Importance of Character in Homers Odyssey Essay -- Odyssey essays

Importance of Character in Homer's Odyssey Odyssey, by Homer, is about Odysseus, the king of Ithaca. Odysseus fights in the Trojan War and wins. He travels towards Ithaca but does not reach it because he is not in favor of Poseidon, god of the sea, who prevents his return. For many years, Odysseus wanders the seas and has many adventures. Meanwhile, suitors attempt to marry Penelope, Odysseus' wife, but she remains faithful to her husband. The gods pity Odysseus and assist in his safe return to Ithaca. Though Odysseus has the help of the gods, his personal qualities contribute to his survival in the seas and the return to his family in Ithaca. Odysseus' personal qualities of bravery, self-discipline, and intelligence also help him to survive. Bravery is one of Odysseus' qualities that enable him to survive his adventures. In one adventure, Odysseus encounters the goddess, Circe who has turned his men into pigs. Eurylochus escapes from Circe and tells Odysseus what has happened. When Odysseus offers to rescue the men, Eurylochus says that no man can return alive. Knowing this, the brave Odysseus says, "very well, Eurylochus, you may stay here in this place, eat and drink beside the ship. But as for me, go I must, and go I will" (Line #). In another adventure, Odysseus must visit Hades, the kingdom of the dead. When he arrives, he takes out a cup of blood for the prophet, Teiresias, which attracts all of the dead souls. "All this crowd gathered about the pit from every side, with a dreadful great noise, which made me pale with fear" (Line #). Despite Od... ...sp; Odysseus' intelligence with the Sirens, the Cyclops, and in his plan to kill the suitors, helps him to survive and regain his family. Odysseus' personal qualities of bravery, self-discipline, and intelligence contribute to his survival at sea and his return to his family in Ithaca. His bravery is shown through his encounters with Circe, the dead souls, and Scylla. Self-discipline is shown through the adventures with the wooden horse, Nausicaa, and in disguise as a beggar. And intelligence is shown through the encounters with the Sirens, the Cyclops, and the suitors. Professors Comments Always underline titles of long, epic poems. When quoting, always give the line number of the quote. You have a clear thesis statement, which you fully discuss in your paper.

How Can A Students Cultural Knowledge and School Knowledge be Contextualized Within the Classroom? :: Teaching Education

How Can A Student's Cultural Knowledge and School Knowledge be Contextualized Within the Classroom? Anne, a 15 year old Vietnamese American student stared out the window while the teacher droned on in the background. Her thoughts centered on lunch and her friends, and family. On a deeper level, her thoughts were about friendship, loyalty, kinship, and how children gain status and acceptance in the social structure of the school. Anne's attention was brought back into the classroom when the teacher announced that "this information will be on the test". Mechanically, Anne began to write as the teacher dictated notes. When the teacher had finished dictating the notes, Anne's thoughts wandered back to her own concerns. This true story is about me as a young girl trying to identify with the experiences of school knowledge and real life knowledge. Most of us as students have been in my shoes can readily identify the occasional moments of boredom and daydreaming in an otherwise interesting and engaging school experience, and in other occasions, this is the main reality of the classroom life. Traditionally, the educational community has tended to view culturally diverse students as coming from a deficit model, that somehow these students lacked the right stuff, the educational experiences for success in school. Rarely have schools and educational institutions viewed culturally diverse students as being culture rich and not at risk. When children are not allowed to incorporate their prior knowledge with new experiences provided in the classroom, learning is slowed and the child constructs a disjointed view of the world. This paper explores the multicultural and diversified world of the students and juxtaposes it along the knowledge the students are encountering in the classroom. It explores knowledge in respects to the traditional notions of commonsense knowledge of school, and knowledge that centers on the interests and aims of the learner. Multicultural learning needs to build on student's regenerative (prior knowledge) along with their reified (school knowledge)knowledges, the knowledge must be in relation to the student's home and community, the information must be personally familiar to the child, the understanding must come through a connection with culturally familiar stories and materials, knowledge needs to create a meaningful linkage to give children control over their learning, and multicultural knowledge needs to address the histories and experiences of people who have been left out of the curriculum (Dewey, 125). What I experienced as a little girl was a conflict between two different kinds of knowledge, which R.B Everhart has distinguished as reified and regenerative knowledge. Regenerative knowledge "is created, maintained, and recreated through the continuous interaction of people in a community How Can A Student's Cultural Knowledge and School Knowledge be Contextualized Within the Classroom? :: Teaching Education How Can A Student's Cultural Knowledge and School Knowledge be Contextualized Within the Classroom? Anne, a 15 year old Vietnamese American student stared out the window while the teacher droned on in the background. Her thoughts centered on lunch and her friends, and family. On a deeper level, her thoughts were about friendship, loyalty, kinship, and how children gain status and acceptance in the social structure of the school. Anne's attention was brought back into the classroom when the teacher announced that "this information will be on the test". Mechanically, Anne began to write as the teacher dictated notes. When the teacher had finished dictating the notes, Anne's thoughts wandered back to her own concerns. This true story is about me as a young girl trying to identify with the experiences of school knowledge and real life knowledge. Most of us as students have been in my shoes can readily identify the occasional moments of boredom and daydreaming in an otherwise interesting and engaging school experience, and in other occasions, this is the main reality of the classroom life. Traditionally, the educational community has tended to view culturally diverse students as coming from a deficit model, that somehow these students lacked the right stuff, the educational experiences for success in school. Rarely have schools and educational institutions viewed culturally diverse students as being culture rich and not at risk. When children are not allowed to incorporate their prior knowledge with new experiences provided in the classroom, learning is slowed and the child constructs a disjointed view of the world. This paper explores the multicultural and diversified world of the students and juxtaposes it along the knowledge the students are encountering in the classroom. It explores knowledge in respects to the traditional notions of commonsense knowledge of school, and knowledge that centers on the interests and aims of the learner. Multicultural learning needs to build on student's regenerative (prior knowledge) along with their reified (school knowledge)knowledges, the knowledge must be in relation to the student's home and community, the information must be personally familiar to the child, the understanding must come through a connection with culturally familiar stories and materials, knowledge needs to create a meaningful linkage to give children control over their learning, and multicultural knowledge needs to address the histories and experiences of people who have been left out of the curriculum (Dewey, 125). What I experienced as a little girl was a conflict between two different kinds of knowledge, which R.B Everhart has distinguished as reified and regenerative knowledge. Regenerative knowledge "is created, maintained, and recreated through the continuous interaction of people in a community

Love is a Disease: An Explication of Sonnet 147 Essay

Love is a Disease: An Explication of Sonnet 147 Love is a disease. Desire is deadly. When one thinks about Shakespeare’s sonnets, the instinctual response is the thought of romance. For instance the adoring lines, â€Å"Shall I compare thee to a summer’s day/ Thou are more lovely and more temperate† (Sonnet 18, 1-2), are thought to be the most famous words from a Shakespearean sonnet. However, instead of describing love in a starry-eyed fashion, Shakespeare discusses the punitive characteristics of love in Sonnet 147. The persona describes love as an infectious illness caused by sexual appetites. The persona’s mind knows better than to indulge his appetite, but he does not listen to his logic. He begins the sonnet by stating the primary issue: love is a disease. He transitions into explaining that the cure for this disease is reason, however he does not have hope that he can starve his sexual desire. He finally shifts to a more frantic state and in the end addresses the cause of his illness, the dark lady. Shakespeare articulates his hostile definition of love through fashioning love as a disease to display the tribulations of love, lust, and desire. In the first quatrain, there is the statement of the sonnet’s primary topic, which is that love is a disease. The content suggests the battle between love versus sexual appetite. His love is diseased because he has an intense appetite for lust, which when indulged in makes the disease worse. Shakespeare utilizes the metaphor â€Å"My love is as a fever† (Sonnet 147, 1) at the very beginning of the poem to make a strong statement that his love is a disease, and also to introduce the main idea throughout the sonnet. The placement of the metaphor displays that his unenthusiastic viewpoint of love is prominent. Secondly, he utilizes punctuation to create a clear argument. After the metaphor, â€Å"My love is as a fever,† (1) there is a comma dividing the first line in half. This comma is not a hard punctuation mark, however it isolates the initial metaphor. In doing so, the metaphor stands out immediately and makes these words even more important. Shakespeare uses feminine rhyme to form unity within the quatrain. The rhyming words are â€Å"still†, â€Å"disease†, â€Å"ill† and â€Å"please†. Each word is important to the meaning of the first quatrain; love is a disease that still yearns to be pleased. Additionally, he ends the each quatrain with a period. The  punctuation at the end of each quatrain keeps the ideas separate and the transition between the sonnet’s consistent content more obvious. For example, the first quatrain discusses love as a disease and the following quatrain discusses the dangers of desire versus the intelligence of reason. In the second quatrain, the persona discusses the battle between desire and reason. He conveys that reason is the doctor who can cure this disease, however he does not oblige. He declares that desire is dangerous and lethal. Shakespeare uses personification of the word reason, â€Å"My reason, and the physician to my love† (5). Reason is personified as a doctor to show that the mind is what cures a dangerous sexual appetite. The personification of reason brings the word to life and makes it more powerful and of greater importance. This displays the strength reason has over desire. Shakespeare carries the metaphor of love as a disease from the first quatrain into the second quatrain through the use of diction. He uses many words that refer to medical terms to align with the disease metaphor. For example, he uses the words â€Å"physician†(5) and â€Å"prescription†(6) to keep with the motif of the first quatrain to unify meaning. Lust has already been defined as devious in the first quatrain when it is referred to as a â€Å"sickly appetite†(4), however Shakespeare takes it a step further when he uses the metaphor â€Å"Desire is death† (8). Like the personification of reason, this metaphor gives the word desire greater importance. This aids in the quatrain’s main dispute of reason versus desire. â€Å"Desire is death†, is a harsh and straightforward metaphor. The persona expresses that desire is what causes the toxic disease. The use of punctuation also isolates the words desire and reason to show their importance to the quatrain. â€Å"My reason,† (5) is followed by a comma. When the reader says this out loud, it forces the reader to pause where the coma is. In doing so, the word reason is separate from the rest of the sentence and emphasized. The comma also creates a visual separation that creates emphasis. In the same way, â€Å"Desire is death,† (8), is also foll owed by a comma. The same emphasis applies here, which strengthens the quatrains conflict of reason versus desire. In the third quatrain, the persona expresses that he is hopeless. His sexual appetite cannot be cured. He is now angry, and like a madman tells  lies due to his detrimental sexual desires. This quatrain portrays the conflict between desire and the cure. Desire has overcome the cure and the persona is now hopeless of overcoming this disease. In the first line, Shakespeare introduces the meaning of the quatrain, â€Å"Past cure I am, now reason is past care† (9). Shakespeare uses repetition in the first line to emphasize the persona’s hopelessness of being cured. Along with repetition, an anaphora is used to greater tie the phrases together and create greater emphasis. The words â€Å"care† and â€Å"cure† are similar in sound and create a relationship, which underlines the persona’s loss of reason. Punctuation is used to separate two ideas within the quatrain; this is done through the use of a semi colon. The first segment is â€Å"Past cure I am, now reason is past care/ And frantic-mad with evermore unrest;† (9-10). It expresses his frantic hopelessness and is stopped by the semicolon. After which, the second segment states â€Å" My thoughts and my discourse as madmen’s are,/ At random from the truth vainly express’d;† (11-12). The second part expresses that he feels like a madman, and like a madman has begun to tell frivolous lies. The semicolon creates a break between the two ideas and reveals a regression from the persona’s frantic and hopeless state to the state of a madman. In addition, the second semicolon creates a separation between the quatrain and the couplet, which also are two ideas that are separate in meaning and tone because the end of the third quatrain transitions from the persona talking about his faults to the persona discussing someone else. The couplet at the end strays away from the metaphor in the first three quatrains, that love is a disease and surprises the reader by addressing the dark lady directly. The sonnet shifts dramatically because the persona is no longer talking about himself and his disease; he identifies another character, the dark lady. The persona declares her evil nature and finally explains the source of his sexual appetite, his disease. He claims that he use to think that the dark lady was gentle and beautiful, however he learned that she is evil. Shakespeare uses a simile to emphasize the dark lady’s evil qualities, he says â€Å"Who art black as hell, as dark as night† (14). The similes clearly reveal the malevolent nature of this woman and the detestation the persona carries towards her. The two similes are similar because they both use dark, evil words: â€Å"black†, â€Å"hell†, â€Å"dark† and â€Å"night†. The abundance of gloomy words stresses the persona’s feelings that the dark lady is evil and the source of his complaint. Shakespeare clearly sums up in fourteen lines that a sexual appetite is a dangerous entity. The persona reveals his transition of arguments filling his head, sexual appetites verses love, desire versus reason, and desire versus cure. At the end, he finally breaks down and identifies the source of his problems, the loathed dark lady. This sonnet reveals Shakespeare’s notion that women are dangerous beings. Women cause diseases because men’s sexual appetites need to be fed, however this leads to the disease growing. He expresses that the mind, reason, can overcome and cure this desire but men are hopeless to follow. Ultimately he reveals how not only are women the source of disease, but they also are deceivers who fake beauty and are truly wicked. The use of diction, metaphors, similes, repetition and more emphasizes Shakespeare’s detest. Through Sonnet 147, he reveals that lust is infectious and all consuming and that it leads to lack of reason, lies and dangerous women.

English Olvier Twist essay Essay

Dickens has a very unique style; he uses very descriptive language that contains a lot of adjectives. He also uses lists particularly when he’s describing a place in the following passages the features of dickens style are evident.  What impressions does the reader gain of the nineteenth century in London?Dickens knew London very well and in Oliver twist he describes the London he knew. The artful dodger takes Oliver to Fagin’s den through London’s streets. The reader gets the feeling of speed to show this dickens uses a list â€Å"They crossed from the angel into st Johns road; struck down the small street which terminates at saddlers welis theatre†.  This sounds like directions for somebody who doesn’t know where they are going it creates a sense of speed. As Oliver looks around him he realises that he is in a poor, slum area dickens write  Ã‚  Ã¢â‚¬Å"A dirtier or more wretched place he had never seen†Ã‚  Ã¢â‚¬Å"And the air was impregnated with filthy odours†.  By writing this Dickens gives the reader a feeling of what sort of disgusting area Oliver is travelling through. The word dirtier suggests that the area looks poor and indecent. The word wretched means that even the people who live there are unhappy. The word filthy gives an impression of a smelly odour. Dickens also appeals to not just to the sense of sight but to the sense of smell too. How does dickens create an atmosphere of sadness at the start of chapter 18?  At the start of chapter 18 Oliver is recaptured by Fagin again and locked up in his den. Dickens describes how Oliver is feeling at this point of time. Dickens writes  Ã¢â‚¬Å"And so Oliver remained all that day and for the greater part of many subsequent days†.  He uses repetition to describe the pasting of time so slowly for Oliver, he also uses an alliteration the words left and long also to show the pasting of time. At the end of the paragraph dickens uses the word â€Å"sad† to describe Oliver mood because the times passing by so slowly.  Dickens then describes the room. He uses adjectives to show the large, dirty and the darkness of the room. Dickens uses â€Å"Great high and large†Ã‚  To describe how small Oliver feels walking the large doors. Dickens also uses the words  Ã¢â‚¬Å"Black, neglect and dust†Ã‚  To show the dirtiness and darkness in the room. Alliteration has also been used  Ã¢â‚¬Å"Dismal and dreary†Ã‚  This describes the gloominess and the sadness in the room. These words have long symbols.  Dickens then describes what its like for Oliver inside room  Ã¢â‚¬Å"Spiders had built their webs in the angles of the walls and ceilings.†Ã‚  The quote describes the neglected house the same way as Oliver was. Dickens also uses the quote.  Ã¢â‚¬Å"The mice would scamper across the floor and run back terrified to their holes†.  This quote is similar to when Nancy used to say that her and Oliver were like brother and sister. Oliver was terrified just like the mice when people entered the room. Dickens starts his description of Oliver and Sikes journey to chirstey at dawn. The streets are quiet, dickens writes  Ã¢â‚¬Å"A few country wagons were slowly toiling†.  Dickens uses toiling and slowly to show the pace is slow. As the passage goes on the pace speeds up. Dicken’s shows the pace is speeding up by using a quote,  Ã¢â‚¬Å"other shops began to be unclosed and a few scattered people were met with†.  In the next paragraph the pace increases, Dickens lists all the people coming into London  By the end of this passage the streets become livelier, also at the end of this passage dickens uses alliteration a quote to show this is  Ã¢â‚¬Å"Shoreditch, Smithfield, Sheets and Swelled†. These words all begin with the letter S this shows the pace and movement. Dickens also uses the word ‘roar’ this gives the reader an idea of what sort of sounds he hears.  This carried on in the next few lines, Dickens writes  Ã¢â‚¬Å"So into Smithfield from which the latter place a rose a trumult of discordant sounds†.  Dickens uses the word discordant this means formitting out; he also uses the word trumult, which means noisy and bustle.  The book Oliver Twist is a very different book compared to the other novels that Charles Dickens wrote. But in all his books he uses the same technique, which keeps the reader interested.

Bridging the Gender Gap in Oil and Gas

1.0 Introduction For many countries, the extractive industry plays a major role as an economic driver, creating jobs, revenue and opportunities for development and growth. There are also social, economic and environmental risks associated with these industries which affect men and women differently. Research by the World Bank (2009) has indicated that men have the most access to the benefits of these industries, whilst women are more likely to suffer the consequences of the social and environmental harms associated therewith. The different experiences of men and women in these industries significantly affect the ability of women to contribute to active growth and development in their respective economies. The gender gap in the oil and gas industry exists in two separate forms, the first being the top-end employment discrimination where there is a lack of females at the higher end of the employment spectrum seeing very low numbers of female engineers, and science and technology employees (European Com mission, 2009). On the one hand this problem is a reflection of the imbalance of opportunities for adequate education, and on the other is what is referred to as the ‘leaky pipeline’ conundrum which describes the phenomenon of disproportionate numbers of women leaving these professions in each consecutive career stage in this industry. The second form of the gender gap is the very low numbers of female employees at the bottom end of the employment spectrum, that which requires lower education standards, but which may be more physically intensive. The World Bank reports (2009) that in most companies there is a female workforce of less than 10%, as these types of jobs are generally considered to be a ‘man’s job’. This is so because of the inherent physicality required in these work environments and the exposure to chemicals which presents a problem for female employees that are pregnant, meaning more time away from work and the inability to work if pre gnant. This research will consider the existence of the gender gap, the justifications therefore, the effects of the gap and recommendations for closing this gap in the industry in terms of ensuring that the opportunities for growth and development, both economic and social are equally accessible in modern oil and gas industry. 1.1 Background to Research 1.2 Significance of Research 1.3 Research Question & Research Objectives1.3.1 Research QuestionWhat is the extent of the gender gap in the oil and gas industry?1.3.2 Research ObjectivesTo determine the causes of the gender gap in the oil and gas industry. To determine the effect of the gender gap in the industry. To determine a succinct set of recommendations for companies in the industry, as well as regulatory authorities in order to close this gap moving towards equal employment opportunities in this industry. 1.4 Proposed Structure 2.0 Methodology The research is primarily a conceptual research dissertation that focuses on an extensive conceptualization, contextualization, evaluation, and analysis of the key issues relating to Corporate Social Responsibility in the oil and gas industry. A conceptual research employs an analytical framework that is based on â€Å"a set of broad theories and ideas that help the researcher to identify accurately the problem(s) they seek to address, frame their research questions appropriately, and locate appropriate literature on the research subject† (Smyth, 2004: 168). In using the conceptual research method, this research combines theoretical and analytical aspects in order to achieve its aims and objectives and provide pertinent answers to the research objectives. In light of the fact that conceptual research requires access to an extensive pool of resources, there is a great reliance on diverse sources of secondary materials for analysis. In this regard, some of the sources of seconda ry data for the research and analysis include electronic databases such as Questia, Jstor, Emerald Insight, and Google Scholar. Of specific interest are journals that focus on gender issues in extractive industries in general as these are analogous with the oil and gas sector, but particularly those that are based on the study and evolution of the gender gap in oil and gas companies, focusing on developing nations and the Gulf countries, as these represent compounded historical gender issues. 2.1 Qualitative Research 2.2 Content Analysis 2.3 Data Collection 2.4 Reliability and Validity of Research 2.5 Research Limitations 3.0 Literature Review 3.1 The Gender Gap in Developing versus Developed Countries3.1.1 Differences in Socio-economic problems3.1.2 The relevance of education in enforcing this gender gapIf one considers the vast differences in education priority placed in Gulf countries by comparison to African oil-economies such as Nigeria, one can see a very different picture of the relevance of education. On the one hand, Gulf countries are more likely to actively discriminate against female executive employees as there is a larger pool of adequately qualified female candidates, where in developing countries there are fewer qualified candidates, because of the lack of priority given to education and particularly education of females.3.1.3 The difference in the nature of the Gender Gap in different socio-economic conditions3.2 Cultural Sensitivities and Pragmatism In certain regions of oil and gas exploration, companies base their hiring discrimination on ‘cultural sensitivities’ where there is a concern for hiring women in higher-paying jobs would cause a backlash against women by their male colleagues (Musvoto, 2001). This has resulted in communities with soaring unemployment rates of up to 87% of women, despite the female demographic representing over half the local population. Particularly in developing countries, there is a trend towards rural-urban migration of the working population which often sees the breadwinner of a family leaving to work in an urban environment which perpetuates this gender gap by enforcing the role of the female as a caregiver rather than a breadwinner. In addition to these cultural sensitivities is a pragmatic approach taken by oil and gas companies which represents the bottom line in the sector in terms of cost implications. There is an argument to be made either way, with diversity goals becoming a secondary concern in favour of productivity and outcome. Male workers often have had greater educational opportunities and therefore less training and education is required, as well as less concern for factors of work-life balance. In the current economic climate, cost effective labour solutions are being of primary importance, particularly considering the growing importance of labour standards and quality of work environments which also present greater cost implications. On the other hand, studies have shown that in employment that is non-physical in nature women perform more productively and effectively, coupled with the barrier to private sector growth and development that employment discrimination breeds, increased female representation in the oil and gas sector may prove to be a more economical labour practice. Unfortunately however, despite evidence of long-term benefits of gender equality in the sector, companies choose short-term benefits which perpetuate and enforce this g ender gap.3.2.1 The broader socio-economic effect of the culturally enforced gender gapA theoretical expose on the broader socio-economic effects of the gender gap, e.g. continued lower education levels of women, perpetuated poverty for single parent households, lack of diversity in the workplace.3.2.2 The benefit of a diverse workplace3.2.3 Increased Issues with Work-Life Balance based on Gender3.3 Leaky Pipeline Anomaly and Evolution of Policy to Mitigate the Gender GapThere are a number of potential explanations for this anomalous situation of women in high end oil and gas jobs, one of which is the role of women in many societies as the primary caregiver of their families (United Nations, 2008). Therefore, as women progress through their careers there is a likelihood of their care responsibilities, as well as job responsibilities increasing proportionately and simultaneously, and as a result they are less able to meet the demands of higher level employment. Whilst certain industr y competitors have been recorded as saying that they attempt to incorporate individual career plans that take account of these increasingly personal responsibilities of employees (Al Tukmachy, 2012), the reality is a labyrinth of professional obstacles described as the ‘glass ceiling’ metaphor where female progression in the industry is limited due to concerns of increased need for consideration of factors of the work-life balance that are less present in their male counterparts (European Commission, 2009). As a result, women are often worked out of these executive and management positions, because companies offer incomprehensive policies that do not consider individual career and family outcomes (European Commission, 2009).3.3.1 Current Changes in Policy Direction to Increase Diversity and Retention of Female Staff – A corporate perspective 3.3.2 International Instruments Mandating Diversity in Oil and Gas MNEs4.0 Discussion 4.1 Analysis of the Gender Gap by Reg ion 4.2 Analysis of the Gender Gap by Employment Level4.2.1 Executive 4.2.2 Managerial 4.2.3 Non-managerial 4.2.4 Labour 4.2.5 Discussion 4.3 Current Examples of Corporate Policy for Non-Discriminatory Work Practices 4.3.1 Strengths 4.3.2 Weakness 4.4 Current Examples of Employment Schemes aimed at Female Inclusion in the Workplace 4.4.1 Strengths 4.4.2 Weaknesses5.0 Conclusion The gender gap in the oil and gas sector is very current and topical debate as gender equality in the workplace is becoming a diversity goal around the world. Careful understanding of the causes and effects thereof are imperative for the management of these companies and the greater macro-economic goals of development and growth. This research therefore aims to contribute to the current understanding of these goals in order to further the studies and make concrete recommendations in order to close this gap and further growth and development in the sector. 5.1 Recommendations 5.2 Conclusion References Al Munajjed, M. (2008) Women’s Employment in Saudi Arabia: A Major Challenge, Ideation Center Insight: Booz & Co Al Tukmachy, S. (2012) ‘Interview with Saba Al Tukmachy, Career Development Manager at ENOC’ Leaders of the Future Summit: Bridging the gap in oil and gas, 1 – 12 April 2012, Abu Dhabi: UAE Eftimie, A., Heller, K. & Strongman, J. (2009) Gender Dimensions of the Extractive Industries. The World Bank: Extractive Industries and Development Series European Commission (2009) Women in science and technology: Creating sustainable careers. EUR 23740 EN Musvoto, A. (2001) Gender and Mining: Community. Birnam Park: African Institute of Corporate Citizenship Smyth, R. (2004) â€Å"Exploring the usefulness of a conceptual framework as a research tool: A researcher’s reflection†, Issues in Educational Research, 14(2), 167-180. United Nations (2008) Equal sharing of responsibilities between women and men. United Nations Division for the Advanceme nt of Women. Expert Group Meeting, Geneva, 6-9 October, 2008

Comparative Musicians essays

Comparative Musicians essays Music can bring all types of people together. The communal bond between people while listening to a band on a cd, or seeing a live performance can be inspirational and motivating. That energy has created some of the best talent within the music industry, but not all of them have the same approach to learning or expressing their skills. There are many ways to express your self within music, but to some playing music can be much more organic then to others. The intuitive self taught musician can leave you wondering the mysticism of their ways, and the musician may wonder the same at times. Much of the talent the self taught musician comes natural, and they feel the rhythms and notes just as one can feel sadness and tears. They tend to exercise their skills with music that is more improvisational like jazz and blues. Not all who make it as a musician take the steps of a self taught player. The trained musician tends to know the theory in music. They strive to know why things happen and tend to analyze the music much more. These type of musicians tend to have a great capability at teaching music or going off to produce some of the best talent out there. The technical approach they take is usually backed by years of training, in school and out. They also tend to have a good ear for structured music such as classical There are many styles of music and musicians out their each with their own approach. Like enjoying the many colors of the rainbow having just one to choose from would be very bland and boring. To have as many different colors, sounds, and people keeps life moving forward and exciting. As different as it can all be we still gather around the stage, and lights smiling, dancing, and laughing forgetting the pressures of everyday life. ...

Process Analysis Case Study

Process Analysis Case Study Process Analysis Case Study Process Analysis Case Study: Let Us Cope with It In order to start writing your process analysis case study, it is essential to get acquainted with the notion of case study first. Thus, if you do not know what case study is, you are welcome to read its definition and a brief explanation of the notion of case study below. Case study is a method of research widely used in social science. The main aim if this very case study is to define the main principles of the notion. This method is considered to be the most effective one in collecting information at some definite subject and analyzing this very subject. After you have understood what case study is, it is a high time to pass to the process analysis case study itself. Process Analysis Case Study Writing Can Be Interesting Process analysis case study is a rather interesting assignment to accomplish, as it helps you not only to get acquainted with the process of something in all the details, but also to perceive the underlying pr inciples of it. You see it is not simple at all to cope with process analysis case study if you are trying to do it on your own. However, if to get some useful help at the matter of process analysis case study writing, it is possible to manage coping with process analysis case study. At this point, the question arises: where to find this very process analysis case study help. Well, if you are reading this article it means that you have almost found what you have been looking for. Our custom essay writing is here to help you with your process analysis case study writing. If you visit our site, you will find all the necessary information to complete your process analysis case study assignment successfully. Process analysis case study topics, process analysis case study theses, process analysis case study ideas, and process analysis case study samples are waiting for you in order to help you with your work. All this information is offered to you free of charge as we really take care a bout our customers and want to help them a great deal. Rely On Professionalism Of Our Writers! If you either do not have time or just do not have a desire to write your process analysis case study on your own, you can appeal to our professional writers and order your process analysis case study. The piece of academic writing you are going to receive will be of the premium quality in spite of being offered to you for the moderate price.