House Opposite by R. K. Narayan :: Narayan House Opposite Essays

House Opposite by R. K. Narayan The short story, House Opposite by R. K. Narayan is an example of a man and his struggle with his own humanity. The basic plot of the story includes a holy man (only referred to as "the hermit") that is living along with the traditions of an Indian lifestyle. He considers himself to be a very good man, not succumbing to temptations or as it is put in the text, "He rigorously suppressed all cravings of the palate and punished his body in a number of ways." It is indicated that the hermit really did not understand why he was doing any of this however, barring his selfish interest in "spiritual liberation." The conflict in the story is internal; the hermit becomes aware of a prostitute living across the street, and cannot ignore her presence. Throughout the story, the hermit complains about the "awful monster" and regards her as the "personification of evil." This is not the root of the problem however.   The hermit's preoccupation with the prostitute served to destroy him, but unfortunately for him, the blame cannot be aimed at her. Throughout the middle of the passage, the hermit described the features of the prostitute with a particular contempt, yet he continued to look, even leer at her. He continued to think about what went on behind the closed doors, the men that waited around outside the house "smoking, chewing tobacco and spitting into the gutter - committing all the sins of the world according to the hermit." In fact, after the story unfolded, the hermit was so upset that he was "forced" to leave behind his shelter to look for a new place, thinking that he would rather not have a roof at all rather than live near the woman. He could not tend to his proper thoughts, and was not able to keep his gaze on the tip of his nose, as was proper, but only could see the woman.   The interesting thing is that he did not blame himself at all for his problem. In one line the hermit thought to himself, "Difficult to say whether it was those monstrous arms and breasts or thighs that tempted and ruined me†¦" and then proceeded to call the woman names. Why had she ruined his "tapas: all the merit he had so laboriously acquired†¦" The truth of the matter, however, is that not only was the hermit weak-willed, he had no idea why he would even be against this woman's practices, other than it was once said by someone.

Product & Company Overview: Nestle Essay

Nescafe is a brand of instant coffee made by Nestle. The name is a combination of the words â€Å"Nestle† and â€Å"cafe†, in which â€Å"Nes-† means magic and â€Å"-cafe† means coffee. Nestle’s flagship powdered coffee product was introduced in Switzerland on April 1, 1938 after being developed for 7-8 years by Max Rudolf Morgenthaler, a Swiss food chemist considered to be inventor of Nescafe. Nescafe’s roots can be traced back to the 1930s. In the United States, the Nescafe name was used on its products until the 1960s. Later, Nestle introduced a new brand in the US called â€Å"Taster’s Choice†, which supplanted Nescafe for many years. Taster’s Choice was also introduced into Canada at the same time, and continues to be sold as a separate product, branded as superior to Nescafe, and is higher priced. With more than 4,600 cups consumed every second, Nestle’s Nescafe is by far the world’s leading coffee brand, and also the fourth most valuable beverage brand globally after Coca-Cola, Pepsi and Budweiser. Interbrand ranks it as the world’s top 40 brands, with an estimated value of over $10.65bn. Nescafe’s global profile has been modernized by a move into iced beverages, but its more traditional hot soluble business still has one major obstacle to overcome: the dominance of roast and ground coffees in the US and its growing popularity in other developed markets. Nestle’s attempts to compete directly with ground coffee producers proved unsatisfactory, but instead the group has established a new benchmark for premium coffees with its successful Nespresso dispensing system to build on the normal Nescafe vending machines. Nestle follows a region specific marketing strategy, housing different brands of instant coffee under the umbrella brand Nescafe. ii.Analyze the category 1.Aggregate market factors a.Market Size Coffee is worth over $100 billion worldwide. This puts coffee ahead of commodities like natural gas, gold, brent oil, sugar and corn. The term soluble coffee encompasses spray-dried powder, freeze-dried powder and liquefied forms of coffee such as liquid concentrates. All of these methods of processing involve dehydrating brewed roasted and ground coffee. The freeze-dried method produces a superior but more expensive product. The  world consumption of soluble coffee is rising relatively strongly after a number of years of stagnation, expanding from 21.4 million bags (green bean equivalent) in 1999 to 29.9 million bags in 2009. Globally Nestle and Kraft Foods account for around 75% of the world market, with Nestle alone supplying over half the world demand for instant coffee. According to the ICO (International Coffee Organization), emerging markets consumed 27.9m 60kg bags of coffee in 2012, compared with 25.4m the previous year. b.Growth The hot drinks market in Asia has traditionally been dominated by tea consumption rather than coffee. However, in recent years, the Asian coffee market has increasingly become the focus of the world coffee industry. Since 1990, Asia has experienced the most dynamic growth in coffee consumption in the world, growing by an average rate of 4% per annum, increasing to 4.9% since the year 2000. As such, the region is of increasing interest to the coffee sector, both for producers and consumers, and represents a significant potential market for the coffee industry. Coffee consumption in the region has been growing strongly over time, more than doubling from 8.4 million 60kg bags in 1990 to 19.5 million bags in 2012. This represents an average growth rate of 3.9% per annum. Furthermore, the share of East and Southeast Asia in world coffee consumption has also been increasing, accounting for 13.8% of the world total in 2012, up from 9.4% in 1990 and 10.9% in 2000. Consumption growth in many Asian countries has been driven primarily by demand for Robusta coffee, which is used in soluble coffee and ready-to-drink products such as 3-in-1 mixes (coffee with whitener and sweetener) or 4-in-1 preparations (coffee with whitener, sugar and flavourings or dietary additions). Nestle continues to lead coffee with a value share of 38% in 2013, mainly due to its long-established presence in instant coffee. Nestle’s brands including Nescafe Classic and Nescafe Sunrise enjoy huge popularity amongst consumers. The company also enjoys countrywide distribution and a widespread presence in all retail formats, including hypermarkets. Nestle also sells small single sachets of instant coffee priced at Rs 2-5, which is considered affordable. Sachets are quite popular amongst consumers in rural areas and tier three cities, as well as with consumers who only consume coffee occasionally.

Linux Companies Essay Example

Linux Companies Essay Example Linux Companies Essay Linux Companies Essay LINUX COMPANIES 1. Quintet solutions National Residency Complex, Edappally, Kochi-24, Kerala, INDIA [emailprotected] com +91-484-4055472 2. Vipoint solutions 3. Spark supportWindows Engineer SparkSupport Infotech Pvt Ltd. 3rd Floor, Leela Infopark Phase II, Kochi-30, Kerala, India Phone:+91 484 6561696 [emailprotected] com 4. Ideamine technologies Linux System Engineer (1 3 years) 111/347-B, PTRA 106, First floor, P T Road, Chembumukku, Kochi 682021 Kerala, India [pic]  91-484-4044362 [emailprotected] com 5. Armia 6. Admin ahead First Floor, Image Arcade | |Airport-Seaport Road | |Kakkanad | |Cochin 682037 | |Kerala , India | [emailprotected] com 7. Admod technologies 8. Syntrio technologies 9. N dimensionz 10. On mobile 11. Hash root 12. Hashcod 13. BVS technologies 14. Rmesi 15. X Minds 16. OOPS Matrix (Denoct) 17. KSWAN 18. Vanilla networks 19. Sequires 20. Aigensolutions 21. Xieles 22. Webhostrepo 23. Supportsages 24. Servadm 25. Logicsupport 6. Bobcares 27. Bigserversolutio ns 28. Cliffsupport 29. Liquidsupport 30. Supportlobby 31. Best value Support 32. Supportresort 33. Asteriskssoft 34. Igloo 35. Takira solutions 36. Active Lobby NB:These are the companies i know. You do one thing search the contact number of these companies in google and call them and say that you heard about some vacancies there. Then they will give their mail id or will say to come directly to their company. Before that study DNS,DHCP,HTTP server,mail server, all port numbers,basic commands,hardlink,softlink,nice value,find,grep,pipe,all configuration files,mysql port number etc†¦Ã¢â‚¬ ¦

The Headless Horseman

The Headless Horseman Headless Horseman Short stories and movies that essentially share the same plot generally have a lot of similarities and differences. In Washington Irving's work, "The Legend of Sleepy Hollow", the Headless Horseman is not portrayed as a violent character, but more of a spirit that is unable to rest in peace. However, this is complete contrast to the character of the same name in the film Sleepy Hollow, directed by Tim Burton. Burton transforms the character into a supernatural serial killer who has come back from the dead at the calling of a bitter lady who has given her soul for his services. Regardless of this difference, as well as others, the two characters share a few of the same traits. Of all the similarities and differences, Burton's character minimally maintains the identity of the Headless Horseman of Sleepy Hollow that Washington Irving develops in his short story.Both characters are decapitated Hessian soldiers who have been unable to rest in peace for different reasons. Washington Irving's grave in Sleepy Hollow, New Yo...Irving's Horseman haunts Sleepy Hollow in search of his "head that had been carried away by a cannon-ball in some nameless battle of the Revolutionary War." (Irving 2). Burton's Horseman rides as an assassin whose lost head helps lead him to his next victim with help from the Van Tessal stepmother. This difference in motive creates a difference in the way the reader feels towards the two Horsemen. With Irving's character there is a feeling of sympathy that is aroused because the spirit cannot find peace, while Burton's character does not show this emotion. Ironically, Irving's character never recovers his head, but Burton's character does.The Headless Horseman is first introduced to both the reader and the viewer through the people of Sleepy Hollow. Burton's Horseman turns out to be a character that is...

The Behavioral Model Essays

The Behavioral Model Essays The Behavioral Model Paper The Behavioral Model Paper Current discourse into human development and learning seeks to motivate teachers, health and social care workers to develop their own theories of learning, and to evaluate such theories within the classroom using an evidence-based approach (Bigge, Morris, Shermis, 1998). This paper aims to encourage education facilitators across disciplines to draw on learning theories to enhance their understanding of students/participants, and to foster an experimental attitude toward modifying delivery methods to optimize the learning experience of teenagers. It is clear that the discipline of psychology is essential to further the understanding of developmental, learning and teaching processes. Firstly, a critical review of the two major developmental learning theories will be presented, these being the behavioral model and the social construction model. Secondly, a proposed research design for a substance abuse prevention workshop for teenagers will be presented, with reference to the theories critiqued. Finally, a conclusion shall synthesize the main points of this paper and demonstrate the viability of using a social construction model to approach learning interventions for teenagers. Review of Developmental Learning Theories The Behavioral Model Bigge and Shermis (1998) identify the two major learning theories of relevance to current education as being the behaviorist and the cognitivist schools of thought. The behaviorists focus on observable behavior and reduced the learning experience to a process of stimulus and response. This psychology approach to learning was adopted in the USA during the early 1900s, when science and technology were experiencing a time of accelerated growth. Hence, the concept of studying measurable, objective, human behaviors aligned with current values of a modernized society embracing standardized production methods. For the extreme behaviorist, all human behavior can be understood through the processes of conditioning, these being classical and operant in form. Skinner (1938) pointed out that a positive, negative or neutral consequence following a behavior influenced whether a particular behavior was repeated in the future, or if it was not. So, a person learns new behaviors, or is able to modify existing behaviors, as a function of environmental events that either reward or punish that behavior. In this way, Skinner’s learning theory is a move away from the traditional behaviorist approach of stimulus and response, as he differentiated between types of responses. When a response was elicited by a known stimulus is considered to be associated with the known stimulus. Alternatively, responses that do not require a specific stimulus, which he termed operants, are independent of the stimulus. Skinner emphasized that it was the operant response that could be strengthened or weakened by use of personal, social or environmental rewards or punishments respectively. Skinner’s principles advocated the idea that learning could be ‘programmed,’ which fit with the 1960s initial explorations into computer aided instruction. All that was required was for the student to practice, and to be provided with the ideal reinforcement (i. e. , reward or punishment). Students were perceived to learn through processes of rote memorization and amount of practice. Education has been greatly influenced by Skinner’s principles of reinforcement in terms of being better able to regulate student behaviors and learning achievements (Bigge et al. , 1998). Information is reduced by the teacher into smaller components, and organized by the teacher into a format believed that the student would understand and could systematically build on. The information is presented in a logical and sequential way, as an ‘instruction’ which step-by-step aims to shape the behavior of students to a predetermined outcome. His principles also contributed to the concept behavioral objectives in lesson plans and standardization of exams. Hence, achievement outcomes were evaluated by way of the student providing the correct response (i. e. , answer) to a prompt (i. e. , exam paper question). However, Skinner’s theory ignored the contributions of cognitions, with mental activity being considered a ‘black box’ devoid of meaning in that the activity could not be objectively observed and so reliably measured. Additionally, his behavioral approach did not seek understand why a student learnt in the way that they did, or acted out behaviors that they did. Skinner has been criticized for placing too much emphasis on the prediction and control of behavior (Bigge et al, 1998). Especially given that from his viewpoint that control comes from external sources, and not from within the individual. Skinner’s learning theory also highlights the behaviorist approach to the concept of reality, in that it is considered to be ‘absolute’ and so perceived in the same way by everyone, universally. In this way, Skinner’s theory was paternalistic and so negative in the sense that one person could set themselves up as ‘more knowing’ than another. Social Construction Model Alternatively, the cognitive approaches of challenged the concept of behavioral theory that it was the environment that determined a person’s behavior (Buner, 1983). Cognitive learning theorists advocated that a person actively participates in the acquisition of new knowledge. Additionally, cognitivists highlighted that not all learning is observable, such as with mental representations within the mind of a person, and the processes of memory and thinking, which could be measured by way of interviews or surveys of people, as well as observations of external behaviors. The cognitive approach pointed to the learning development of children, wherein they do not just respond to their environment, but actively engage in making sense of the world and their experiences within it, and using their own guesswork as to how the world is structured and functions (Bigge et al, 1998). Many behaviorists ignored initial cognitive theories because they focused on the subjective and mental processes of individuals, which, at the time, could not be observed or measured by way of controlled experiments. The early cognitive theorists such as Piaget (1952) and Vygotsky (1962) were the forerunners of constructivist theory. Constructivist learning theory maintains that a person actively engages in the learning process. As such, the individual constructs their understanding of the world, and the meanings that they ascribe to their experiences. Further, this construction of reality occurs by way of a person reflecting on their personal experiences within the world. It is assumed that the physical world can never be known directly, rather that each person constructs their own interpretation of it. Hence, there is no absolute reality, and each person’s understanding of the world is relative to their biopsychosocial experiences. It is the social interactions, and environmental engagements, that on a daily basis contribute to how each person constructs their interpretation of reality. Importantly, constructed knowledge need not correspond to an external reality in order for the knowledge to be useful, because knowledge is useful when it ‘fits the needs of the learner (Bigge et al, 1998). Thus, knowledge is subjective, according to the experiences and interpretations of each person. Bruner’s (1983) cognitive-interactionist approach to learning, the student is expected to actively interact with their learning environment, including their social environment. Bruner’s approach here encourages the teacher and learner to be exploratory, experimental, and investigative as well as reflective in their acquirement of knowledge. The learner takes a reflective approach by first identifying the current problem, forms a hypothesis as to the optimal course of action to solve the problem, and then examines the implications of the chosen solution. The learner then tests their hypothesis, and draws conclusions as to whether the solution answers the problem as required. Bruner’s approach endorses the student’s efforts to go beyond the provided information, and to manipulate current knowledge to fit with new tasks and novel situations. The cognitive-interactionist approach encourages the student to develop a critical thinking style that draws on past experiences and stored knowledge to solve problems that may not have been encountered before, or to see old problems in a new and creative way. Integrating Theory Analysis with Substance Abuse Prevention Research Design With reference to the critique of the theories provided a proposed research design for a substance abuse prevention program for young people has been developed. Particularly, drawing on the constructivist approach, it is suggested that participants be viewed as purposeful beings which are capable of making situational choices. This will empower the participants sense of autonomy and independence and foster their self-belief, self-concept and self-confidence to make responsible choices with regards to their well being and quality of life. Using a pre-post survey design with a three-hour preventative workshop as the intervention it is believed that this study would enable participants to have opportunities to actively construct and represent knowledge. In this manner, new knowledge would become more concrete for the participant. This approach would suit teenagers aged 12-16 as interactive activities, such as hands-on practical application of new understandings, as well as incorporation of classroom discussions, encouragement of experiments and open-ended classroom objectives are some of the ways in which they could express their own opinions and growing sense of independence (Kail Cavenaugh, 2004) and would align with their cognitive stage (concrete operational; Piaget, 1952). Unlike younger age groups, teenagers would be better able to conceptualize concepts that would be presented on a survey (e. g. , I understand how peer pressure can influence the decisions I make). Also, they would be able to actively engage with substance abuse prevention material at a higher level due to their cognitive ability to reasons logically, to make inferences, and to create and test hypotheses (Piaget, 1952; Kail Cavneaugh, 2004. Compared to an older age group, young people would be less likely to be motivated by large amounts of text-based materials, peer-reviewed studies, and issues that are not relevant to their lives (e. g. , work stressors and relationships to substance abuse) (Kail Cavenaugh, 2004). A group workshop is highly suited to teens as their identity is constructed by way of the opinions of those they consider to be significant in their lives (Boyd, 2006; Kail Cavenaugh, 2004). In this case it would be their peers, as at this developmental stage young people draw away from their parents as confidents, and turn instead to their cohorts for opinions about some of lifes issues. The distinct advantage of this method of learning is that the participants are not required to just memorizes a set of facts and strategies, as meaning making is seen as understanding the ‘whole picture’, as well as the elements that comprise the picture. Hence, the teen becomes a seeker of meaning. This in turn reflects an important feature of the teenage years, where a search for the meaning of life has usually begun, as they seek to understand themselves, the world, and their place in it (Jessor, Colby, m Shweber, 1996; Kail Cavenaugh, 2004). Further, the student comes to understand that as knowledge is constructed they have the ability to construct their own interpretations of the world, and this parallels the cognitive abilities present at this stage of development. An open-ended learning format encourages the learner to appreciate that there is more than one right answer to a question, and that each possible solution has both strengths and weaknesses that are relative to the problem at hand. The use of a questionnaire pre and post to the workshop will allow for a standardized measurement of learning experiences (Howell, 2000). Within the workshop intervention there will be opportunities for formative feedback of learning in the form of group discussion and reflective practices. Formative feedback will provide a qualitative assessment at more of an individual level, although dominant themes during discussions and reflection will be recorded for thematic analysis to provide evidence-based data (Shank, 2002). However, to draw evidence-based conclusions at the quantitative level it will be necessary to gather numerical data to better understand the effects of the intervention for the group as a whole (Howell, 2000). The systematic method of a pre-post design is suited to teenagers as they are able to accommodate and assimilate cognitive information and to reflect on their past experiences to draw conclusions. It is anticipated that this design can best show conceptual change (if it does occur) among teenagers with regard to a substance abuse prevention program. Conclusion The two dominant developmental learning theories are the behavioral model and the social construction model. Whilst the behavioral model has traditionally been the mainstay of education systems, 21st century understandings of the essential input of socio-cultural factors has been growing in popularity. The social construction model suits teenagers as they are at a developmental stage where they are questioning themselves and the world around them in their search for identity and meaning. They are also able to conceptualize, hypothesize and reason logically, and so are ideally suited to the active engagement, discussion and reflective activities that such a model could provide during intervention. References Bigge, Morris L. and Shermis, Samuel S. Learning Theories for Teachers, 6th ed. (1998) Allyn Bacon. Boyd, D. (2006). Identity production in a networked culture: Why youth Heart MySpace. Presentation for the American Association for the Advancement of Science, 2006, St Loise, USA. Retrieved April 18, 2007, from danah. org/papers/AAAS2006. html Bruner, J. S. (1983). In Search of Mind. New York: Harper and Row. Jessor, C. , Colby, A. , Shweber, R. A. (1996). Ethnography and Human Development: Context and meaning in social inquiry. Chicago: University Of Chicago Press. Howell, D. C. (2000). Statistical Methods for Psychology, 5th ed. Belmont, CA: Wadsworth Publishing. Kail, R. V. Cavanaugh, J. C. (2004). Life-Span Development. New York: Thomson Wadsworth. Levine, M. (2006). All kinds of minds. Retrieved June 6, 2006, from the All Kinds of Minds website allkindsofminds. org/index. aspx Piaget, J. P. (1952). The Origins of Intelligence in Children. International Universities Press, New York. Schein, E. (1990). Organizational culture. American Psychologist, 45 (2): 109-119. Skinner, B. F. (1938). The Behavior of Organisms: An experimental analysis. New York: Appleton-Century, 1938. Shank, G. D. (2002). Qualitative Research: A personal skills approach. Columbus: Merrill/Prentice Hall. Vygotsky, L. S. (1978). Mind in Society. Cambridge: Harvard University Press.

Impact of Social Media on Adolescent Essay Example | Topics and Well Written Essays - 1000 words

Impact of Social Media on Adolescent - Essay Example The most threatening issues related to an adolescent with regards to social media is the problem of cyber-bullying. According to Ahlfors,† Cyber-bully is a person who uses electronic means to cause emotional harm to another person. The perpetrator demonstrates a pattern of behavior of repeatedly engaging in online acts to humiliate another; either the same target or targets each time or against random, unknown targets† (Ahlfors, 2010, p. 516). It has been argued that individuals who stay away from bullying in real life tend to divert to cyber-bullying as it seems more attractive. Furthermore, the lack of supervision in online activities, as well as the feeling of being in total control, works as a fueling factor. The behaviors might revert to extremes when there is no system present which would hold them accountable for their deeds. On the other side, the people being bullied tend to be hesitant in reporting such misdemeanors because of the fear of being deprived of the m edia. In addition, according to a research conducted by CASA survey, it was revealed that young adults between the ages of 12-17, who are active social media users, are more likely to use tobacco, alcohol, and marijuana than other young adults. However, the survey also claims that the results merely show correlation, hence, social media can’t be blamed for causing such addictions amongst adolescent. Nonetheless, it provides ample evidence for parents to maintain a moderate amount of social media exposure for the young adults. It is important to limit the number of online hours allowed, moreover, sufficient supervision is also necessary to keep an eye on the media activities. Furthermore, according to a study, it was deduced that social media is also responsible for mental and psychological distress among adolescents. It has been evidenced that individuals who had a simple adolescent life went on to being mentally disturbed adults when exposed to social media. The reasons for the psychological effects have known to be the negative feedback on these social websites which lay an important role in adversely affecting an individual’s self esteem. Hence, it is important that limited personal information

An report for the subject Contemporary Developments in Business and Essay

An report for the subject Contemporary Developments in Business and Management - Essay Example The problem does not finish here. In fact, it emanates from here. There is an array of internal and external influences cast upon any contemporary business organization. Economic conditions fluctuate, systems and processes undergo changes, competitors launch fresh assaults and shareholders pressurize. But the organization explores specific ways to deal with all these crests and troughs. In fact, organizations develop strategic approaches to adapt and flourish with the constantly changing internal and external environment. There are various external and internal factors that influence the functioning of a business enterprise. Researches and studies have brought forth the following major parameters that affect the business process: These are broad outlines. Different factors interact with one another to give rise to a complicated business management problem. For instance, analysis of contemporary organizational and people management issues in the context of change, innovations and imitations brings forth issues of leadership style, facilitation of creativity and the systemic management of complex change. Similarly, the role of technology has to be analyzed as both a source and enabler of change. All this implies that different factors affect the overall business environment. Therefore, it becomes important to analyze them both from a larger and a specific perspective before adopting a new approach to deal with a situation. The tasks of crafting, implementing and executing company strategies are the heart and soul of a business enterprise. Therefore it is imperative to strategize keeping into consideration the gamut of external and internal factors that affect the business on the whole. Successful companies recognize and respond profitably to all these factors, which actually are a host of unmet needs and trends. These companies realize that the business environment presents a never-ending series of opportunities and threats. Consequently, the