Tisco (tata iron and steel company limited)

Tisco (tata iron and steel company limited) 1. Introduction TISCO (Tata Iron and Steel Company Limited) is the worlds sixth largest steel company which was established by Indian businessman Jamshetji Nusserwanji Tata in 1907. It is also the largest private sector steel company in India in terms of domestic production. The company is the fifth largest steel producer in the world as it produces 18 million tons of steel in India and 52.32 million tons overseas. [1] The aim of the company was to maintain its reputation in the steel industry. For this they had to do some advancement in their technology because, the legacy system was outdated. Basically they wanted to transit from a production-driven company to customer-driven company which will make them more Customer friendly. [2] For the improvement in the system they had implemented ERP SAP 3 which later on resulted in a success of company. Generally its not so easy to be successful in the ERP implementation process, but as the company had taken right decision on right time, they were able to get the desired results from the implementation 2. ERP Implementation 2.1 Need of an ERP System TISCO was facing two main problems. Firstly, the systems which were they using were outdated and it was also having some errors. Secondly, the system was mostly designed for the process and which made them to pay less attention to the customer needs. [3] Finally, company decided to implement a new ERP system which is error-free as well as less complex and which will also help them to become more Customer friendly. 2.2 ERP System Selection The company wanted such an ERP system which would satisfy the factors such as time, profit, cost, compatibility, support, transparency and future requirements. While working on these factors company was also forecasting the condition which will become in the future after implementing any ERP system. So finally after a thorough study, the company ended up with the SAP 3 ERP which was fulfilling all the requirements of the company. [2] 2.3 ERP Implementation Process The ERP implementation process is a very time consuming because it has to go through some major factors like planning, designing and testing. Most important thing is that the system should meet the companys demands. Thus, to implement the SAP ERP system, a period of 8 months was allotted which was a big challenge for the company. [3] But the company was able to meet the deadline successfully. 3. Factors Contributing to Success 3.1 Planning The initial step for the company was to list out the goals that are is to be achieved. According to the goals they designed the process plan. TISCO wanted to create such an environment which will always make them to learn something new by which they can make changes to make the system more efficient. They had also planned about the changes that can affect the system in future. By this they can immediately implement the solutions for the changes without wasting the time. The company wanted the software to work in such a way that it would improve the products and services which will make the company to maintain its reputation in the steel industry. 3.2 Process Organization Its always good when the process is divided into some parts so that each process can be handled separately with less complexity. So the company had divided the whole process into two parts. The process which was more complex and had more transactions was defined as the ‘Hubs and the process with less complexity and transaction was defined as the ‘Spokes. [2] Hubs are the major part whereas the Spokes are the minor parts. Spokes were attached to the Hubs because finally the whole process was going to run together. These processes were designed into the SAP modules. Enough training had been given to the developers to work on these modules so that they can handle the problems which might occur while testing these modules. The company had given deadlines for each module because the final task was to run all these modules at the same time. And at this point if any kind of errors would occur then, there should be enough time to work on it. So, In order to run all these modules together the developers had to do the proper implementation of their knowledge. 3.3 Final Stage At this stage the company was ready with all the modules and was preparing to go live with the entire project. This stage was very crucial for them because this is the moment when they will get to know the results. As the company did not face any problems while working on the project, the desired results were expected. They had done the thorough analysis of the whole process and implemented the solutions for the changes where they were required. So the company was quite confident about the outcomes. 3.4 Result Finally TISCO got success in SAP ERP implementation project. This project helped the company in terms of financial, technical and managerial aspects. [3] This project made company to update its customers daily and providing a good quality of service across the country which led to the improvement of customer management. This project had led company to an improved productivity, enhanced customer service, speed delivery and reduced cost. The system was less complex and a user friendly which was the biggest advantage. This project helped the company to reduce the product cost and gain more profit in the industry. 3.5 Future Steps The success of this project was motivating for both the TISCO and the ERP vendors. Now TISCO is not only using this software but they are also going to work on it further to gain more benefits for the company as well as for the stakeholders. [3] This will help company to make more profits and satisfy the customer needs efficiently. In this way the company can keep its existing hold in the steel industry. 4. Conclusion Many big companies have failed to implement ERP systems. Due to this fact many companies doesnt prefer to implement ERP. But this fact did not affect TISCOs morale. They worked very hard on the project which made them more confident about the results. The speed at which they worked and the way they synchronized all the work was remarkable. This was one of the major contributing factors for the success. Finally the project gave the desired results and fulfilled all their expectations. 5. References 1. Wikipedia (2007) http://en.wikipedia.org/wiki/Tata_Steel 2. Bhavish Sood, (2001): Indian Express Group (Mumbai, India) http://www.networkmagazineindia.com/200210/case5.shtml 3. Crewind Technologies Pvt. Ltd. (2009) http://www.erpwire.com/erp-articles/saperp-success-in-tisco.htm

How My English Has Improved Essay

The importance of taking English to me is that I that I learned how to read, write and understand different word concepts. This year in 10th grade English class, my reading skills have improved and Essay/paragraph writing has improved also. In my 9th grade English class, when reading books/novels, my understanding of the story didn’t always connect. Now in 10th grade I find it easier to understand the stories. Over the course of taking English 10, I have learned to take my time when reading and not rush. I also learned when writing, I need to recheck my sentences to say what I mean. Night by Elie Wiesel and Athletic shorts By Chris Crutcher should be taught again in English 10 because the story in Night is inspirational and shows people character and ties to family. Athletic shorts was different because it was not just 1 story, there was six different short stories that had variety but together they showed how people can get through conflicts or tough times. Reading this book and stories, has helped my reading skills to improve because they made me curious to know what would happen at the end of the story. I think the more I read, the better reader I become. The Emotional Poem and Book Club Project/During Reading Assignment were the challenging aspect of writing for me. The Emotional Poems were hard because words sometimes cannot really tell your feelings. The Book Cub Project was challenging because I found it difficult to find six songs with meanings that were similar to the book, Before We were Free. The meanings of the songs that I picked seemed too specific and not general enough to fit the story. As a result, I would advise new students in English 10 to be prepared to not give up, to try to be creative and ask you teacher for help. Practice with Working with a partner and Working with a group of other students benefited me because working with one partner gives you the chance to talk one to one and you can get more time to learn more information from that one person. When working with a group of people, there are more views but on the other hand, it is hard to speak up to have your view heard. I think this type of work has helped me with friends and may help my communication skills for future jobs. As a result, I think my listening and speaking skills have improved slightly because feel like I participated more in class this year than other years. My experiences in English this year, from Night, have helped me to understand the good theme of family helping each other and the bad theme of cruelty towards other humans. Both Elie and his father help each other at the concentration camps by sharing food and water. Elie also motivated his father when they had to move to another camp to keep going in severely cold weather with no shoes and very little food. The cruelty towards other people made it hard for Elie and for myself to understand how God could let this happen. As a result, I now believe that it is important for family to help and motivate each other. I also believe that if actions towards other people are truly wrong and cruel, that everyone should try to stop this. At the end of English10, I find it easier to understand the stories that we read. I also found that organizing my thoughts and ideas was harder in the beginning of the year, but now it is easier when I try to have a rough draft of ideas and then re-organize the rough draft . I do think that there were many homework assignment that I should have completed and did not. I have learned that even if something does not interest me, I should still do this work and try to learn something from it. The most important lesson that I got from English this year is that I should do ALL of my work and not just what I feel like doing. My goal for next year is to do ALL of my English homework so I can hope to learn all of things that are need for next year. I will obtain this goal by listening to my teacher when she gives assignments and by bringing ALL of my papers and books home to work on these assignments.

Sadh

After World War II there was a brief interlude when the United States led governments and peoples throughout the world in the belief that a new era of peace, disarmament, and the rule of law could emerge through working together in the United Nations. The cold war soon blighted that vision, and the world was frozen for forty years in the balance of nuclear terror. The end of the cold war and the demise of the Soviet Union caught most people by surprise, and they were followed by a brief period of euphoria in which optimistic notions circulated, many of them inspired by the apparent success of the first Gulf War.Among them were President George H. W. Bush's â€Å"new world order,† Madeleine Albright â€Å"assertive multilateral,† and a short-lived but widespread belief that the UN had at last come into its own. The century ended in general disillusionment over he prevailing disorder and violence. The events of September 1 1, 2001, and the reaction of the administration o f President George W. Bush have so far dominated the twenty-first century discussion of world order. Restart's statement reflects the concerns of this course.The attack on the World Trade Center and the Pentagon over a decade ago, on September 1 1, 2001, brought into sharp relief a new configuration of world power and opposition. After the collapse of the Soviet Union at the end of 1991, there had been much talk of a New World Order, emphasizing globalization, a ingle model of export-oriented economic development, liberalizing, human rights, democracy, and a global war on terrorism. Notions of a New World Order typically did not incorporate possible sources of opposition, or, when they did, it was with apocalyptic ideas like â€Å"the clash of civilizations. Some theories assumed that the dominance of the new order meant an â€Å"end to history,† that is, an end to the struggles between major powers and systems of thought that had marked international relations historically. September 1 1 demonstrated that we have not reached the end of history or a world without struggle, but it also demonstrated that imply dividing the world into clashing civilizations misses the new global configuration of power and opposition.The post-WI 1 world has been marked by a single superpower, the United States, which played an aggressive military role globally (especially after its invasion of Afghanistan in 2001 and Iraq in 2003 and, now, through drone warfare in multiple countries). It also has taken on outsized political and economic roles in the world. The post 9/1 1 world has also seen the emergence of key non-state actors, including ethnic groups, al-Qaeda, and many more. Since 2011, a key region, the Middle East and North Africa, has seen unprecedented popular uprisings, with citizens expressing pent-up anger against authoritarian regimes.The sass have been a period described by the word â€Å"globalization† but rife with powerful forms of localism. The purpo se of this course is pulls. With that goal in mind, the course first will analyze the earlier configuration of power that marked the second half of the twentieth century, how and why it crumbled, and how its disintegration laid the foundation for today. The main emphasis is on the creation of global economic interdependence in the twentieth century in a world politically divided.The interdisciplinary approach of the course stresses the interplay between two global structures, the world market and the hierarchy of states, and how the interplay of these structures has generated rules governing international life, â€Å"winners,† who have gained from these rules, and â€Å"losers,† who have felt the rules slighted them. In the latter part of the course, we will look at the structure of the world political-economy in the first decade of the twenty-first century, the role of imperial America, and events in the Middle East, including the recent popular uprisings and civil st rife.Requirements of the Course and Assignments: This course is designed to greatly improve students' critical-analytic reading abilities and their academic writing capabilities. To help students reach higher levels, the course requires substantial reading and writing throughout the term. Every student is expected to fulfill the following requirements: 1 . Readings. Students must read the assignments listed in the course schedule below prior to the Tuesday Section of the listed week (in Week One only, one reading will be due Tuesday and others, before the Thursday Section).The readings are presented somewhat differently from the methods used in many other classes. The assigned readings present the authors' own interpretations of how the twentieth century (or a part of it) unfolded. Their interpretations are important. As the course is interdisciplinary, the book authors include an economist, Stilling, who is a Nobel Prize winner; a leading political scientist at Harvard, Friend; an award-wining international historian from Columbia, Manager; and a noted historian of the Middle East, Kelvin. Interpretations in the assigned books often clash with those given in lecture, and they may contradict each other.In other words, students will have to make their way through conflicting stories f the making of the 21st century. Because the authors' interpretations are given as the authors presented them from beginning to end, they frequently do not line up chronologically or topically with the week-by-week class lectures. But students are challenged to compare and contrast over the course of the quarter the various narratives they hear in lecture and read in the books. Besides the books, there are some other additional secondary readings required. Additionally, the assigned documents will help students learn to read primary sources.The readings will be discussed by students and Task in weekly Sections. Students are required to bring to section the books being discussed, as well as printouts of ALL additional required documents and readings assigned for the week. 2. Short Papers. Each student will write three short essays of approximately 1-1/2 double-spaced, typewritten pages (12 point New Times Roman type, one-inch margins). The first paper will be on a reading assigned in Week Two, Francis Fauvism, â€Å"The End of History. † Part of the class session on Friday, January 17, will be on writing this paper.It is imperative, therefore, to read the Fauvism article carefully before the January 17 class session. The paper is due in section on Tuesday, January 22. The second and third papers can be on any readings to help you make your point. A presentation of opposing points of view and making a comparison of two works can lead you to good paper topics. In short, students are encouraged to compare and contrast different authors' ideas, even as the main focus is on a single reading. ) Papers may comment on how the author uses words, the construction of the argument, types of evidence, methods, etc.What the paper should NOT do is write about the topic of the reading; rather it should write on owe the reading treats or approaches its topic. For example, you would not want to write on the Cold War but on how Manager approaches the topic of the Cold War. The essay is to be submitted in person at the Tuesday Section meeting on the week the student chooses during weeks 2-9 of the quarter, as long as the paper is on the reading assigned for that week; no late submissions will be accepted and no papers will be accepted in which the student is not in attendance in the section. 3. New York Times. Every student must read the New York Times daily. . Research Paper. Each student will complete a research paper?typed, double- spaced, 12 point New Times Roman type, one-inch margins?on a country of his or her choice and approved by the TA. Each paper will focus on a topic that falls in the period from World War II to the present. The aim is NO T to write on current events but on events or trends in the past that can help give essential background for understanding today's news. Library research using scholarly books and Journals (not newspaper articles) will be the backbone of the assignment (at least three journal articles and two books should be used heavily in the research).Each paper ill be organized around something puzzling in that country political, economic, or social experience at some time in the latter half of the twentieth century or the first few years of the present century. That puzzle will be expressed in a â€Å"why question,† which will be substantiated by qualitative or quantitative evidence. Students will develop an answer to that â€Å"why question,† which will be the argument of the paper, including further evidence to support that argument. A number of aids are available for researching and writing your papers.The most important is your TA. You also can receive help from SOUL reference librarians. The Jells/Political Science writing center http://depth. Washington. Du/surprise/index. HTML can be of great assistance. The Center is in Gown 111. Please note that the tutors in the Writing Center can help you with problems of organization, clarity, composition, and grammar only; they are not equipped to comment on the substantive content of your paper. You can also receive feedback on your paper ideas and substantive content at CLUE sessions.All papers must be written in MS Word, double-spaced, using Times Roman 12 point font. The due dates for the paper are as follows (late papers will be penalized): a. A 1-2 page research proposal with references. Librarians will be in class on January 10 and 17 helping you get started on your paper, explaining what is entailed in a research proposal, detailing the precise assignment, and offering practical lessons on undertaking the research. The research proposal is due in class on January 16. D. First draft (approve. 5-6 pages), due on February 6.Papers must be sent via email to your TA and members of your study group by 5:00 p. M. , February 6, for peer comments by other Study Group members. Members of the Study Group will provide Track function in MS Word. Members should provide general comments and inter- linear comments in the text itself. E. Second draft (approve. 6-8 pages), revised by incorporating the suggestions and criticisms of the Study Group members, due in TA mailbox in Thomson 411 on February 17 by 5:00 pm (the doors to the mailbox close at 5:00). F.Third and final draft (approximately 8-10 pages), revised and expanded by incorporating the suggestions and criticisms of the TA and Study Group members, due March 3, 5:00 pm, in Tat's mailbox, Thomson 411 (or you may give the paper to your TA in person after lecture on that day). 5. Quizzes. In place of a mid-term, there will be weekly quizzes in the course, mostly geared towards that weeks reading. The quizzes are motivational tools to help stud ents keep up with the reading. The quizzes will be available for you to take and submit on the course website each Monday, 5:00 pm to midnight. . Final Exam. The final exam, Wednesday, March 19, 2014, 2:30-4:20 pm, in our regular classroom, will include short and long essay questions and identifications. A series of long essay questions will be available before the exam, from which two questions will be selected to actually appear on the exam. Questions will include materials from lecture, readings, and the New York Times. There will also be a geography question (see below). Students may bring a single page of personal notes to the exam.All students must bring blue books to the exam. 7. Maps. Everyone must learn the basic political map of the world, as well as natural sites, such as bodies of water, that have been critical to international relations. There will be a map section on the final exam. Consult atlases and maps online regularly! 8. Study Groups. All students will participa te in Study Groups to be formed the first week during Section. Study Groups should meet face-to-face at least once a week to discuss readings, papers, and ideas. They are important sounding boards.Each Study Group will also set up an e-mail list, including all its members, as a way to communicate frequently about assignments, readings, and ideas presented in lecture. Final grades will be determined on the following basis: 2nd paper draft 10% Paper proposal 2% Peer review of others' papers 4% 3rd paper draft 25% Three response papers 21% (total) Pop quizzes 18% (total) Final exam 20% Participation in section is highly valued: the computed grade from the factors above will be adjusted up to 0. Grade points up or down on the 4. 0 scale based on participation in sections.

The Iliad by Homer Book 1 - 711 Words

The Iliad: Book I, is about the conflict between Achilles and Agamemnon in the beginning of the Trojan War. It shows how vigorous Achilles’ rage was and that he is no one to mess with. The book states â€Å"Peleus’ son Achilles, murderous, doomed†. This shows his fury in just a few words. Achilles was a Greek hero who was the son of a Goddess named Thetis. He was an incredible solder; brave, violent and godlike. However, Agamemnon was the commander of the Achaean Army. He was greedy, aggressive and selfish. He was described as â€Å"the most grasping man alive†. He absolutely hated Achilles. I feel that he was jealous of how respected Achilles was among the ranks in the army because of his superior skills in the field of battle. Agamemnon claimed Chryseis as his prize, after sacking a Trojan town. Chryseis was a daughter of a Priest of Apollo, Chryses. He offered an enormous ransom to get his daughter back. At first Agamemnon didn’t want it but the people round him persuaded him that it would be best to let her go so they could be released from the plague that Apollo put on them. Agamemnon then poised to Achilles that he is going to steal Achilles prize, Briseis. This is when Achilles’ rage shows at its best. He nearly draws his sword to kill Agamemnon but he is stopped by the goddess, Athena. The Iliad presents its subject clearly from the beginning of the text. The book focuses mostly on the rage of Achilles but other factors as well. The text states that â€Å"the rage of Peleus’ sonShow MoreRelatedGreek Mythology1294 Words   |  6 Pagesin discussion and debate in tutorials, developing arguments, and writing essays. Required Texts: 1) Aeschylus, Oresteia, trans. C. Collard (Oxford World s Classics) 2) Euripides, Bacchae, trans. Paul Woodruff (Hackett) 3) Hesiod, Works and Days and Theogony, trans. Stanley Lombardo (Hackett) 4) Homer, The Iliad, trans. Robert Fitzgerald (New York: Farrar, Straus, and Giroux) 5) Homer, The Odyssey, trans. Robert Fitzgerald (New York: Farrar, Straus, and Giroux) 6) Virgil, The Aeneid,Read MoreHomer: The Most Famous Greek Poet751 Words   |  4 Pages Whether Homer was real or not, a group of people, a boy or a girl; one thing we are sure of is that â€Å"Homer† wrote two of the best epic poems. The Iliad, which was based on the tenth year of the Trojan War and the Odyssey, which was about a guy named Odysseus who goes on many adventures as he tried to get home to his son and his wife. From what we know Homer was the most famous of all Greek poets because of his written works, his legendary history, and his influential work. â€Å"Hateful toRead MoreIliad - Self image1193 Words   |  5 Pagesï » ¿The Iliad Essay Prompt 1. Complete one take home essay. Provide textual evidence, specific lines and incidents from The Iliad that proves your thesis. You may also draw from The Odyssey. Use in text parenthetical documentation according to MLA standards. The style guide that many colleges use is DianaHacker.com. We will use this style guide for both MLA format and grammar and mechanics. If you have any questions about MLA format, refer to DianaHacker.com. This paper needs to read asRead MoreAchilles and Homer1298 Words   |  6 PagesGreek/ Roman 3 June 2011 Homer and The Impact He Has Left Behind Homer can be said one of the greatest poets perhaps even literarily genius of all time. If you can get past the part that Homer may or not even be a person at all. There is no concrete knowledge of even his existence but scholars would say that it is safe to assume if he did existed it would be around 8-9 century BCE. Most likely he would be from the Island of Chios due to the writing style of the Iliad. One thing we do know is thatRead MoreEssay on The Iliad1084 Words   |  5 PagesThe Iliad The work of Homer was very important to the Greek Civilization; it gave the Greek a structure of personality to follow. It is assure that The Iliad’s roots reach far back before Homer’s time. Homer focused several characteristics of how their ancestors behaved and such behavior was to be passed on to the new generations. In The Iliad, Homer emphasized the role of the gods in the daily events, and how every happening was based of the desires of the gods. Homer also focused on theRead MoreThe Iliad Herioc Code1444 Words   |  6 PagesKenneth Ballard CLA 202: Classical Epic: Gods and Heroes Paper #1 The heroic code in the Iliad is expressed by many characters throughout the book, whether it be through their actions, intentions, or teachings. The heroic code stems from the belief that honor is, above all, the most important virtue in life and all men must honor themselves, their families, and their fellow comrades through specific character traits and actions. This concept is the primary goal in a Homeric hero’s lifeRead MoreHector and Achilles as Classic Heroes of Homers Iliad Essay983 Words   |  4 Pages Hector and Achilles as Classic Heroes of Homers Iliad nbsp; nbsp; nbsp; Literary heroes have been important to stories and poems throughout history. Each author develops his hero through a unique writing style, combining conscious use of detail, diction, tone and other narrative techniques to outline a heros personality. Homer, in his epic poem The Iliad, develops two classic heroes who are distinctly different at first glance, but upon closer inspection are very similar inRead More Iliad Essay1253 Words   |  6 PagesThe Iliad and The Odyssey are two epic poems with both similar and different styles to the structure of the poems, as well as each poem having the same gods incorporated into the stories intervening with the day to day lives of the mortals. Greek poetry before Homer was all composed orally; therefore it is assumed that Homer’s works are the first written works of art (Joachim Latacz, page 15). Scholars who have spent extensive time researching the origin of Homer’s work cannot verify a specificRead MoreEpic Heroism And Values Of The Iliad1030 Words   |  5 PagesHope Schoenhut DWC 101: Paper 1 November 1, 2017 Epic Heroism and Values of the Greek and Roman Culture The image of Achilles killing Hector and the image of Aeneas killing Turnus classify them as epic heroes. In the Greek epic poem the Iliad, Homer portrays Achilles as an enraged warrior fighting for revenge for a woman he loved. In the Roman epic poem the Aeneid, Virgil portrays Aeneas as fleeing the city of Troy to establish a new city. Achilles and Aeneas are epic heroes because they bothRead MoreJustice and Love in the Iliad 959 Words   |  4 Pages Simone Weil argues that the way Homer presents war and the use of force in the Iliad, in all of its brutality, violence, and bitterness bathes the work in the light of love and justice (pg 25). The point Weil is making is that by depicting the suffering of all of these men regardless of their side, or strength Homer equalizes them in a â€Å"condition common to all men†(pg 25). Because Homer equalizes them the reader can feel empathy, or at least compassion for all of the men. However while Weil is

Case Study Separation Anxiety Disorder - 3579 Words

Diagnosis and Treatment of Separation Anxiety Disorder CASE STUDY 6 CLIENT DETAILS Diagnosis: Separation Anxiety Disorder. Age: 6 years. Client Gender: Male. Initial Consultation: 20th May 2011. Number of Sessions: 12 sessions. Place of Treatment: The agency. Treatment Approach: Cognitive Behavioural Therapy. Treatment Mode: Weekly one hour sessions. Referral Information The client’s mother referred her son to the agency because he was suffering from anxiety. He was resisting going to go to school and becoming distressed when his parents tried to leave him at home. Presenting Problem The client attended his first assessment session with his mother. He was of average size and weight for his age and was†¦show more content†¦The parents reported that their child’s pre and post natal development was normal without illness or injury. However, as an infant/toddler, he had been difficult to soothe when upset and demanded constant attention which his parents found difficult to manage. Twelve months before attending the agency the client began to demonstrate increasing levels of anxiety. This anxiety commenced with significant difficulties being separated from his mother or father at home, to go to school, stay with family and play with friends. The parents said the client’s behaviours included clinging on to them and chasing after them as they were leaving the house or school. He would also check their location in the house to confirm that they were still there. On occasion his behaviour deteriorated into tantrums, although this only happened at home. The parents also expressed concern that the boy’s teacher noticed he was refusing to eat at school. The parents also reported their child was unable to get to sleep without their presence. He would awaken with nightmares at least three times a week saying he was frightened something bad was happening to them. The parents stated that it was becoming increasingly difficult for them to manage thei r son’s behaviour. The client’s parents reported that there was no known family history of anxiety and depression on either side of their family.Show MoreRelatedChildhood Separation Anxiety Disorder Among Adults With Adult Anxiety Disorders1121 Words   |  5 Pagesâ€Å"Childhood Separation Anxiety Disorder in Patients With Adult Anxiety Disorders† focuses on the prevalence of childhood separation anxiety disorder (CSA) in adults with one or more anxiety disorder, and whether or not there is a correlation between them. The authors clearly included their hypothesis, which states they presume there to be higher rates of childhood separation anxiety disorder among patients with various adult anxiety disorders than in adults with only one adult anxiety disorder. In additionRead MoreLong Term Effects of Childhood Separation Anxiety1230 Words   |  5 PagesChildhood Separation Anxiety Abstract This report delves into the connection between childhood separation anxiety disorder and the long-term implications that it may have. To understand the connections I preformed secondary research through â€Å"Academic Search Complete†. I found that childhood separation anxiety disorder is connected with serious mental disorders, such as anorexia, bulimia, social phobias, depression, and behavior disorders. 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Following that, theRead MoreAdult Separation Anxiety : A Psychological Condition1513 Words   |  7 Pages Adult Separation Anxiety: A Possible Link to a Missed Step in Development DeAndre Bright Evan Smith-Finney Amber Depew Brandon Eastwood CCBC Catonsville Psychology 103 April 3, 2015 Adult Separation Anxiety Disorder Separation anxiety disorder is â€Å"a psychological condition in which an individual has excessive anxiety regarding separation from places or people to whom the individual has a strong emotional attachment† (anxietypanichealth.com 2008). Individuals with this disorder typicallyRead MoreSeparation Anxiety And Its Effects On Children1560 Words   |  7 Pagesexample of separation anxiety, a developmental phase that most children go through during their early years. Separation anxiety is most likely to occur in child with a family history of anxiety/depression, child who are shy, children who have a lack of appropriate parental interaction, and overprotective parents. 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The Music Of Rap And Hip Hop - 1813 Words

With the release of her single off her second album ‘The Pink Print’ in 2014 Nicki Minaj dropped the anticipated video for her single ‘Anaconda’. The video not only captivated the minds her massive fan base but it also disordered both the hip-hop culture and the community of individuals of feminist political movements. The lack of credit presented to Minaj was overwhelming; many have forgotten the path in which she has caved for many upcoming artists who chose to become rappers. She has proven her ability to be an outspoken woman in the world of rap and hip-hop, an industry that finds itself in constant battle with ideas of women and sexuality. By conquering a genre made up of male figures while exploiting her lyrical skill, Minaj has†¦show more content†¦In only the spam of 24hours, 19.6 million people around the country watched the music video to her single ‘Anaconda’, while generating debates of sexuality and empowerment. It shouldnà ¢â‚¬â„¢t come as a surprise when Nicki is seen parading her body around in a music video, the way in which celebrities are still relevant is through the ability to produce revenue and have people talking. Nicki doesn’t shy away from criticism and stereotypes, in the very first shot of the video she appears from the jungle, calling on the idea of how society places judgement and ideals of a black women being of an â€Å"exotic and animalistic† beast. Her body alone is a statement within itself, not only is she reclaiming the idealistic images of a curvy women but she is also reclaiming it to fit the realism of how females come in different shapes and sizes. There is a perception and ideology among consumers who are exposed to the content in which certain artists choose to demonstrate through their music. It is a simple determinist view to place the notions that entertainment moguls like Nicki Minaj are using their overexposed sexuality to increase sales in all revenues they may be apart of, but there is also a deeper meaning entailed that incorporates an empowering margin of women that is not always shown in the media industry. Nicki Minaj actions may not be those of a traditional approach to feminism,

Essay celta skills assignment free essay sample

Harmer explains that the lead in stage is â€Å"where we engage students with the topic of the reading and we try to activate their schema† or â€Å"pre-existent knowledge of the world† (Harmer, 2007:271) Questions and pictures or visual prompts are two of the best ways to elicit interest and discussion at this stage. This particular reading uses a question as the heading; â€Å"Is beauty in the eye of the beholder? † and is also visually supported by two pictures. Hence I chose to combine the Lead in and Prediction stages into one stage using the heading (question) and two accompanying photos as the prompts for predicting the topic of the reading, creating interest and setting the context. Harmer explains that â€Å"prediction is vitally important if we want students to engage fully with the text† (Harmer, 2007:271) The students will be asked to discuss the question in pairs or in groups of three. I will also remind students that there are no wrong answers at this stage. The resulting group discussions will have the students forming ideas about beauty and attractiveness and whether they are subjective or objective and will act as a transition into the subsequent reading task. This stage may also require a pre-teach vocab for the word â€Å"beholder†. If the students express confusion about the meaning of the phrase, there will be a quick clarification. This will be elicited from students initially and if this proves unfruitful, a brief and simple definition (someone who sees or looks at something or someone) will be given as text written on the WB. This will ensure students are able to discuss and predict in a meaningful way. 1st Reading Task The purpose of the first reading task is to develop the sub skill of reading for gist or skimming. The students will be given the full text and asked to read quickly and choose the most appropriate summary of the text as outlined on the handout sheet. They will be given a five minute limit for reading and to peer check their responses. An enforced time limit ensures they do not read intensively. The reason for this activity is to ensure that the students understand the general argument presented in the text and the author’s conclusion. Reading for gist is described by Harmer as â€Å"top- down processing† and is used most effectively when the students’ â€Å"schemata allow them to have appropriate expectations of what they are going to come across† (Harmer, 2007:270). As adult learners, I believe these students have adequate understanding of the concepts presented in the text and will therefore be able to sufficiently garner meaning even if they don’t understand the entire vocabulary. This is the reason I chose this as the first task. Pre-Teach Vocab The main topic of the article is beauty and its relationship to science and research. The words chosen are key adjectives that are used to describe either scientific terminology, e. g. objective, and composite, or describing attributes related to beauty e. g. appealing, expressive, ideal etc. Understanding these words is vital to getting a deeper comprehension of the specifics and details of the text. Learning this vocabulary will prepare the students for the 2nd reading task, a reading for detail task which will check their understanding and engage them further in the content of the text. This task could potentially be done before the first reading. I chose this order because I believe the students will be more interested to learn the vocab after reading the text. Harmer suggests that â€Å"if we want to give students practice in what it is like to tackle authentic reading and listening texts for general understanding, then getting past words they don’t understand is one of the skills they need to develop†. (Harmer, 2007:272). 2nd Reading Task Harmer explains that typical procedure for text based reading lessons follows a sequence of engaging students in a Type 1 followed by a Type 2 task. (Harmer, 2007: 270). The first reading task (reading for gist) was a Type 1 task and the 2nd reading task is a Type 2 task. It focuses on the sub skill of reading for detail and its purpose is to help students get a better understanding of the text through more searching questions. I chose this task over a reading for specific information (also a Type 2 task) because I believe that a deeper comprehension of the text will stimulate the students to engage and relate to the topic in a more meaningful way. This I believe, will create a better platform for the discussion questions in the post reading task. The true or false statements are organised chronologically (as derived from the text). This is to help the students develop their reading comprehension skills by allowing them to refer to the questions as they are reading and to garner meaning and complete the task efficiently. Post Reading Task This task is designed to develop the productive skill of speaking and is essentially a summary of the text. However it asks the students for their personal opinion on the topic and to share their thoughts with their fellow students. In this manner, the students are able to practice speaking and using the newly learnt vocabulary in a meaningful way. I chose the questions based on Harmer’s methodology. He suggests that â€Å"one of the most important questions we can ever get students to answer is Do you like the text? † (Harmer, 2007: 288). He further explains that â€Å"we are far more likely to provoke ‘the cuddle factor’ (Harmer, 2007: 288) or an â€Å"emotional attachment† to the vocabulary, by engaging the students in a personal discussion, related to their own lives. This increases the likelihood of better absorption and effective acquisition of the new language. (Harmer, 2007:58). Bibliography Harmer J. (2007) The Practice of English Language Teaching, Pearson, Longman Kay and Jones. (2001) Inside Out Upper Intermediate, Macmillan Read the article quickly and then decide and circle the most appropriate summary from the following. 1. Research done on the science of attraction suggests that most people are of average appearance and attractiveness. 2. Research done on the science of attraction suggests that attractiveness can be measured, and although there are some variables, in general, people find the same things attractive. 3. Research done on the science of attraction suggests that Julia Roberts and Tom Cruise are the most attractive people. Answer = 2. Match the adjectives 1-8 with the definitions a-h. AdjectivesDescribing something that is; 1. Objective 2. Composite 3. Expressive 4. Ideal 5. Subtle 6. Appealing 7. Prominent 8. Exaggerated a)very easy to see or notice b)showing or able to show your thoughts and feelings c)made of different parts or materials d)perfect; most suitable e)not influenced by personal feelings or opinions; considering only facts f)attractive or interesting g)not very noticeable or obvious h)increased or made bigger than normal Answer = 1 – e, 2 – c, 3 – b, 4 – d, 5 – g, 6 – f, 7 – a, 8 – h. Read the article again and find out whether, according to the research, the following statements are true or false. a)It is romantic to believe that Beauty is in the eye of the beholder. b)The research suggests that unlike previously thought, a beautiful face is a collection of more attractive features. c)Exaggerated features, such as big eyes and mouths are an indication of attractiveness in women. d)Most film stars and supermodels don’t have ideal features. e)Men are not rated for their attractiveness in the same way women are. f)Most women prefer men with gentle features. g)There is a lot of difference in what is considered to be beautiful by people from different cultures. Answer = a – T, b – T, c – T, d – F, e – F, f – T, g – F. Discuss with your partner or group the following questions. Did you like the reading? Why/Why not? What do you find is the most important attribute of attractiveness in another person? Is it physical or not?