Islam Essays (1406 words) - Canadian Muslims, Criticism Of Islam

Islam the Islamic Congress's president, Mohamed Elmasry. Mr. Elmasry said there are bad Muslims just as there are bad Christians and Jews. We treat them as such and so should you. But Islam is a religion of peace. Muslims have a religious duty to be tolerant of other faiths and other ideologies.'' Mr. Elmasry said journalists need to differentiate between the peaceful teachings of Islam and the claims of some Muslim extremists that their actions are justified by their interpretations of Islam. He likened the situation of Canadian Muslims today to that of Canadian Jews 50 years ago. Jewish children were being (wrongly) called Christ-killers just as Muslim children are called terrorists today.'' In their letter to the editor in the April 27 issue of the College Hill Independent, Jumana Musa and Shadi Nahvi made some excellent points. They rightly asserted that the Western press tends to portray Arabs and Muslims according to stereotypes and these myths persist partly due to Western popular ignorance about Arabs and Muslims. Since the Muslims students at Brown condemned the bombing of a Tel Aviv bus last year, I am learning to separate the handful of Muslim and Arab extremists who commit terrorist attacks against Israeli and Jewish civilians from the millions of Muslim believers who do not participate in this violence and sometimes express opposition to it. Since I began interacting with Muslims students through the kosher/hallal meal plan this year, I am changing my perceptions of Muslims and seeing them as people instead of abstractions. I think that many, many people in the United States and in western countries, in Europe, are afraid of a monster called Islam. And as the honorable Congressman Dana Rohrabacher said, it is an insult to consider the whole of Muslims, to take them into one side, and make them extremists. Really it is not correct. It is a little bit insulting. What is the definition of extremism? We can see in all of history: even when the first settlers came to the United States they were from different countries; Spain, England, France, European Countries. They were fighting on this land and fighting with the Indians. Do we call this extremism? A fight for a better living, which you understand you are doing not for a religious motive, is not extremism. Extremism in Islam, or in religion, is when you use religion to label intolerance, to turn from religion and take ideas that you can extract for yourself, or deduce for yourself, and use to make a militant movement and disturb the peace in your country or around the world. That is called extremism, and Islamic Extremism. But a movement for better living, that is not extremism. These people nowadays are developing two ways of understanding the situation of Islam. From one side they think that they have to reform it; it is a duty on them, they have been brainwashed to think that they have to cleanse the world of devils and demons and of countries that suppress them, oppress them, and try to shut them down. Logicians argue that one cannot pass a judgment on something unless one has a clear conception of it, because the unknown and the undefined cannot be judged. Therefore, we first have to determine what religious ,extremism means before we can condemn or applaud it. We can do so by considering its reality and its most distinguishing characteristics. Literally, extremism means being situated at the farthest possible point from the center. Figuratively, it indicates a similar remoteness in religion and thought, as well as behavior. One of the main consequences of extremism is exposure to danger and insecurity.! Islam, therefore, recommends moderation and balance in everything: in belief, ibadah, conduct, and legislation. Islam is frequently misunderstood and may even seem exotic in some parts of today's world. Perhaps this is because religion no longer dominates everyday life in Western society; whereas, for Muslims, Islam is life. Muslims make no artificial division between the secular and the sacred. bin laden: The treacherous attack has confirmed that Britain and America are acting on behalf of Israel and the Jews, paving the way for the Jews to divide the Muslim world once again, enslave it and loot the rest of its wealth, the US magazine quotes bin Laden saying. What particularly interested me in the report was the military demand that terrorism be eliminated and extremism be abolished. Both terrorism and extremism, however, seem to include, at least in their minds, most

Biography of Wilma Rudolph Essay Example

Biography of Wilma Rudolph Essay Example Biography of Wilma Rudolph Paper Biography of Wilma Rudolph Paper â€Å"Never underestimate the power of your dreams and the influence of the human spirit.   We are all the same in this notion.   The potential for greatness lives within each of us† (as cited in â€Å"Wilma Rudolph Biography,† n.d.).   These are the words of Wilma Rudolph, an American athlete whose amazing life and remarkable career inspired many people.   Indeed, she knows what shes taking about, as she successfully overcame lifes struggles and reached her full potential for greatness.   This research paper aims to discuss the life, career, achievements and legacy of Wilma Rudolph. Family Background On June 23, 1940, Wilma Glodean Rudolph was born in St. Bethlehem, Tennessee (Roberts, 2008).   She grew up in Clarksville, Tennessee.   Her parents were Ed and Blanche Rudolph (Women in History, 2008).   Her father was a railroad porter and handyman, while her mother worked as a maid for rich Caucasian families (Women in History, 2008; â€Å"Wilma Rudolph,† 2008).   Wilma was the 20th child in a family of 22 children (â€Å"Wilma Rudolph,† 2008).   This is because prior to her fathers marriage to his mother, he already had 14 children (Lovett, 1997).   Despite their parents’ hard work, the Rudolph family remained poor.   The 1940s was a rather difficult time for numerous Americans; the Great Depression rendered many people unemployed and homeless (Women in History, 2008).   The Rudolph family was part of this period; because life was hard, they had to improvise, using flour sacks to make dresses for the girls (Women in History, 2008). In 1963, Rudolph was married to Robert Eldridge, her high school sweetheart (Women in History, 2008).   They had four children, which consisted of two boys and two girls, namely: Yolanda, Djuana, Robert and Xurry (Lovett, 1997).   Rudolph and Eldridge were later divorced (Women in History, 2008). Childhood As a result of her premature birth, Rudolph only weighed 4.5 pounds (Women in History, 2008).   At the time of her birth, there was racial segregation.   The local hospital could not admit Wilmas mother because it was for Caucasians only.   In Clarksville, there is a single African-American doctor present, but due to financial constraints, Rudolph and her mother could not see that doctor either (Women in History, 2008).   Her mother did to her what any other dedicated mother would have done; she took care of her daughter and nursed her to health for every illness she endured.   At the tender age of four, Wilma suffered from double pneumonia and scarlet fever (Owens, 1976).   Other illnesses she suffered included â€Å"chicken pox, measles, whooping cough and polio† (Lovett, 1997).   She also suffered from mumps (Women in History, 2008). Among all the illness that struck Rudolph, polio was the worst.   They noticed that Wilmas left leg and foot was slowly being malformed.   Her mothers efforts did not suffice to remedy her daughters condition, so they were prompted to see the doctor.   They later found out that it was polio, and the doctor believed Rudolph would never be able to walk (Women in History, 2008).   Rudolph said: â€Å"My doctors told me I would never walk again.   My mother told me I would. I believed my mother† (as cited in â€Å"Wilma Rudolph Biography,† n.d.).   Indeed, her mother knew Rudolph would walk and was not discouraged by the doctors prognosis.   She discovered that Rudolph could be treated in a Nashville medical college for African-Americans called Meharry Hospital (Women in History, 2008).   Despite the 50-mile distance, her mother brought her to the hospital two times a week for two years (Women in History, 2008).   After Rudolphs two year treatment, she lea rned how to walk with a leg brace made of metal.   She was only six years old (Lovett, 1997).   When asked about her experience with the brace, Rudolph had this to say: â€Å"I spent most of my time trying to figure out how to get them off.   However, when you come from a large, wonderful family, theres always a way to achieve your goals† (as cited in â€Å"Wilma Rudolph Biography,† n.d.). Aside from the brace, the doctors also advised that therapy would be extremely helpful in healing Rudolphs leg (Owens, 1976).   In the hospital, Rudolph received water and heat therapy.   Her therapy, however, was not confined inside the hospital.   Even after a long day of work, her mother still found the time to massage her daughters leg when Rudolph was asleep (Owens, 1976).   Rudolphs massage therapy did not stop with her mother.  Ã‚   Three of Wilmas sisters also learned to massage her leg, a skill they all learned from their mother (Owens, 1976).   Her brothers also offered moral support, as they encouraged her to continually fight her recovery (Women in History, 2008). After wearing a leg brace for a long time, Rudolph had to wear a â€Å"high-topped shoe† for leg support (â€Å"Wilma Rudolph,† 2008).   Her corrective shoe did not hinder the young Wilma from playing sports, specifically basketball.   Back then, basketball consisted in putting a ball in a peach basket elevated and attached to a pole (Owens, 1976).   That pole was installed when Rudolph was eleven (Roberts, 2007).   According to her mother, â€Å"After that, it was basketball, basketball, basketball† (as cited in Roberts, 2007).   Wearing her corrective shoe, Rudolph played basketball with her brothers.   In the words of Owens (1976), â€Å"she would dribble and cut, stop and go, jump for the ball and spring into the air as she shot.† At age twelve, Rudolph finally walked without braces or corrective shoes.   Amazingly, she could run as well.   Her mother arrived home one day, and found her playing basketball with her siblings in the backyard.   However, her mother noticed that her daughter was barefoot (â€Å"Wilma Rudolph,† 2008).   Rudolph was so engrossed with playing that she barely noticed the restoration of her legs (Owens, 1976). Education Because of her crippling condition, Rudolph began her education at home (Women in History, 2008).   She was taught by the members of her large family.   At age seven, she officially attended school.   During that time, Tennessee and all the other states in the South had segregated schools; Caucasian and African-Americans cannot and did not go to the same schools.   Despite the same amount of taxes collected from both groups, African-American schools were inferior to its Caucasian counterparts.   These schools were â€Å"poorly funded,† which meant there were not enough books and classrooms for the students, nor were there enough teachers (Women in History, 2008). Like her sister Yolanda, Rudolph also joined the basketball team in junior high (Women in History, 2008).   However, for the first three years, Coach Clinton Gray did not allow her to play.   It was only in her sophomore year when she was allowed to play as starting guard.   Wilma acquired the nickname â€Å"Skeeter† from Coach Gray (Roberts, 2007).   Coach Gray once told her: â€Å"Youre little, youre fast and you always get in the way† (as cited in Roberts, 2007).   Soon, she was playing for the state; she got 49 points in a single game, a record for Tennessee (Roberts, 2007).  Ã‚   Rudolphs start in basketball eventually gave way to her track career, as Coach Ed Temple saw her during a state basketball competition.  Ã‚  Ã‚   Burt High School, which Rudolph attended, did not have finances to maintain a track team; because of this, Coach Temple invited her to attend a summer sports camp at Tennessee State University (Lovett, 1997). Rudolph graduated from high school, and attended Tennessee State University on a full scholarship (Women in History, 2008).   Because of her track career, she had to stop studying for a year.   Still, she came back and graduated with a Bachelors Degree in Education in 1963 (Women in History, 2008). Career in Sports According to Rudolph, â€Å"I walked with braces until I was at least nine years old.   My life wasnt like the average person who grew up and decided to enter the world of sports† (as cited in â€Å"Wilma Rudolph Biography,† n.d.).   After an extremely difficult childhood, no one would ever think that Wilma was capable of doing sports.   Indeed, she did, and was successful too. Coach Edward S. Temple was a referee for a Clarksville basketball game in 1955 (Lovett, 1997).   Coach Temple was the coach for the Tigerbelles Womens Track Club at the Tennessee State University (TSU) (Lovett, 1997).   The Tigerbelles was the â€Å"most internationally accomplished athletic team† in Tennessee (Lovett, 1997).   There, Coach Temple saw this â€Å"long, skinny-legged teenage basketball player,† and saw her potential to be a sprinter (Lovett, 1997).   The person Coach temple saw was Rudolph.   He then wasted no time inviting the then 14-year-old to participate in his summer camp (Lovett, 1997). Rudolph did attend the said summer camp, and enjoyed it immensely.   Rudolph said, â€Å"I loved the feeling of freedom in running, the fresh air, the feeling that the only person Im competing with is me† (as cited in â€Å"Wilma Rudolph Biography,† n.d.).   She enjoyed running so much that even if she was still in high school, she had already been attending college practices under Coach Temples supervision (Roberts, 2007).   Those practices happened everyday.   Rudolph narrates, â€Å"I ran and ran and ran every day, and I acquired this sense of determination, this sense of spirit that I would never, never give up, no matter what else happened† (as cited in â€Å"Wilma Rudolph Biography,† n.d.). Rudolphs success as an athlete was also dependent on Coach Temples hard work and determination.   He was a sociology instructor by profession, but he was unpaid as a coach (Roberts, 2007).   He used his own means and resources to allow his sprinters to train and meet.   He drove them in his own vehicle.   It was also he who was responsible for lining the school track, which used to be â€Å"an unmarked and unsurfaced dirt oval† (Roberts, 2007).  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚   Coach Temple may be dedicated, but that does not mean he was lenient.   For every minute that girls were late for practice, he let them run an extra lap (Roberts, 2007).   In one instance, Rudolph was 30 minutes late for because she overslept; Coach Temple made her run 30 extra laps as punishment.   She immediately learned her lesson; she came 30 minutes early the next day (Roberts, 2007). The year 1956 saw six Tigerbelles, including Rudolph, headed to the Olympics (Lovett, 1997).   She competed in her first ever Olympics at the age of sixteen, and took home a bronze medal for 4100 relay (International Olympic Committee, 2008).   Four years after, Rudolph and the rest of the team proceeded to Pan American Games, and they took home many medals.   However, it was in the 1960 Rome Olympics were Rudolph emerged most victorious, a victory that brought her into the limelight. Rudolph competed in three events: the 100m and 200 m dashes, and the 4x100m relay (International Olympic Committee [IOC], 2008).   In the semifinals of the 100m dash, she equaled the world record at 11.3 seconds (IOC, 2008).   She then went on to win the final with only 11.0 seconds (IOC, 2008).   After three days, she then bagged her second victory for the 200m dash (IOC, 2008).   In addition, she finished the 4x100m relay semifinals with a world record of 44.4 seconds (IOC, 2008); she also emerged victorious in the final.   However, this victory almost did not happen.   Rudolph was ready to receive the baton and run, but the girl who was supposed to pass it did not actually place the baton on Rudolphs hand (Owens, 1976).   In the words of Owens (1976), â€Å"the required smooth passing motion, with one girl slowing and the other speeding up, was broken.†Ã‚   By this time German runner Jutta Heine was already ahead (Owens, 1976).   Rudolph ran as fast as she c ould, and finished ahead of Heine.   As a result, Rudolph took home three Olympic gold medals. In 1957, Rudolph maintained her level of success, as she finished a 100m dash in 11.3 seconds, matching the world record (IOC, 2008)..   After four days, she surpassed the previous world relay record (IOC, 2008). Fame and Recognition Rudolphs Olympic success made history.   She was the â€Å"first woman American woman to win three gold medals in one Olympics† (Roberts, 2007).   This accomplishment made Rudolph a household name, and she gained fans around the world.   She was suddenly catapulted to the spotlight; both local and foreign media considered her as a celebrity.   The same year she won in the Olympics, she received two recognitions: United Press Athlete of the Year and Associated Press Woman Athlete of the Year (â€Å"Wilma Rudolph Biography,† n.d.). Rudolphs running style and natural beauty made everyone sit up and notice.   Her height was five foot eleven; her weight was 132 pounds (Owens, 1976).   She was very fast, yet graceful.   To borrow the words of Owens (1976), â€Å"Wilma was willowy, streamlined, and shaped like a girl.†Ã‚   This made international journalists give her several names.   The French called her â€Å"La Perle Noire,† or â€Å"The Black Pearl† (Owens, 1976).   On the other hand,  Ã‚   the Italians referred to her as â€Å"La Gazzella Nera,† or â€Å"The Black Gazelle† (Owens, 1976). However, it was not only her remarkable skill and style of running that won the hearts of many fans.   Her simple and down-to-earth personality made people fall in love with her.   In places such as â€Å"Athens, London, Amsterdam, Cologne, Wuppertal, Frankfurt and Berlin† where she competed, numerous fans came to see her (Owens, 1976).   According to Sports Illustrated, police had to be employed to manage the fans in Cologne (Roberts, 2007).   On the other hand, Berlin welcomed Rudolph in a different way: admirers swarmed her bus and hit it with their fists to make Rudolph wave (Roberts, 2007).   Lastly, her shoes were stolen (Roberts, 2007).   On her part, she never failed to smile and greet the crowds that watched her; she also patiently responded to their inquiries (Owens, 1976). Aside from making history in the field of sports, Rudolph also paved the way for a historical moment in terms of race.   Buford Ellington, the governor of Tennessee, wanted to welcome Rudolph home after the Olympics (Roberts, 2007).   However, he believed in segregation; Rudolph obviously did not (Roberts, 2007).   She refused to show up to a segregated homecoming.   Fortunately for her and the town of Clarksville, Rudolph got what she wanted.   Rudolphs homecoming parade and banquet made Clarksville history as the first non-segregated event (Women in History, 2008).   Caucasians and African-Americans both had the opportunity to celebrate her Olympic success.   Her stand against segregation did not stop there; she also attended city protests until laws for segregation lost their effect (Women in History, 2008). After her Olympic victory, Rudolph became the recipient of numerous awards.   She became the recipient of The Babe Zaharias Award in 1962 (â€Å"Wilma Rudolph Biography,† n.d.).   In Dakar, Senegal, Rudolph also represented the United States as the Goodwill Ambassador at the Games of Friendship (Women in History, 2008).   Also that same year, she joined the Baptist Christian Athletes in Japan (Women in History, 2008).   In 1973, she was inducted in the Black Athletes Hall of Fame; the following year, she was included in the National Track and Field Hall of Fame (Roberts, 2007).   In 1983, she received two more honors: she was voted in the U.S. Olympic Hall of Fame, while also receiving the Vitalis Cup for Sports Excellence (â€Å"Wilma Rudolph Biography,† n.d.).   In 1984, she was honored with Womens Sports Foundation Award (â€Å"Wilma Rudolph Biography,† n.d.) Then there were those honors that were special, in the sense that Rudolph became the first woman ever in history to receive such award or invitation.  Ã‚   In 1961, she was the first woman recipient of the Christopher Columbus Award for Most Outstanding International Sports Personality (â€Å"Wilma Rudolph Biography,† n.d.).   The year after that, she was given the James E. Sullivan award (Lovett, 1997).   She was the first American female athlete to be honored as the Sportsman of the Year by European sportswriters (Owens, 1976).   Lastly, she became the first woman invited to the 1961 Penn Relays, the New York Athletic Club Track Meet, and the Millrose Games (â€Å"Wilma Rudolph Biography,† n.d.). Life After Retirement In 1962, at the age of 22, Rudolph retired from track and field (Lovett, 1997).   She had several jobs upon her return to Clarksville.   She first taught at Cobb Elementary, her alma mater (Women in History, 2008).   She then replaced Coach Gray as the track coach of her high school alma mater, Burt High School (Women in History, 2008).   Her first collegiate coaching job was in Maine; next, she became the track coach of DePauw University in Indiana (Women in History, 2008; Roberts, 2007).   She spoke to many students, as she was often invited as guest speaker in numerous schools and universities (Women in History, 2008).   She also became radio show co-host, as well as a sports commentator on television (Women in History, 2008).  Ã‚   In 1967, Rudolph was asked by Vice-President Hubert Humphrey to become a part of a sports outreach program for underprivileged kids called â€Å"Operation Champ† (Women in History, 2008).  Ã‚   Because of this experience, she cre ated the Wilma Rudolph Foundation, a non-profit community sports program for amateurs (Roberts, 2007).   In 1977, she released her autobiography entitled â€Å"Wilma: The Story of Wilma Rudolph† (Lovett, 1997).   The book was eventually turned into a television movie (Women in History, 2008).   In 1992, Rudolph became the vice-president of the Baptist Hospital in Nashville (Lovett, 1997). Death In July 1994, a few months after her mothers passing, Rudolph discovered that she had brain cancer (Lovett, 1997).   That same year, Rudolph died on November 12th.   Five days after her death, a memorial was held at the Kean Hall in TSU.   Her funeral was held at the First Baptist Church in Clarksville; all the flags in Tennessee were at half-mast (Lovett, 1997). Legacy Through her accomplishments, Rudolph inspired many other female African-American athletes to fulfill their Olympic dreams.   One of them was Florence Griffith Joyner.   She followed Rudolphs footsteps and became the second woman to bring home three gold medals in the 1988 Olympics (Roberts, 2007).   Rudolph said, â€Å"I thought Id never get to see that.   Florence Griffith Joyner – every time she ran, I ran (â€Å"Wilma Rudolph Biography,† n.d.).   Jackie Joyner-Kersee was another woman athlete whose life was touched by Rudolph.  Ã‚  Ã‚   Joyner-Kersee was an Olympic winner; she has six medals (Roberts, 2007).   According to Joyner-Kersee, â€Å"She was always in my corner.   If I had a problem, I could call her at home.   It was like talking to someone you knew for a lifetime† (as cited in Roberts, 2007). Several places and structures were also named after Rudolph.   Her alma mater, Tennessee State University, also rewarded her by naming their indoor track for her (Lovett, 1997).   In 1994, a part of Clarksvilles Highway 79 was also named after her.   In addition, a historical marker was placed in that very boulevard (â€Å"Historical Marker,† 2003). Tennessee State University had built a new dormitory, which was dedicated in her memory on August 11, 1995.   Rudolph had a bronze statue of her finished on April 1996; that statue was placed in Clarksville (Lovett, 1997). In 1997, Tennessee Governor Don Sundquist declared June 23rd as Wilma Rudolph day (Women in History, 2008). In its March 2002 issue, Ebony Magazine included Rudolph as one of the â€Å"greatest women athletes† (â€Å"10 Greatest Women Athletes,† 2002).   Lastly, in 2004, the U.S. Postal Service issued a postage stamp in her honor, as recognition for her accomplishments in sports (â€Å"Ho noring Wilma Rudolph,†2004). â€Å"The triumph cant be had without the struggle† (as cited in â€Å"Wilma Rudolph Biography,† n.d.).   These are the words of a woman who initially lived a life of struggle, but triumphantly overcame the odds.   She indeed an inspiration to many; her life is a testament to the triumph of the human spirit. nbsp; References Desert News (Salt Lake City). (2003). Historical marker honors Olympian Wilma Rudolph.   Retrieved March 7, 2008, from http://findarticles.com/p/articles/mi_qn4188/is_20030706/ai_n11411552 Ebony. (2002). 10 greatest women athletes. Retrieved March 7, 2008, from http://findarticles.com/p/articles/mi_m1077/is_5_57/ai_83450358 International Olympic Committee. (n.d.) Wilma Rudolph: overcoming childhood handicaps.   Retrieved March 5, 2008, from olympic.org/uk/athletes/profiles/bio_uk.asp?PAR_I_ID=10427 Jet. (2004). Honoring Wilma Rudolph. Retrieved March 7, 2008, from http://findarticles.com/p/articles/mi_m1355/is_7_106/ai_n6165658 Lovett, B. (1997). Wilma Rudolph and the TSU Tigerbelles. Leaders of Afro-American Nashville. Retrieved March 5, 2008, from EBSCO Database. Owens, J. (1976). Wilma Rudolph; gazelle of the track. The Saturday Evening Post. Retrieved March 5, 2008, from EBSCO Database. Roberts, M.B. (2007). Rudolph ran and the world went wild. ESPN.com.   Retrieved March 5, 2008, from http://espn.go.com/sportscentury/features/00016444.html Wilma Rudolph. Garden of Praise.   Retrieved March 5, 2008, from http://gardenofpraise.com/ibdwilma.htm Wilma Rudolph Biography.   Retrieved March 5, 2008, from wilmarudolph.net/more.html Women in History. (2008). Wilma Rudolph. Retrieved March 5, 2008, from lkwdpl.org/wihohio/rudo-wil.htm nbsp;

The Future Tense With Will and Going to

The Future Tense With 'Will' and 'Going to' The future in English can be rather confusing. There are two future forms used in most conversations: the future with will and the future with going to. The main difference between the two forms is that going to is used for plans and intentions made before the moment of speaking, and the will to speak about the future at the moment of speaking. Study these basic forms and then use the referenced resources to practice these forms. Teachers can print out these materials for use in-class, or find help with how to teach future forms, as well as the lesson plans suggested below. The Future With Will There are two basic future tenses used to describe things that happen in the future. Besides these two there are some other future tenses which can be started on the advanced future tenses page. The first future tense is the future with will. Use the future with will to talk about an event in the future that you have just decided to do, for predictions and for promises. Examples: I think Ill go to that party next week.The economy will get better soon.Yes, I will marry you. Future With Will Structure: Positive:  Subject will verb I, You, He, She, We, They will come to the party. Negative:  Subject will not (wont) verb I, You, He, She, We, They wont have time tomorrow. Questions:  Question word will subject verb What will he, she, you, we, they do? The Future With Going To The future with going to is used to express events you have already planned in the future and your intentions for the future. We sometimes also use the present continuous for planned events in the near future. Examples: Shes going to attend university and study to become a doctor.Were going to make the presentation next week. Future With Going to Structure: Positive:  Subject to be going to verb I am going to attend the meeting.He, She is going to attend the meeting.You, We, They are going to attend the meeting. Negative:  Subject to be not going to verb Im not going to visit Rome next year.He, She isnt going to visit Rome next year.You, We, They arent going to visit Rome next year. Questions:  Ã‚  (Question word) to be subject going to verb Where am I going to stay?Where is she, he going to stay?Where are you, we, they going to stay? Additional Future Tense Resources Here is an in depth guide to   both the future with will and with going to.Take the  Future Forms Quiz for Advanced LearnersResource for ESL Teachers. This intermediate lesson focuses solely on the future with will and going to and  includes a step by step guide through the lesson and handouts to use in class. Activities With the Future With Will and Going to Some activities that will help you practice: Planning a Party - Dialogue concentrating on the future with will and going to.The Meeting - Dialogue with schedules, future plansThe Oregon Weather Forecast - Dialogue with the use of the future with will for predictions, weather vocabularyEnglish Tenses Timeline Chart - study how the future forms with will and going to relate to other tenses on a timeline.

Report about Communication Law Case Comparison Essay

Report about Communication Law Case Comparison - Essay Example v. Sullivan, 1964). The text in the end, appealed for funds for purposes such as the â€Å"support of the student movement, the struggle for the right-to-vote, and the legal defense of Dr. Martin Luther King, Jr. against a perjury indictment (New York Times Co. v. Sullivan, 1964). Respondent contended that although the statements do not mention the respondent by name, the word ‘police’ referred to him as he supervised the Police Department, and hence being accused of those alleged in the advertisement (New York Times Co. v. Sullivan, 1964). He further claimed that the rest of the paragraph referred to the police (New York Times Co. v. Sullivan, 1964). It was found that some of the statements were not accurate descriptions of events, which happened in Montgomery (New York Times Co. v. Sullivan, 1964). The jury were under instructions by the trial judge upon presentation of the case, that the statements made were â€Å"libelous per se and were not privileged,† and hence the petitioners may be held liable if found to have published the advertisement and if the â€Å"statements were made of and concerning respondent,† (New York Times Co. v. Sullivan, 1964). Being libelous per se, the judge cited that â€Å"falsity and malice are presumed from the bare fact of their publication,† (New York Times Co. v. Sullivan, 1964). He added that general damages are presumed, hence, â€Å"need not be alleged or proved,† and that the jury may award punitive damages even though there is no showing of the amount of actual damages (New York Times Co. v. Sullivan, 1964). The decision also failed to charge to the jury that there must be malice or â€Å"actual intent to harm or gross negligence and recklessness† and did not distinguish between compensatory and punitive damages (New York Times Co. v. Sullivan, 1964). These rulings and instructions were sustained by the Supreme Court of Alabama in all

Conventions & Genres Research Paper Example | Topics and Well Written Essays - 750 words

Conventions & Genres - Research Paper Example In this article I will be highlighting how an author’s subjectivity influences an article he has written on a particular topic. This is a very common aspect and it can be said to be in writers, teachers and people who do reviews and they tend to display their views to the topic they are discussing. The pairing of opinion due to subjectivity I have chosen the book "The Border Patrol State" by the author who goes by the name of Leslie Marmon Silko. This border between Mexico and the united states have been subject to various discussions. Questions are raised on how efficient this border is and if it actually restricts those who should not traverse it at bay. The subjectivity from Silko is highly witnessed in the book because she raises the issue on a personal concern. Silko’s subjectivity is viewed on the way she expresses her opinion on the border patrol. The patrol at the border should be an organ that provides security, promote development and peace along the border. A ccording to Silko's, her point of view is that the border patrol are there and are acting as a hindrance to Americas indigenous people. Some of these people actually just want to travel back to their homeland.She believes that these hindrances are interfering with the indigenous American’s rights to freedom of movement and are restricting the economic development of the Native Americans. She accuses the border patrol of harassing people on the basis of their skin color. She talks of how she got stopped while driving home and was detained for hours just because of her being a native. This angered her and drove her to write this article vetting her anger towards the border patrol. The patrol at the border, according to the author, protect the colonizers of ancient time who are the elite who have continued ruling America rather than guard against crime and acts of terror. Her subjectivity is based on her anger towards the border patrol for discriminating against cultures and tri bes. She is a native American and thus she shapes her opinion concerning border patrol is based on how they wrongly treat the native Americans. What really Silko says is that despite the measures put in place in the border, however expensive and advanced, the natives will continue to cross it despite the challenges they will face. Silko concludes that, â€Å"No person, no citizen is free to travel without the scrutiny of the Border Patrol† (Silko, 1996, p. 111). Subjectivities role to me as a teacher Anytime you are in class, subjectivity will show to the students especially when you are giving your own opinion to the students on the subject of discussion. There are two subjects that when I indulge in them,I might end up giving my own opinion to the students and thus reflect my subjectivity to the students. These topics involve politics and religion. Everybody has a right to their own opinion in these two factors. This may make my opinion to sometimes be different from that o f my students due to the divergent backgrounds of the students. With regard to the topics above (religion and politics) you can influence the opinion of many students. Take a case of religion, Spinoza, for example, was a Jewish philosopher who was of the opinion that God is not the creator of nature but was nature itself. This was a subjectivity witnessed in Spinoza. The topic of homosexuality always elicits a lot of reactions from people. As a teacher, I

Coffee and Starbucks Essay Example for Free

Coffee and Starbucks Essay 1. Introduction In the UAE the coffeehouses take the first concern of the residents. The residents look for the coffeehouses as a place of enjoyment and the perfect place for hangout with friends. One of the most popular coffeehouse in the UAE is Starbucks; the branches of Starbucks cover all the emirates in most popular places. In this report we’ll conceder The Coffee Bean Tea Leaf as a competitor of Starbucks and analyze both of them depending on the SWOT and Marketing Mix analysis. 2. Client Company â€Å"Starbucks†. This company founded in the UAE in 2000, it is especially brand for coffee with Coffeehouses. Starbucks features a variety of coffees, hand-crafted beverage, teas, water, freshly baked pastries, sandwiches and salads. It is including also in their product compilation of music CD’s ranges for all testes. Starbucks have very friendly employees make the customers feel comfortable to visit them again. The qualities of the products Starbucks provide make them reach this level of popularity. 1 Target Market. Starbucks focus on the demographics, psychographics and lifestyle of their customers. Also with the information that Starbucks collected regard the target market segment for the better to its customers. The demographic helps Starbucks to locate its target market. It is target the both male and female, around 18-30 years old, but you can see that’s it provide product for everybody. Starbucks provide non-coffee beverage for children to supply for the whole family. It is customers primarily in their final years of high school, in university or just working. Most of them have a good education, and the people who have job, it include a high salary. The psychographic of Starbucks based in charity and the arts. Also it is sponsored the different kind of events. Starbucks aims to target people who are generous and charitable, also people who like fun and enjoy their time. It sells a lifestyle to both customers and employees, it appeals a new style to it’s coffees an age-old beverage, so that’s today it is one of most famous coffees around the world. 3. Competitor Company â€Å"The Coffee Bean and Tea Leaf† It is an international coffeehouse company, founded in 1963 in California. They provide a variety of hot/cold coffee and tea drinks and related. Beside snacks like sandwiches, salads, muffins, cakes and a selection of pastries. There are 11 branches in the UAE 9 in Dubai (Sahara Shopping Center, Ibn Battuta Shopping Center, Zayed University †¦). The Coffee Bean provides it’s customers with a well trained friendly customer service to satisfy them and ensure their loyalty. 4. Major Finding of Competitive Analysis 2 SWOT analysis |SWOT analysis |Starbucks |Coffee Bean Tea Leaf | |Strengths |-Brand name recognition |-Changing the menu and adding new products regularly | | |-Good reputation |-Providing variety of products coffee tea products | | |-coffees bottled beverages sold at retail (Frappuccino|-Breakfast meals light lunch meals | | |bottles sold in petrol stations) |-On-line store at www.coffeebean. com | | -Location (significant markets / crowded shopping malls/| | | |airports) | | | |-Free internet wireless access | | | |-On-line store at www. starbucks. com | | |Weaknesses |-Little promotion / offers |-Locations (little number of branches in less crowded | | |-Considering more on coffee products than other products|places) | | |(Tea juices) |. -Small awareness of brand name | |Opportunities |-Widen Product Range to reach new target market |-Expand branches in the market | | |-Improve the speed and efficiency of service |-Apply marketing strategy to increase brand awareness among| | |-Increase promotions offers |customers | | |-Internet wireless access grabs new market (Students and| | | |tourists) | | |Threats |-Change in consumer tastes and interest |-Customers prefer recognized brand | | |-Increase in competition |-Local competition | 3 Competitive Advantage. By searching the two organizations we got a clear knowledge about them and the tools they use to grab customers and reach success. Referring to table1 the SWOT Analysis table; it shows the differences between the two coffeehouses in the Strengths, Weaknesses, Opportunities and Threats areas. The major different which make Starbucks stronger than Coffee Bean is the recognized brand name and the reputation that Starbucks have. These make Starbucks more known and preferred from customers who look for famous places that sells good quality products. Also the location and number of branches plays a significant impact in this case. This is because Starbucks is more spreading in the market in strategic and core places like the airport (see appendix 1). 5. Strategic recommendation: Even though Starbucks is more popular than Coffee Bean and Tea Leaf for its high quality coffee and products, it has more than 40 branches in UAE, but it need to achieve its competitor advantage to maintain its market leadership. However Starbucks has some weakness that covers its strengths that needs to be looked at and improved. One of the most noticeable difference about Starbucks and other competitor is its menu that is rarely changed and its prices that the competitor has trampled them by their less price and good quality. Even that there are promotions done in Starbucks but not as much as others, for that they need to increase their promotion to rout their competitor who has attractive promotion threw their advertisement that Starbucks has some weakness in. They should focus on creating their own way of advertisement that can be shown everywhere which advertise their promotions and not relay on Starbucks name popularity only. Also one of the significant weaknesses that Starbucks has is their products that are more specified on coffees more than other kind of products such as tea and Fresh juices for this they have to widen their products range to grab new market and win customers. 6. Conclusion As it shown and known Starbucks in one of the biggest companies in the whole world that has its own reputation in its products. Starbucks has its own way of rousing it sales and improving its organization. However, they are special than other coffeehouses by their brand name, products and services, but they have some weaknesses at the same time, which can be overcome by reaching their competitors strengths. Even more Starbucks is well known of their spreading in the market by the number of branches which is increased daily approximately one by day in the world. Appendix 1 Marketing Mix Analysis (7 Ps). |Marketing Mix elements |Starbucks |Coffee Bean Tea Leaf | |(7ps) | | | |Product / Service |Coffee, hand-crafted beverage, tea, ice blended drinks, freshly|hot and cold coffee and tea beverages, sandwiches, salads and a | | |baked pastries, fresh sandwiches, salads, cakes and cookies. |selection of pastries and cakes | | |Plus coffee related accessories | | |Price |-The prices are in a middle range not too different from other |-Middle range prices | | |coffeehouses. Example : |-lower a little than Starbucks | | |(Frappuccino = 15 AED) |Example : | | |(Cappuccino = 12 AED) |(Ice blended drink = 14 AED) | | |(Cheesecake = 14 AED) |(Cappuccino = 11 AED) | | | |(Cheesecake = 10 AED) | |Promotion |-Advertise for new products in newspaper |-Special promotion for Breakfast Meal | | |-Seasonally products (summer / winter) |-Free drink after 12 purchases | | |-Promotion banners and brochures in the shop |-limited Belgium coffee for this season | | |-on-line website |-Promotion banners in the shop | | | |-on-line website | |Place |41 branches around the UAE in significant crowded places |11 branches in the UAE | | |like the air port |9 in Dubai | | |27 in Dubai |1 in Al Ain | |. |5 in Abu Dhabi |1 in Sharjah | | |5 in Sharjah | | | |2 in Al Ain | | | |1 in Ajman | | | |1 in Ras Al Khaimah | | |People |-Most of Starbucks employees are educated and special trained |-Staff are well trained to serve customers | | |to work in Starbucks |-Employees are welcoming and friendly dealing with customers | | |-Starbucks apply a friendly polite customer service to comfort |-Coffee Bean apply a great customer service to win the customers | | |it’s customers | | | |. Employees are trained to satisfy customer’s wants by asking | | | |their preferred taste and providing information on each product| | | |plus giving some suggestions | | |Process |Order, pay and get the order |The process of ordering takes normally maximum 4 minutes as branches are| | |This process takes 2 – 3 minutes normally, but in busy branches|usually not too busy | | |customers will have to wait more | | |Physical evidence |-Starbucks apply an international uniform and decoration for |-Coffee Bean apply a relaxing atmosphere for their customers decorating | | |all it’s branches around the world |the branches in light colors like beige and soft music | |. |-Starbucks trade mark is appearing all over the Cafe from the |-Employees working in Coffee Bean, ware practice uniform | | |decoration to the cup of coffee and tissue |-The Coffee Bean logo appears everywhere in the cafe letting the | | |-Starbucks atmosphere is unique and comfy, they provide |customer recognize it | | |customers with different choices of seating from chairs to | | | |couches while playing music that suites different tastes .

TECHNOLOGY APPLICATION FOR MUSIC TECHNOLOGY :: essays research papers

The technology learning process can help teachers manage information in their daily work more effectively. Word processing software allows text-based documents to be entered, edited, formatted, and printed. This is a helpful tool for creating recital programs, handouts, and tests. Database software stores and retrieves records for instrument inventories, class lists, and attendance.   Ã‚  Ã‚  Ã‚  Ã‚  Electronic musical instruments may be defined as those that generate sound electronically rather than acoustically. Two examples are synthesizers and digital pianos. These instruments generally have three components: a controller, modifier capabilities, and a sound generator which may be separate units or self-contained like the digital piano.   Ã‚  Ã‚  Ã‚  Ã‚  Music teachers need to know how MIDI connections are made among instruments, how to use MIDI in the classroom, and how to connect MIDI instruments with computers. They need to understand how to create layered and split keyboard sounds for performances. They also need to be able to choose and edit sounds from stored libraries and create using sounds using electronic instrument. Students can use electronic instruments as musical crayons creating simple complex musical pieces while gaining dexterity and technique. They can learn musical processes with keyboards and have fun at the same time. Electronic instruments can also be used in performance to enhance traditional and electronical-acoustics ensembles. A musical performance consists of a series of sounds played in time with appropriate tempo and dynamic changes. MIDI data, however, consists of a stream of information of note events generated by the electronic controller device. This information can be stored in the order played allowing the MIDI sequenced performance to be played at a later time. A device or computer, A hardware sequencer is a device dedicated to MIDI sequencing, and workstation is electronic keyboards that have built-in sequence capabilities.   Ã‚  Ã‚  Ã‚  Ã‚  Today, MIDI sequences are capable of storing large amounts of data. They are designed to emulate a multi-track tape recorder, a familiar metaphor for most musicians. A musician may record different musical parts onto separate tracks of the MIDI sequencer. Each track of the sequence may be assigned compositions. Unlike the tape recorder the MIDI sequencer gives musicians powerful and intuitive editing tools permitting changes and corrections without re-recording.   Ã‚  Ã‚  Ã‚  Ã‚  There are many software applications available to support music education. Those specifically designed to assist instruction are called Computer Assisted Instructional software or CAI. Commercially available CAI software programs are designed to help students learn music theory and music history, develop eat-training skills, and drill and test knowledge in a variety of areas.