual needs of them early. In addition, working individually with students to guide them educating reading strategies as well as to provide some time for the application so that they will be capable to achieve in grade level (Educational Commissions System of the States 2000). It seems clear that the strategy of one-on-one which allows teachers to provide students all comments, compliments and questions that the teacher knows a student who has the ability to answer those questions. In addition to, the reading recovery teachers have the ability to help the student and give feedback for the work he is doing (Barnes, Bonnie 1996). On the other hand, reading recovery will take 30 minutes for each student .It must take into account that there are some things that may be affect the students when they are in the classroom, for example: days of illness, field trips and workshops (Barnes, Bonnie 1996). Barnes, Bonnie (1996) indicate that time consuming is one of the problems related to educating Reading Recovery through the amount of paperwork which are side by side with the teaching of reading recovery to individual students. For example, a written analysis of the strengths and weaknesses of the child, the report of the expectations of progress through the identification of long-term and short-term goals to child daily lesson programme. Another drawback of reading recovery is teachers. Many teachers do not usually have support from their colleagues in the school as well as they have difficulty in access to feedback on their lessons. Moreover, there are many teachers in the classroom do not have a sense of the impact of reading recovery program on the children because it is presented only one or two students in their classrooms (Noble, Jo Anne 1995). In addition, There are many teachers who are working only has the half-time reading recovery teacher. Therefore, they have the abilit y to service only about eight children each academic year. In addition, many schools have approximately a hundred and fifty first grade students, this is evidence that only about five or six percent of children have the ability to receive reading recovery programme (Barnes, Bonnie 1996). As has been mentioned before the goal of reading recovery is to guide children in learning techniques and assist to practice time , children have the ability to deliver on grade level (Frankas, George 2000).However, reading recovery is working , regardless of economic status, gender and social status of the group of children that led to the acceleration of the effective progress this programme (Educational Leadership 1990). Centre, Wheldall (1992) pointed out that to make reading recovery programme more effective must change three elements: Behavioural change in teachers. The child behaviour change acquired through teachers. There is a need for the school to change the regulatory requirements for administrators and teachers. It is clear that the results of reading recovery program is that it offers effective intervention for students in grade school and then treatment, instead of falling into the failure in reading difficulties for these children. In addition, it is providing strong support for teachers and enables them to become more effective in reading recovery programme. Moreover, the most important outcome of the program is to be has number of children in grades 2-6 to have a few problems in reading difficulties once and then the program is implemented effectively and correctly (Noble, Jo Anne 1995). 4. Method of teaching reading skills for children with dyslexia As has been mentioned before is that in fact the intervention to address reading difficulties in children with dyslexia is a successful strategy to provide support appropriate for them. But it is frequently point out that , it is to look for on the strengths and weaknesses of the learner and learning styles appropriate through the school by the teacher, which is suited to the needs of each individual. Because it is known to us that each and every child with dyslexia is different according to the file and function of cognitive and learning styles appropriate to him (Reid ,1997). 4.1 Whole Language Instruction According to the study carried out by Frank, 1978, it was having an impact in supporting the Whole Language Instruction, teaching reading is a natural counterpart to learn to speak the sense of learning to read instinctive. In addition, Whole Language Instruction may focuses on education to be of total to the part and not vice versa (e.g. learning the skills not included in the Whole language instruction), and learning to write must occur through fun activities functional meaning, and the focus on education priority, instead of keeping the roots. Moreover, it consenter on the learner who is the center of education rather than the curriculum and education should be based on individual interaction. It is clear that it may supports education in a social environment. Moreover, the teacher is the one who set the curriculum to be concepts are interrelated rather than dividing them up into multiple skills or subsets of content and evaluation focuses on the strengths of the learner. It seems that Whole Language Instruction is a tool to deal with the class and adjust and it may provides disadvantaged students to be able to overcome reading problems ( Pressely, 1994). However, according to Mather (1992 ) Whole Language Instruction team believe that retail could disrupt learning process, so they are opposed to direct teaching of encoding, because it split the language into separate clips and skills, which may lead to the language is not used, as well as a waste of time. The Whole Language Instruction may provide meaning to the texts and it is focusing on both reading and writing, as learn the rules of language may be done without the need to teach voice. It is clear that Educators and researchers stress fact that learning may be the best when there is enjoyable environment for learning and learner will be active participant in learning process as well as the teacher must take into account individual differences between children. These principles focus upon the way of Whole Language Instruction in learning to read, the child will read full text and then he begins to recognize words and letters with helping by teacher and the child will feel motivation when he is reading and that is the most important needs, which increases the capacity of the child with dyslexia to learn to read correctly (Fuhler,1993 ) Learner (2000) pointed out that there are basics of teaching reading difficulties by using method of Whole Language Instruction as following: Firstly : Reading is one of the elements of internal language which is very close to oral language and written language, so teachers who use this method confirm the language written and oral reading lead to the child will be improved, when he learn to read and there is a relationship between linguistic vulnerability in children and reading difficulties, children who have language problems or mobility are likely to develop problems in writing in the early stages. Secondly: The method of verbal language may be acquired by the natural use, according to the teachers who use Whole Language Instruction that children may learn to speak without the need for special training and this means that children will learn to read naturally through exposure to learn to read by focusing on language and books which related to fluency of language. Thirdly : Teachers who use the method of Whole Language Instruction avoid use of separate teaching which does not focus on the link between parts of the meaning of language, as well as the way of teaching that focuses on use of separate exercises, and they believe that books that divide natural language into small pieces and mysterious that could make teaching is difficult. In addition, Whole Language Instruction users think that learning of characters is normally by way of education , it is clear that learning of letters should not be separate, but it is normally acquired through reading. 4.2 Code- emphasis Instruction It is clear that we should understand the strategies of coding in Whole Language Instruction or comic reading (Orthographic) , which are one of the strategies that provide the opportunity to children to read the words by this method because they saw these words for many times . Therefore, they have image of the words in the long-term memory, the image of words are not required to be stored in the same format and font but it will be merely images. To use this strategy, the reader should has knowledge of the alphabet and how to process link this letters together. Moreover, there are many of readers who tend to use this strategy because they have the satisfaction for the words through use of a number of consecutive times as a result, they are willing to remember these words at any time. However , when they are exposed to new words so they tend to use method of Code- emphasis Instruction so they used the analysis of these words and read them (Hoien,2000). According to Learner ( 2000 ) children with dyslexia often need to direct learning and systematic training on reading because the direct training on the skills of voice reading is significant due to the primary task which is a specific part which is used later for reading comprehension. However, children who start to learn to read slowly, they will become readers are strong later. It is clear that Code- emphasis Instruction is effective in that the reader have a broad reading skills in school and In the external environment, he will be able to read any textbooks or other books. In addition , Intensive reading may provide the opportunity for the growth of concepts and verbal knowledge for how to write and read the text. Therefore, ch

Hercules and Syprus :: essays research papers

Now Heracles had just finished his tweleveth labour when the king said that he has another labour.Hercales is now devistated and angry at the king but he does not show it.He looks up to the king and says "O your highness, haven't you put me into enough danger of your liking?""No!"The king shouted.Heracles was now ready to run away because the king was putting to much pressure on him but he decided to do this one last labour."You will have to go into the village of Athens and there you will ask many people about Syprus,the deadliest dragon ever" Said the king Zeus.Now the king was very satisfied that Heracles fullfilled all his demands but he was'nt satisfied with the quantity of labours."This dragon is so fierce that he can eat the lions of the forests and jungles without even trying.He once had eaten the godess Aphrodite but she had escaped with great courage and strength" said the king."And what are the weaknesses of this fierce and dangerous creature you are talking about oh great one"said Heracles."There are none, I'm afraid"said the king slyly."You will have to kill this dragon and flay it.Then you will put your hands amongst it's long and leathery tail and you will feel for a large rectangular box.You will bring this box to me but you shall not open it.This is your final labour and I wish you to fullfill it or else...."the king said nodding."Well I must be heading my way to the village Athen to do my last labour,do you wish me good luck and safety,o great one?"asked Heracles.The king did not say anything for a moment and then shouted out "Go on before I change my mind to something more worse."But there was'nt anything more worse than the Syprus, so if Heracles stayed the king would just have to make up something.Heracles left and made his way to Athen's.When he got there he asked almost all of the working villagers and all of them pointed him to go into the large cave in the North of Athen's.Heracles went North and found a large cave that can fit the whol e world."By the looks of this cave I can see that the one that I've been looking for has been looking for me"siad Heracles.Heracles went into the cave and took out his large club that he had carved and went to explore.