Autobiography Essay Example | Topics and Well Written Essays - 250 words

Autobiography - Essay Example This lack of parental supervision and guidance led me to fall into the wrong crowd. Although I was constantly bounced within the foster and educational system, I managed to keep my optimism about my future intact. Little did everyone at the community high school and mainstream high schools that I attended know that what they thought were behavioral issues such as acting as the class clown and rudeness towards authority were actually the methods by which I was trying to express my creativity. Having discovered my talent for music and writing helped ease the conflicts within my life and give me a direction. My talents did not go unnoticed in our town as I often find myself invited to perform my original compositions at local hotspots where I am always warmly welcomed and embraced by the audience. I even became a local celebrity in my own right when I was invited to perform at the Senior Center as my performance together with the choral group that I am a member of was covered by and reported by the local paper. All my experiences in life have led me to understand the importance of education and its direct effect on my life and on the life of those around me. I will be the first generation graduate in my family and I hope that my accomplishment over the adversities of life will serve as an inspiration to those around me. I want them to see me as an example of how it is never too late to take charge of your life and accomplish anything that you want to and gain recognition for it. I am looking forward to attending college either at a local or out of town university where I can learn all about the business world alongside the development of my love for music. I believe that business and music can make beautiful music together as a musician such as I must have the knowledge and skill to promote my talents as a business and invest the earnings that I make from my engagements in order to keep me financially secure in the

The Cost of Computer Literacy Essay Example for Free

The Cost of Computer Literacy Essay What are the costs of computer literacy? Some people argue that there are no such costs, but I believe there are a few which may be relevant. Does computer literacy affect the way we communicate, and if so, is this necessarily a bad thing? What is our future, as computer literacy becomes a necessity? What are the personal, financial, and social costs, as computer literacy becomes a necessity? According to Websters New World dictionary, literacy is defined as the ability to read and write. There is definitely more than one interpretation of the word literacy as we have seen in class discussions and from reading many essays on the subject. The world has grown beyond the understanding of literacy as the ability to read and write- we now have many diverse understandings of the word. But there is a new literacy emerging around the world that will soon demand the immediate attention of everyone. I am referring to computer literacy. As our society becomes increasingly dependent on computers to take care of our daily needs, it creates a high demand for skilled professionals to maintain as well as take advantage of this technology. The computer job market is like a wave, a technology wave. I had the choice to ride the wave and possibly make a lot of money at the age of only 18. But if I had not decided to go to college now, instead of working full time, there is no guarantee that I would have a job when that technology wave breaks. Last year, at the age of 18, I was working in a computer software company as a network administrator and making more than some people that have a college degree. Some may look at this as a tremendous opportunity, but I saw it as a possible pitfall. At first, I saw taking advantage of my high computer literacy as having no costs whatsoever, but what I was reluctant to see was that I was not taking any college classes to further my education. This would have proved to be a significannot mistake if I had not seen the possible negative aspects of not having a college degree to fall back on. How do you measure that cost or its cost to society? The degree and education that I get by going to college may prove to be a very important part of my future. As new technologies are developed, your job in the market may not be in demand. This is the case with network administration. Novell was a hot networking software package and then Microsoft came along and engulfed the network operat! ing system market with NT Server. Employers are going to be looking for people specialized in the hot fields. I have learned that a job is never permanent, but no one can take your education from you. Its about having options on your road in life and from what I have seen your education does just that. Have computers hindered our ability to communicate effectively? The question refers to our ability to fully express ourselves. Many times we just send e-mail that is very brief and doesnt reveal what we really want to say. We are increasingly taking old-fashioned ways of conversing for granted. The day of telephone calls, faxes, and just good old letter writing are almost phased out. Lets face it, its much easier and efficient to send internet mail that can be there in less than 10 seconds than having to hand-write a letter and put it in the mail. It costs you 32 cents and you have to wait days for the other party to receive it. But what will this cost society? New jobs will be created by technology but there is also the unemployment cost to those who lost jobs to technology. What kind of behavioral cost will come from this? What happens when we cant negotiate and have no people skills? What are the costs of these skills? Take a look at the way we now communicate with our co-workers. We are merely feet from each other in the office, yet we no longer stand up and walk over to talk with someone face to face. Why? Is it easier to send them e-mail and await a response? We lose many forms of communication this way. We dont get that one-on-one interaction with each other, we cant see gestures and body language, and this may even be ground for miscommunication. To me it often seems that we can put aside many of the things that we would not be able to if there was some type of face to face meeting. We can say that we havent received that mail, or that we havent checked our mail yet. Computers are making communicating easier, but are they making it more effective? Is there a cost to the technician working with no personal contact? Instead of calling on the phone to report a computer problem, there has been the advent of the e-form. This is yet another alternative to the phone call or talking with someone. The e-form is comprised of a template with data fields that give all the relevant information an administrator or technician would need to come and fix a problem or answer a question. This is a wonderful idea for 3 reasons: (1) You no longer need someone to answer a phone, (2) No lost information between the caller and the technician, and (3) you have the ability to log it in a database to keep track of problems which also allows you to analyze the data to prevent future occurrences. So, conceivably, your computer problem or question could be fixed or answered without ever having to talk to a single person. Communication is very important to our world. This is how we interact with each other, and ultimately succeed. We need to be able to share information in a smart and efficient manner. The computer lets us do this in many ways. For some though, the computer is financially out of their reach. With the price of computers hovering around the fifteen hundred to eighteen hundred dollar price range, this is not easily attainable for many. The monetary cost of a computer, ironically, seems to be the main cost of becoming computer literate for many people. The best thing about computer literacy it that once you have it you can keep on applying it. Tomorrows technology will evolve from todays hardware and software. Do you have all the options that you will need in your life? Computers are simply that, another option for your career and your life. It has changed the way we communicate some see it as better and some as worse. As computer literacy becomes a necessity we are faced with the facts that we are an ever-changing society that demands the use of technology. We will keep putting aside the costs of this literacy as long as we only see the positive aspects of a technology-centered future.

Aqa as Philosophy Revision Notes †Reason and Experience Essay Example for Free

Aqa as Philosophy Revision Notes – Reason and Experience Essay Knowledge and Belief †¢ People can believe things that aren’t true. †¢ For you to know something, it must be true and you must believe it. †¢ Beliefs can be true or false. †¢ Beliefs can accidentally be true, but it isn’t knowledge. Types of Knowledge †¢ Analytic – true by definition – â€Å"Squares have 4 sides†. †¢ Synthetic – not analytic, true or false in the way the word is – â€Å"Ripe tomatoes are red†. †¢ A priori – doesn’t require sense experience to know – â€Å"all bachelors are unmarried†. †¢ A posteriori – can be established through sense experience – â€Å"Snow is white†. All Analytic propositions are known a priori. This doesn’t mean that all a priori propositions are analytic. The main question is â€Å"Are all synthetic propositions a posteriori? † i. e; do we have some knowledge that doesn’t come from sense experience? It is this question that forms the debate between rationalism and empiricism. Rationalism vs. Empiricism †¢ Main dividing questions are: â€Å"What are the sources of knowledge? †, â€Å"How do we acquire it? †, â€Å"How do we get concepts? †. †¢ Rationalism gives an important role to reason. †¢ Empiricism gives an important role to the senses. †¢ Why can’t we use both in acquiring knowledge? Rationalism. †¢ Rationalism claims that we can have synthetic a priori knowledge of the external world. Empiricism denies this. †¢ Rationalists argue that it’s possible for us to know some synthetic propositions about the world outside our own minds, e. g. Maths and morality. Empiricists argue that it is not. †¢ Both rationalists and empiricists accept that we naturally have certain thoughts and feelings inside our minds. Empiricism †¢ An advantage of empiricism is that it allows us to quickly see how we ascertain our knowledge – through our senses by perceiving how the world is, which is a causal process – it requires no mental reasoning. †¢ Empiricists also claim that this is how we acquire our concepts – through our senses. †¢ Once we understand the acquired concepts, we gain analytic knowledge. If we have knowledge that doesn’t come from sense experience – how do we get this knowledge? Rationalists argue that we either gain this knowledge from ‘rational intuition’ or ‘insight’, which allows us to gain this knowledge intellectually, or we just know these truths innately as part of our rational nature. Rationalists may also argue that some, or even all of our concepts are innate of come from rational insight. Do All Ideas Derive From Sense Experience? John Locke – Mind as a ‘Tabula Rasa’ †¢ Locke argues that all ideas derive from sense experience. †¢ He says that the mind at birth is a ‘tabula rasa’ – a blank slate that gets filled up with ideas from the senses. †¢ He refutes the claim of ‘innate ideas’. †¢ Ideas can either be part of a proposition: â€Å"He had the idea that it would be fun to take the day off†; or they can be concepts: â€Å"the idea of yellow†. †¢ Locke says that all our concepts derive from sense experience, and that we have no knowledge prior to sense experience. From Locke’s definition of ‘innate idea’, it follows that everyone with a mind should have the same ideas. However, there is no truth that every person (including people lacking reasoning skills) can assent and agree to. So perhaps, with Locke’s definition, innate ideas are ones that we known as soon as we gain the use of reason. Locke refutes this, saying that we aren’t lacking reason but the knowledge of ideas. For example, a child can’t know that â€Å"4 + 5 = 9† until the child can count up to 9 and has the idea of equality. It is the same thing as knowing that an apple is not a stick – it’s not a development of reason, just the gaining of knowledge of ideas. So therefore, if we must first acquire the concepts involved (through sense experience), the proposition cannot be innate, as no proposition is innate unless the concepts used are innate. Locke argues that the mind has no concepts from birth, and so no truths or concepts can be innate. A Different definition of ‘innate idea’ †¢ Locke’s definition and argument against innate ideas hasn’t been criticized †¢ People who believe in innate ideas don’t accept Locke’s definition †¢ Nativists maintain the view that innate ideas are those which cannot be gained from experience †¢ Nativists tend to argue on how concepts or knowledge can’t be acquired from sense experience †¢ Because we don’t know all concepts from birth, there is some point when we become aware of our concepts †¢ Rationalists argue that experience triggers our awareness of our innate concepts. Experience as a ‘Trigger’ †¢ Children begin to use certain ideas at certain time, and their capacities develop, so why can’t their concepts and knowledge also develop? †¢ Children begin to use certain ideas at certain times †¢ Experience still plays a role – a child must be exposed to the relevant stimuli for the knowledge to emerge, e. g.language. †¢ An idea is innate if it cannot be derived or justified by sense experience. Empiricists on Arguing Concepts John Locke 1. The senses let in ideas 2. These ideas furnish an ‘empty cabinet’ 3. The mind grows familiar with these ideas and they’re lodged in one’s memory 4. The mind then abstracts them, and learns general names for them 5. The mind then has ideas and the language by which it can describe them †¢ However, what does it mean to ‘let in ideas’? †¢ We contrast ideas with sensations, e. g. the sensation of yellow isn’t the same as the concept of yellow †¢ Locke fails to make this distinction David Hume †¢ Hume believes that we are directly aware of ‘perceptions’ †¢ Perceptions are then divided into ‘impressions’ and ‘ideas’ †¢ Both Locke and Hume divide impressions into ‘impressions of sensation’ and ‘impressions of reflection’ †¢ Impressions of sensation come from our sense data and that which we directly perceive †¢ Impressions of reflection derive from the experience of our mind, such as feeling emotions. †¢ Hume says that ideas are ‘faint copies’ of impressions †¢ Therefore, there are ideas of sensation (e. g. the idea of red) and ideas of reflection (e. g. the feeling of sadness, happiness) †¢ Concepts are a type of idea. †¢ Hume’s theory of how we acquire ideas (from copying them from impressions) is a theory of how we acquire concepts) †¢ Locke and Hume both have slightly different versions of how we acquire ideas with which we can think †¢ We start with experiences of the physical world which we get from sense data and experiences of our mind †¢ For Locke, this gives us ideas once we employ our memory to reflect on these experiences †¢ According to Locke, this makes it sound that the remembered experiences are the ideas with which we think †¢ Hume corrects this, and says that we remember and think with the copies of the sensory impressions. Simple and complex concepts †¢ A complex idea is just an idea made up of several different ideas, e. g. a complex idea (a dog) is made up of simple ideas like shape, colour and smell. †¢ This complex idea has a complex impression †¢ We can therefore form complex ideas by abstraction. †¢ As an objection, rationalism raises the question of where do non-empirical ideas come from? †¢ Empiricism is appealing, as we seem to intuitively trust our senses and it easily answers such questions. †¢ However, there are complex ideas that correspond to nothing from our sense experience, e. g. unicorns or God. †¢ So do all ideas derive from sense experience? †¢ Empiricists argue that these complex ideas are made up from simple ideas, which are copies of impressions (e. g. a unicorn is the simple concepts of a horse, a horn, and the colour white, and combined together they give us a unicorn) †¢ Hume and Locke argue that when creating complex ideas, one can only work with the materials that our impressions provide – simple ideas †¢ Complex ideas are no more than altering or abstracting these simple ideas †¢ Therefore, empiricists answer this rationalist objection So Are There Innate Concepts? †¢ What would an empiricists’ analysis of complex concepts like self, causality, substance, etc.be? †¢ These concepts must either be innate, or reached using a priori reasoning †¢ Hume accepts that these complex concepts cannot be derived from experience †¢ However, he states that each of these concepts has no application †¢ These concepts are confused, and we should always use concepts that can be derived from experience †¢ For example, we don’t experience our ‘self’, we experience a changing array of thoughts and feelings. †¢ To come up with the idea of ‘self’, we’ve confused similarity with identity †¢ We do the same with the idea of a physical object †¢ A physical object exists independently of experience, existing in 3d space. †¢ But can experience show us something that exists independently of experience? †¢ If I look at a desk, look away, and then look back again, the desk must have existed when I wasn’t looking at it. †¢ I can’t know that my experience was of the same desk, only that the experiences are similar †¢ When coming up with the concept of a physical object that exists independently of experience, I confuse similarity with identity. †¢ Hume concludes that these concepts are incoherent confusions †¢ This can be objected though †¢ This makes most of our common-sense understand and analysis of the  world incorrect – we know that our concepts are coherent. †¢ Empiricism now seems to challenging to accept, as it makes our concepts ‘illusory’. †¢ The fact that we cannot derive the aforementioned from experience shows that they are innate †¢ Empiricists therefore have a flawed argument – explaining our most abstract concepts is an argument that these concepts are not derived from experience. †¢ Does this therefore mean that they’re innate or arrived at through rational intuition? †¢ One reason to think they’re innate is that children use these concepts before they develop rational intuition. †¢ Rationalists therefore argue that experience is the trigger for the concept Does all knowledge about what exists rest on sense experience? Hume’s Fork †¢ We can have knowledge of two sorts of things: ‘Relations between ideas’, and ‘matters of fact’ †¢ Relations of ideas are propositions like ‘all sons have fathers’ †¢ Hume argue that all a priori knowledge must be analytic, and all knowledge of synthetic propositions must be a posteriori †¢ Anything that is not true by definition (‘matters of fact’) must be learned through the senses †¢ Hume’s ‘matters of fact’ are essentially analytic truths. Matters of Fact †¢ Hume says that the foundation of knowledge of matters of fact is what we experience here and now, or what we can remember †¢ All our knowledge that goes beyond the aforementioned rests on casual inference †¢ For example, if I receive a letter from a friend with a French postcard on it, I’ll believe that my friend is in France. †¢ I know this because I infer from post mark to place †¢ I think that where something is posted causes it to have a postmark from that place. †¢ If the letter was posted by my friend, I believe that he is in France. †¢ I ‘know’ this because I rely on past experiences. †¢ I don’t work out what causes what by thinking about it †¢ It is only our experience of effects and causes that brings us to infer what cause has what effect. †¢ Hume denies that this is ‘proof’ †¢ He says that knowledge of matters of fact, beyond what we’re experience here and now relies on induction and reasoning about probability. Induction and Deduction †¢ The terms relate to a type of argument †¢ Inductive is where the conclusion is not logically entailed by its premises, but supported by them †¢ If the premises are true, the conclusion is likely to be true. †¢ The French letter example is an example of inductive reasoning. †¢ A Deductive argument is an argument whose conclusion is logically entailed by its premises †¢ If the premises are true, the conclusion cannot be false †¢ E. g. Premise 1: Socrates is a man; Premise 2: All men are mortal; Conclusion: Socrates is mortal. Using a priori intuition and demonstration to establish claims of what exists †¢ Rationalists argue against Hume, saying that some claims about what exists can be grounded on a priori intuition. †¢ A priori demonstration, or deduction, is deduction that uses a priori premises †¢ Rational intuition is the view that you can discover the truth of a claim by thinking about it  Descartes †¢ Descartes says that we can establish the existence of the mind, the physical world and God through a priori reasoning. †¢ He attacks sense experience, and how they can deceive us †¢ We can’t tell if we’re being deceived by an evil demon through our senses, as what we are experiencing will be false †¢ We can establish that we think, and therefore we exist, even if our senses do deceive us (as we don’t need our senses to know our mind exists) †¢ This conclusion of thinking and doubting that we exist was gotten to by pure reasoning. †¢ He also establishes that the mind can exist from the body. †¢ Descartes says we don’t know what causes these experiences †¢ It could be an evil demon, God, or the physics world exists exactly how we perceive it. †¢ If it was God, it would mean he was a deceiver as we have a very strong tendency to trust our senses †¢ If it was a demon, God must have created this demon to deceive us, and because God is perfect by definition, this would mean God isn’t a deceiver, and so he can’t have made a demon – so there must be some kind of a real world †¢ Through a priori intuition and reasoning, Descartes says that the external world must exist, because God exists, and he would not deceive us. Conceptual Schemes and Their Philosophical Implications †¢ Humans don’t all have the same concepts †¢ There are two distinguishable elements to our experience: the data of the senses, and how this data’s interpreted by our concepts †¢ By the latter, it implies that different people would impose different conceptual scheme if they have different concepts. †¢ Conceptual relativism claims that because our conceptual scheme affect how people experience and understand reality, people with different conceptual schemes have different realities. An Implication: Conceptual relativism. †¢ We assume people have different ‘realities’ because we can’t translate their to ours †¢ It assumes language ‘constructs’ reality to say reality is relative to our conceptual schemes †¢ It would mean that reality is dependant on language, which isn’t true – we express our realities by language †¢ A proposition in one conceptual scheme can be true without needing to be express in another set of scheme. †¢ This means that there isn’t one set of scheme with how the world works †¢ An objection is that people argue that the relation between experience anc conceptual schemes doesn’t make sense. †¢ Benjamin Whorf says that languages organize our experience of the world †¢ This is like trying to organize a wardrobe itself and not the clothes in it †¢ If a conceptual scheme organizes our experience, then our experience must be comprised of individual experiences †¢ Conceptual scheme all have a set of experiences in common †¢ We can pick out individual experiences like smelling a flower, feeling cold, etc. †¢ Any conceptual scheme with these sorts of experiences will end up similar to our own, despite the concepts one hold and their language, and so translation between two different conceptual schemes will be possible. †¢ There may be small parts that can’t be translated, but this only leads to a very mild form of conceptual relativism. †¢ We can’t necessarily combine conceptual scheme †¢ An example is that we can have more or less colours in our vocabulary, and so can describe things in different ways. †¢ The Greeks thought that there was only one colour – bronze, and that everything else was a different shade of bronze. †¢ This doesn’t mean they saw everything in what we call ‘bronze’, it’s just how they described their experiences. †¢ We can therefore only state things depending on the concepts we have.

Nestle Milky Bar Product Line Extentsion Marketing Essay

Nestle Milky Bar Product Line Extentsion Marketing Essay Milkybar white chocolate is an established childrens brand with a rich heritage. Over the past 2 years the volumes on this product have been declining due to negative associations of confectionery brands with childhood obesity. Moreover legislation prevents promoting this product to the key target market. A need for innovation turnaround within the brand portfolio is imperative to ensure survival sustainability on the brand over long term. Consumers preferences during economic downturns are generally do not promote trial of new products as a result of limited discretionary income. The underlying concept is that consumers would rather spend their hard earned cash on products that they are certain of, than products that could potentially be a disappointment. This trend is also amongst low income earners consumers (ACORN Category 5, Group N;O;P;Q;U) (Appendix 1) Manufacturers are also reluctant to make far bigger investments into a new brand prefer to extend established brand names in different product offerings. A product that utilises an existing brand name requires lesser investment than if a entirely new brand name launched. The risk is also lessened through product extension. So while an organisation requires to remain exciting relevant to consumers to ensure its survival the preference is to do this through renovation on existing lines as opposed to complete innovation. Current Market Chocolate Confectionery Nestles standpoint on food nutrition is simple you are what you eat. There is more awareness now is that good food means good health and good life and people are starting to make more food choices based on health. With over 140 years of food and nutrition research, Nestlà © is committed to offering healthier lifestyle choices including Good Food youll enjoy for a Good Life! Due to the nutritional challenges that consumers are faced, what they eat; how much they eat; and the way they live their lives, eating a healthier diet may be daunting. However sometimes a few small changes can make a big difference to your overall health. Nestle commitment is to ensure that consumers dont have to compromise on taste and enjoyment in order to be healthy. Nestle promotes the concept of healthier eating: to eat a healthy balanced diet and the right amount for the level of activity that you do each day in order to avoid unwanted weight gain. By following these guidelines consumers can ensure healthier, good food choices you are more likely to: Feel and look great Meet daily nutritional needs for nutrients, including essential vitamins, minerals and antioxidants Provide a boost to your immunity helping to fight off coughs, colds and other everyday bugs Be better able to control your weight Lower your risk of developing serious illnesses such as heart disease, diabetes or cancers However healthy eating is an aspect of the lifestyle, keeping active as part of your daily life, is also an important part of keeping well and taking care of yourself. Nestle helps to provide good food choices by Providing consumers with useful information on the nutrition content of products both on the website and on the food and drinks packaging Providing consumers with information about healthy eating and tips on how to make healthier choices However while key to Nestles objectives of healthier eating the fundamental vision of good food good life in a nutritionally responsible manner the taste profile of products should not be lost. Consumers Milkybars key consumer has been children aged 5-13. This young consumer segement usually is not the shopper generally the shopper is either parents, family members or caregivers . This in itself provides a key challenge to the marketer, while the product must appeal to the target segment it must also do the same for the shopper. Therefore there are contradictory motives desire of the product from both the shopper the consumer. While the child may simply want a yummy treat, the shopper is concerned about topical issues of high sugar intake, bad nutrition obesity. It becomes very difficult then to appeal to both these very key stakeholders without risking alienating one or the other. The key challenge then is satisfying both these key stakeholders in the purchase decision making process. The actual consumer the child requires a treat with little consequence or thought to nutrition the caregiver requires a product that will offer some nutritional value. A product that could satisfy both these needs will ensure the survival of the brand. To further complicate matters recent development restrictions into advertising childrens brands increases the challenge of marketing a child-focused chocolate brand. Ofcoms restrictions on TV advertising of HFSS (High Fat, Salt, Sugar) prevents Nestle from utilising TV as a medium for Milkybar adverts during key childrens programming slots. Moreover the healthier eating debate has prompted key stakeholders of childrens health like parents, key givers schools to reduce chocolate offer alternatives such as cereal bars, fresh and dried fruit, nuts and seeds thus also limiting the availabilty distribution of Milkybar. The below is a ruling from OFCOM which is the advertising governing body for the UK. Legislation The Government would like to restrict the promotion of food and drink high in fat, salt or sugar (HFSS foods) to children in all its forms , including on broadcast and non-broadcast media) and to encourage the promotion of healthier alternatives. This is against a background of social and governmental concern about rising childhood obesity and ill-health due to dietary imbalance, specifically the over-consumption of HFSS foods and the under-consumption of fresh foods, fruit and vegetables. Both the Department of Health (DH) and the Food Standards Agency (FSA) have identified television advertising as an area where action should be considered to restrict the advertising of HFSS products to children. The brand has previously used the platform of advertising through the concept of a humorous, Wild West-inspired heroes and villains theme. Its most recent TV advert, a sedate looking Milkybar Kid on horseback wandering through a wood, with no dialogue just animal noises, which highlights the whole natural concept. The concept therefore of extending this product into associated categories is imperative. With this in mind exploration into a Milkybar ice cream lollies was initiated. This will extend this product to a different consumption occasion add volumes revenue to the base brand. The product will be positioned as calcium enriched to add value for its consumers. Calcium is a likely association for the already milk rich chocolate bar. The concept behind the added value is the shopper gatekeeper for kids will seek healthier snacking options. And a product that will assist in a key concern for gatekeepers nutrition will provide a creative solution. Milkybar ice cream lollies will be positioned as a snacking/dessert option for children. The creaminess of Milkybar chocolate will appeal to children on the taste platform. The calcium enriched position will add extra value of providing nutritional benefits while being a snack. This will increase its appeal as a healthier snacking option for parents gatekeepers. The portions nutritional guidelines will be in line with Nestles principles of responsible healthier eating. With this in mind the concept for project Cold Cow (Milkybar ice cream lollies) was formulated.

Robert Frosts The Road Not Taken - Making Choices Along the Road of Life :: Road Not Taken essays

The Road Not Taken - Making Choices Along the Road of Life The Road Not Taken can be interpreted many different ways. Depending on the past, present and future attitude one has at the time he read it determines the way the poem may be interpreted. As the title indicates the central theme of this poem is choices. Most people agree that in the poem that Frost was expressing the belief that it is the road or path that one takes or chooses that makes him the man who he is today and will be tomorrow. Everyone is a traveler on lives roads. In the poem there is never just one road to take. Life is a struggle to make the decision of which road to take but a choice must be made. A traveler comes upon "two road deversised in a yellow wood" He is at a cross road point in his life. He is unable to take both paths at once and must make a decision which way he would like to go or how to live his life. He must decide but is remorseful as he states "And sorry I could not travel both". This decision is always difficult to make because it is impossible not to wonder at the cost of taking this path over that one. He can not help but wonder what he will miss if he chooses this road over that one .There is regret before the choice is ever made. He relaxes that in one lifetime it is impossible to travel down both roads and he has a difficult choice to make and is carefully considering his options as well as wondering were each could lead . In attempting to make this decision the traveler "looks down one as far as I could," trying to see the future and were this road might lead. Both roads lead to the unknown and although he tries to see as far as the road stretches he ca nnot see where it is going to lead. It is the way he chooses that sets him of on his journey of life and determines were he is going. He makes his decision and chooses "Then took the other just as far and having perhaps the better claim." This road has a better claim because it was the one that appealed more to him and "it was grassy and wanted wear.

Writing Center Internship paper :: Teaching Authors Essays

Writing Center Internship paper Connective Thinking, Mimetic Thinking, and Minimalist Tutoring Pedagogy For the past two years, I have worked as a tutor at the Rutgers Writing Center as a â€Å"minimalist tutor.† Anthony Lioi, author of â€Å"Small Victories: The Practice and Process of Tutoring,† defines minimalist tutoring as â€Å"a method that requires students to solve their own problems under the supervision of a tutor who acts as a coach, a more experienced peer, rather than an editor† (Lioi, 1). At Rutgers, minimalist tutoring works in conjunction with The New Humanities Reader, which was put together by Kurt Spellmeyer and Richard E. Miller and has as its goal the promotion of â€Å"connective† as opposed to â€Å"mimetic† thinking. Lioi offers the clearest distinction between connective and mimetic thinking when he says, â€Å"’mimetic thinking,’ [is] designed to demonstrate mastery of a pre-established realm of knowledge, and ‘connective thinking,’†¦ links disparate realms of learning in new and unexpecte d patterns to solve problems unanticipated by traditional forms of knowledge† (Lioi 1). To this end, minimalist tutors are trained in a â€Å"hands off† method that emphasizes the importance of giving students exploratory writing exercises to do on their own during the tutoring session and discourages the practice of â€Å"correcting† students’ papers to â€Å"create a ‘perfect’ paper† (2). In my time at the Writing Center, I worked with many students and had much success with the minimalist tutoring methods. However, sometimes with some students, I did not seem to be very effective. I was never sure why the tutoring did not seem to be helping these students, and I couldn’t tell what, if anything, they had in common with each other that would make minimalist tutoring less effective. I was often tempted to break the â€Å"rules† of minimalist tutoring and to apply a more hands-on approach, but I was afraid I would be e ven less useful to them if I did. Finally, I was faced with a student who simply was not getting anywhere with the tutoring, even though I could tell he was working hard. I decided to break the rules and give him the help I thought he needed. In the process, I figured out that minimalist tutoring fails many students for the exact reason that it is effective with so many others. The emphasis of connective thinking over mimetic thinking in the Rutgers Writing Program, and the way that emphasis is translated into minimalist tutoring practices, ignores the specific needs of students who come to Rutgers without a strong background in expository writing.

Patrick Combs Self-Help Guide for Needful College Freshmen

If there is a recipe for self-help books, two of the necessary ingredients are an endorsement from a â€Å"name† self-help or motivation guru/author and trotting out the old Teddy Roosevelt â€Å"man in the arena† mantra. Combs has both: Tom Peters’ kudus on the cover and The Roughrider on page 28. What’s missing is a touch of truth and reality. Nowhere does Mr. Combs describe his own success (perhaps â€Å"I knew I’d never be happy until I got a self-help book published!†) or many student’s real world (perhaps a chapter on majoring in the success of your dysfunctional family, lack of money for traffic fines, broken or stolen personal property, drugged-out roommate and boy/girl friend issues). Instead, Mr. Combs supplies his readers with 154 pages detailing and expanding on a single maxim: figure out what you want to do it life, and do it. Major in Success has some major flaws as well as some great advice. Nonetheless there is a great deal to be gathered from Major in Success, but probably not in the manner Mr. Combs planned. Some great lessons can be learned from understanding not just what is in the book, but what it is that makes the book successful, despite its shortcomings. There are several flaws in Mr. Combs’ advice. First and foremost, the text is replete with anecdotal â€Å"evidence† and devoid of meaningful, quantifiable facts and statistics, and those used are rather disingenuous. In the chapter â€Å"Never Mind the Grades† he cites â€Å"a recent study by the College Review Board† indicating GPA is below ten other factors considered by employers (47).   He uses this â€Å"fact† to buttress his argument to â€Å"never mind the grades†. He fails to mention that in a very competitive job market when ALL of the applicants have those first ten factors, it will likely be factor 11—GPA—that makes the difference. The second glaring discrepancy relates not only to grades but also his contradictory attitude towards the significance of grades. His theory â€Å"college is for developing your talents to learn and do, so that you can learn and do anything you like† (20) begs the question â€Å"then how is that measured?† Most people, including employers, will use grades as the yardstick for learning ability. Mr. Combs fails to address the significance of a student’s â€Å"focus† or major in college. He claims if time spent on â€Å"extracurricular activities is having a negative impact on your grades, don’t panic† (50). He advises telling the prospective employer to the effect â€Å"sure my grades were mediocre, but various club memberships and internships were my priority.† Ask yourself if you would like to say that on a job interview, or â€Å"I managed to knock down a 3.7 GPA with a major in math and a minor in history while working 25 hours a week to help pay tuition and board†? Throughout the text Mr. Combs offers a â€Å"follow your inner voice, go for happiness, not money† philosophy. Goals change, life events come unexpected and being prepared to shift gears quickly is a key asset. A student may regret having used his college time to develop his knowledge and skills in an area of particular interest only to be caught short later when his interest, income needs, or location changes. The â€Å"follow your passion regardless of income† theory works well for those without monetary needs, retirees, and even second or third career adults capable of turning a hobby into a profitable business. However, the practicality of the theory may come into question years later, when either a more fundamental education (liberal arts) gives flexibility or a mainstream â€Å"certificate† program (nursing, teaching) provides job security. There are no less than three very good reasons to read this book. Mr. Combs has filled the margins with hundreds of â€Å"hot tips† and quotations. Included are a large number of references to other texts and sources. He also provides an excellent chapter entitled â€Å"Classes Worth Their Weight in Gold†, detailing almost a dozen courses with universal value. A concentration on these classes will do wonders for marketplace flexibility. The chapter â€Å"Really Get Into It† provides a detailed list of seventeen items designed to turn interest into expertise. There are less obvious lessons to be learned from Major in Success that are arguably just as important as the ideas expressed in the text. Mr. Combs has a â€Å"Special Thanks† page listing probably a hundred or more persons who assisted him. Success is usually a team sport, and the value of associating with mentors and goal-oriented people is invaluable. The book is very well organized; the Table of Contents lists three major sections divided into twenty-nine succinct chapters. If there is ever a life lesson to be learned, particularly for a college student, it is the value of organization. Additionally the text is filled with lists. Making lists is essential for planning, organizing, and tracking in college and throughout life, for anyone.   Finally, the format of the text is very effective, with graphics, margin notes, and lists in a unique and â€Å"out of the box† manner. Individuality cannot be overemphasized. Today there is no typical college student, and whether the reader is an eighteen-year-old freshman or an older adult returning for a second career they will find something in Major for Success applicable to their specific situation. Works Cited Combs, Patrick. Major in Success. California: Ten Speed Press, 1998.