Analysis Of Kirstie Alley, An Accurate Representation Of A...

â€Å"How to Lose Your Ass and Regain Your Life† – Not an Autobiography, Not a Diary This paper will argue that the book â€Å"How to Lose Your Ass and Regain Your Life† written by Kirstie Alley is an accurate representation of a memoir and journal genres and not a biography literary genre. Kirstie Alley was born Kirstie Louise Alley on January 12, 2951 in Wichita, Kansas. She studied drama at Kansas State University. When she moved to California she became an interior decorator and got in with the wrong crowd and started using drugs. In 1981, a drunk driver killed her mother and her father was seriously injured. Kirstie completed drug rehabilitation and joined Scientology, a religious belief created by L. Ron Hubbard. In 1982, she got her break†¦show more content†¦A memoir usually involves a public portion of that person’s life as it relates to that person, a historic event, or thing. It is about the personal knowledge/experience of that person, for example Kirstie’s weight loss. It is also written in first person and the author’s point of view. The whole book isn’t just about Kristie’s weight loss though it is touches on her sex life, her childhood, facing her drug addition and her children. Kristie Alley is funny, witty an d uses humor to make her feel better including us too. I think people can relate to a lot of what she talks about because I think a lot of us have some of the same issues. A lot of us deal with weight and yoyo dieting and others can relate to her drug addition. The book is a self-help book telling us that we are in control of our own lives. We make the choices necessary to change the size of our asses. It also a look back at moments in her life that have shaped her into the women she is today. Another thing she uses in the book are photos that she actually places next to what she is talking about and not scattered all over the place. The next writing style I believe is used in the book â€Å"How to Lose Your Ass and Regain Your Life† is journal

Wearing a Mask, Making a Contrast Free Essays

Alex Lu 2012/10/24 ENG2100+2150 Professor Lombardi Wearing a Mask, Making a Contrast â€Å"Under the Red, White, and Blue then wear the gold hat, if that will move her; If you can bounce high, bounce for her too, Till she cry ‘Lover, gold-hatted, high-bouncing lover, I must have you! ’† This beautiful and connotative quote appears at the beginning of the novel, The Great Gatsby. Gatsby wearing his gold hat, a kind of masks represent wealthy and upper class, dream one day he could have Daisy again. As a matter of fact, not only Gatsby, but also other main characters involved in this masterpiece all put on their own false fronts in order to chasing their dreams of life. We will write a custom essay sample on Wearing a Mask, Making a Contrast or any similar topic only for you Order Now However, the reality makes them back to earth. Those contrast between dream and reality happened in the novel deeply express their characteristic so far as to the true reason of the Great Gatsby’s tragedy. First of all, Gatsby, who appears in the title of novel, is the most significant character we should analysis. His false fronts can be concisely concluded from the quote at the very beginning—The Golden Hat, a simple but accurate symbol, show readers that Gatsby live a very luxury but vacuous life; it seems that Gatsby who wearing a brilliant hat dance and bounce in order to cheer Daisy up, hope those material stuff, which also let Gatsby lose Daisy, can help him win Daisy back. * Gatsby deliberately builds up an image that a secret rich man who hold luxurious parties every night, Meanwhile, no one knows him clearly include his only friends Nick. The following piece of writing, which impressed me most in whole story, can show that Gatsby try his best to leave everyone a good impression, a gentle man he is. â€Å"It faced – or seemed to face – the whole external world for an instant, and then concentrated on you with an irresistible prejudice in your favor. It understood you just so far as you wanted to be understood, believed in you as you would like to believe in yourself, and assured you that it had precisely the impression of you that, at your best, you hoped to convey. His image deed helped him gain so many attentions of Daisy and false friendship, which make him feel satisfied. Nevertheless, this kind of false front not only became a tough shield at last that keeps all right values as well as real Daisy away from his mind, but also bounds him tightly, because of which, at Gatsby’s funeral, only did Nick and Gatsby’s old father attended. In this situation, I contend that it is his false front, which Gatsby want to contain, destroy his dream of Daisy and furthermore an American dream. Next, I believe that Daisy is a very complicated woman, who still has desire to chasing true love; not only a mammonist. Nonetheless, because of the fact that Daisy was raised up by an old money family, she wasn’t able to abandon those wealthy life and constraint from old money. Acting as an elegant lady who come from Noble family gradually become her false front. * I contend that her false front make her become a totally loser in love. As I mentioned above, Daisy was a girl raised up in a rich environment. Lavish party and social contact with different rich guy had already become part of her life or even her value. I don’t think Daisy is a devil who only cares about money and power like lots of people comment. On the contrary, she expects a lover who deed loves her will appear one day. Coincidence is that Gatsby run her lives when she found Tom have a mistress. If she was a materialist, she would leave Tom immediately without any hesitation. As the matter of fact, she didn’t do it. Even when Gatsby and Tom quarreled together about who Daisy loved truly, Daisy said that, â€Å"I did love him once – but I loved you too.. † According to her words, she still had a tender side instead of a money search engine. The mask she put on is the key that cause Daisy’s complicated feeling about Tom and Gatsby. On the one hand, she wanted to keep her arrogant figure, whereas she wanted to chase love either, which leads the conflict in Daisy’s heart. Finally, Daisy lost her last opportunity to abandon the whole stale tradition. In this layer, she is definitely a loser and a tragic character. Finally, although most readers of the Great Gatsby have believed that Nick may be the only good rational person in the novel, I contend that he put on his mask either. Nick is a common youngster after world war one who wanted to live in upper class, whereas didn’t know whether he can get used to it. So, he met his cousin, Daisy, and her husband, an old mon ey, in order to participate in their social hub. In the novel, Nick was disturbed by Tom and Gatsby and give in finally, even if he didn’t want to join their countless party and other social activities. Nick put on his false front to pretended that he was one of them, those upper class people, because of which, he experience this whole tragedy. At last, just like Nick himself said that he gets tired of all those crazy people. Thanks to his mask, he was able to see upper class crystal clear. * Those masks mentioned above isolated each character. With the help of masks, each character created a gap between their heart and their appearance. It is those un-bridged gap made by false front result in the final tragedy. How to cite Wearing a Mask, Making a Contrast, Papers

Berlin Diaries Vs Survival In Auschwitz Essay free essay sample

Berlin Diaries Vs. Survival In Auschwitz Essay, Research Paper Berlin Diaries V. Survival in Auschwitz The two books Berlin Diaries by Marie Vassiltchikov and Survival in Auschwitz by Primo Levi both chronicle World War II from two different positions. They are both personal histories from each writer # 8217 ; s existent experiences. The two books have different formats, points, facts, and actualities. For illustration, Berlin Diaries is in existent diary format, and Survival in Auschwitz is in narrative format. I found that Berlin Diaries was harder to read because of the format, where Survival in Auschwitz was easier to follow. Besides both narratives were taken from two really different points of position. Marie Vassiltchikov was a Russian blue blood that fled Russia and was seeking safety in Germany. Primo Levi was an Italian Jew who was captured by the Nazis and taken to a concentration cantonment. Vassiltchikov was free, she lived a restricted life, but she still had her freedom. Levi was a captive ; he lived a prisoner slave life and had no autonomies or freedoms. This difference seems to be the most eventful. They led such different lives. Levi was the absolute curse of the Nazi being, as they were to him. In contrast, Vassiltchikov really worked for the Nazis ; granted to hold the freedom that she did, that # 8217 ; s where she had to work. But still, Vassiltchikov had freedom, how much more different could one get from being a Judaic captive in a Nazi concentration cantonment, as Levi was. There are so many points to this major contrast that it about encompasses the full construct of comparing and contrasting he two. While there could non be anything more opposite than holding freedom and being a captive, there were still other differences that had no respect to Vassiltchikov and Levi # 8217 ; s existent life conditions. Missy ( Vassiltchikov ) originally was flying the Russian ground forces. They would hold killed her for being an blue blood. Primo # 8217 ; s danger was ever from the Nazis. His Judaic # 8220 ; race # 8221 ; was his grade of decease. As mentioned above, Missy was a Russian blue blood ; Primo was from the working category of Italy. Generally their demographic backgrounds could non acquire much different either. Religion was besides a major and blinding difference. Besides as mentioned above Primo was a Jew and Missy was Christian. This difference is what separated them further in Missy # 8217 ; s freedom and Primo # 8217 ; s imprisonment. Another difference that played a immense function in each book was the existent placing of each narrative. Missy wrote her journals as she traveled through out Germany and Europe. She experienced bombardment, metropoliss being destroyed and the existent war right in forepart of her. Primo on the other manus, may hold been right in the center of the war # 8217 ; s causes, but he neer saw the combat and the bombs like Missy did. Girl may hold had freedom, but she was out in the center of the battleground. It is a difficult realisation to hold that Primo could be in a immense Nazi labour cantonment and non of all time truly experience World War II from the existent war position. He was the war, but neer truly saw it. He lived a war but it was a different war ; his was internal, unsafe and merely as life threatening as being on the forepart lines, but it was about like all the other combat was non-existent to his day-to-day conflict of life. Another enormous difference was the format of each book. Berlin Diaries was merely that, a diary. Missy wrote what was go oning as it was go oning. She had no clip to reflect on her experiences, she merely took history for things as they happened. Survival in Auschwitz was written in retrospect to the war. Primo wrote it as a memoir and had old ages to reflect on his experiences. He wrote it to read like a narrative. One can follow his day-to-day life and acquire a image of what this snake pit on Earth called Auschwi tz was truly similar. It gives a graphic history of what life, as a Judaic captive in a Nazi labour cantonment, would be like. Berlin Diaries, since it was a diary, makes it harder to acquire that image of life. Missy is frequently concerned with her ideas and personal life while she is right in the center of acquiring bombed. It might look really petty at times, but those bombs were her life. She was non seeking to do a narrative out of it. She was merely composing how she lived. If one were to populate in the center of the battleground during a war, one would still populate their life. She could non hold realized at the clip that she was right in the center of something that was altering the universe as she knew it. How could anyone cognize that what is go oning to him or her right now is history? To them, it is merely their life. If Primo were to compose Survival in Auschwitz as it were go oning, the book would be wholly different. The differences between these two books that are about the same war have many differences ; nevertheless they have some analogues and similarities every bit good. The first major similarity is that they are about the same war. They have the same causes and the same factors set uping the same period in clip. The Nazis are present in both books, and are viewed negatively in both. Their lives were drastically changed by the same war. They may hold been in different state of affairss, but the same grounds put them in those state of affairss. They were from such different backgrounds, but brought down by the same thing. Everything was comparative. Both Primo and Missy were populating out of necessity ; they had nil of their former lives. Their personal properties and loved 1s were gone. Their lives were brought down to desolation and bare endurance. They were missing the agencies to populate as they had ever known. They had no control over their environment or how they lived. They struggled to populate each twenty-four hours. One major analogue for them was nutrient. They were both hungering, Primo was hungering as a signifier of anguish, and Missy was merely being badly rationed ; but none the lupus erythematosus they were both hungering. Both of them wrote about nutrient invariably, they obsessed over it. Food or any sort of nutriment was the chief concern of both Missy and Primo # 8217 ; s lives. Besides they both lived each twenty-four hours in fright of their lives. Primo was in changeless fright of acquiring selected to travel to the gas chamber or merely death of famishment. Missy feared acquiring caught by the Soviet ground forces, acquiring killed by bombing and the Nazis. She was involved in some things that if she were caught, she would decidedly be killed. Both Missy and Primo spent their lives in changeless passage from one life agreement to another every bit good. Primo was ever being shifted from one barracks to another to the infirmary to another barracks. Missy was ever go forthing one little flat to another bantam flat, from metropolis to metropolis. They both had to cover with holding no place, no individuality and no topographic point of comfort. While everything that happened to Primo may hold been a signifier of anguish inflicted on him by the Nazis, and Missy # 8217 ; s desolation was merely due to the war ramping along, both still suffered. As one can see, these two books about World War II can be looked at on different degrees of comparing and contrast. It may look at first that they are merely similar on the surface, but one time one looks deeper into each narrative they have a figure of similarities. They have analogues on every degree of human life and endurance when faced with despair and desolation. To look at World War II through these two positions gives the reader a much more accurate and realistic image of the war than any history book of all time could. Both Survival in Auschwitz and Berlin Diaries give a complete existent life sense to a war that can frequently look unreal or incredible in modern times.

Moonstruck Essay Example

Moonstruck Essay Loretta and religious aspects conveys clearly through this unforgettable movie. Additionally, regarding what Loretta has done, it is indirectly symbolizing the Western Culture where most married people usually dont consider the sanctity of marriage as one of the most important values of marriage. The way Loretta undergoes her life is really pathetic where her mind sticks with the perception that her life is based on bad luck: Because I have no luck. She believes that the reason why her husband gets killed In a bus accident is because of ere action In contravening the sacrament of marriage. As she was a Catholics, she knows that marriage should be held at a church, not a city hall where she said, Maybe If you gave me away, and I got married In a church, In a wedding dress, Instead of at the City Hall with strangers standing outside the door, maybe then I wouldnt have the bad luck I had. Likewise, her mother also thinks that it is better if Loretta doesnt get married again. Her mother says, Nil Bad luck! Your mom and I been fifty-two years and nobody died. You were married, what, two years, and embody is dead. We will write a custom essay sample on Moonstruck specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Moonstruck specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Moonstruck specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Dont get married again, Loretta. It doesnt work out for you. Thus, at the end, she believes that her next marriage with Johnny is just a formality. According to the sacraments of marriage, after men and women were engaged, no fornication should be involved. Lamentably, this rule sins followed by Loretta who has engaged in a sexual tryst with Irony Cameras, the younger brother of her fiancà ©Ã‚ ©, Johnny Cameral. However, both of them find their happiness together because they give something valuable to each other. Loretta makes Irony realize that he Is to the only person who has suffered hardship and Irony awakens her to the fact that she needs love and passion in her life, not a future marriage with a man who only gives an assurance of a stable life. Moreover, Loretta is more like Johnnys mother rather than a wife, because Johnny is like a big baby who always follows what his real mother says. Reflecting to what Loretta has done, her father, Cosmos Castration also violates the sanctity of marriage by having an affair with his mistress, Mona. However, since his wife, Rose Castration is a self-assured, strong Oman who is not afraid to assert herself over her husband, she reveals her feeling to him and makes him realize once again that he sincerely still loves his wife. With Loretta, she tries to repay It by making a confession to a priest in her church, meaning to release her guilty conscious of cheating on her fiancà ©Ã‚ ©. Moonstruck presents the relationship between Loretta and the Church as affirmative rather than oppressive. This Is shown by how the priest doesnt castigate her, Instead reminding her to not commit the past mistakes. Similarly, when Rose Castration prays deeply and Nils clearly clarets Tanat spiritually Is an Important aspect In near Tie. It Is very obvious to see that both Loretta and her mother have close connection between their life and their religious. Furthermore, when exploring the movie deeper, one sees that sanctity of marriage should be contained with humbleness, patience, honesty, forgiveness of mutual offenses, faith in the power of God, and kindness. As being a Catholic, Loretta and Her mother success in fulfilling those criteria and indeed, both of them have faith in the power of God that He will give the best for their marriage. In fact, Loretta mother knows that her husband is cheating on her and it Just based on her instinct as a wife. In addition, forgiveness is one true aspect that Loretta mother has where she truly forgives her husbands fault and only demands him to not meet his mistress again. This forgiveness can be seen in Loretta life where she forgives her parents for their past mistake for not letting her and her deceased husband marry in the church.

Positivism in the Study of Sociology

Positivism in the Study of Sociology Positivism describes an approach to the study of society that specifically utilizes scientific evidence such as experiments, statistics, and qualitative results to reveal a truth about the way society functions. It is based on the assumption that its possible to observe social life and establish reliable knowledge about its inner workings. Positivism also argues that sociology should concern itself only with what can be observed with the senses and that theories of social life should be built in a rigid, linear, and methodical way on a base of verifiable fact. Nineteenth-century French philosopher Auguste Comte developed and defined the term in his books The Course in Positive Philosophy and A General View of Positivism. He theorized that the knowledge gleaned from positivism can be used to affect the course of social change and improve the human condition. The Queen Science Initially, Comte was primarily interested in establishing theories that he could test, with the main goal of improving our world once these theories were delineated. He wanted to uncover natural laws that could be applied to society, and he believed that the natural sciences, like biology and physics, were a stepping stone in the development of social science. He believed that just as gravity is a truth in the physical world,  similar universal laws could be discovered in relation to society. Comte, along with Emile Durkheim, wanted to create a distinct new field with its own group of scientific facts. He hoped that sociology would become the queen science, one that was more important than the natural sciences that preceded it. Five Principles of Positivism Five principles make up the theory of positivism. It asserts that the logic of inquiry is identical across all branches of science; the goal of inquiry is to explain, predict, and discover; and research should be observed empirically with human senses. Positivism also maintains that science is not the same as common sense, and it should be judged by logic and remain free of values. Three Cultural Stages of Society Comte believed that society was passing through distinct stages and was then entering its third. The stages included the theological-military stage, the metaphysical-judicial stage, and the scientific-industrial society. During the theological-military stage, society held strong beliefs about supernatural beings, slavery,  and the military. The metaphysical-judicial stage saw a tremendous focus on political and legal structures that emerged as society evolved, and in the scientific-industrial stage, a positive philosophy of science was emerging due to advances in logical thinking and scientific inquiry. Positivism Today Positivism has had relatively little influence on contemporary sociology because it is said to encourage a misleading emphasis on superficial facts without any attention to underlying mechanisms that cannot be observed. Instead, sociologists understand that the study of culture is complex and requires many complex methods necessary for research. For example, by using fieldwork, researchers immerse themselves in another culture to learn about it. Modern sociologists dont embrace the version of one true vision of society as a goal for sociology like Comte did.

How to Build an SAT Study Plan 4 Sample Schedules

How to Build an SAT Study Plan 4 Sample Schedules SAT / ACT Prep Online Guides and Tips To do well on the SAT, you’ll need to have an SAT study plan. This plan tells you what, when, and how to prep for the SAT. It also helps you manage your time so that you’re not focusing too much (or too little) on certain topics and skills. In this guide, we give you four SAT study plans to choose from, based on your SAT score goals. Before we dive into those, though, let’s go over the benefits of having an SAT study schedule and the preliminary steps you'll need to take to get your SAT plan off the ground. Feature image: danyeela/Flickr What Are the Benefits of a Study Plan for SAT Prep? Everyone who takes the SAT should have a study plan. But what exactly can an SAT plan do for you? For one, an SAT study plan lets you balance your schedule so that you’re spending enough time prepping for the SAT but not overworking yourself.For example, if you’ve got two months until your test date, an SAT plan tells you how many hours per week you must study so that you’re prepping regularly but not squeezing in too many study hours each day. An SAT study schedule also tells you when and how to study the topics you must master to get a high score. If you're not sure where to start with algebra, for instance, a good plan will show you when and how to study all major algebraic concepts you need to know for the test. Likewise, an SAT plan should give you time to review and strengthen any content weaknesses you have. Finally, a solid SAT study schedule indicateswhether you’re improving. By studying consistently for several weeks or months, you’ll be able to determine whether your SAT score is in fact getting higher, as well as whether you’re getting more questions correct in your weaker areas. The easiest way to check your progress is to use official SAT practice tests(we'll tell you how to use these later). As you can see, an SAT studying schedule can greatly benefit you. With a plan, you’ll not only be able to manage your prep time better but will also be able to use your time more effectively to hone the skills and study the content areas you struggle with the most. What’s more, you can use your plan to help you track your progress and see whether you’re improving your likelihood of getting the SAT score you want. Getting Started on Your SAT Study Plan: 5 Preliminary Steps Don't jump into an SAT study schedule without a plan! These five preliminary steps will help you gather the info and materials you need to choose the right SAT plan for you. Step 1: Set a Target Score First and foremost, you'll need to set an SAT goal score. A goal score is the score most likely to get you into all of the schools you’re applying to. To get your goal score, you must find the 25th and 75th percentile SAT scores for each of your schools (excluding any safety schools). But what does these numbers mean? And where can you find them? The 25th and 75th percentile scores represent the middle 50 percent of scores for admitted applicants, or the average range of scores. A75th percentile score means you’re scoring higher than 75 percent of admitted applicants to a school, while a 25th percentile score means you're scoring higher than only 25 percent.The best way to keep track of your schools' SAT info is to make a chart (or downloadour pre-made chart). Once you've got a chart,get on Google and search for â€Å"[School Name] PrepScholar." Then, click the link to your school’s â€Å"Admission Requirements† page.On this page, you'll see a table listing your school's 25th and 75th percentile SAT scores. For example, here is the SAT score table for theUniversity of Hawaii at Manoa: Repeat this process for each of your schools until you’ve got all 25th and 75th percentile scores in your chart. Then,choose the highest 75th percentile score in your chart; this will be your SAT goal score sinceit’s the one most likely to get you into all of your schools. Let’s say I am applying to the University of Hawaii at Manoa, UC Davis, the University of Oregon, and the University of Washington. Of these schools, the highest 75th percentile score is 1420 (for the University of Washington). This means my SAT goal score would be 1420. Step 2: Find Your Baseline Score The next step is to get your baseline score. This score is essentially your starting point; it’s the score you’d get on the SAT at this very moment, without any prep. To find your baseline score, take an official SAT practice test. Official tests are the best resources for getting a baseline since they’re the most similar to the SAT.As you take your practice test, try to recreate real testing conditions as closely as possible: take it in a quiet room, usean SAT-approved calculator, and follow the official section time limits. Once you finish, use your test’s scoring guide to calculate your scores for each section as well as overall (out of 1600). Your total score- that is, your Math and Evidence-Based Reading and Writing (EBRW) scores combined- will be your baseline score.So ifI earned a 630 on Math and a 600 on EBRW, my baseline score would be 1230. Your baseline score is your starting point in SAT prep. Step 3: Calculate How Many Hours You’ll Need to Study Next, use the info you got in steps 1 and 2 to calculate the approximate number of hours you’ll need to studyto raise your current score to your target score.To do this, subtract your baseline score from your goal score. Then, match the difference you get to the numbers below to see how many total hours you'll need to prep for the SAT: 0-30 point improvement: 10 hours 30-70 point improvement: 20 hours 70-130 point improvement: 40 hours 130-200 point improvement: 80 hours 200-330 point improvement: 150 hours+ As you can see, the bigger the point increase you want, the more hours you’ll need to study. In my example from steps 1 and 2, my goal score was 1420 andmy baseline score was 1230. The difference between these two scores is 190 points. Using the conversions above, I find that 190 points translates to about 80 study hours. Step 4: Choose a Test Date When taking the SAT, always choose a test date that: Gives you ample time to prepare for the exam Fits well with your schedule Ensures your scores will get to your schools in time Let's look at time first. The amount of time you’ll need for SAT prep will vary depending on your baseline and goal scores.Simply put, the more hours you need to study, the more time you should give yourself before your test date. Generally, anywhere from three to six months of study time should be enough. However, you might find you have less (e.g., a month) or more (e.g., a year) time than this. In any case, try to find a time frame that lets you easily fit in the total number of hours you need to study. Secondly, pick a date that works well with any obligations or commitments you have (personal, school, or otherwise). For example, if you’re starring in a school play in April, a spring SAT probably wouldn’t work as well for you as a summer or fall SAT would. Lastly, if you’re taking the SAT as a senior, choose a date that's guaranteed to get your scores to your schools before yourcollege application deadlines. If your scores arrive after the deadlines, your application could get disqualified. In general, seniors (who aren’t applying early actionor early decision) should be safe with all fall test dates and likely the December test date- but not anything later! Step 5: Gather Study Materials It's important to gather all of your study materials before you begin prepping for the SAT. This way you won’t waste any study time trying to find resources you can use. Official SAT resources are by far the best ones to use.Luckily, the College Board has released many free prep materials online. Here's what we recommend using in your prep: Official SAT practice tests:These full-length tests are exactly like the real SAT in terms of structure and overall content. They're the closest you can get to taking the SAT without actually taking it! Official practice questions: You can accesstons of practice questions for all SAT sections through the College Board website. Each question comes with a question difficulty and detailed answer explanation to help you understand how to find the right answer. The Official SAT Study Guide: This is the official SAT prep book, covering everything you need to know about the format of the exam, what's on it, and how to study for it. There are also plenty of sample questions you can work through. The best part is that the College Board has uploaded the entirety of the book to its website, making it entirely free to download! Khan Academy:A free partner website with the College Board, Khan Academy offers thousands of official practice questions, answer explanations, and video lessons for the SAT. Furthermore, there are many high-quality, unofficial SAT resources you can buy. Our guide to the best SAT prep books offers a look at which prep books are worth investing in. As a reminder, always be a little pickier with unofficial resources since many are low quality and don’t contain realistic SAT practice questions. We give each of our four SAT study plans four stars. Want to learn more about the SAT but tired of reading blog articles? Then you'll love our free, SAT prep livestreams. Designed and led by PrepScholar SAT experts, these live video events are a great resource for students and parents looking to learn more about the SAT and SAT prep. Click on the button below to register for one of our livestreams today! 4 SAT Study Plan Options for You to Choose From Now that you’ve finished all preliminary steps for your SAT plan, it’s time to find the plan that’s right for you. Below, we give you four SAT study plans to choose from. These plans differ in both length of time (e.g., one month, three months, etc.) and intensity (that is, the total number of hours you’ll need to study per week). Each SAT study plan gives you an overview of what to study for the week and comes with suggested time frames.These guidelines tell you (approximately) how much time you should spend on each activity. That said, you are welcome to tweak them if you feel you need more or less time with a certain topic. Remember, a good SAT prep plan willadapt tofit your needs. If you're stronger at math and want more study time for Reading and Writing, it's OK to replace some of your Math prep time with Reading and Writing prep. Just know that by changing content focuses or time frames, you'll likely need to shift other days' topics or make up for missed time on other days. Ultimately, what's most important is that you're getting in the total number of study hours you need. Now, let's take a look at our study plans. We offer the following four programs: A three-month program of medium intensity (80 hours) A three-month program of low intensity (40 hours) A six-month program of medium intensity (150 hours) A one-month program of high intensity (40 hours) SAT Study Plan 1: 3-Month Program, Medium Intensity This moderate, three-month SAT plan aims to get you as many as200 pointson test day. To reach this goal, you'll need to study a total of 80 hours, or six and a halfhours per week.Since you'll be spending several hours a week prepping, this SAT plan is best if you're studying over the summer and taking the SAT in the fall. As with any plan, you may spread out your hours however you like each week. Those studying in the summer should try to prep fairly regularly- two or three days a week is ideal. On the other hand, if you’re currently in school, it may be easier to study mostly on weekends. In the end, just do what works best for you! To be successful, always start with the foundation. Month 1: The Basics This month is all about familiarizing yourself with the SAT's structure and content. Week 1: Get to Know the SAT 1. Take a practice test to get your baseline score. If you haven’t taken an official SAT practice test yet, use this time to take one and get your baseline score. Try to take the test in a quiet room without distractions so that you’re getting an accurate representation of your current SAT abilities. Suggested Time: 4 hrs 2. Score your test and analyze your results.Calculate your baseline score and take some time to see what kinds of questions and content areas you struggled with on the test. Suggested Time: 1 hr 3. Learn the format of the exam. To do well on the SAT, you’ll need to understand the format of the test, including what kinds of concepts it tests and how these concepts are given as questions. Suggested Time: 1.5 hrs Week 2: Focus on Reading 1. Learn the Reading test format. Know what kinds of passages and questions there will be and how much time you’ll get. Suggested Time: 2.5 hrs 2. Figure out the best passage-reading strategy for you. Take a couple of Reading practice tests (you can use official practice tests) to test out different reading strategies. When finished, choose the strategy that gave you the highest score. Suggested Time: 2.5 hrs 3. Try out Reading practice questions with the strategy you’ve chosen. Put your strategy to the test and aim to get better at it the more you use it. Suggested Time: 1.5 hrs Week 3: Switch to Writing Language 1. Learn the Writing and Language test format. Understand how it’s different from Reading, what kinds of questions it asks, and what sorts of grammar and stylistic rules you’ll need to know. Suggested Time: 2 hrs 2. Review core English grammar topics and punctuation rules.Go over standard English conventions and familiarize yourself with the kinds of errors you’ll see on the SAT. Suggested Time: 2.5 hrs 3. Find the best passage-reading strategy for you. This strategy might differ from the one you use for the Reading section. To figure out which one you like most, take some Writing practice tests, using a different strategy each time. Stick with the one that gives you the highest score. Suggested Time: 2 hrs Week 4: Move Toward Math 1. Learn the Math test format. Understand the differences between the No Calculator and Calculator subsections as well as the differences between multiple-choice questions and student-produced responses. Suggested Time: 2 hrs 2. Review basic math concepts. Start by reading our guide to integers andour advanced guide to integers. Then, check out our fundamental guide to fractions, ratios, and proportions. Suggested Time: 2 hrs 3. Go over major algebraic concepts, including: Linear functions Single-variable equations Systems of linear equations Algebra plays a key part on SAT Math, so you’ll need to know what it is and how it looks on the SAT. Suggested Time: 2.5 hrs You can't do well on the SAT without strategy. Month 2: Strategies For this month, you'll study additional concepts you need to know and learn basic test-taking strategies that'll help you attack questions effectively on test day. Week 5: Learn More Math 1. Get to know other SAT Math concepts, specifically those in the realms ofadvanced math and problem solving and data analysis. Topics include: Statistics Reading data tables, bar graphs, histograms, and scatterplots Quadratic and nonlinear functions and equations Exponential functions and equations Polynomials Coordinate geometry (points, lines and slopes, etc.) Plane and solid geometry (lines and angles, polygons, solid geometry, etc.) Trigonometry Suggested Time: 2.5 hrs 2. Memorize important formulas.Get down the main formulas for SAT Math. Suggested Time: 1 hr 3. Practice SAT Math questions and drill difficult topics. As you practice, check your answers and analyze your mistakes so that you can see which concepts you need to study more. Suggested Time: 3 hrs Week 6: Start Strategizing 1. Learn key SAT Math strategies, including plugging in answers and plugging in numbers. In addition, learn how to pace yourself and practice guessing strategically on Math. Suggested Time: 2.5 hrs 2. Learn key SAT Reading strategiesand Writing tips. Understand what to look for in different question types and how to rule out incorrect answer choices. Also, study possiblevocabulary words. Suggested Time: 2.5 hrs 3. Practice Math, Reading, and Writing questions. Put your strategies to the test with realistic practice questions for each section of the exam. Suggested Time: 1.5 hrs Week 7: Check Your Progress 1. Take an official practice test. You'll use this score to see how much you’ve improved since your baseline test.As always, try to recreate a real SAT-testing environment as you take the test. Suggested Time: 4 hrs 2. Score your practice test and determine your weaknesses. Look at your results to get a clearer idea of what you’ve improved and what you’re still struggling with. Over the next month, you'll primarily study the weaknesses you find in this test. Suggested Time: 2.5 hrs Week 8: Hone Your Essay-Writing Skills 1. If you’re planning on taking the optional SAT Essay, use this time to go over the basic format of the essay.Understand what kind of writing you'll need to do and how long your essay should be. Suggested Time: 2 hrs 2. Readofficial practice SAT Essay prompts.This will give you a broad idea of the kinds of topics you might see on test day. Learn how prompts are usually worded and look at sample responses, too. Suggested Time: 1.5 hrs 3. Write a few practice essays.Once finished, grade yourself using the official SAT Essay rubric. You can also get another person to grade your essays and offer suggestions for improvement. Suggested Time: 3 hrs Test day is coming up, which means it's time to start reviewing. Month 3: Review Practice Almost done! In this last month, you’ll focus mainly on reviewing and practicing what you've already studied. This means there will be no new content to learn. Week 9: Strengthen Your Weaknesses 1. Use high-quality practice questions to drill any major weaknesses you still have. For example, if you’re struggling to get trig questions right, review the basic concepts you need to know and test yourself with more trig questions. Suggested Time: 6.5 hrs Week 10: Check Your Progress 1. Take your third and final practice test.This will give you a last-minute look at what kinds of weaknesses you still have at this point. Suggested Time: 4 hrs 2. Score your test and closely analyze your results. Are there any areas you really need to improve these next two weeks? What confuses you or eats up your time? Learn what's holding you back and then attack it head-on. Suggested Time: 2.5 hrs Week : Practice Still-Difficult Concepts 1. Spend all of your time reviewing and practicing difficult concepts.Use practice questions to try out what you've learned and to ensure you’re making progress on the concepts you struggle with the most. Suggested Time: 6.5 hrs Week 12: Review as Needed 1. Keep reviewing concepts or strategies you still need to work on- but don’t overdo it. This week should feel more relaxed than other weeks. As you study, focus on staying calm and confident. Don’t study the day before the test or the day of your test; you’ll need this time to give your brain a break and calm your nerves. Suggested Time: 6.5 hrs (with 0 hrs on test day and the day before the test) SAT Study Plan 2: 3-Month Program, Low Intensity Compared to the plan above, this SAT schedule is slightly more relaxed and instead targets those looking to make smaller gains- anywhere from 70 to 130 points. With this plan, you’ll study a total of 40 hours, or only about three and a half hours per week. This plan is ideal for those studying for the SAT during the school year, though you can also use it during the summer. If you're any having trouble finding time to prep during the week, try opting for Saturdays and Sundays. You need to go back to the basics if you want to do well on the SAT. Month 1: The Basics This month familiarizes you with all of the main parts of the SAT, including how it’s structured, how it’s scored, and what kinds of Reading and Writing content you’ll need to know. Week 1: Find Your Baseline Score 1. Take a practice test and score it.Although this test will likely exceed your weekly number of study hours, it’s important to get it done so you can see where you’re currently scoring. Once you finish the test, score it to get your baseline SAT score. Suggested Time: 4 hrs Week 2: Get to Know the SAT Format 1. Analyze your baseline test’s answers from the previous week. Just getting your baseline score doesn’t illuminate your weaknesses and strengths. Take some time to go over each of the answers on your practice test, and see if you can re-solve any questions you missed without relying on the answer explanations. Suggested Time: 2 hrs 2. Learn the format of the exam. You need to understand the format of the SAT to know how to attack it on test day. This means getting to know the question types, what kinds of topics are tested, and how the sections are arranged. Suggested Time: 1.5 hrs Week 3: Focus on Reading 1. Learn the Reading test format. Go over the different kinds of passages and question types on SAT Reading. Suggested Time: 1.5 hrs 2. Figure out the best passage-reading strategy for you.Try out different strategies with a variety of Reading passages and question sets. Give yourself 13 minutes to get through each passage and question set. Once finished, calculate the number of questions you answered correctly to determine which strategy gave you the highest score. Suggested Time: 1 hr 3. Practice answeringReading questions with the strategy you’ve chosen. You’ll need to understand how your passage-reading strategy works and how you can use it effectively on test day. Suggested Time: 1 hr Week 4: Switch to Writing Language 1. Learn the Writing and Language test format. Go over the basics of what’s on this section, how it differs from Reading, and what kinds of passages and questions it has. Suggested Time: 1 hr 2. Review core English grammar topics and punctuation rules. SAT Writing is all about channeling your inner editor, so be sure to familiarize yourself with all of the major grammar and punctuation topics tested. Suggested Time: 1.5 hrs 3. Practice the graf-by-graf method for reading passages. This method is the best one out there for Writing section passages, so be sure to try it out on a couple of SAT passages to get a feel for how it works. Suggested Time: 1 hr Time to get calculating! Month 2: Math Strategies Next up, you’ll get to know the SAT Math section, what it tests, and how to strategize for it. You’ll also learn key Reading and Writing strategies. Week 5: Move Toward Math 1. Learn the Math test format. Know what kinds of question types and math topics to expect. Also, understand the difference between regular multiple-choice questions and student-produced responses, or grid-ins. Suggested Time: 1.5 hrs 2. Review basic math concepts. You must have a basic knowledge of integers (make sure to also read our advanced guide to integers) as well asfractions, ratios, and proportions. Suggested Time: 2 hrs Week 6: Learn More Math 1. Go over common algebraic concepts, such as linear functions, single-variable equations, and systems of linear equations. Since algebra plays a huge part on the Math section, you’ll need to understand how it's tested and how to solve these types of problems. Suggested Time: 1.5 hrs 2. Review other major math concepts, mainlyadvanced math and problem solving and data analysis. Additional topics you should know include the following: Statistics How to read data tables, bar graphs, histograms, and scatterplots Quadratic and nonlinear functions and equations Exponential functions and equations Polynomials Coordinate geometry (points, lines and slopes, etc.) Plane and solid geometry (lines and angles, polygons, solid geometry, etc.) Trigonometry Suggested Time: 1.5 hrs 3. Memorize important SAT Math formulas.Focus primarily on the formulas you won't get to see on test day (though it’s a good idea to memorize all of them!). Suggested Time: 30 mins Week 7: Practice Reading Writing 1. Learn key SAT Reading strategiesand Writing tips.Specifically, you should know how to answer different question types and how to rule out an incorrect answer. Suggested Time: 1 hr 2. Practice SAT Reading and Writing questions. Drill Reading and Writing questions until you’re comfortable with your passage-reading strategies. If you have extra time, learn some of the most common SAT vocabulary words, too. Suggested Time: 2.5 hrs Week 8: Practice Math 1. Learn key SAT Math strategies. These include plugging in answers, plugging in numbers, and the process of elimination. Suggested Time: 1 hr 2. Practice SAT Math questions. Test out the strategies you’ve learned and try to drill questions on topics you struggle with. Use the correct answers to guide your thinking if you’re having trouble understanding how to solve something. Suggested Time: 2.5 hrs You won't get the SAT score you want if you don't practice, practice, practice. Month 3: Review Practice This month is all about making sure you understand the major concepts tested on the SAT. Week 9: Check Your Progress 1. Take an official practice test. Make sure to recreate a real testing environment as closely as possible. When finished, score your test to see how much you’ve improved since your baseline test. Suggested Time: 4 hrs Week 10: Strengthen Your Weaknesses 1. Use high-quality practice questions to drill any major weaknesses you still have at this point. For example, if you don’t understand how to answer big-picture questions on Reading or coordinate geometry questions on Math, focus on getting those concepts down pat. Suggested Time: 3.5 hrs Week : Practice Still-Difficult Concepts 1. Spend time reviewing difficult concepts until you can correctly answer practice questions on these topics. Keep using the strategies you’ve learned and review any other topics as needed, such as vocabulary words, formulas, etc. Suggested Time: 3.5 hrs Week 12: Review as Needed 1. Continue going over any topics you still need to study before test day- but don't overdo it. Your goal now is to feel calm and confident on test day. Keep reviewing any topics, question types, etc., you struggle with and then relax the day before test day. Suggested Time: 3.5 hrs (with 0 hrs on test day and the day before the test) You'll know you're almost done with this next SAT plan when these kittens are nearly full-grown cats. SAT Study Plan 3: 6-Month Program, Medium Intensity For this medium-intensity plan, you’ll study 150 hours over the course of six months- that’s six or six and a half hours per week. This plan can give you a maximum score increase of 330 points. So if your baseline score is far from your goal score, this is a perfect plan for you! I highly recommend this plan to high-achieving sophomores, as it gives you a head start on SAT prep and dramatically raises your potential to get a high score on your first SAT attempt (which should ideally be in the fall of your junior year). Juniors can benefit from this plan, too, by using it to prepare for a spring or early summer SAT. What's especially great is that you can spread out your study sessions across the school year, helping you to avoid overwhelming yourself with school work and test prep. Week 1 Week 2 Week 3 Week 4 Month 1 Find Your Baseline Score Take an official practice test (4 hrs) Score your test to determine your weaknesses (2.5 hrs) Understand Structure Learn the SAT format (3 hrs) Learn the Reading test format (3 hrs) Understand Structure Learn the Writing and Language test format (3 hrs) Learn the Math test format (3 hrs) Learn How to Read Find your preferred passage-reading strategy for Reading (2.5 hrs) Find your preferred passage-reading strategy for Writing (2 hrs) Study vocabulary (2 hrs) Month 2 Learn Math Content Review basic math topics and formulas (3 hrs) Build algebra foundation (3.5 hrs) Learn EBRW Content Review English grammar and punctuation topics (3 hrs) Build reading comprehension knowledge (3 hrs) Learn More Math Content Build problem solving and data analysis foundation (3 hrs) Build advanced math foundation (3 hrs) Check Your Progress Take a practice test (4 hrs) Score the test and review your answers (2.5 hrs) Month 3 Learn EBRW Strategy Learn how to eliminate wrong answer choices and practice (3 hrs) Practice other EBRW strategies (3 hrs) Learn Math Content Strategy Build additional topics foundation (2.5 hrs) Practice plugging in answers and numbers (2.5 hrs) Practice other Math strategies (1.5 hrs) Focus on Your Weaknesses Practice Math and EBRW topics and question types you struggle with (6 hrs) Check Your Progress Take a practice test (4 hrs) Score the test and review your answers (2.5 hrs) Month 4 Review Practice Practice Math and EBRW topics and question types you struggle with (6 hrs) Learn the Essay Format Learn the Essay format (2 hrs) Practice writing essays (4 hrs) Review Practice Practice Math and EBRW topics and question types you struggle with (6.5 hrs) Check Your Progress Take a practice test (4 hrs) Score the test and review your answers (2.5 hrs) Month 5 Review Needed Math Concepts Review any Math topics you’re still struggling with based on your practice test results (6.5 hrs) Review Needed Reading Concepts Review any Reading topics you’re still struggling with based on your practice test results (6 hrs) Review Needed Writing Concepts Review any Writing topics you’re still struggling with based on your practice test results (6 hrs) Check Your Progress Take a practice test (4 hrs) Score the test and review your answers (2.5 hrs) Month 6 Review Needed Concepts Review any Math or EBRW topics you’re still struggling with based on your practice test results (6.5 hrs) Review Needed Concepts Review any Math or EBRW topics you’re still struggling with based on your practice test results (6 hrs) Check Your Progress Take a practice test (4 hrs) Score the test and review your answers (2.5 hrs) Prep Lightly Review Practice any topics or question types you want to review and get some rest before test day (6 hrs) SAT Study Plan 4: 1-Month Program, High Intensity For this quick, high-intensity plan, you’ll spend 40 total hours, or 10 hours a week, studying for the SAT. By the end, you'll be able to raise your baseline score by up to 130 points. In order for this plan to work, however, you must be willing to put in the time and effort to study each week. One month isn’t a whole lot of study time, especially if you’re trying to make gains of more than 100 points, but it’s certainly doable if you know how to use your time wisely. For more tips on studying for the SAT in a month, check out our step-by-step guide. Week 1: Study Structure 1. Take a practice test.First and foremost, you’ll need to have a baseline score. Make sure to take the test in a quiet room without distractions. Suggested Time: 4 hrs 2. Score your test and analyze your results. To figure out what areas you struggle with the most, look closely for any patterns in your mistakes. Suggested Time: 1 hr 3. Learn the SAT format. Go over what’s tested, all question types, and how it’s scored. Suggested Time: 2 hrs 4. Learn theReading test format.Get a feel for what the Reading section tests and what kinds of passages it contains. Suggested Time: 1 hr 5. Learn theWriting and Language test format. Get to know the Writing section by learning how it differs from Reading and what kinds of passages it includes. Suggested Time: 1 hr 6. Learn theMath test format. Familiarize yourself with the topics it tests, its No Calculator and Calculator sections, and the differences between multiple-choice questions and grid-ins. Suggested Time: 1 hr Make sure you understand the structure before focusing on content. Week 2: Concentrate on Key Content 1. Reviewcore English grammar topics andpunctuation rules. You’ll need to know a variety of grammar rules for the Writing section, so memorizing these is critical for a high Writing score. Suggested Time: 2 hrs 2. Review and practice core math concepts. These include the following: Integers (we also have an advanced guide to integers) Fractions, ratios, and proportions Algebra (linear functions, inequalities, equations, systems of equations) Advanced math (nonlinear functions, polynomials) Problem solving and data analysis (statistics, how to read graphs) Suggested Time: 5 hrs 3. Memorizeimportant SAT Math formulas. Knowing these formulas will give you a leg up on test day. Suggested Time: 1 hr 4. Choose and practice a passage-reading strategy for Reading. To choose one, practice different strategies using official SAT Reading tests. The one that gives you the highest score is the one you should use on test day. Suggested Time: 2 hrs Week 3: Strategize Check Your Progress 1. Practice thegraf-by-graf method for reading passages on SAT Writing. This is the best strategy for Writing passages since it is less time consuming than others and easy to learn. Suggested Time: 1.5 hrs 2. Learn key Math, Reading, and Writing strategies.For Math, the best ones to know are how to plug in answers and how toplug in numbers. For Reading and Writing, learn how to eliminate incorrect answer choicesand when to choose â€Å"No Error.† Suggested Time: 4 hrs 3. Check your progress by taking a practice test.Once finished, calculate your score to see how much you’ve improved since your baseline test and to determine where your weaknesses lie. Suggested Time: 4.5 hrs Week 4: Review Practice 1. Go over any SAT topics, question types, or strategies you want to practice more. You’ll need to get down the most important concepts if you hope to do well on test day, so focus on any glaring weaknesses you still have. Don’t study the day before the test, though, as you should take some time to rest your brain a bit! Suggested Time: 10 hrs What to Remember When Choosing an SAT Study Plan Before choosing an SAT schedule, set a target score, take a baseline practice test, choose a test date, and gather all of the materials you'll need for your prep. This will help you find an SAT study schedule that's perfect for you and your goals. But which plan will work well for you? In short, the best SAT study plan for you is the one that'll help you reach your goal score on test day. As you consider what plans might work for you, keep the following points in mind: Consider your obligations. Choose a study plan that doesn’t interfere with any major commitments you have. For example, if you have sports practice every day after school, opt for a plan that lets you get in all of your prep hours over the weekend. Stick to a regular schedule. The plan you select will be most effective if you stick to a regular schedule each week. This means you should try to study on the same days each week and for the same number of hours. Customize your plan- but don’t forgo critical steps. We encourage you to tweak our SAT plans to better fit your study needs. However, you should still follow the general order of steps we’ve given you so that you don’t skip crucial information or practice. Don’t overwhelm yourself. Study plans can be heavy, but they should still be doable. Don’t choose a plan that’ll require you to pull all-nighters every week- exhausting yourself won't get you the score you want! With that, I wish you the best of luck with your SAT study plan! What’s Next? Want more guidance on SAT study plans?Get tips on how long you should study for the SAT and learn how many times you should take the SAT. Looking to get a perfect 1600?Read our expert guide to getting a perfect SAT score, written by a real full scorer! Taking the ACT?We've got a separate guide to help you come up with your own ACT study plan today (coming soon)! Want to improve your SAT score by 160 points?We have the industry's leading SAT prep program. Built by Harvard grads and SAT full scorers, the program learns your strengths and weaknesses through advanced statistics, then customizes your prep program to you so you get the most effective prep possible. Check out our 5-day free trial today:

Work Breakdown Structure Assignment Example | Topics and Well Written Essays - 500 words

Work Breakdown Structure - Assignment Example The time frame for completing all activities at the terminal ends must be within the confines of one reporting period. If the activity may spill over to the next period, then it should be further subdivided. It is possible to contract out the terminal elements of work as single units of activities. For instance, all the activities in the above WBS can be contracted to specific individuals or groups. The terminal elements should represent work activities that realistically are not possible to break further (Miller 98). The Tree Structure Format was employed in developing the work breakdown structure. This is the commonly used format in presenting the WBS. The major advantage over other methods is that it is easy to understand just by taking a quick glance (Miller 109). Users can quickly be able to view the flow of work and what they are expected to do. The downside is that it may be difficult to create compared to others such as the Tabular Format. In project management, certain activities or whole project may spiral out of control and take longer than usual to complete. This may occur due to lack of proper planning of the scope of the project ahead of its implementation. This is referred to as the scope creep. IT projects are highly susceptible to scope creep. For example, FoxMeyer Drug, a large pharmaceutical company experienced scope creep on trying to install a multimillion IT system that would manage all critical operations. The scope of the project experienced a continuous growth until the costs became prohibitive (Schwalbe 209). The IT system also experienced billing errors. The cause of scope creep in this case was the lack of a clearly defined scope of work. There were no elaborate work limits during the initial stages of the project. Product testing could also have helped eliminate failures in the new system which resulted to errors (Schwalbe 210). Northrop Grumman, a manufacturing company experienced scope creep during implementation

Given in attatchment Case Study Example | Topics and Well Written Essays - 2500 words

Given in attatchment - Case Study Example Hence the presence of wireless providers will become more evident. In addition, the demand for wireless and mobile services appears to reach all-time highs. In United Kingdom, Vodafone PLC is one of the most prominent mobile firms. The market value of Vodafone is over 84.7 billion (Vodafone PLC, 2007). By far, this is the biggest in the world among mobile telecommunication operators. As proof to its dominance, Vodafone is partnered with firms in 39 countries worldwide. The firm has been a picture of success in the mobile industry. There were several companies which have tried but failed to penetrate a diverse market. Vodafone's success is often attributed to its strategies and the commitment to make a difference in the industry. Further, Vodafone has dedicated all of its resources to ensure that its customers are provided with top-notch service and solutions. Vodafone understands the need to change because of competition. Changes in consumer preference also affect Vodafone's current direction. To ensure success, the firm amassed high quality resources from the technology used to the personnel delivering the services. Vodafone also assess its current strategies and reviews the performance of these techniques. The company follows a meticulous process to arrive at the best possible decisions for given circumstances. Vodafone PLC caters to approximately 200 million clients. ... In addition, the firm has to settle impairment charges and losses from discontinued operations. But Vodafone's operating revenues was positive in 2006. In fact, the firm has amassed sales of 29 billion during the said year. Of these revenues, 9.4 billion was recorded as operating profit before the mentioned costs and losses. In UK, Vodafone competes against O2, T-Mobile, Virgin Media, 3, and Orange. At present the firm controls 21% of the actual market share. It ranks second in terms of controlled market in UK. Vodafone is known as a partner to several other wireless companies operating across the world. It is affiliated with providers that are market leaders. Vodafone continues to transact with other mobile operators to further expand its presence (Sheth, 2006). III. SWOT Analysis SWOT analysis is defined as the scrutiny of the strengths, weaknesses, opportunities, and threats of an organisation (QuickMBA, 2007). This serves as an assessment of the firm's current market position. The primary strength of the company centres on innovation. The products developed by Vodafone identify the company. Another important strength of Vodafone PLC is linked to its reputation. The firm's links with other mobile providers in the world is a major strength. Instead of establishing a mobile network, Vodafone uses already established wireless firms in various markets. This save the company costs and allows Vodafone to make minimal investments with high returns. The brands developed by the firm are known to be of high quality. But Vodafone PLC has some obvious weaknesses. These include the weak performance of its partners. At times, Vodafone is dependent in the manner in which its partner

Show how Hardy responds to the death of his wife Essay Example for Free

Show how Hardy responds to the death of his wife Essay In the years after the death of his wife, Emma, in 1912, the main subject of Hardys poems was his wife and how he missed her and grieved her death. In his poems during this period he uses a lot of euphemism, so that he never actually tells the reader his wife has died. However, the strong sense of sadness and regret he feels comes through in every poem. The first poem Hardy wrote after the death of Emma was The Going in December 1912. This poem has a highly regular rhythm and rhyme, with the important words often rhyming at the end of the lines to draw attention to them. The title of the poem is a euphemism for death, and he continues with these throughout the poem, using phrases such as vanishing, close your term here and where I could not follow. This poem is written as if Hardy is addressing Emma. In the first stanza, Hardy addresses and questions his dead wife, and gives a sense of what seems like anger and irritation towards her, that she gave him no hint that she was going to die. He suggest she was indifferent and didnt care about leaving him, and this shows how he is grieving and maybe not thinking straight. He emphases her swift, quick death as she left with wing of swallow but this imagery also suggests her beauty in his eyes and how much he will miss her. Now he regrets he cannot follow her and he knows he will not gain one glimpse of her ever anon. The start of the second stanza reiterates how he did not know that Emma was going to die and again he shows his regret that he could never bid good-bye. His use of soft sounds indicates his wish that he could give the softest call to say goodbye to her properly, and this is reinforced by his use of alliteration in the soft, wishful sounds of utter a wish for a word, while. These soft sounds are then quickly replaced by the harsh reality of the situation, as Hardy sees morning harden upon the wall. The rest of the stanza is concentrated on how much her death has affected him and more precisely how he did not know that it would affect him so much. The assonance in the gloomy sounds of unmoved, unknowing reflects his mood at this point, and again the rhyme draws attention to the important words in the poem unknowing..great going that he did not know how much her death would grieve him. The third stanza, like the first, starts with a question aimed towards Emma. He asks her why she makes him leave the house and why he sees visions of her. Again, there is a sense of irritation as if it is her fault for causing him this suffering. Hardy says that he imagines seeing her again and maybe that he is seeing hallucinations of her as he tells Emma., I think for a breath it is you I see. He tells us that then he realises it is not her, and becomes bitter and upset once again. The rhyming of darkening darkness.yawning blankness emphasises to the reader the huge emptiness he feels now that his wife is dead, and how her memory is already gradually fading away from him, in the same way as the visions he experiences do as he gets closer. The exclamation mark at the end of the stanza makes it seem as if he is shouting in frustration, at how much the experience sickens me!. In the fourth stanza, Hardy changes into the past tense, and the poem becomes more cheerful as he remembers the time the two of them spent together. There is a large amount of imagery used in this stanza, which Hardy uses to show the beauty of his wife, and the strength of their relationship. The red-veined rocks symbolise the passion and love he felt for Emma. He says she was the swan-necked one, a statement of her beauty and he describes her riding along the beetling Beeny Crest with him, maybe a sign they were happy and free to do what they wanted to, and how this contrasts to his feelings now. In the last line of this stanza, Hardy changes his language from me and you to us, which shows how their relationship grew stronger and they grew to love each other and be together more in the good times when life unrolled us its very best. Again, the fifth stanza starts with a question, but this time the impression is given that Hardy is talking to himself, and not addressing Emma. This stanza tells us how later on in their relationship Hardy and Emma did not speak. Hardy shows a huge amount of regret and sadness in this stanza, that he did not talk to her properly and that their relationship got weaker before she died. He then moves back to happier memories of the distant past, and describes them together in bright spring weather: a pathetic fallacy whereby the weather shows the mood at that time. In the final stanza of this poem Hardy appears to give up all hope and becomes resigned to the situation. He adopts a very conversational tone and uses caesura to show that he is talking, using colloquialisms such as well, well!. In the last lines of the poem Hardy feels as if he will sink down soon into despair. These lines are directed at Emma, as he again tells her, but this time in stronger terms, that he did not know how her swift fleeingwould undo me so. He uses pause between the caesuras to increase the impact of each short statement. In The Haunter, Hardy writes the poem as if it was his dead wife talking to him. He imagines Emma can see him and feel his emotions as a means of consoling himself. However, the main emotions which come out of this poem are Hardys guilt and regret and, although he adopts his wifes voice, it is his emotions which come through strongly in the poem. He appears to be haunted by memories, which may be the reason for the title of the poem. Alternatively, it could be that he sees his wife as a ghost haunting him. Each stanza has the same words rhyming at the end of every second line; know.go.do.thereto. These are important as they show Hardys mains hopes about his wife; that she knows everything hes doing and thinking, but the go shows he knows she has gone for ever and there is nothing he can do to go there and be with her. The poem opens with irony as Emma says he does not think I haunt here nightly, when he is writing the poem. This shows Hardy hopes she is there with him, but that he just cant see her; but in reality he probably knows she is not really there and it is just wishful thinking. This line also starts the theme which continues throughout the stanza: that Emma is always there with him. The repetition of hover and hover reinforces this point. Hardy is creating ideas which he hopes his wife would have about him, as a way of comforting himself. Hardys feelings of guilt and regret come through strongly in the second stanza. He did not do many of the things he should when he had the chance and this is shown by the repetition of when I could in the first two lines of this stanza. Emma says how she would like to join his journeys, which shows Hardy feels guilty that he didnt let her go with him when he went away, and now blames himself that they didnt spend enough time together. The voice of his wife tells us that he misses me more than he used to do which means he didnt realise how much he needed her when she was alive but now he knows that he did and he misses her even more. Emma is described as a faithful phantom, which suggests that she was loyal to him, and maybe that he was not as faithful to her. The alliteration is soft to suggest the kindness and beauty of Emma. In stanza three, there is a large amount of imagery, as Emma tells us how she likes to accompany him to places. There is a strong sense of night time in the opening of this stanza, as dreamers, shy hares and night rooks are mentioned. Emma tells us she follows Hardy into old aisles, which show Hardy is still thinking about the past, which is all to him, because he is reminiscing the happy times when Emma was alive and with him, and he now thinks he will not get that happiness back. However, although she is his shade suggesting she is like his shadow and always with him she is always lacking the power to call to him. We get the sense that, although Hardy is trying to believe his wife is near him, he is upset and frustrated that he can and will never talk to her. In the final stanza of this poem, Hardy is trying to cheer himself up, as this is what he thinks his wife would want. The reader is told that if Hardy but sigh, Emma goes straight to his side. This shows that when Hardy is upset, he thinks of Emma to try to console himself. Hardy tries to make himself feel better by thinking that Emma would want him to be in gloom no longer. This show he wants to be happier but he cannot so now he has to think Emma wants him to be happier as well. The Voice, also written in December 1912, is a much more eerie and less rhythmical poem than the first two. However, although there is less rhythm and structure to the poem, it still has a strong and continual rhyme. The title of the poem indicates that now Hardy can now hear Emmas voice and the poem is written in the first person, as Hardy reveals his feelings and memories. As The Voice opens, Hardy shows us his grief and sadness as he describes his wife as woman much missed. The sounds alliterate to draw attention to their importance right at the start of the poem, as this will be a continual theme throughout. The words call to me, call to me are repeated at the end of the first line and this give the impression that although she is calling to him, like an echo to show how her voice is fading away from Hardy, along with his memories of her. This repetition also gives the impression that Emma is insistent to reach Hardy and will not give up. Hardy informs us that Emma tells him she is not the same as she was when she changed from the one that was all to Hardy. Hardy believes Emma is saying to him that she is not now as she was when Hardy changed and maybe stopped loving her, but she is the same as she was when they were in love. This shows that this is how Hardy remembers Emma, when their day was fair and their life was better than when they started to split apart. In the last line, Hardy changes from using you and me to our to show that now he is thinking of them together and happy. Hardy then looks back to the past and his memories of his wife, and imagines a perfect image of her in his head. He sees the memory very clearly and includes a lot of detail to show this. He can remember her even to the original air-blue gown, which is a pleasant and cheerful colour, showing the mood in the memory. It is one specific memory he is thinking about and, as he sees it more clearly, Hardy becomes exited and shows this through the caesura of yes and the exclamation mark at the end of the line, as if he is becoming louder and more energised. The transition between stanzas is a change between Hardys happiness in the past and his grief now. The sounds change from joyous to heavy, as does the mood of the poem. The whole stanza is a question, asking if it is really Emma talking or just the wind that Hardy can hear, although the reader will know that Hardy knows the answer to his own question. The listlessness of the breeze is a pathetic fallacy of Hardys mood, and the words such as listlessness and wet mead are onomatopoeic as they are heavy and sound tired, as if now he knows that his wife is fading away from him. Hardy tells Emma she is being dissolved and dying away from him. This suggests he has realised her voice is not real and just in his mind and she will be heard no more again. The lines in the last stanza of the poem are shorter than those in other stanzas. This gives the impression that the poem is fading away on the page, as Emma is ebbing away from Hardys memories. This stanza shows Hardy is now resigned to the fact that he is never going to hear her voice again and does not really make sense, maybe showing Hardys tiredness. The pathetic fallacy of leaves around me falling gives an impression of things dying and coming to an end and the unpleasant assonance used in the wind oozing thin through the thorn gives and unpleasant feel to the end of the poem. This stanza shows that Hardy feels he cannot move on because of his memories and the woman calling. This last line completes the eerie sense given in the poem and relates back to the start of the poem, giving the sense that what has happened in this poem keeps on happening to Hardy, and there is nothing he can do to stop it. Beeny Cliff has a strong rhythm and strong rhyme, using the same sounds at the end of each line of each stanza. Beeny Cliff was a special place for Hardy and Emma that they visited together. O at the start of the poem indicates Hardys happiness and excitement as he reminisces about him and Emma. The first line is full of description and imagery, and the opal and the sapphire suggest preciousness and beauty a description of the sea in the poem, but a description of his wife in Hardys mind. Hardys description of Emma is almost angelic as she is described as the woman riding high above with bright hair flapping free. The alliteration is an onomatopoeia of the wind and the high wind suggests high spirits between Hardy and Emma. Hardy also states that he loved Emma and she loyally loved him, suggesting that, although they both loved each other, she was more faithful than he was. Hardy knows this and is therefore now regretting that he did not make the most of his time with her when she was alive. In the next stanza Hardy concentrates on how when they were together, nothing or no one could touch them. Hardy tells us that birds were plained below them and seemed far away, to show they were only concentrating on each other and nothing else could distract them. The waves are shown to be what could be a big distraction by the onomatopoeic sibilance of engrossed in saying their ceaseless babbling say, but Hardy and Emma were engrossed in each other thereby showing how close they were at this point in time. They laughed light-heartedly aloft which reinforces their high spirits and again suggests their height above everything else happening. Pathetic fallacy is also used to show the mood on that clear-sunned March day. This pathetic fallacy continues throughout the third stanza, as Hardy uses it to show that the mood is changing. A little cloud cloaked them and there was an irised rain, which shows that this trip to Beeny Cliff is like their relationship. These small changes in weather show there are some bad times in the relationship between them, but it is never enough to force them apart and these blips are just a dull disfeatured stain, the same as the cloud is on the landscape. However, although the sun burst out again, the cloud was an indication to them that foreshadowed worse things to come, as now purples prinked the main. The at the start of the fourth stanza indicates to the reader that Hardy is going from the past into the present. Hardy tells us that old Beeny is still in all its chasmal beauty. The use of old shows familiarity and Hardy is showing that he is in a familiar place to contrast his unfamiliar emotions. In addition, this line shows that, although a lot has happened to him, the things and landscape around him are still the same as they used to be; huge and gaping but still beautiful. Hardy asks himself with a sense of wistfulness if she and I [Hardy] could not go there again and repeat the sweet things said in that March. He does not use we, which shows he feels they will never be together again and, although he asks the question, he knows he cannot see her again. The caesura of Nay. at the start of the concluding stanza shows Hardy coming back to reality, and answering his own question. He repeats that Beeny has the same chasmal beauty but this time it is a wild weird western shore. This tells us that things around him have stayed the same, but Hardy sees them differently now in a worse light, as this is the effect his wifes death has had on him. Hardy says the woman is nowelsewhere; the pauses are showing he doesnt want to say Emma is dead, and he is thinking of a euphemism. She nor knows nor cares for Beeny and has moved on, but Hardy has not and is still stuck in the past. The end of the poem is very final, as if Hardy has eventually made up his mind; that she will see it nevermore. In At Castle Boterel, written in March 1913, Hardy again remembers him and his wife together in happier times. Again, a strong sense of rhyme and rhythm appears throughout the poem. Most of the poem is a euphemism for Hardys thoughts, memories, feelings and emotions as he is writing. The poem opens in the present as Hardy gives a description of himself driving through the drizzle in a wagonette to the junction. This suggests he will have to make a decision as to which path he should take, as he does in life to decide whether to move on from thinking about Emma. He looks behind at the fading byway; a euphemism for him looking back into the past. His memories show him with a girlish form Emma in a chaise in dry March weather. Although he is looking into the past, he writes in the present tense, to show how involved he is in his own memory and how he wants it to be real and actually happening. The contrast between the wagonette, a heavy, large vehicle, in which he is driving in the present and the chaise, a small, light vehicle, which he was driving in in the past, is a reference to the happiness he felt then, and the gloom that hangs over him now that Emma is dead. The contrasting pathetic fallacies drizzle and dry March weather further reinforce this point. Hardy describes himself and Emma as we throughout the stanza, which indicates their togetherness. Hardy goes on to tell us that it matters not much what he and Emma talked about on that journey, and he also states it doesnt matter to what it led. This is strange as it surely led to Hardy and Emma falling in love and getting married and he is now saying that this didnt matter. He continues the point by saying what it led to is something life cannot be balked of, so love is an inevitable part of life. He tells us that it cannot be stopped until something happens so that hope is dead, and feeling fled. This is maybe a sign that Hardy is starting to recover from the death of his wife, and has maybe realised he could have done nothing to stop it. Hardy reveals how much he treasured the moments he had with his wife, by telling us that there was never a time of such quality, since or before, in that hills story. He asks this as a question as if he is challenging anyone to disagree with his view, as he is right. The fact that Hardy thinks that this moment is the most important ever to happen on the hill, though it has been climbedby thousands more tells the reader that he is now extremely focused on himself and his wife, and cannot think of anything or anyone else but her, showing that the impression he gave in the previous stanza was false. In the next stanza, Hardy states that their passing has been recorded in the colour and cast of the primeval rocks and will now be for always. He feels that although their passing, and therefore their relationship, is only transitory in Earths long order, so only happened for a short time, they have helped to change things happening on the Earth. He thinks these changes will be left behind after he is gone she has gone already. This is a happy moment for Hardy as he thinks about the impact Emma and he had and this is shown through his pause in the middle of the last line, as he reflects on what he is saying. In the penultimate stanza, Hardy comes back into the present and reflects that Times unflinching rigour has taken his wife, and it cannot be stopped, so there is no way of going back once an event has passed. All that is left for him to see is one phantom figure, there is nothing real remaining, only his memories. He feels as if he has left Emma behind and is being forced further and further away from her; she is disappearing into the distance. Hardy reverts to the use of I in the final stanza. He looks back and sees the figure shrinking, shrinking. This repetition is like an echo fading away; to show that, although he is still having the memories, they are fading away and he will never get them back. He finishes with a great sense of finality; that he is now seeing her for the very last time. He says his sand is sinking, this reference to an hourglass meaning his time is nearly up, and he believes that he will soon die as well. The ending is very powerful and final, as Hardy states that he shall traverse old loves domain Never again. His use of old suggests a familiarity; that he has revisited his memories too often, and now wants to move on. The caesura gives the statement a sense of finality so that it stands out as the main fact to come from this poem, that he now has accepted he cannot go back to Emma, and will not let his memories and grief overcome him. The Phantom Horsewoman is written in the voice of a person observing the behaviour of Hardy, in the first person. There is a very regular and repetitive rhyming pattern throughout every stanza, which suggests that Hardys life has become repetitive, as all he does is think about his wife. Now Hardy himself knows he needs to move on but he shows this through an observer. The whole of the first stanza is a euphemism for Hardys thoughts and feelings and how he, Hardy, describes himself as queer which shows he knows the behaviour he is experiencing is not normal to him. He is described as a man I know to show that it is not Hardy talking, but someone describing his ways. Hardy is portrayed as being in a careworn craze, which tells us that the emotions he is feeling have worn him down and are maybe even driving him mad. The next few lines suggest Hardy is looking back but what he sees is unclear. This is shown as he looks at the sands, suggesting time as this is a reference to an hourglass, but there is a seaward haze so his memories are indistinct and vague. The use of moveless hands in reference to a clock show time stands still when he looks into the past. When he turns to go Hardy pauses showing his regret to leave and regret to move back into the present. The use of rhyme in this stanza draws attention to the connected and important ideas: stands, sands and hands show the idea of time in reference to an hourglass and a clock and the impression that it stands still when Hardy looks back to the past; craze, haze and gaze are also connected, as they show how Hardy is looking back but is unsure what to make of what he remembers. The stanza ends with the question of what he sees when he gazes so? The second stanza answers the question posed at the end of the first. There is a strong and clear contrast between the haze and indistinctness in the present as shown in stanza I and the clarity and deep description used in stanza II, looking back into Hardys memories of the past. This point is reinforced as we are told what he sees is more clear than today. The description used has a happy and joyous tone because his memories are warm, real and keen. Hardy sets a pleasant scene using a rhythmical tone, as if suggesting the rhythm of the sea. This shows that Hardys memories of the past are happier and he would much rather be living in the past than in his life now. The sibilance of the sweet soft scene implies the softness of his past life and points to the sound and rhythm of the sea, as does the description of that briny green. The end of the stanza tells us that he sees in his memories a phantom of his own figuring; he is remembering the past but he knows it is not real now, no matter how much he wants it to be. Hardy then tells us that of this vision they might say more because there is more to him than a man looking at the sea. He sees his wife not only there but he sees her everywhere and all the time as shown by day, night. His memories are vivid and bright as if they were drawn rose-bright on the air and they are all consuming to him as if he is almost haunted by them. At the end of the stanza, Hardy pauses, as if to think, before reiterating the same point again that he has to carry this vision, to make this point clear to the reader. At the start of the final stanza, Hardy describes what this vision is. He tells us he sees a girl-ghost-rider, using a compound word to describe exactly what he sees in his visions. The sounds in the alliteration are happy and soft when Hardy describes Emma, and contrast the harsh sounds Hardy uses to describe himself; toil-tried. Hardy also tells us that although he withers daily, and is always getting older, time touches her not and she is always the same in his thoughts and memories of her. She still rides gaily in his rapt thought, which shows that his memories of her are when she was happy and free, and that he cannot think of anything else but her. The harsh sounds in the alliteration of shagged and shaly drag him back to reality and back to the sea, which is the idea the whole poem revolves around. The last line of the poem shows that Hardys lasting memory of Emma will be a happy one; Emma is singing to the swing of the tide, and that the sea will always be in his memories of her, as it was a special place for them. In conclusion, we can see clearly how Hardy attitude and response to the death of Emma changed over time through his poems. At first he is grieving and mourning her, and wishes he could bring her back; he thinks it is his fault that she has died and regrets that their relationship was not as happy as it had been and he wishes he had had a chance to say goodbye to her. However, he stops being so overcome by guilt and regret and focuses more on his memories of himself and Emma in happier times such as on Beeny Cliff. The main devices Hardy repeatedly uses are writing the poems sometimes not using himself as the first person and euphemism in place of saying what has actually happened, especially when referring to Emmas death.

Politics in the Domincan Republic :: Essays on Politics

Politics in the Domincan Republic The Government The government of the Dominican Republic is structured as a representative democracy. The country gained its independence on February 27, 1844 from Haiti and celebrates the national holiday every year. The constitution that it abides by today was not written until over a century after they became independent; it was enacted on November 28, 1966 (Nation Master). There are three branches in the system of government: executive, legislative and judicial. The executive branch today is headed by the Dominican chief of state and head of government, President Leonel Fernandez Reyna and his Vice President, Jaime David Fernandez Mirabal. The president is also the Supreme Commander of the country’s police and armed forces. They were sworn into office on August 16, 1996 (Presidency of the DR). The president and vice president are elected on the same ticket, by popular vote, for terms of four years; they can be reelected. The executive branch also includes a cabinet, made up of people nominated by the president. The Senate and the Chamber of Deputies form a bicameral Congress in the Dominican Republic’s legislative branch. There are 30 members of the Senate (Senado) who are elected by popular vote, also for four year terms. There is one senator delegated to each of the country’s 29 provinces and one for the national district. Each of these districts also has a governor who is appointed by the President. The Chamber of Deputies (Camara de Diputados) consists of 120 members elected in the same manner as senators are (Nation Master). The Supreme Court (Corte Suprema) facilitates the country’s judicial branch. The eleven judges in the Supreme Court are chosen by a council of people from the legislative and executive branches of the government. The President presides over the Supreme Court (Nation Master). Family in Politics Despite the fact that the government structure is much like that of the United States, Dominican politics are very different. Due to the fact that the country is so much smaller than the United States the politics are also on a much smaller scale. The politics are centered in the country’s one large city, Santo Domingo. As a result all of the politicians know each other and are often related by blood or marriage. Unlike American politics, those of the Dominican Republic frequently revolve around friendships, ethnic connections and family ties.

Process Of Training and Development Company Essay

The training process is to provide the means to enable learning. Which should try to guide learning experiences into positive and beneficial and complement and reinforce them with planned activities for individuals at all levels of the company to acquire knowledge more quickly and develop those attitudes and skills that benefit themselves themselves and the company. The training covers a programmed sequence of events that can be expressed as a continuous process whose cycle is renewed each time it is repeated. The steps of the training process are a model of open system whose components are: – Inputs (Inputs) -. Individuals in training, business resources, information, skills, etc.. – Processing or operation -. Individual learning process, training program, etc.. – Outputs (Outputs) -. Enabled Personal, organizational effectiveness or success, etc.. – Feedback (feedback) -. Evaluation of procedures and training results through informal means or systematic research. Training Process: is a cyclic and continuous process consisting of four stages. 1) Diagnosis: inventory of training needs to be met. These needs can be past, present or future. 2) Design: development of a training program to meet the needs diagnosed. 3) Implementation: implementation and conduct of the training program. 4) Evaluation: verification of training results. 1. Diagnosis of training needs and training. Means needs assessment process by which it is to coordinate the structuring, development of plans and different programs to use to establish and strengthen equally the knowledge and skills of the members of a organization, this is done with the sole purpose of completing the objectives it has set the organization. At the time of the preparation of a report diagnosing training needs, it is necessary to consider why the person or group that will train and especially when this training was made. As a main rule a diagnosis of training needs is accomplished when the following cases occur: – Problems that occur within the organization. – Deviations in productivity. – Changes in regards to culture, politics, methods and techniques. – Lower or promotion of staff. – Changes of tasks or jobs and / or charges. Three. Announcements Press on training and training.   4 Designing training plan and training: The training is vocational education that fits man for a position or function within an organization. And the training is an educational process of strategic organized and applied systemically, through which people acquire or develop specific knowledge and skills related to work. The training follows the following objectives: †¢ Analyze and solve problems †¢ Work productively in teams †¢ Scroll from post to post Develop a training program or course involves the generation of documents and materials that will be used in the course for trainers and participants during the course delivery in accordance with the design. To proceed with the restructuring plan and training programs depends on the ability of the organization to identify training needs. The design of the training should focus on four issues 1) intruccionales Objectives: Describe the skills or knowledge to be acquired and the attitudes will change. 2) Provision of trained and motivation: Participants must recognize the need to acquire new knowledge or skills, keeping the desire to learn. 3) Principles of learning: are the characteristics of training programs that help employees understand the new material to apply. 4) Characteristics of Instructors: Teaching Skills and responsibility to lead. After employees have completed their training programs should evaluate the program to see if the objective was met, seeking to develop skills i n people to be more productive, creative and innovative, they can better contribute to organizational objectives and are increasingly valuable. That is why we are looking to achieve the objectives of a training plan, and among them this: †¢ Productivity: The training helps employees to increase their efficiency and performance. †¢ Quality: The plans properly designed and implemented training contribute to raising the quality of the production workforce. When workers are better informed about the duties and responsibilities. †¢ Health and Safety: Mental health and physical safety of an employee are directly related to the  training efforts of an organization. Proper training can help prevent accidents. †¢ Prevention of Obsolescence: The employee training efforts are needed to keep them updated on progress in their respective fields laborares. †¢ Personal Development: On a personal level employees benefit from training plans, because they offer a wide range of knowledge, a greater sense of competence, a larger repertoire of skills, which are indicators of personal development. Training is thus an inv estment for an organization. As the results obtained it benefit not only the employee, but also contributes to the achievement of business objectives. This work allows for recognizing and future requirements, ensuring the company supplying qualified employees and the development of human resources available; where the training plan plays a very important role in the development of human resources of an organization role, as its correct application becomes a means of motivation and encouragement to employees, which ultimately ends up benefiting the organization. May. What is E-Learning? E-learning comes from the words Electronic Learning, which describes the use of technology and multimedia tools in a learning process that leads to student retention and assimilation of the contents hereof. It is a new form of education and training that takes place through communication networks such as Internet or Intranet. The Internet technology via a Learning Manager Software enables access to structured and organized a personal training plan, no curfew, breaking any physical or geographical barriers that exist. Self-taught or under accompanied by a tutor, the student manages time to devote to train according to their occupations and schedule. The E-learning presents many benefits as: 1. Removing barriers of time, distance, economic and social, individuals can take control of their own educational life. Two.’s Skills and knowledge have to be updated constantly.   March. New technologies, along with e-learning, will help companies of all sizes, and countries to adapt to the demands of the new economy. April. Unifying all concepts in electronic versions, the employee can get the information you need when you need it, through a system that tracks the progress of each of the individuals, tailored to their own possibilities.  May. Content developers, experts and the community of people looking to learn, are interconnected. 6. Whoever receives education can practice their skills individually or through virtual teams around specific areas of interest. . 7 E-learning delivers superior learning at reduced costs; greater access to learning and a method of measuring clear to all participants in the process. 8. In today’s culture marching at a rapid pace, or ganizations that implement e-learning processes will deliver your workforce the ability to turn change into a competitive advantage. While e-learning has many advantages, it also has its drawbacks. E-learning often encounter resistance from some companies and employees reluctant to use a new learning method that is unfamiliar to them. The student, the company and the trainer: The following table lists the advantages and disadvantages of e-learning from the point of view of its three protagonists are listed. †¢ For the student  advantages Disadvantages The student is the protagonist of your e-learning course of computer tools Apprehension, reluctance to use new technologies Interactivity and attractiveness of e-learning content management autonomy by not having a work program tax Flexibility and adaptability to their availability (time, location) Management motivation and participation in the course of e-learning, concentration effort Training at their own pace, regardless of the other students not direct contact with forming set (unless the training is mixed) Self-evaluation during and at the end of the course Personal Tracking progress in the course and balance of results obtained by tracking (tracking) †¢ For the company  advantages Disadvantages Massive Training (unlimited number of students) Companies often poorly informed and displayed suspicious as to new technologies relates Savings in indirect costs related to classroom courses (travel, accommodation, etc.). Has no control over the motivation, participation and management of the course students Flexibility and adaptability according to availability of  students (time, place) Investment in computer hardware and software Ability to customize and adjust the courses according to pre-defined competencies and educational objectives is often difficult to define the content of e-learning courses to highly specialized materials (check) Less logistical constraints (no need to book a classroom or displace employees or find accommodation, etc.) Control of changes in service training Accurate reporting and analysis of the courses thanks to the automated tracking results Materials perennial training and updatable †¢ For the trainer  advantages Prerequisites to assess the level of students No direct contact with the student is established (unless the training is mixed) Interactive and engaging training tools for him and the students stop being the â€Å"wise† to become the â€Å"leader† Flexibility and adaptability to availability (time, place) Passing a basically oral communication other written Tracking students from the platform (tracking) To succeed in e-learning is needed that the contents are: †¢ Update -.’s A logical feature, but that does not always happen. The degree of obsolescence varies greatly depending on the subject but it is a factor to consider. †¢ The teaching sequence Adaptable/adaptado.- or training routes should not be the same for all students, must adapt to the answers and skills of each. Thus a dynamic and interactive learning is achieved, and not boring or frustrating students. †¢ Attractive -. The content must call the student’s attention, find it appealing. It is important to capture that first attention, to make you feel motivated. †¢ Chart -. The amount of text should be as short as possible, and you need to use the potential of technologies like Flash to animate processes, demonstrations, relationships, etc.. †¢ Multimedia -.’s Important to use multimedia technology, rationally combining text, photos, audio and text with photos, videos and text, etc.. †¢ Direct -. The language used in this medium mu st be as clear and direct as possible, the displayed reading is difficult and therefore we must make an effort of synthesis to the design of an online content. †¢ Playful -. The  old saying â€Å"the rod and spoil† has ceased to have effect. The playful aspect, the game is one of the most effective teaching strategies, and this aspect must be encouraged throughout the training material. †¢ Must have continuous Prà ¡ctico/Interactivo.- practices or examples or references to reality situations and continuous interactive exercises. The student must be an active subject, to interact with objects on screen, which is not a mere spectator or listener. †¢ Teaching resources. – In an online content can use different teaching resources, expository texts, diagrams, animations, illustrations, concept maps, glossary words, footnotes, download files, web links, etc.. †¢ Evaluative -. The student needs to know the result achieved, progress in learning, so the test or self-assessed exercises, showing the results and an explanation of Error automatically display are needed. †¢ Self Contained. – If the support of a teacher is minimal or liability is vital that the content itself incorporates the means fo r students to learn the interface and solve the doubts that arise. †¢ Full -. A content can not cover all aspects of a particular subject. There is a process of choosing what is important, adequate, relevant. 6. Coanching What is and Mentoring? Mentoring is the process by which a person with more experience teaches, advises, guidance and assistance in personal and professional development of other investing time, energy and knowledge. It is a process not only applies to new employees but is especially effective for workers that can be hired and promoted in the near future. The mentoring arises because companies need professionals who can deal with change initiative and creativity. It is also important to manage teams, motivate them and make them leaders, since in competitive environment people with leadership skills are essential in business. You need to optimize resources and maximize the talent of the staff. Types Mentorig †¢ Situational Mentoring: is when the pupil provides a report and mentor comes to her aid, careful not to intervene too much. †¢ Formal Mentoring: in this case previously formulated goals to measure subsequently featured in this type of mentoring 3 figures that are the mentor, mentee and the coordinator, the latter makes the program functions to support and monitor the conception  objectives. †¢ Informal Mentoring: this applies for short periods, where pupils are conducted by the mentor, and makes them share experiences, skills and competencies. Coaching: Coaching is the process in which support and guidance to individuals and teams improve and optimize their performance. That brings all the talent of the person is helped to acquire new skills. Remove limitations of the person or group is important in coaching. It is a relationship where the coach assists employees in learning new ways of being and doing, new ways of doing tares necessarily to generate a positive change that improves the productivity of the company. The idea is not to identify and penalize errors or failures, but make others discover their own mistakes. The coach must be based on asking questions rather than make statements, but it is not only ask questions, but each of these made ​​by the coach has a particular purpose. Tasks based on clear and well-defined goals, even arrive at the specific tasks related to the goals to achieve. Once explained, it is the employee who must take these goals as their own. Coaching is important because it allows employees to adapt to changes effectively and efficiently. Uncover the potential of people, allowing them to achieve the goals that would otherwise be considered unreachable, which also predisposes people for collaboration, teamwork and consensus building. Recognition is a key part in her coachig, meaning â€Å"take into account† and â€Å"recognize† individual contributions and to some extent motivate and reward where it is due. There are 2 types of rewards: †¢ Social Rewards publication, flexible hours, scholarships, training, etc. †¢ Financial Rewards