Inter Industry and Intra Industry Trade Essay Example | Topics and Well Written Essays - 1750 words

Inter Industry and Intra Industry Trade - Essay Example on, and import goods to countries they lack their own production, or where products can be manufactured with poor cost-effectiveness, owing to factor scarcity, intensively used for goods production. Under such circumstances, a country does not generally export and import the same product type. Inter-industry trade is in direct contrast to intra-industry trade that is a result of ‘imperfect’ competition between nations having identical factor endowments (Falvey and Kierkowski, 1987, 143-161). Examples of intra-industry trade include technology, beverages, minerals and automobiles. As per the definitions provided by OECD, intra-industry trade can be viewed through intra-industry trade measurements: a) â€Å"Trade in similar products (â€Å"horizontal trade†) with differentiated varieties (e.g. cars of a similar class and price range); b) Trade in â€Å"vertically differentiated† products distinguished by quality and price (e.g. exports of high-quality clothi ng and imports of lower-quality clothing)† (OECD, Glossary of Statistical terms, 2007). There are two different forms of intra-industry trade: Horizontal intra-industry trade: this comprises of simultaneous imports and exports of products categorised within an identical industry, and at an identical processing stage, therefore, based primarily on product differentiation, as for example, Korea’s export and import of cellular phones at the same time, at a same processing stage (Grubel, and Lloyd, 1975). Vertical intra-industry trade: This comprises of imports and exports of products at the same time within the same industry sector, but at a different processing phase. It is based on a growing ability to arrange for production fragmentation into various stages, each occurring at different places, and taking advantage... This report approves that countries export products where factors can be intensively used for goods production, and import goods to countries they lack their own production, or where products can be manufactured with poor cost-effectiveness, owing to factor scarcity, intensively used for goods production. Under such circumstances, a country does not generally export and import the same product type. Inter-industry trade is in direct contrast to intra-industry trade that is a result of ‘imperfect’ competition between nations having identical factor endowments. This report makes a conclusion that currently under increased instances of globalisation, intra-industry trade has turned into an essential part of global macro-economic activities, which is beneficial as regards bringing in stability at a macro-economic level, increasing the number of products of the same type within the market giving a consumer more choices and advocating innovation. This trade is primarily based on the advantage where it allows consumers to have at their disposal a larger range of products at cheaper rates, while allowing producers to acquire economies of scale in goods manufacture by giving them an access to a wider global market. With an overall rise in output, fixed costs are disseminated over a wide range of units, thus decreasing the corporation’s average production cost. Therefore, despite various debates on its rightful place within the realms of economic theories, intra-industry trade occupies an important position within the realms of modern intern ational trade.

Annotated Bibliography with 5 sources (you need at least 3 for your

With 5 sources (you need at least 3 for your final essay) 100 - Annotated Bibliography Example Martin elaborates on the genesis and etiology of racial segregation in the college and competitive college sports. He elaborates being a previously white-dominated program has progressively become famous to the black population. However before the currently accepted participation of blacks and colored folk in sports there existed contentions and racial segregation. The historical background of racial discrimination will likely give the reader understanding of the driving forces of the practice. Tischauser describes the history and beginning of the Jim Crow laws and their implications on the colored populations. The attitudes and perceptions that led to their institution and legislation are also reviewed. Segregation has its genesis also in sports. The present professional football faced its share of racial interference. Levy analyzes the history of racial discrimination in sports and the eventual acceptance of colored people in its participation Over the years, racial segregation has undergone a metamorphosis. Previously openly demonstrated it is currently practiced under a well concealed itinerary of regulations and legislature. Tischauser explores the evolution of racial and ethnic conflict over the centuries and its current hallmarks in the

Case study remedial writing programme

Case study remedial writing programme The purpose of this study programme is to determine if students from the elementary level of Hin Hua High School (Chinese Independent School) improved in their ability to write in English after having studied specifically developed curriculum. The 7-hour remedial programme is to be conducted once the academic department releases the final assessment grades. Fifteen students with the lowest score were selected using the criterion method to undergo the remedial programme. the importance of all six major aspects of writing measured in the English Test which comprises mainly punctuation, grammar and usage, sentence structure, strategy, organization, and style. It is believed by attending the remedial programme selected students would be able to show the ability to make and articulate judgments by taking position on an issue or problem. Besides sustaining a position by focusing on the topic throughout the writing. They are alson expected to develop a position by presenting support or evidence using specific details and make inferences based on support or evidence. Most importantly, they should be able to organize and present ideas in a logical way by logically grouping and sequencing ideas. Hence communicate clearly by using language effectively and by observing the conventions of standard written English INTRODUCTION As a language teacher, I often select writing tasks from language textbooks to help students improve their writing ability. Behaviorists, communicative, cognitive, and discourse theories could influence writing approaches in language textbooks. Each theoretical framework has provided us with a better understanding of the multiple dimensions and purposes of teaching writing. A review of the developments in writing pedagogy leads us to conclude that we could teach writing as a means to improve linguistic, rhetorical and communicative competence or as a discovery and cognitive process. The writing tasks that we select from language textbooks and assign to students could reflect one or some of these pedagogical purposes. As teachers, we need to question and understand the pedagogical assumptions of textbook writing tasks so that we can select tasks that will help our students become confident writers and independent thinkers. Primary students entering the secondary school level (high School) are challenged not only to learn new content in the disciplines but also to communicate this. A significant number of students will not have adequate academic literacy levels to be able to do this successfully (Jones and Bonanno, 1995 (1). Atlhough traditionally students were expected to develop academic literacy skills without any explicit teaching of these skills, schools now recognize the increasingly diverse backgrounds of their student populations and have put in place mechanisms for helping students develop their academic literacy. These have included the establishment of literacy and learning units as well as the requirement for school curricula to address the teaching of writing skills including communication skills. English Learning Centre of Hin Hua High School Klang, like other literacy and learning units, has been involved in a number of collaborative projects with teachers involved in teaching Junior One to integrate the teaching of communication skills into the curriculum (Webb et al, 1995, Taylor and Drury, 1996). These initiatives have resulted in the development of new teaching materials and approaches as well as new practices of assessment and feedback. However, as subject area curricula are being adapted to computer-based forms of learning, it is also necessary to consider how the teaching of communication skills can be integrated into these programs or how the teaching of communication skills can be contextualized within the learning of subject area knowledge. With the current demand for propheciuency in English Language great importance has been given to developing programs to instill good writing modes to the elementary learners which aims to help students become successful editors of their own writing. 1.1 LITERATURE REVIEW Writing skills have been identified as to improve students thinking. Moffett and a few others have developed cognitively sequenced curricula for elementary and secondary writing, college composition, when it is sequenced at all, tends to rely on structural or rhetorical arrangements, which are neither sequential nor cumulative. Progressions from word to sentence to paragraph to theme confuse quantitative with qualitative growth, while rhetorical sequences confront students with cognitive problems of different but equal complexity. In short, from a cognitive perspective, most writing instruction in higher education is consistent with that in secondary education: what Stephen Judy described as Advanced Hodgepodge in high school gives way to Arrogant Hodgepodge in college. A large and growing body of research, however, shows that cognitive development follows a hierarchical sequence of stages and suggests that a curriculum can be sequentially organized to promote cognitive development. Blooms Taxonomy of Educational Objectives provides some essential connections between the cognitive abilities we expect of college students and a curriculum that can stimulate those abilities Blooms Taxonomy is one solution to the cognitive hodgepodge of the writing curriculum. It allows us to sequence instruction and assignments in ways that speak directly to students developmental needs. From least to most complex, For writing instruction the taxonomy provides a flexible model of what happens cognitively in the learning process Bloom described a six stage sequence: Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation. (See Figure 1) Figure 1.0 The flow chart of Blooms Taxonomy At each new level, thought processes build on and encompass previous levels. Implicit in this structure is the assumption of an ascending scale of difficulty and comprehensiveness. Thinking at the comprehension level is more demanding than at the knowledge level; cognitive problems requiring synthesis or evaluation encompass all the preceding levels. A review of Blooms definitions for each taxonomic level suggests what such a cognitively-based writing course might entail. Although the focus of each level is cognitive, rhetorical issues of audience and purpose are equally appropriate and can be specified for any assignment. Most of all, the taxonomy allows us to contemplate the value and feasibility of a cognition-based curriculum in writing. Such a curriculum would reflect the hierarchical relations of the various thought processes and would help to control for cognitive complexity in writing and thinking about distorting natural discourse. In this form, writing or writing-intensive courses would systematically develop students thinking skills rather than leaving them to chance or, worse, blunting the writers still-developing ability to explore and express ideas. In short, a cognition-based curriculum ensures that students participate fully in using writing as a mode of learning. 2.0 INTENDED PURPOSE The remedial programme is targeted for the elementary learners who are in the process of upgrading their writing skills to the pre -intermediate level. A total of 15 students are selected from the age group of 13 years old based on the final semester examination results. The examination basically structured in accordance to the textbook currently used in the school curriculum ,New Opportunities (Pearson Longman-Cambridge). Basically the (Stiggins to highlight achievement differences between and among students to produce a , 1994). School systems might want to classify students in this way so that they can be enhance their competency level even further. The major reason for using a norm-referenced test (NRT) is to classify students. NRTs are designed on dependable rank order of students across a continuum of achievement from high achievers to low achievers be properly placed in remedial or gifted programs. These types of tests are also used to help teachers select students for differe nt ability level reading or mathematics instructional groups. As the selected students fall under the below average group in Paper 1(Writing Assessment) whereby there are two parts that the had to complete here: SECTION A Notes Expansion and SECTION B Continuous Writing (Choose one topic out of five given) From the academic analysis it was found that majority students failed in Section B where it consists of 25% of the total marks of 40% of the Writing paper. Thus they are required to attend a 7 hour remedial programme to improve their writing skills by at least 85%. FINAL SEMESTER : PAPER 1 RESULTS (40%) NAME CLASS SECTION (15%) SECTION B (25%) 1 LIM WAI MENG ELEMENTARY 8 8 2 CAROLINE TAN ELEMENTARY 7 7 3 CHONG YOKE LAN ELEMENTARY 9 6 4 LIM CHEN PHANG ELEMENTARY 8 6 5 LEE AI VIN ELEMENTARY 8 7 6 SOO HUI YING ELEMENTARY 5 5 7 TAN KUI ROU ELEMENTARY 6 8 8. TEE WAN RU ELEMENTARY 5 9 9 NG JIA JI ELEMENTARY 9 7 10 LIM SHAO YI ELEMENTARY 9 4 11 KELVIN LAI ELEMENTARY 6 8 12 TAN MAY LI ELEMENTARY 8 8 13 TOO MEI LING ELEMENTARY 5 5 14 LIM TAI YONG ELEMENTARY 6 9 15 TEO JOYCELYN ELEMENTARY 7 6 Table 1 REMEDIAL PROGRAMME STUDENTS NAME LIST 3.0 PURPOSE OF REMEDIAL WRITING PROGRAMME The reasons for the remedial program to be initiated is to better the learners in their writing skills and strengthen it so that they have all capabilities to be promoted to the next level but due to certain minute factors they fail to adhere to the standards of the pre-intermediate level. Thus these students are carefully selected using the criterion method to undergo the 7 hour remedial programme. In order to drill and motivate these students in the remedial programme an enriching lesson plan is formulated to create a positive outcome at the end of the the 7 hour remedial programme. The purposes for emphasizing writing skills are to produce who can comprehend teaching and learning in a positive mental attributes. There is a wide body of research suggesting that assessing students written performance is a valuable undertaking. Not only is an instructor able to help a students progress, but also the instructor can facilitate the learning process and the learning outcomes by being aware of student performance throughout the academic session. Purpose for teaching writing Writing for Language Practice Writing for Rhetorical Practice Writing for communication Writing as a Discovery and a Cognitive process Figure 2.0: The Purpose for Teaching Writing Undeniably, 3R skills are important and necessary in daily living. They are also needed to support the development of a knowledge-based economy. Recognizing these needs, the school has initiated and implemented programmes to identify students who have not mastered the 3Rs. These programmes are designed to specifically address and overcome the inability of students to master the 3Rs. This is in line with the essentialism which instills students with academic knowledge and character development. Among the programmes that have been implemented in schools are the Early Inter ­vention Reading and Writing Class, Basic Skills for Reading, Writing and Counting Programme and the Literacy and Numeracy Programme at Level One. 3.1 Sub-skills of Writing Besides drilling and enriching the remedial learners with the core writing skills , there are also exposed to the importance of sub-skills in their learning such as: I Manipulating the script of the language: handwriting, spelling and punctuation. II Expressing grammatical [syntactic and morphological] relationships at the sentence level III Expressing information or knowledge in writing: explicitly implicitly IV Enrichment of Vocabulary PART B 4.0 Objectives of the 7-hour remedial programme The main aim in introducing and implementing the remedial programme particularly in the aspect of writing skills is to mainly: to develop competencies in writing skills among learners to move from a teacher-centered didactic model to a student-centered constructivist model to acquire the ability to write in a more clear, concise and acceptable manner 5.0 Instructional Design : Using the ADDIE Model to Build Writing Competency Among Remedial Learners Table 2.0 ADDIEs Model 5.1 Framework The generic term for the five-phase instructional design model consisting of Analysis,Design,Development, Implementation, and Evaluation.   Each step has an outcome that feeds into the next step in the sequence.   There are probably over 100+ different variations of the generic ADDIE model. Instructional design aim for a learner -centered rather than a traditional teacher-centered approach to instruction, so that effective learning can take place. This means that every component of the instruction is governed by the learning outcomes, which have been determined after a thorough analysis of the learners needs. This phases sometimes overlap and can be interrelated; however they provide a dynamic, flexible guideline for developing effective and efficient instruction. Figure 3.0 Instructional Design: Using the ADDIE Model 5.2 ADDIES Theory The ADDIE instruction model for this desin is outlined by Smith and Ragan(1995) in their book entitiled Instructional design. The focus is n 5 points Analysis, Design, Development, Implementation and Evaluation. From this theory the analysis has proved that there was a need to conduct remedial programme for the elementary low scorers where an opportunty was given to learn and develop basic essay writing skills. 6.0 Remedial Education Programme In Malaysia, the importance of remedial education gained attention in the 1960s. Results of a pilot project in nine schools between 1967 and 1970 showed a need for remedial education, especially for pupils in rural areas. This paved the way for remedial education programmes in primary schools. The pioneers in the field attended a two-year intensive course on remedial education in the United Kingdom. Subsequently, a national series of seminars and workshops on remedial teaching were organized. With the exception of small schools or under-enrolled schools, every school is allocated one remedial education teacher. At the school level, a Remedial Education Committee is formed, comprising the headmaster, remedial education teacher, class teacher, subject teacher, resource centre coordinator, and other teachers as members. The introduction of a new curriculum for primary schools in 1983 implied a return to the basics in education. The ultimate goal was to ensure that no pupil is illiterate by the year 2000. The implementation of the remedial education programme for children in Primary 1-3 is to ensure that they master the 3Rs. Children who have been recommended for remedial education are required to attend remedial classes. As of 1999, 54,000 primary school children have undergone the intervention programme. In addition to improving and enhancing teacher development, the Malaysian government also works towards improving the curriculum at school to meet the changing needs of the economy. During the Fourth Malaysia Plan, the primary school curriculum was revised with the aim of providing and establishing a firm education in reading, writing, and arithmetic. This led to the development of a new curriculum emphasizing the 3Rs. Studies looking at the returns to education in Malaysia have found positive results in those who have had some form of formal education, thereby providing support to the government guidelines on the primary curriculum which emphasizes the acquisition of basic skills.Education in Malaysia , changing very rapidly responding to the emerging focus of lifelong learning; the growing emphasis on learning; as opposed to reaching and the development of the new delivery systems 6.1 The Educational, Philosophical and Psychological foundation Elementary education shall aim to develop the spiritual, moral, mental and physical capabilities of the child, provide him with experiences in the democratic way of life, and inculcate ideas and attitude necessary for enlightened, patriotic, upright and useful citizenship. To achieve these objectives, elementary education curriculum shall provide for the: inculcation of spiritual and civic values and the development of a good citizen based on an abiding faith in God and genuine love of country; training of the young citizen in his rights, duties and responsibilities in a democratic society for active participation, in a progressive and productive home and community life; development of basic understanding about Malaysian culture, the desirable tradition and virtues of our people as essential requisites in attaining national consciousness and solidarity; teaching of basic health knowledge and the formation of desirable health habits and practices; development of functional literacy in English as basic tools for further learning; and acquisition of fundamental knowledge, attitudes, habits, and skills in science, civics, culture, history, geography, mathematics, arts, and home economics and livelihood education and their intelligent application in appropriate life situations. The Elementary Basic Education Curriculum focuses on the tool learning areas for an adequate development of competencies for learning how to learn.    The goal of Instructional design is to support the cognitive processes that result in learning (McGriff). The expected outcome of instructional design is to provide knowledge and skills to people. The three major learning theories are Constructivism, Behaviorism, and Cognitive. Instructional Design is based on constructivist principles. Instructional design is associated with instructional systems development (Leshin et al, 1992). An Instructional System is the arrangement of resources and procedures to promote learning (Berger and Kam). 6.2 Programme Design: ADDIE Model ADDIE is a general-purpose model, which can be used to create instructional products and program design. ADDIE is the acronym for Analyze, Design, Develop, Implement and Evaluate and summarizes the five steps in the Instructional Design process. The instructional designer makes decisions critical to ensuring the effectiveness of the educational experience in each phase of the process. In accordance with the process improvement model, the five phases are a loop, with the improvement of learning outcomes as the goal. Dick and Carey and Kemp (Kemp, et .al, 1998) expanded the ADDIE Model into nine elements. The Dick and Carey Model uses a Reductionist approach in breaking instruction down into smaller segments targeting sub skills. The learner is required to master of sub skills, which are aggregated to achieve overall skill mastery and learned behavior. It provides a systematic approach to curriculum and program design. Teaching is essentially a philosophical endeavor and therefore educational activity can be conceived within the context of a philosophy or worldview. The curricukum refelects the art and craft of teaching. Educational technology can provide diversity of thinking regarding curriculum and instruction which would be curriculum theorizing. 6.2.1 Analysis Basically the nature of the students whom the remedial programme to be conducted are students who learn English Language as a second language. They are originally from Chinese speaking families with a minimum exposure to English Language. Due to the expectation of the school and the educational needs in adhering English as one of the core subjects in school these students are required to have in depth knowledge and skill in it. All of them have been educated in the Chinese primary school education system. Based on the final semester examination results 15 students are selected to undergo remedial programme as they fall in the border line cases .The students acquire poor writing skills, while being able to construct sentences fairly well, they seem to have great difficulty in organizing and developing their ideas into the form of an essay that has an introduction, body and conclusion. In order to promote these students to the next level that is the pre-intermediate phase from their origin elementary level the English Language Department found it vital for them to attend a 7-hour remedial programme in order to find solution to this situation. All of them need to further develop their writing skills in term of cohesion and coherence; time and practice. 6.2.2 Design The main design goal for our programme would be on the cognitive strategies of being able to develop an idea for writing since all of them com e from a very similar background and have basic sentence writing skills. Besides the development of language in the mechanics of sentence construction such as syntax, grammar, structure, etc given priority. R.Gagne(1965) divided learning into 5 categories: Verbal or declarative knowledge, intellectual skills, cognitive strategies, attitudes and psychomotor skills. The learning goals are also in connection to these categories to try to put educational value behind our goals. At the same time the goal also reflects competences outlines by Benjamin Bloom (Bloom,1956). These include: Knowledge, Conprehension , Application, Analysis, Synthesis an Evaluation. These give our goals validity whereby competencies are incorporated in bringing about concrete task for learners that we assign in order to achieve their goals. Hence in the evaluation phase, we can use this aspect to find out the validity and the accomplishment of the learners in implementing the programme. Learning Goals and Type of Learning OBJECTIVE STANDARD GAGNES DOMAIN BLOOMS TAXANOMY Learners will identify an essay topic and 3 sub-topics Criteria established by Hin Hua High School, English Language Department Cognitive strategies Synthesis Learners will be able to write a 3 paragraph essay with an introduction, 2 sub topics to include their opinions, ideas and conclusion Criteria established by Hin Hua High School, English Language Department Declaration Knowledge Intellectual Skills Synthesis Evaluation Application Learners will be able to use the library and Handouts to research printed information on their topics Criteria established by Hin Hua High School, English Language Department Procedural knowledge (declaration knowledge) Knowledge Learners will be able to use proper mechanics of grammar syntax Criteria established by Hin Hua High School, English Language Department Intellectual Skills Application Learners will be able to present their topics in class Criteria established by Hin Hua High School, English Language Department Declaration knowledge Comprehension Table 3.0 Learning Goals and Type of Learning 6.2.3 Development In order to establish a approachable remedial programme for the elementary learners , we English teachers have developed a remedial programme which will undertake a 7 hour learning process. The teachers from the same level have brainstormed and come up with a course content for the 7-hour teaching and learning programme. The teachers from the same teaching level are the best person to create the lesson as they deal with the same competency level of students all the time and are considered experts in their area. Besides this, they will be able to make he printed and computer materials and added step of getting the right content for the level. On top of that since they have already been teaching in the same scope so they will be undoubtedly familiar in the process of teaching and guiding the learners in order to make the remedial programme a success. 6.2.3.(1) Procedure The remedial programme would be in the English medium since the main objective is to improve writing skills among elementary learners. The programme consists of 6 regular sessions and followed by a review and a test day. Each hour is scheduled to be conducted for 60 minutes ***Details on the whole programme given on Part D 6.2.4 Implementation Further to the development to the development the teachers would be equipped with intact course content for he programme. The module would be prepared in balance with the time frame allotted for the programme. Any teacher who is selected for this task should be ready to undertake the teaching process based on the scheme that has been prepared. Al l 15 students will be instructed to attend the programme for 7 hours. These are the various aspect of implementation emphasized in the learning process: Approaches Discovery and guided discovery- instructional techniques Observation-modeling examples by teachers Guided participation cooperation of teachers and learners in a task Strategy instruction Direct Explanation Self Instruction Training Dyadic Instruction Table 4.0 Learning Process Implementation 6.2.5 Evaluation The evaluation phase consists of two parts: formative and summative. Formative evaluation is present in each stage of the ADDIE process. Summative evaluation consists of tests designed for domain specific criterion-related referenced items and providing opportunities for feedback from the users. Primarily the evaluation is done in two parts. The first phase will be the evaluation of student work based on the objectives in the Learning goals and type of learning listed above. Students will be rated by their teacher based on the A,B,C,F criteria set by the English Department. An A is excellent work, B is average, and C will mean student needs improvement. An F would mean that student failed the writing assessment with below 60% of mark. Students will be evaluated at each stage of the course. The department will use this evaluation in order to find out how they might need to modify the programme in the future. A summative evaluation will be conducted as outlined by Smith and Ragan(1999,p.352). Those authors explain that in order to evaluate the effectiveness, appeal, and efficiency of instruction, a collection, analysis and summary of data on students ia essential. In our designed programme an exam is built to access students of their mastery on the abilities taught during the programme.Students are to show their capabilities in their understanding and knowledge taught to them by completing the set of homework targeted to them. Students will be graded on from 1 to 5 for their abilities in each of the following sections: Student name Student able to choose a topic n sub-topics Student able to use handouts information Student able to complete the essay Score dated from 1 to 5 1 : poor 2 : Able to understand the writing concept with some guidance 3 : Able to complete the task with help and support 4 : Able to understand the concept and complete the task individually A pre-test and post-test can measure how well learners achieved the learning objectives. However, it usually takes more time and effort to measure things such as whether the learners will use their training. This evaluation phase can extend for months. Upon completion of the programme the students feedback will be collected to further gauge the success of the programme. Questions are also answered on a scale of 1 to 5. 1 is low and 5 is high. The standard questions constructed are as below: Were you satisfied with the content of this course? Were you able to understand the teachers explanation? Were you able to put into practice elements that you learnt? Did you fond the course interesting? On a scale of 1 to 5, what is your general feeling about the course? PART C 7.0 REVIEWERS COMMENTS Below is the summary of the feedback received from two of the Senior Teachers from the English Language Department of Hin Hua High School regarding the 7hour remedial programme on writing skills. Reviewer 1: Mdm Annaletchumy Reviewer 2: Ms Sastina The strengths and weaknesses of the newly developed Remedial Programme for Elementary Students Strengths 1. Learning by actively participating in group discussion 2. Encouraging students to construct their own ideas and knowledge of the topic 3. Student-centered rather than teacher or subject-centered 4. Teaching aid contributed to students visualization on the topic given 5. Suitable to students development level 6. Group work enables students to self express, to be self-confident and self- awareness 7. Encourage teacher to develop students creative thinking abilities 8. Emphasizing the concept of group work and peer evaluation where no student Is left behind 9. Encouraging the co-operation among students and teacher positively 10. Enables student to have a positive mindset in creative writing Weaknesses 1. Unsuitability of activities for crowded room 2. Lack of materials used as aid for pre-writing task 3. Lack of teachers evaluation on the first phase of writing 4. Certain task may take more time than the planned time 5. Peer evaluation on writing inappropriate approach for elementary learners 8.0 Summary of Review Summarized below are some of the accomplishments and challenges I personally went through in construction the remedial programme: 8.1 Strengths 8.1.1 Improved students attitude and motivation Students are mentally prepared to participate in the programme because students agree to a particular pace, workload, and learning environment from the beginning. 8.1.2 Creating Learning Communities: Classes function as teach communities both teacher and their students benefit in both social and academic areas from working with each other over a entire programme. 8.1.3 Eliminating Stigma of Dependency: The concept group work and peer evaluation removed the stigma of being too dependent on the teacher Writing materials. 8.2 Weaknesses 8.2.1 Students participation Some learners will not contribute in due to the lack of interest o

Sexual Predators :: Exploratory Essays Research Papers

Sexual Predators Childhood is supposed to be a time of discovery and play, not abuse. Was there ever such a world? Sexual predators have been lurking this planet for decades; now they're being marked for life because of there actions. Neighbors and the home towns of sexual predators are being alerted of their crimes and whereabouts by local police. Such towns have responded by putting up signs in their town, "CHILD MOLESTER TWO DOORS DOWN" (Popkin, pg 73). Others responded by burning or flooding their new neighbors out (Popkin). What did these convicted criminals do to deserve such punishment? They violated the most precious living creature on this planet, a child. Communities definitely have a right to know that a dangerous child molester is moving to their town. Child molesters have been convicted, charged and sentenced for their crimes for many years. Maybe people already have one as their next door neighbor. Do people really know the people they live by so well, that they would leave their own child with them? Also, if they had a legal right to, would they check out their neighbor's history at the police office, or trust them? In the summer of 1994, seven-year-old Megan Kanka was kidnapped, raped, then killed by convicted child molester Jesse Timmendequas. Her story started many parents to question the safety of their own children. The outraged community was never informed that Timmendequas and two other convicted child abusers had moved in across the street from Megan (Megan Kanka). Megan's death lit her parents' fires to do something about notifying communities of convicted child molesters. They began to lobby for "Megan's Law", a law that would require immediate community notification of convicted child abusers, who were living in their area (Popkin). Some critics contend that the law is unconstitutional because it adds additional punishment to offenders (Megan's Unfinished Legacy). Other critics say that it would drive predators into hiding and away from seeking counsel. Child molester Scott Murphy said, "Without counseling, you're the same person when you go to jail as when you get out"(Popkin, pg.73). Before the passing of the law, a group of offenders appealed the judges' ruling that the notification was unconstitutional because it's intended to protect children, not further punish criminals (Megan's Unfinished Legacy). The law was passed. The biggest problem that police officers face is determining which released sex offenders are the most dangerous.

American History thru 1877

In 1492, Columbus set sail for Asia but found the Americas instead, exploring several islands of the Caribbean Sea. In the following years Columbus made three more voyages, and many other Spaniards explored the Caribbean islands and mainland. During the late Middle Ages, Mongols threatened Europe with pillage and destruction. However, they also unified much of Eurasia, creating trade routes and communication lines stretching from Middle East to China. A series of Europeans took advantage of these to explore eastwards.The trade routes between Europe and Middle East, however, was almost completely controlled by traders from the Italian city states. Upon the collapse of the Mongol Empire, the trade routes to the east soon became far more difficul and dangerous. The Black Death would eventually also block travel and trade. The land route to the East was controlled by Mideterranean commercialists and Islamic empires that both controlled the flow and price of goods. The rise of the expansi onist Ottoman Empire has also further limited the possibilities of European overland trade.The Age of Exploration has begun. During the Rennaisance, scholars rediscovered the works of the ancient Greeks and Roman geographers. Christopher Columbus came to believe that he could reach Asia in the East by sailing West. Instead, he found the New World. With the advances of navigation, military technology and shipbuilding, the Europeans started to explore the world by ocean searching for trading partners, particularly of gold, silver and spices. They sought a viable trade route which would be uncontested by those Mediterranean powers.Similarities and lesser differences among the Southern Colonies The Virginia Company obtained a royal charter enabling each to found a colony, granting the right to coin money, raise revenue, and to make laws, but reserving much power to the king. The object of the lord proprietor, Baltimore, was twofold. He wished to found a state and become its ruler, for h e was truly a man of the world; he loved power and he loved wealth. Second, he wished to furnish a refuge for the oppressed of his own faith; for the Roman Catholics, as well as the Puritans, were objects of persecution in England.He was granted charter to Maryland. He was required by the charter to send the king two Indian arrows each year, as a token of allegiance to the Crown, and if any gold and silver were mined in Maryland, one fifth of it was to be paid to the king. But aside from this the proprietor was invested with almost kingly power. He could not tax his people without their consent, but he could coin money, make war and peace, pardon criminals, establish courts, and grant titles of nobility.The charter, however, provided that the laws be made by the proprietor and the freemen—democracy was beginning to emerge. It was the first colony in which religious toleration had a place. South Carolina differs from most of the colonies in not having had to battle against imp ending dissolution during its first years of existence, and from all the others in depending largely on slave labor from the beginning. Popular assembly began to frame laws on the basis of libery.The charter conferred the right of making laws on the proprietors only by and with the advice, assent, and approbation of the freemen. North Carolina was twin-born with South Carolina and both were not separated politically until 1729 and their histories run parallel for many years. The object in founding the colony in Georgia was threefold: to afford an opportunity to the unfortunate poor to begin life over again, to offer a refuge to persecuted Protestants of Europe, and to erect a military barrier between the Carolinas and Spanish Florida.Georgia was the only colony of the thirteen that received financial aid by a vote of Parliament — the only one in the planting of which the British government, as such, took a part. The colony differed from all others also in prohibiting slavery and the importation of intoxicating liquors. The settlers were to have their land free of rent for ten years, but they could take no part in the government. The trustees made all the laws; but this arrangement was not intended to be permanent; at the close of the proprietary period the colony was to pass to the control of the Crown. Jamestown, VirginiaJamestown, Virginia, located at Jamestown Island on the banks of James River, both of which were named after King James I of England, 60 miles from the mouth of the Chesapeake Bay, was founded on May 14, 1607 by the Virginia Company—a group of London Entrepreneurs to whom were granted a charter to establish an English settlement in the Chespeake region of North America, and were instructed to find gold and water route to the Orient. The location was selected primarily because it offered a favorable strategic defensive position against other European forces which might approach by water.However, the colonists soon discovered that the swampy and isolated site was plagued by mosquitoes and tidal river water unsuitable for drinking, anf offered limited opportunities for hunting and little space for farming. The area was also inhabited by native Americans, the Algonqiuan from whom the colonists found themselves under attacked. It appears that eventual structured leadership of Captain John Smith kept the colony from dissolving. By 1609, during the departure of Captain John Smith, only 60 of the original 214 settlers survived, and by June of that year, the settlers decided to bury the cannon and armor and abandon the town.The arrival of the new governor general, Lord De La Ware, and his supply ships brought the colonist back to the fort. Although the suffering did not totally end for decades, some years of peace and prosperity followed the wedding of the daughter of the Algonquian chief, Pocahontas, to English entrepreneur John Rolfe. Jamestown became the first successful English settlement in what was to become the United States of America The Iroquois The Iroquois Confederacy, or simply Iroquois, also known as The League of Pecae and Power, is a group of Native Americans allied together in peace.They were originally composed of five nations: the Mohawk, the Oneida, the Onondaga, the Cayuga, and the Seneca. They were later joined by the Tuscarora. They were collectively known as the Haudenosaunee, or People of the Longhouse, because of the types of houses they lived in. They became he strongest forces in the seventeenth and eighteenth century, having been involved in the Beaver Wars and the French and Indian Wars against the French, and having participated during the American Revolution. The PilgrimsThe Pilgrims, or The Pilgrim Fathers, is the name commonly applied to the early settlers of the Plymouth Colony. They were members of the Puritans, who were oppressed during the Protestant Reformation in Europe and began to seek a better freedom in the New World. They came to the America in mid November of 1620 aboard Mayflower and drafted the Mayflower Compact, which ensured rights for all the settlers and promised cooperation among settlers for the general good of the Colony. However, like the settlers in Jamestown, were bothered by attacks from the native Americans and suffered during the first winter.They got help from friendlier natives who taught them their skills like woodcraft, hunting, how to make maple sugar, moccasins, canoes, and how to raise crops of maiz and tobacco, all of which helped them to survive. In the autumn of 1621, they produced their first successful harvest and celebrated the first Thanksgiving. Plymouth is said to be the second successful English settlement in North America. Issues and Conflicts In Colonial Politics Most of the original English colonies in North America were private ventures that were less supervised by the English government.The institutions by the colonies' sponsors varied enormously with each other. Most governors in colonia l territories were appointed by the Crown and were responsible for enforcing British trade laws and carrying out other directives, executing colonial laws, administeing justice, and appointing most officers. They were also responsible for provincial defense and diplomatic relations with the native Americans and other colonies. Colonists expected remarkably little from the British government.Budget were low; paid full-time officials were few; civil, judicial, and police establishments were small, part-time and unprofessional; and military establishments were temporary. Politics provided little scope for the active involvement of the citizens. Leadership and institutional structures were weak and undefined, levels of political expertise and socialization low, and political conciousness undeveloped. Under such conditions, public life was volatile, and would-be leaders jockeyed with one another for power, wealth, and prestige.In a few places for brief periods, this primitive politics of competition resulted in the triumph of restrictive oligarchies. The gradual conversion of these colonies into royal provinces helped to develop into roughly similar political systems between colonies, for most of the pattern were derived from English political institutions. However politics developed, public life became more settled. Levels of political socialization and consciousness rose, and institutional and leadership structures became more sharply articulated.A more modern type of polity began to emerge around 1750 with the development of semi-permanent political parties. Factors that moved America towards Independence There were many factors that led Americans fight for their independence against Britain. There were growing grievances against the British authorities among the colonies, from which only one of the original thirteen colonies were formally founded by Britain, others were haphazardly founded by trading companies, religious groups or land speculators.Republican se ntiments were also growing, which, by its very nature, was opposed to heirarchical and authoritarian institutions like monarchy and aristocracy, from which Britain forms it government. Radical Whigs ideas were also widely read by the citizens of the colonies. The radical Whigs feared the threat to liberty posed by the arbitrary power of the monarch and representatives in Parliament and warned the citizens to be on guard against corruption and to be vigilant against possible conspiracies to strip them of their liberties.The colonies were also used to participating in politics, Britain, however has left them alone for many years, denied them representation to the Parliament, while the citizens must obey British laws. Grievances were raised when the British government imposed taxes on their colonies, which eventually led to the Declaratory Act, from which Britain asserted its absolute authority over its colonies. The colonies, however, wanted a share of sovereignty. In 1774, colonists called for the Continental Congress to consider ways of redressing colonial grievances.The Declaration of Rights was drawn, protesting Britain's colonial policies, and sent to the king of Britain. The Congress also called for the creation of The Continental Association. The Association, however, did not call for independence, only to repeal offensive legilation by Britain to its colonies. The Parliament rejection of the Congress' petitions prompted the Association to convene for a second Continental Congress in May 1775, which has eventually adopted the US Declaration of Independence and the Articles of Confederation.The American Revolutionary War had officially begun upon the Battles of Lexington and Concord. The Seven Years War The Seven Years War involved all the major European powers and is a struggle against the French control of North America. It started in May 1756 with the official declaration of war by England against France and ended with the signing of the Treaty of Paris on February 1763. The treaty ended France's position as major colonial power in the Americas and its position as leading power in Europe.England's success, however, was costly and the Parliament's attempt to cover for its debts and to pay for continuing military presence in America by direct taxation of the colonists soon strained relations between mother country and colonies. The Merits and Menace of Mercantilism The British authoriies embraced a theory called mercantilism, that justified the control over the colonies. Mercantilism states that wealth was power and that a country's economic wealth could be measured by the amount of gold and silver in its treasury, and that the colonies exists for the benefit of the mother country.The british expected the American colonies to furnish products needed by Britain, and to export and but foods exclusively from Britain. The British crown also reserved rights to nullify any legislation passed by the colonial assemblies if such laws worked against the mercantalist system. The merits of mercantilism includes that Britain paid a lot of money to colonial producers, tobacco planters also enjoyed a monopoly in the British market, and that the colonies also benefitted from the protection of the world's mightiest navy and strong, seasoned army of redcoats without paying any tax.Mercantilism, however, stifled economic initiative since colonies could not buy and sell products they wanted to other countries, and Americans found it debasing—they felt used and kept in a state of economic adolescence, never allowed to come of age. Stamp Tax Uproar The Stamp Act of 1765 was passed in the Birtish parliament with the primary purpose to raise revenues to support military force due to the added defense requirements resulting from vast new territories acquired during the war and conflict with American Indians. The act required all legal documents, permits, contracts, newpapers, wills, pamphlets, etc., in the colonies to carry a t ax stamp. It was opposed by Americans stating that the Act would hurt their liberty—that them being taxed without being granted Representation where the taxes are laid, then they are reduced from the character of free subjects to the miserable state of tributary slaves—and that they thought the British army is no longer needed. Any offenders had to be tied in Admiralty Courts and the burden of proof is upon the defendants, which meant that defendants were assumed guilty unless they could prove themselves innocent.Common Sense and the Declarataion of Independence The opening paragraph of the United States Declaration of Independence states that: â€Å"when in the Course of human events it becomes necessary for one people to dissolve the political bands which have connected them with another and to assume among the powers of the earth, the separate and equal station to which the Laws of Nature and of Nature's God entitle them, a decent respect to the opinions of mankind requires that they should declare the causes which impel them to the separation.† Signatories of Declaration have agreed that â€Å"all men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty and the pursuit of Happiness† and that â€Å"whenever any Form of Government becomes destructive of these ends, it is the Right of the People to alter or to abolish it, and to institute new Government, laying its foundation on such principles and organizing its powers in such form, as to them shall seem most likely to effect their Safety and Happiness.† These claims of the Declaration were supported by Thomas Paine's Common sense, in which he states that the end of government is freedom and security; that government is necessary to enforce regulations or laws that were created to mitigate the problems of society, which were â€Å"produced by our wants† and â€Å"promotes our happiness positive ly by uniting our affections. † The Declaration claims that the King of Britain has refused his â€Å"Assent to Laws, the most wholesome and necessary for public good† Hamilton's Federalist and Jefferson's Republican The Federalist Party wanted a fiscally sound and strong nationalistic government.Hamilton proposed that state governors would be appointed by the President; the President and Senators would hold office for life; and the Congress would retain exclusive authority to make all the laws of the country. His principles were based on the notion of â€Å"public good† and the superiority of a government which derived its power from the consent of the governed, and believed that only a talented few—understood to mean men drawn from the wealthy and aristocratic strata of society—had the wisdom and dispassionate foresight to implement the measures necessary for the public good.He believed that the great majority of people operated primarily out of s elf-interest and could not be trusted to think or act judiciously in matters of state power. Hence, a proposal such as seating the President for life, so that he would not be subject to the whims of a fickle electorate. He emphasized on an â€Å"energetic government,† which means that government should be proactive in economic and military affairs, have the power the supersede lower governments—as at the state level—and be able to exercise authority directly on the people.He points that only an energetic government would be able to provide the stability and order necessary to secure the blessings of liberty for the people. The Republicans, however, rejected the ideas of Hamilton. They feared that Federalism favored the interests of wealthy patricians over the great number of agrarian laborers, and would set the stage for a return to monarchy. Jefferson argued that the powers of the government should be exercised by by each representatives chosen for such short t erms as should render secure the duty of expressing the will of their constituents.He believed that the mass of the citizens is th safest depository of their own rights, for the evils flowing from the duperies of the people are less injurious than those from the egoism of their agents. He advocated that every people may establish what form of government they please and change it as they please, implying that the same is true with its leaders—the will of the nation is the only thing essential. Uneasy Missouri Compromise In 1818, the Missouri territory applied for statehood and wanted to allow slavery in their state.Abolitionist sentiment was growing in the north, and there were, at the time, eleven free states and eleven slave states. If Missouri becomes a slave state, the tie would be broken and those who favor slavery would be a step closer to legalizing slavery, and the Northern members refused Missouri's admittance as a slave state because of this. However in 1819, Maine a pplied for statehood as a free state, which was, of course, threatened by the Southern members of the Congress to prevent its admittance.The Missouri Compromise was an agreement passed in 1820 between pro and anti-slavery factions in the United States Congress, allowing Missouri to enter as a slave stae and Maine as a free state, and to avoid conflicts in the future, added that all future states north of Missouri's southern border be free states and the future south states be slave states. The compromise remained in effect until 1854, when the US Congress passed the Kansa-Nebraska Act. Articles of ConfederationThe Articles of Confederation and Perpetual Union, or, shortly, Articles of Confederation, was the first governing constitution of the United stated of America. The thirteen states were independent until the articles' ratification was completed in 1781, whence the legal existence of the United States of America as a union with a confederation government yet retained sovereignt y and every function of sovereignty not specifically deputed to the government of the federation.Although the articles were started to be written in 1777 during the early part of the American Revolution, several years has passed before its ratification because of the states' fear of a powerful central government, the Continental Congress had been careful to give the states as much independence as possible and to specify the limited functions of the federal government. The Articles were enforced from March 1, 1781 to June 21, 1788, when the present Constitution of the United States went into effect. Second War of American IndependenceOn June 18, 1812, President James Madison signed the US Congress' official declaration of war against the United Kingdom to protect American ships bound to France from being stopped, searched and being asked to pay a fee on British ports before continuing. The war was called the â€Å"second war of independence† because it gave an opportunity for the Americans to defend their freedom and honor in the face of British disrespect. The war lasted until 1815, although a treaty was already signed on December of the previous year.One of the battles, the Battle of Fort McHenry, inspired Francis Scott Key to write a poem that eventually supply the lyrics for the â€Å"Star-Spangled Banner. † Secession of Southern Colonies The co-existence of slave-owning South with an increasing anti-slavery Nroth made conflict inevitable. In 1858, Lincoln expressed his desire to â€Å"arrest the further spread of [slavery], and place it where the public mind shall rest in the belief that it is in the course of ultimate extinction. † Abolitionists emphasized on the Declaration of Independence's clause that all men are equal.Southern states depended on slavery to support their economy. The Union was considered a â€Å"voluntary compact† entered into by independent sovereign states for as long as it served their purpose. The north needed a central government to build an infrastructure of roads and railways, protect its complex trading and financial interests, and control the national currency. The South, however, depended much less on the federal government than did other regions and felt no need to strengthen it.Thy feared that a strong central government might interfere with slavery. Compromises were possible as long as niether side controlled the Senate. However, vast territories in the West and Southwest would soon be petitioning for statehood. North and South began a long and bitter struggle over whether the territories would enter the Union as free or slave states. The election of Lincoln, who was a dedicated Abolitionist, was the final trigger for the secession of the Southern States since they feared that the administration would threaten slavery.Compromises were offered before the civil wars but failed to prevent it because of the flaws in the compromise. The Corwin Amendment, for example, would forb id to any attempt to subsequently amend the Constitution to empower the Federal government to abolish or interfere with the domestic institutions of the states, including persons â€Å"held to labor or service,† were objected by Abolitionists who claims that the Constitution, at that time, did not protect slavery.The Crittenden Compromise offered the permanent reestablishment of the Missouri Compromise line but would also guarantee the permanent existence of slavery in the slave states which was, of course, rejected heavily by Abolitionists. Advantages of the Southern and Northern States during the Civil War The Southern states sought independence and would only have to defend itself against the Northern states who wanted to restore the Union, which meant it had to compel the seceded states to give up their hopes to found a new nation.The Southern states would only then need to prolong the war to a point where the Northern States would consider the efforts too costly in lives and money to persist. If the North chose not to mount a military effort to coerce the seceded states back into the Union, the Southern states, who were known to become the Confederacy, would win independence by default. The Northern states, however, planned to apply pressure on the confederacy from all sides. A combined force of naval and army units would sweep down the Mississippi River, dividing the Confederacy’s eastern and western states.At the same time, the Union navy would also institute a blockade to deny the Confederacy access to European manufactured goods. Manifest Destiny The Manifest Destiny was the belief that the United States was destined to expand from the Atlantic seaboard to the Pacific Ocean. It holds that territorial expansion is not only inevitable but divinely ordained. Manifest Destiny eventually became a standard historical term for the expansion of the United States accross North American Continent. The Great Debate: Lincoln versus DouglasThe Lincol n-Douglas debates were a series of seven formal meetings during the Illinois senatorial campaign of 1858, in which Republican Abraham Lincoln argued the issue of slavery with the Democratic incumbent, Stephen A. Douglas. Douglas' Kansas-Nebraska Act repealed the Missouri Compromise ban on slavery and replaced it with the doctrine of popular sovereignty, which meant that the people of a territory coud decide for themselves whether to allow slavery. Lincoln criticized that popular sovereignty would nationalize and perpetuate slavery.Newspapers across the nation reprinted the full text of the debates, and after the election Licoln edited all the text and had them published in a book. The widespread of the original debates and the subsequent popularity of the book led eventually to Lincoln's nomination for the President of the United States by the 1860 Republican National Convention in Chicago. The Dred Scott Bombshell Dred Scott was a slave whose master took him north into free states where he lived for many years.After his master's death, he sued for his freedom from his his new master, claiming that he had been in a free territory and was therefore free. Th Missouri Supreme Court agreed and Scott temporarily gained his freedom, but his new master appealed to the US Supreme Court. On March 6, 1857, the Dred Scott decision was handed down by the Supreme Court, declaring African Americans were not US citizens and therefore could not bring suit in federal court under diversity of citizenship rules, thus overruling the Missouri Court decision.However, the real bombshell statement was that a legislature, including the Congress, cannot outlaw slavery as that would go against the 5th Amendment, stating that a person's property cannot be taken without due process of law. This statement would have been sufficient to declare that the Missouri Compromise had been unconstitutional. The decision would also eventually give rise to the American Civil Warin 1861.

Current Historical Examples Constraints Opportunities Work Organisation Economics Essay

Work administration ( WO ) has a great and important impact non merely on a micro-firm degree but besides on national and planetary degrees as it influences political, societal and economic systems. WO is a wide construct with no rigorous definition as it deals with the manner work is organised and managed. The most successful and widely used signifier of WO is the capitalist labor procedure ( CLP ) , as can be seen by the laterality, success and increasing influence of western ( Anglo-Saxon ) CLP. There are nevertheless legion alternate work administration ( AWO ) structures in pattern in many states around the universe, many with their ain viing political, economic and societal political orientation, born out of historical and cultural patterns or revolution. Nevertheless in an progressively globalized and competitory universe AWO constructions have to turn out their sustainability and profitableness, while foregrounding their possible benefits over CLP, disputing the position quo and reshaping the predominating ideas on current signifiers of work administration. In this essay I will look at the both theoretical and practical facets of AWO both in a current and historical context and compare it with the CLP on a planetary degree. We begin with the CLP ‘s which is an economic and societal system where capital and the non-labour factors of production ( the agency of production ) are in private controlled to bring forth a trade good which has exchange-value every bit good as surplus-value, ( value of trade good is greater than the amount of the values of the trade goods used to bring forth it ) , in order to do a net income. Production is technically and socially organised to pull out maximal net income which is cardinal to CLP, therefore it is in the best involvement of capitalist/management to arouse the consent of workers in add-on to straight commanding them in order to use their creativeness and inventiveness of the work force ( Braverman, 1974 ) . Furthermore, labour, goods and capital are traded in markets ; and net incomes distributed to proprietors or invested in engineerings and industries. The chief characteristics of CLP are ; workers work for the capitalist, non for themselves and are separated from the agencies of production, ( the merchandise and its production procedure belong to the capitalist ) . They ( workers ) can non transform nature and autonomously supply their ain support as they do non hold entree to raw stuffs ( land or minerals ) or means of production ( tools and machines ) or proficient cognition. Additionally, workers work in an environment controlled in a â€Å" proper † mode set-out by the capitalist ( working-rules ) , they have nil to sell other than their labor ( but, unlike slaves, they are ‘free ‘ to sell it ) . However in order to last they must sell their labor to capitalists in return for rewards as a agency to last, this acts as a self-motivating factor to roll up resources ( money ) for themselves. Criticism of CLP is chiefly based around disaffection, where the worker is unable to command their work and work environment. This is due to the division of labor, which is the contracting down of the set of single undertakings and procedures in production, and seen as the thrust for profitableness and efficiency ( Braverman, 1974 ) . The division of labor is necessary in order to spread out production appropriate cognition and better engineering. Consequently, the liberty, creativeness and ability of the single employee were made wholly independent of work. Marx points out the following points of disaffection under capitalist economy, ( 1 ) Alienation from the merchandises of their labor, workers do non command what they produce taking to the inability to fulfill basic demands ( nutrient, apparels etc ) straight through their work. This was further increased by the distance between the figure of things produced and workers lack of entree to them, taking to stuff, cultural and moral poverty. ( 2 ) Alienation from the activity of work itself which led to a decrease in the creativeness lost with control of Labour Process ( LP ) given to the employer. Work becomes a agency to last hence more mentally and physically wash uping. ( 3 ) Workers are alienated from each other and the atomization of undertaking undermines cooperation farther estranging workers. They are besides made to vie with each other in a perpendicular hierarchal construction. Therefore alienated workers merely feel themselves outside work devising leisure go necessary to get the better of disaffection. This could take to a inclination to de-skilling in both fabrication and service industry. As a consequence ‘workers bring forthing more than their pay ‘ would take to the death of capitalist economy ( Marx, 1976 ) . Marx defined work as ‘a procedure between adult male and nature, by which adult male through his ain actions mediates, regulates and controls the metamorphosis between himself and nature ‘ . He emphasised that worlds should merely take and transform plenty for their basic demands. His ideal construct of work, which should do worlds experience self developed and self realized. Not like under capitalist economy where workers have no freedom or equality. This therefore led to the ideological and practical formation of AWO as a extremist battle of rank and file scheme for corporate action peculiarly in relation to the LP, decision-making, workers ‘ corporate actions and battles for emancipation from capitalists. AWOs consist of some of the undermentioned, Co-operativism which can be operated otherwise due to in different civilizations, and a proposal for an alternate economic system which is a participatory economic sciences. Co-operativism is a different manner of organizing concern through common ownership and democratic control of the endeavor. It differs from the capitalist economy in a figure of ways, unlike under capitalist economy power depends on the figure of portions owned by persons, there is non a hierarchal direction construction and net incomes and duties are shared every bit in co-ops. It operates basically to carry through the demands of their members. It seeks to supply the goods and services which their members need, for illustration, instruction and preparation are provided to better the ego development of workers, and it is the members who benefit most when the concern is successful. Another one of the major features of co-operatives is worker self-management ( WSM ) , this is the thought that those who produce should command their workplaces ; it is more than merely an economic activity and a agency of endurance. It is a beginning of originative fulfillment, self-development, self-actualisation and realization of one ‘s humanity through productive activity. The intent of being self managed was to spread out the chances for free originative activity by saving on labour clip during which people where obliged to execute activities which met their physical demands ( Marx, 1992 ) . The benefits of co-ops through WSM would be that all citizens/workers would be equal and have a say or ownership in the agencies of production that would let them to concentrate on what they are comparatively best at. In this alternate, net income is non the chief nonsubjective but alternatively the sweetening of person ‘s capablenesss by revolving undertakings and transforming work into an enriching, originative and socially utile agencies of being while extinguishing the disaffection of CLP construction. However there is no specific manner in which the co-ops is carried out and different states and parts have differing co-ops harmonizing to their civilization and societal and political systems as the undermentioned illustrations will demo: Advocates of the existent socialism tradition, which is a radical option imposed by authorities based on collectives. The province is directed to act like every bit houses in a capitalist economic system, contend that it combines the advantages of a planned economic system with the efficiencies that result from the usage of markets as an exchange mechanism ( Estrin 1991 ) . Get downing with the most utmost signifier which was communism and was most apparent in the former Union of Soviet Socialist Republics ( USSR ) , the system seeks to pull off both the economic system and society through a cardinal authorities which ensures centralized control and corporate ownership of belongings to accomplish both classlessness and statelessness. The design was that the province would keep the state ‘s assets in trust for the workers who would be working for their ain and general and each other ‘s good with all being equal. This political orientation spread across Europe including Poland and Czechoslovakia in the early 1900s and took on assorted signifiers, such as, in the former Yugoslavia where workers ‘ council were established at the behest of the workers ( Sturmthal, 1964 ) due to the dissatisfaction with the bureaucratic and statist discrepancy of socialism. In Russia, nevertheless, representative and regulating map of the first workers ‘ council were replaced with a more political and bureaucratic theoretical account. Most endeavors and industries were nationalized and the province controlled virtually all facets of work and production, with workers holding small say. In 1948 nevertheless Yugoslavia was expelled from the communist Eastern axis and accordingly lost the Eastern markets. Political and economic isolation forced the Yugoslav leaders to experiment with new economic theoretical accounts ( Schrenk, et al 1979 ) . Under the new construct of â€Å" societal ownership † ( although this is still the existent socialism tradition, but different at some facets ) , neither the province nor single citizens nor workers lawfully owned the assets or capital of productive endeavors. Rather, assets were made available to single independent endeavors, which were in bend governed by the new workers ‘ councils ( Huselid, 1995 ) . Collectives were besides free to put their ain internal pay ratios. The purpose was to increase worker engagement in the decision-making procedure and was widely viewed as critical in procuring and heightening employee satisfaction and productiveness in organisations ( Witt, 1992 ) . As a consequence Yugoslavia experienced a comparative economic roar between 1950 and the mid-1970s, when the state had one of the highest growing rates in the universe ( Sturmthal, 1964 ) . Another good illustration of co-ops is the democratic community-Kibbutz system runing in Israel, this can besides be seen as a type of co-ops named socialist tradition which opposes to private belongings and capitalist economy and has multifunctional concerted communities. More features of how this type operates can be found in the undermentioned illustration: In the mid-1970s in Kibbutz, it was the ‘normative ‘ theoretical account of pull offing industry through its internal political organic structures. In its authoritative signifier merely members participated in the disposal and direction of all domains of life on the Kibbutz, to stress equality, many works directors had same uniforms as their workers. The chief ends were industrialisation and for persons to recognize their accomplishments and abilities which would take to an economic roar, while accomplishing direct democracy, freedom and autonomy in labor. Other purposes were to advance exports, defense mechanism production and cut down imports. The theoretical accounts characteristics of self-management include ; single freedom, corporate ownership of industrial workss, outgos and income besides belonged to the Kibbutz. The democratically elected Kibbutz assembly made determinations on production and investing programs. The Kibbutz system enjoyed success for many old ages prior to the mid-1980s. Palgi ( 1984 ) stated that compared to workers under capitalist mills, workers in Kibbutz workss had more chances to open them for promotion and in make up one's minding how the work would be carried out. However despite the diminution of the Kibbutz co-op system, elements of it have been adopted across the Earth, one such illustration of a current industrial democracy is Suma Wholefoods Coop, a just trade and organic merchandise distribution house established in 1974 in the UK. The house considers itself a ‘radical concern ‘ as it does non organize itself in a conventional manner such as through division of labor and separation between direction and worker, and hierarchy system. All worker proprietors are responsible for direction and involved in determination devisings for major strategic issues, company officers are appointed by the direction commission, and most ‘radically ‘ all workers from officers to warehouse baggers are on the same rewards and they are encouraged to make assorted occupations with different accomplishments, for illustration, drivers will work in the warehouse or in the office for two yearss a hebdomad. This is to promote multi-skilling and occupation rotary motion, in a command to hike morale and self-fulfilment and a sense of worth as envisaged by Marx. Another different type of co-ops is economic crisis tradition, which defends thoughts of common belongings, common work, equal wages and workplace democracy. An illustration of economic crisis tradition is the Bauen hotel in Argentina, which was reopened and operated as a co-op in summer 2004 after following the state ‘s fiscal prostration ( 2001- 2002 ) . Today, despite an on-going ownership struggle with the ex-owner over the legal expropriation of the edifice, the Bauen operates at 80 % capacity and has hired about 80 extra workers. The hierarchal and autocratic signifiers of organisation that characterized work-life at the hotel in the yesteryear have been officially replaced by corporate decision-making procedures and an classless ethos, free of from foremans and directors. Another illustration of co-ops is seen in the solidarity and concerted motion in Venezuela, where the purposes are non merely those of the co-ops and WSM ends but to besides to beef up Venezuelan independency and sovereignty, by puting up a national production web to cut down dependance on imports and foreign. â€Å" The different attacks adopted since 2000 were foremost a strengthening of co-ops, chiefly through revenue enhancement inducements. Then the creative activity of Social production companies [ EPS ] and eventually the Socialistic Enterprises every bit good as the construct of endogenous development, normative orientation of production organisation, and province occupation preparation † ( Azzellini, 2009 ) . The overall end was ab initio defined as a â€Å" humanistic and solidarity economic system. † In an EPS, an employee ‘s place should non give him or her any privileges, and the internal organisation of work should follow a democratic theoretical account. Work activities would be rotated, and disaffection in the production procedure should be bit by bit abolished. EPS are directed to weigh societal net income more than private net income, and direct their production toward societal demands instead than along the lines of selling and capital accretion. They are besides directed to put portion of their net incomes ( 10-15 % ) in local societal undertakings and substructure, incorporating themselves into the surrounding communities through the community councils, every bit good as being transparent and publically accountable ( Azzellini, 2009 ) . We can see from above that all these signifiers of co-ops have similarities in that there is less managerial supervising as determinations are meant to be made democratically due to the higher equality amongst members. This besides means, more enriching as net incomes are every bit shared out. Cooperatives can besides be implemented on a national or steadfast degree due to their flexibleness and the fact that they incorporate like-minded people. The advantages of all these signifiers of co-ops were improved societal contact in the on the job collective and enhanced equality. When doing determinations together, workers communicate more with each other and with their directors. In the self-management system, workers â€Å" exercise control over work † while take parting in the direction procedure and workers besides viewed the system positively ( Grandjean & A ; ToA? , 1987 ) . However the AWO constructions portion many of the same drawbacks, and the same facets that made these options attractive are now the designers of their ruin and oppugning their feasibleness in an progressively globalised and competitory profit-driven universe economic system. Market competition challenges these accomplishments, as workers can command and make up one's mind production, but can non independently act upon the market ( monetary values, crisis, offer and demand ) . The market hence can non suit consensus but immediate determinations. Most of these AWO besides suffered from technological retardation and a deficiency of sufficient capital as they had different attacks to profitableness and efficiency every bit compared to capitalist economy. This is most apparent in Argentina where mills were the victims of the market oriented reforms which opened the economic system to international competition ( Atzeni & A ; Ghigliani, 2007 ) . Problems are farther compounded by the demand to hold democratic constructions and decision-making surveies in four Argentinean mills found that where each worker can freely show sentiments and acquire involved in decision-making guaranteed by legislative act ( Atzeni & A ; Ghigliani, 2007 ) . The possibility of coercing direction councils to name a mass meeting provided that a minimal figure of workers formulate a common petition creates a changeless tenseness which ever seems to be present between the demand to portion information, corporate decision-making, and the demand to centralise the same procedure in the custodies of a restricted figure of workers. Decisions need to be taken in relation to concern, and by the most competent people. There therefore should be a priori docket for interfering with the democratic decision-making procedure. In regard of this facet, a inclination to cut down the infinite for corporate decision-making can be discerned and accordingly there occurs a natural separation between production and direction workers. Furthermore this besides created a farther job in AWOs because most workers lacked the needed cognition and competency to do the necessary investing and fiscal determinations, and as a consequence, there are inclinations towards the intrenchment of decision-making elites within the worker councils over clip ( Obradovic, 1975 ) . Frequent occupation and leader ( s ) rotary motion seen as a solution can take to a state of affairs in which unqualified people were running the economic system and lead to incorrect determination devising and hapless leading and administration. Besides the democratic decision-making procedure can be slow therefore losing the concern chances and hence bing money. Furthermore, the sophisticated industrial works of today agencies that non everyone can make the same occupation as some require specialist cognition acquired through expensive higher acquisition or old ages of experience in order to bring forth maximal efficiency. This limits the worker ‘s ability to present alterations in the LP, the proficient division of labor shows no significant differences with the production of capitalist economy. Another major challenge for AWO ‘s is how to actuate workers while at the same clip alining their ends with the long-run involvements of the organisation. Some critics argued that these systems encourage inordinate pay payments, such as can in Suma Wholefoods where they all every bit paid despite their work. Plus unsustainable occupation security warrants, and other inefficient patterns and inducement jobs ( Kavcic & A ; Cibron 1992 ) . One key job cited in this respect was local workers council penchants for pay and employment protection at the disbursal of capital reinvestment in the endeavor, since workers lost all claims to a house ‘s future returns if they exited the house. This may hold generated a inclination to favor current income over long-run investing ( Estrin 1991 ) . This besides applies to other signifiers of AWOs. It has been argued that the aggregative system of self-management had an built-in inclination toward high unemployment because income is every bit shared, hence there is a opposition by bing members to take on new employees as incumbent workers are interested in income maximization. Workers councils hence did non cut down unemployment rates to the extent that might be expected within an officially socialist state ( Pejovich, 1979 ) . In other less socialist and more communist provinces like Russia where that province controlled employment at that place tended to be low rewards and under-employment due to the high figure of employees. The increased globalization and force per unit areas to be profitable in order to stay in competitory and in being has besides claimed many AWOs for illustration the Kibbutz system succumbed to weakening corporate political orientation ( Talmon, 1970 ) , and altering in the economic state of affairs ( Rosner & A ; Getz, 1994 ) , such as money being distributed every bit and non harmonizing to demand. There was besides a alteration in the Israeli society from socialist to capitalist. The crisis resulted in alterations in both industrial sector and community life, alterations include: re-prioritizing the aims that an industrial works should accomplish. Profitability and non workers demands became the primary concern for industry. Firms today besides see it important to hold a hierarchal construction with a clear division of authorization ( and labour ) among the different degrees. These alterations have a profound impact on the Kibbutz ‘s organisational construction and have threatened its economic and societal endurance. Another job of AWOs is that passage to a new system is complex, this is apparent from the Bauen hotel illustration, while there is no official hierarchy between workers in the Bauen, and hints of a capitalist commonsense persist. Specifically in the manner workers still hold onto the subjective perceptual experiences that a worker ‘s undertaking and place within the hotel should find their degree of engagement in decision-making procedures. Albert ( 2004 ) hence proposed an alternate economic system, participatory economic sciences ( parecon ) and seek to work out the jobs of AWOs mentioned before. Parecon has common characteristics of AWOs, it promotes equity, diverseness, solidarity, self-management and ecological balance, but this is a diverseness economic system, is built on workers and consumers councils, combines societal ownership, participatory planning allotment, council construction, balanced occupation composites, wage for attempt and forfeit, and participatory self-management with no category distinction. As for participatory planning, it does n't hold purchasers and Sellerss maximising their ain advantage each at the cost of the other. It does n't hold competitively determined monetary values and net income or excess maximization. For the solution of occupation rotary motion in co-ops, proposed balanced occupation composites in this system would guarantee that when workers participate in decision-making, they have been comparably prepared by their work with assurance, accomplishments, and cognition to make so. Balanced occupation composites distribute unequal undertakings empower certain sort of workers, e.g. coordinator category. The purpose of parecon is non to extinguish divisions of labor, but to redefining the division of labor by guaranting that over some sensible clip frame people should hold duty for some reasonable sequence of undertakings for which they are adequately trained and such that no 1 enjoys consistent advantages in footings of the empowerment effects of their work. This gives workers a just portion of burdensome and fulfilling or drilling and authorising undertakings. Although this establishes a division of labor, it does n't bring forth a category division between lasting order-givers and order-takers. However others argue that more solidarity might cut down privateness, or more self-management might cut down quality of end products. In add-on, although making absolutely balanced occupation composites is theoretically possible, can it be done in existent life state of affairss? The reply is really likely will be no, one of the grounds could be that preparation is socially dearly-won, it would be inefficient for gifted people to make humble undertakings. In decision AWOs theoretically work absolutely and accomplish the purposes that are set out, but they make the large premise that all worlds have homogeneousness in their physical and rational capablenesss and gifts and will be satisfied with being equal and an equal portion of net incomes no affair how much they put in compared to others, and will fulfill with holding no more than what they require to run into their demands. It besides does non see the institutional troubles of altering to and pull offing such systems such as guaranting equality ( .i.e through occupation rotary motion and democratic-voting ) , altering mentalities, or market system force per unit areas. Venezuelan president Hugo Chavez recognized publically on January 28, 2007, that it had been a ‘mistake ‘ to turn the employees into partial proprietors ( Azzellini 2009 ) . There seems to be no room for this political and economic political orientation in this globalised world/age of consumerism and private entrepreneurship, where greater value is placed on personal accomplishment and organisational efficiency. Despite these AWOs still have much to offer particularly in their practical facets, on a micro house degree such as Suma Wholefoods Coop and peculiarly in commanding decreasing natural resources. All members of capitalist societies are conditioned by constructions and procedures that appear to be independently of them and every bit long as the advantages of CLP remain, capitalist economy will be the dominant economic system in the universe, citizens and states will go on to take it over other AWOs.

Helen Of Troy Speech Essays

Helen Of Troy Speech Essays Helen Of Troy Speech Paper Helen Of Troy Speech Paper You can never over power the beauty I possessed. You may be a fool to think youre prettier than me. Hal But even the goddess of love and of beauty was compared to me. I cannot blame them since I am the daughter of Zeus and Lead. My life has been like hell, I always feel Like Im In this game called Tug of War. I am the rope and the men are the ones that are pulling to each end. But despite of the game, I only have one true love, prince of Troy, Paris. When I first met him, I was enchanted. Oh how charming he can be. I fell in love at first sight. And since then, we have been sneaking UT at night Just to feel each others rush of desire. But I am already married to Menelaus that time, so I decided to run away with Paris and leave my life in Sparta. We got married immediately and I was crowned Helen of Troy. As soon as Menelaus knew Paris and I betrayed him he launched a thousand ships to take me back to Sparta. Whoever wins the battle claims me. The music filled my ears we have won the battle have we not? Then why did the people die because of me? Who would want that? Am I the cause of this war? I never meant this to happen! Oh no! No! No! Bodies fell to ground, heroes come to their deaths. Is It really worth It that people died because of my sin and temptation? I saw him killed In front of me, slowly dying and I could see the defeat in his eyes. Oh Paris my love, forgive me for this has to happen. Theres nothing I can do, I am the reason behind all of these, the Trojan War The city burned down because of my beauty, the beauty that caused the deaths of many people and the beauty that killed the man I love. How can I ever overcome this overwhelming pain? This leaves me choice but to go back to Sparta, there is no reason for me to stay. Yet, he will always be in my heart. Well still love each other forever and always Paris.

How To Get Started With Twitter Video Marketing - CoSchedule Blog

How To Get Started With Twitter Video Marketing Blog There’s a lot of talk about social media video these days. However, sometimes Twitter gets overshadowed in that discussion by Facebook and other rivals. That’s a shame, because the platform has done a lot to create new opportunities for social video marketing. If Twitter is keeping pace with social media video trends, then marketers and content creators should be too. In this post, we’ll cover: How to shoot and upload Twitter video. Which types of Twitter video content perform best. How to schedule video tweets along with your other content. Think you dont have video skills? No problem. Youll feel like the next Spielberg by the time were done. How To Get Started With Twitter Video MarketingTo help with your video projects, download our free video script template: Why Does Twitter Video Matter? Video content is gaining steam on social media. That includes on Twitter. A 2015 report from Twitter  confirmed some interesting statistics: 82% of users watch video on Twitter 90% of those views happen on a mobile device 41% of users think Twitter is a great place to find video content That should settle any skepticism. Despite these stats, not all brands are creating Twitter content. That means more opportunity for you to stand out. Did you know 82% of users watch video on Twitter? How To Create Twitter Video Content There are three ways to create video content on Twitter: Shooting video in-app using Twitter Video. Directly uploading video files. Sharing video links from YouTube (and other video sharing services). Let’s walk through how each method works. How To Shoot Video Using The Mobile App Shooting video directly in the Twitter mobile app is simple. Here’s how it works: 1. Download the Twitter mobile app (iOS or Android). 2. Open a new tweet window and press the camera icon: 3. Next, select the video camera icon: 4. Then, hold down the button to record your video: Once you’ve shot your video, you’ll be able to upload it directly to Twitter. These screenshots were taken on an Android device. However, the steps are the same for iOS users (the icons just look slightly different). For further details and in-app video editing direction, check out Twitter’s help documentation. How To Import Video From Your Phone Importing video from your phone to Twitter is easy, too. 1. Open a new tweet window and select your video: 2. Next, you’ll have an opportunity to edit your video: 3. Finally, write your post copy and publish your video: How To Direct Upload Video Files To Twitter What if you have a video file you want to share on Twitter? That’s easy enough as well. On Mobile 1. Open a new Tweet window. 2. Select your video from your available media: 3. Write your message and publish your video tweet. On Desktop 1. Open a new tweet window and click the camera button: 2. Find a video file to upload: 3. If your video is longer than 2:20, you’ll need to edit it down. Fortunately, Twitter makes it easy to select which portion of your video you’d like to post. Click and drag the blue tab left or right to make your selection: 4. Write your tweet and publish it. That's it! What About YouTube Links? Videos directly uploaded to Twitter look awesome. However, chances are you’ll want to share YouTube links, too. No problem. YouTube videos look great on Twitter as well, and you don’t need to do anything more than paste your URL. Here’s what the live tweet looks like: Clicking the thumbnail then expands the video player: Recommended Reading: Introducing Social Video from What Are The Pro’s And Con’s Of Video On Twitter? Twitter's mobile app  has cool applications for shooting video in the moment. If your video is already created though, you have a choice to make. Should you upload it to YouTube, and then paste the link in a tweet? Or should you upload your video file directly? It depends.  Before making a decision, you’ll need to weigh  some pros and cons. What Are Twitter’s Technical Requirements For Video? What Equipment Do I Need To Succeed? You just need a phone or a camera, right? Sure, that’s a start. But what about mics? And what kind of camera? Does it matter if you have an iPhone or Android device? Let’s run through your options. iPhone Vs. Android: The Eternal Debate If you plan on shooting mobile video, either iPhone or Android smart phone will work. Windows phone users can’t shoot in-app video, but you can always use your phone’s video camera, and then upload the file via the Twitter app. How Can I Get Better Sound? Smartphone mics are decent enough for basic purposes. If you want better audio quality though, external microphones can help. There are also some simple tactics you can employ. This video from StoryGuide offers an excellent primer on improving smartphone audio recording quality: Got The Coffee Shakes? Get Yourself A Tripod. If you’re handholding your phone while shooting video, some shakiness is inevitable. For those times you need a steady shot, though, a tripod can help. A search for â€Å"smartphone tripod† on Amazon gets more than 500 results, ranging in price to fit your budget (disclaimer: Amazon didn’t pay us anything for this link). What About Editing Software? If you plan on editing your videos outside the Twitter app, and then uploading them later, you’ll need editing software. Windows Movie Maker (Windows) and iMovie (Mac/iOS) are both more than good enough for basic needs. Recommended Reading: How To Do The Best Content Marketing On A Limited Budget Which Types Of Marketing Videos Should I Shoot For Twitter? Now we’re ready to actually shoot some videos. But, what kind of video will you create? We have some ideas to share. How-To Videos How-to videos are essential for any content marketing video strategy. Twitter is no exception. Shoot videos that quickly show people how to do something useful. Check out this video from Home Depot: A Smarter Home makes life easier more enjoyable. Here are 2 easy projects to get started. https://t.co/KxbKIgp0LE pic.twitter.com/0npqitB6jG - The Home Depot (@HomeDepot) August 31, 2016 Product Demonstration Videos Video is key for helping customers do product research. If you have a new product line, service, or feature, shoot a quick video showing how it works. Here’s an excellent example from Google: Capture and share VR photos with #CardboardCamera, now on iOS as well as Android. https://t.co/H4muxNBCSD pic.twitter.com/RFpcVMIyPx - Google VR (@googlevr) September 12, 2016 Culture Videos People love getting behind-the-scenes looks into brands they enjoy. It humanizes your product and helps people build a connection with who you are, and what you do. Twitter for Video is perfect for capturing candid moments around the office. That’s what online retailer RealTruck.com did when they held their own â€Å"Office Olympics†: Recap video of our office Olympics. Fun was had by all! https://t.co/GEb5WLavxP - RealTruck Culture (@RTCultureTeam) August 25, 2016 Recruiting Videos What is it like to work for your company? Show people! That’s what Amazon did in this example: Have you ever wondered what it is like to work for Amazon as a Software Development Engineer (SDE) ? VIDEO https://t.co/D5aITyVUZC #awscloud - Amazon Careers Dub (@AmazonDublin) July 12, 2016 Response Videos Social media is important for customer service. In fact, some brands are even using video to respond to customers. Next time you get a tweet from a customer, shoot a quick video response. It gives your communication a personal touch, and the extra effort will be appreciated. Promotional Videos If you have a sale or promotion, draw attention with a video. Here’s how Gamestop did just that: Enter the latest @GameStop promotion to win cool Gears prizes! #MyGearsMoment #Sweepstakes pic.twitter.com/jOPPuU3FTT - Rod Fergusson (@GearsViking) September 2, 2016 Shout Out Videos Do you have a partner or cause you want to shout out? Do it with a video. Take a cue from Zappos here: Happy Birthday to the National Park Service! 💠¯Ã°Å¸ â€ Get out there and #FindYourPark!#NPS100https://t.co/qDS4K68Fvl - Zappos (@zappos) August 25, 2016 Interview Videos Contact an influencer or subject matter expert, interview them, and get it on video. Then, share a clip on Twitter. Watch how Mention pulled this off: We asked 5 top influencersâÅ" ¨1 BIG marketing question. Watch 🎠¥ full video here: https://t.co/3SqpkIgopz #mktg pic.twitter.com/XkLiOocJvc - Mention (@Mention) September 12, 2016 Event Videos If you’re hosting an event or attending a conference, shoot a video and show people. Here’s one from Idealist: Had a great time at the @Idealist Grad Fair last night! How about you?!? #gradschool #goals https://t.co/ThWHlf74by pic.twitter.com/iLQB4jPMFn - Idealist Careers (@IdealistCareers) September 9, 2016 Wait, How Did You Embed Those Twitter Videos? Every video above has been embedded from Twitter.  Here's how to embed Twitter video content yourself. How To Embed A Tweet With A YouTube Link 1. Find a video tweet you'd like to embed: 2. Then, click the ellipsis and select Embed Tweet: 3. Copy the embed code and paste it into your content's HTML: 4.  If you're embedding your tweet into WordPress, paste the code where you'd like in the Text editor: 5. And here's what the end result looks like: In case you missed it! #FutureofMarketing for the #StateofInbound with @larrykim and @JoannaLord https://t.co/7LJMm92KGw - WordStream (@WordStream) September 13, 2016 How To Embed A Tweet With Native Twitter Video The process is mostly the same here. The only difference is you can choose to either embed the entire tweet (video, text, and links), or just the video: Here's what this video looks like on its own: Just checking out our applications new video feature. pic.twitter.com/zAKpoAzq6N - Brock (@BrockGAzure) September 13, 2016 Recommended Reading: How To Develop A Winning Social Media Content Strategy (Free Template) How Can I Create Better Videos For Twitter? We'll defer to Twitter themselves for this one with this handy infographic: Recommended Reading: How To Write Like A Journalist To Be A Better Marketing Storyteller How To Use Social Media Analytics To Create The Best Content How To Generate Better Social Media Campaign Ideas Like A Creative Genius Publish Twitter Videos With Social Video From Did you know you can schedule and publish Twitter videos in ? We  launched our Social Video feature just last week. It’s something we’re really excited about, and should make creating and scheduling video tweets a whole lot easier. Here’s how it works: