From the Farm, Inc Marketing Plan Essay Example for Free

From the Farm, Inc Marketing Plan Essay The purpose of this paper is to determine how to drive more sales to From the Farm’s website as well as increase overall brand awareness through the use of targeted marketing and advertising programs and also to gain a deeper insight of prospective customers which can assist in forming target market segments and creating targeted marketing and advertising programs that cater to those segments. Furthermore, we need to determine how to remain cost-effective with these proposed improvements to the marketing programs. Being a small e-commerce startup with limited funds and personnel, FTF has struggled for over four years to create effective marketing programs and have seen very little positive impact of their past marketing efforts. The lack of an effective marketing strategy which includes targeted advertising has led to increased and somewhat unnecessary marketing costs because several of the marketing campaigns are built on the premise of â€Å"testing it out† and seeing what kind of response it gets. The implementation of targeted marketing and advertising programs can not only increase From the Farm’s sales revenue, but also be more cost-effective since the campaigns are targeted and relevant to their audience. In addition, an improved digital marketing strategy can help FromTheFarm. com improve their overall market positioning due to the fact that they will gain a better understanding of their customers through the data that is collected and thus enable them to build a more effect online marketing strategy. Furthermore, this enhanced insight of their customers can also enable them to improve their product development and product offerings on their website. All of these things combined can definitely contribute to growing their sales revenue and more importantly, by having targeted marketing and advertising programs, they can ensure that every dollar spent is not a dollar wasted. Company Background From The Farm, Inc. (FTF) is a privately-owned e-commerce company headquartered in Stockton, California which specializes in the sales and home delivery of gourmet and organic foods and produce. FTF was founded in 2008 with the purpose and intent of becoming â€Å"America’s Online Farmer’s Market†. According to a report done by the United States Department of Agriculture (USDA), farmers only earned an average of $0. 16 for every dollar spent on the food they produced (Canning, 2011). FTF’s mission is to provide an online marketplace which connects customers with American Family farms by offering farm-fresh products and other specialty food items delivered straight to their door. By allowing customer to purchase directly from the farmer though the website, they cut out the middle man, and therefore give customers the opportunity to taste and experience what truly fresh food and produce tastes like while also supporting the success and livelihood of hard-working farmers all over the county. FromTheFarm. com is currently funded by its parent company, Onions, Etc. , one of the largest onion distributors in the United States. Currently, FTF only has two full-time employees – the Chief Marketing Officer (CMO)/General Manager and a Marketing Specialist – in addition to the Founder/CEO, one marketing intern, and one contract-based Marketing/PR Consultant. Any other tasks with regards to finance and accounting are handled by Onions, Etc. personnel and all IT related tasks are outsourced to an outside IT firm and web design firm. FTF has undergone major organizational changes in the past twelve months, in an effort to restructure the marketing team with the intention of implementing an improved marketing strategy in order to grow sales and increase brand awareness. Due to limited funds and personnel, FTF has struggled to create an effective targeted marketing and advertising strategy and as a result have not seen much growth since being founded in 2008. 1. 0 Market Summary and Target Audience Being that From the Farm is a small, family-owned company they do not have the financial strength that other larger food retailers have; however they still have a tremendous opportunity to capture the market being that the food e-commerce market has yet to be penetrated. According to a recent report by eMarketer, as of 2012, U. S. -commerce sales have grown to $224. 2 billion and are expected to grow to $361. 9 billion by 2016. Currently, online food and beverage sales is the smallest U. S. e-commerce category, however, this segment reached sales of $5. 09 billion and experienced a 17% growth in 2012 (eMarketer, 2012). Another report by Nielsen indicates that the sales rate for consumer packaged goods online is expected to reach $25 billion by 2014. This t rending growth can be attributed to the fact that more and more consumers are beginning to do their grocery shopping online (Nielsen, 2011). FTF can definitely capitalize on this emerging trend since the online grocery shopping experience is primarily fueled by a needs-driven experience since there are a greater variety of options available online. In addition, e-commerce allows for smaller companies such as FTF to compete against â€Å"Big Brand† companies since the big brand physical advantages become nonexistent and opens up the opportunity to create a niche brand for customers who prefer to buy their food and groceries online. With a creative and effectively targeted market program, FTF can reach a significant amount of customers online and leverage unique and exclusive products such as tropical fruits, figs, Piedmontese beef, and fresh cherries to capture these customers. There is a huge opportunity to capitalize on the available internet marketing technologies being that there is so much data available through these marketing channels and the fact that many consumers are turning to e-commerce to purchase goods. According to a recent Digital Marketing Report by eMarketer, â€Å"88. % of US internet users ages 14 and up will browse or research products online in 2012, an 83. 9% of that group will make at least one purchase via the web during that year† (Peart, Utreras, Wang, 2011). Target Market Since From the Farm is a food e-commerce company, it is easy to assume that this website and its products can appeal to the masses. There is a large assortment of foods from fresh fruit and produce includin g exotic tropical fruits to certified organic meats to an array of desserts which means that FTF has something to offer every kind of customer. FTF’s customers will consist of individuals who are 25 years old and up and have a wide range of preferences when it comes to food, whether it may be parents looking for healthy foods for their kids or health conscious individuals who prefer organic and gluten-free products or chefs and restaurant owners that need to order in bulk, From the Farm can accommodate a very diverse set of needs. Nonetheless, From the Farm’s products aren’t just for those who want to purchase these items for personal consumption because From the Farm also offers products that can be sent as gifts. As stated previously, From the Farm’s customer base is diverse since it consists of individuals with varying needs and preferences when it comes to food selections. The primary market that FTF will target is the online grocery shopper market. The profile of typical online shoppers is as follows: single or dual-income households with no children and are technically savvy, affluent, and time poor. This group consists of early adopters of new technology and is heavy internet users who regularly purchase goods online. Convenience is a main factor for this group and they have little to no concern about product price or delivery charges. The other major category within this market is families with young children. Similar to the previously discussed category, this category includes single parents, dual-income households, middle-income and above average-earning households. The key differentiator is that this category has one or more children, typically with at least one child under the age of five years old. This group consists of adults in their late 20s to 40s. The individuals in this category turn to online grocery shopping because it saves them time, is less hectic, and overall more convenient in nature. Other categories include college students and military families who are not located close to a standard-size store or who wish to purchase products found only in their home regions. In addition, the elderly, disabled and those individuals who find it difficult to get out of the house make up a significant share of online grocery shoppers. As such, the share of senior citizens and disabled individuals has grown over the past five years and is expected to continue growing in the future. Furthermore, online grocery shoppers are more than twice as likely as the average internet user to go online to read and post product reviews, download coupons and search for recipes, according to a study by the Nielsen Company from September 2009 (Panteva, 2012).

Political Factors Affecting Education

Political Factors Affecting Education Education is the most important shared experienced in our lives it is so important and so all-pervasive that it is almost impossible to define. Education will not supply all the answers to the problems that beset us, either as individuals or as a nation, but if we set about it the right way, it is the best single means of promoting intellectual, moral, physical and economic wellbeing (Aldrich 1996 ). Education teaches us the joy of learning and gives us the qualifications for employment, which builds confidence and self esteem and gives us the skills and values to meet the demands of a fast changing worlds and society. (Estelle 2001 quoted in Chitty, C 2009). As education meet the demands of society so society is itself is a product of that knowledge or education which informs societal attitudes towards life and its problems, the value it attaches to the things of the world in general, the place of man in the universe in particular and the norm sets to which our thoughts and behavior must conform. The two contrasting regions of Peshawar and Khyber Agency in Pakistan have been selected for critical analysis and evaluation of the impact of varying social and political forces on the provision and type of education available in each area. Peshawar is a large city having a population of 2.9 million in 2005. The population is growing by 3.2 % annually and this growth rate is higher than most other Pakistani cities (Hayat 2006). Peshawars residents consist mainly of Pashtoon people with Hindkowans as the minority group. Languages such as Pashto, Persian, Urdu, Khowar, Dari, Hindko, Saraiki and Punjabi are spoken in Peshawar. Peshawar can be sub-divided into two distinct regions, namely the urban region, which accounts for 51.32 % of the population, and the rural area with holds the remaining 48.68 % of the population. The population had increased two fold in the previous two decades. (Gaffar 2005) .The area of Peshawar district extends from Warsak north to south Matani, a distance of over 30 miles, and 18 miles from Hayatabad east to Taro Jaba in the west. It is located at an altitude of 1138ft above sea level. Most of the citys dwellers are Muslims with some Hindus, Sikhs and Christians minorities. Historically Peshawar was the centre of the Indus civilization and home to many other communities like Bukharan Jews and Zoroastrians (Arbab 2000). The second area to be evaluated is that of Khyber Agency. Khyber Agency is a Federally Administered Tribal area of Pakistan. It encompasses an area ranging from Tirah valley to the Peshawar district. It borders Afghanistan to the East, Orakzai Agency to the north and Peshawar to the west. There are four main tribes the Mullagori, Shalmani, Shinwari and Afridi in Khyber Agency. According to 2007 estimates, Khyber Agency had a literacy rate of 34.2%. In world literacy rankings, Pakistan is listed as 160th of 177 countries, with an overall literacy rate of 49.9 %( Noreen 2008). The reason for selecting these Peshawar and Khyber Agency is that, whilst they are geographically close, they demonstrate clear differences in the type and standard of education they provide. These differences can, therefore, be usefully evaluated in terms of the social and political forces acting upon them. One such significant factor, is that Khyber agency has become a focal point for the war against terrorism which, this paper will argue, has been a dominant cause in the deterioration of the education system in that region. Before analyzing and evaluating the provision of education by the state, it is a matter to be taken in notice that high regard is accorded to education in Pakistan is enshrined in the constitution with education on the agreed legislative list of the central and provincial government. The 1973 constitution of the Islamic Republic of Pakistan recognizes the importance of education and says that the state shall: Encourage unity and observance of the Islamic moral standards Endorse with special care the educational and economic interests of backward areas. Eradicate illiteracy and provide free and compulsory secondary education. Make technical and professional education generally available and higher education accessible to all on the basis of merit. Enable the people of different areas, through education, training, agriculture and industrial development and other methods, to participate fully in all forms of national activities including employment in the services of Pakistan. Ensure full participation of women in all the spheres of national life (National education policy 2010) In many developed countries of the world the school system has been divided into the state school and private school sectors. The commentators Adonis and Pollard have recently complained that the education system in England is based on a division between state and private (so called public ) schools with prestige and resources going mainly to the later rather then to the former (Adonis, A and Pollard S 1998). Like Great Britain, education system in Pakistan is also divided into state and private school. The existing state school systems in both Peshawar and Khyber agency are almost the same as that are provided in the rest of Pakistan. In Peshawar and Khyber agency, however, the school system has a further sub-division having state schools, private schools and madrassa schools. Private schools are considered schools for the upper classes, entry to which are generally limited to students from rich families, whilst state schools are generally for lower, middle class people. Madrassa, however, are for those children from lower class family backgrounds who do not have an access to any of the above mentioned schools for a variety of reasons; a key factor being accessibility. The students of madrassa depend solely on charities provided by the general public. In Peshawar only 4.6 million students are enrolled in the Public Sector, Private Sector and Madrassa. The remaining 2.8 million children have no access to formal education (Hussein 2007). Average dropout rates up to Matriculation level are at 38% annually. There are many factors that impact on the drop out including access problems, social and cultural issues particularly among females, poverty, ignorance, lack of financial resources,(with government and families) corporal punishment and so on. More than half of the children in Peshawar drop out of school before completing the fifth grade. On average, females remain in school for 1.3 years and males for 3.8 years. (Sohrab 2007) The education system in both areas is broadly divided into three stages namely; Primary, Secondary and Higher education. The pre school stage is introduced for children less then 5 years old and is further divided into three stages, play group, Nursery and Kinder Garden. Students progress from Primary schools to Middle schools and then High school. After completing High school (SSC), successful students progress to college, and is called Higher Secondary State Education (HSSC). After Primary Education, unisex education is the communities preferred choice but co-education does exist in Private Institution in Peshawar although not in Khyber Agency. The curriculum is usually designed by the federal curriculum bureau in Islamabad with prominent educationalists setting the objectives of the curriculum. Every province has its own text book boards who implement the curriculum made by the federal curriculum bureau. The provincial text book board has limited authority but can make some change s to the curriculum, subject to the approval of federal curriculum bureau. The provincial text book board conducts and monitors exams through different exam boards. (Iqbal 2007)The curriculum designed by the federal bureau is implemented in both private and state schools in Peshawar and Khyber Agency. O level and A level education system is employed in private sector in Peshawar. In Both private and state institutions the common subjects are Urdu, English, Maths, Social Studies, Islamyat, Computer science, and other science subjects like Chemistry, Physics and Biology. In Private schools, the medium of instruction is English whilst state schools teach in Urdu. (Majeed 2007). Secondary education teaches the boy{sic} to apply the principle he is learning, and so to learn the principles by applying them, or so to use the instruments he is being made to know, as to perform or produce something, interpret literature or a science, make a picture or a book, practice a plastic or a manual a rt, convince a jury or persuade a senate, translate or annotate an author, dye wool, weave cloth, design or construct a machine, navigate a ship or command an army (Bryce 1895). Secondary education is viewed as preparing students for entry into a career and that is why, after gaining the higher secondary school certificate (HSSC), students in both areas can appear in the entry test for professional institutions like medical and engineering colleges. Those who are unsuccessful in the entry tests follow the arts path or other science subjects. Higher education takes students up to PhD level. Since 2002, the Higher Education Commission (HEC) has been empowered to carry out assessment, improvement and promotion of higher education, research and development, devise policies, guiding principles and priorities for higher education institutions and to set down conditions under which institutions, including those that are not part of the State educational system, may be opened and operated. The mandate of HEC encompasses all degree granting universities and institutions, both in public and private sectors and supports the attainment of quality education by facilitating and co-coordinating self-assessment of academic programs and their external review by national and international experts. HEC also supervises the planning, development and accreditation of public and private sector higher education institutions. Its goal is to facilitate the educational reform process (Ghani 2006). The main distinguishing features in the provision and type of education system in each area is due to differences in the implementation of educational strategies and the number and types of educational institutions available. There are plenty of schools, colleges and universities flourishing in Peshawar but not in Khyber Agency. Indeed, in Khyber Agency there are no universities or other professional colleges at all. After graduating from secondary school, the students of Khyber Agency must move to Peshawar or other parts of Pakistan, depending on their family circumstances, if they are to continue their education. Students from Khyber Agency face an additional problem when seeking admission to the institutions in Peshawar because of their tribal domicile, as the constitution of Pakistan limits, via a fixed quota, the number of Khyber Agency residents who can be admitted to State Professional colleges. Those students who do not come in the quota system have to pay for their education in private institutions. Those who can not afford these expenses are left/remain without further education. There are number of social factors that play into the poor public provision of education in Khyber Agency. These include low level of awareness among parents, low income status, lack of administration and control, less parental involvement, less opportunity to study, parents relationship with institutions and teachers, low literacy ratio, peer rejection, regarding its outcomes and impact on household well-being. The parents in Khyber Agency often lack the necessary vision to see the benefits that education can bring to the future of their children. Further difficulties such as the non-availability of transportation, communication and health, social and family priorities, influence often negatively the educational opportunities of students. Clear differences exist in the administration of education within the two regions. The expenditure of funds and the nature and scope of educational planning has affected the education system in Khyber Agency. Poor Economic conditions is another factor that lower the literacy rate of Khyber agency to below that of Peshawar region. The persistent under-investment by successive governments in Khyber Agency has left many schools, poorly resourced and lacking in physical infrastructure. Academic institutions, with few exceptions face financial problems and constraints. Mostly Public sector schools face financial constraints due to the high burden of students in crowed institutions where facilities for students are minimal. If financially possible, parents utilize the services of private institutions to help their children get better education. Alternatively, parents may employ external/private tuition or coaching to enhance their childrens competence because, as mentioned, most state schools are overcrowded with high students numbers per class which prohibits adequate student teacher interaction. In Khyber Agency, the average income of parents prevents most families from seeking to enroll their children into the higher standard and more competitive institutions or opt for external tuition and coaching. It is generally acknowledged that the education department as a whole is the most badly administered governmental sector in Pakistan in spite of the fact that educat ion plays such a vital role in the development of any country. As mentioned earlier, the national government has never allotted the necessary resources to this department, resulting in a poor literacy rate country-wide. A structured system for funding education is necessary based on local community needs and subject to audit control at regional level. In both regions, especially in Khyber Agency, current provision is characterized by poor governance and management, a traditional way of teaching, an outdated and inflexible curriculum, lack of qualified educators, inappropriate utilization of existing infrastructure, political interference in teacher selection and infrastructure development, poor supervision and control by government, gender discrimination and a poor evaluation and assessment system, that has made the existing provision of the education system incompatible with modern education system and therefore changes must be made. Khyber Agency has been totally isolated from the main stream political system. Political activities were not allowed and people could not participate in politics till 1998.the people were given the right to vote in 1998 general elections. The political party system is still very fragile in the area and controlled by the Federal government through the governor of Khyber Pashtoon khawa. Commissioner and political agent are answerable to the governor in what is a very complicated political system. There still prevails the most hated laws called FCR (frontier crime regulation) imposed by the British in colonial times. These were the draconian rules that were imposed by British government to suppress the people of Khyber Agency. Political involvement plays a vital role in the administration and governance of education. Peshawars regional government has a long established record of political interference in the administration and control of education while Khyber Agency is being weakened daily due to the insurgency and acts of terrorism, lack of accountability and nepotism. Teachers in the areas have many serious concerns. They are generally low paid, given the prevailing economic depression, and have often been driven to desperate measures to gain a modicum of their urgent demands such as improved working conditions. It is necessary to meet these demands to ensure that teachers, as the makers of the nations, can contribute to the development of students which in turn will result in the development of nation. Education is a constitutional right of every male and female. The high level of social anxiety and low literacy rate clearly indicate the need for fundamental changes in education system; such improvements would include a single medium of instruction for text books, sufficient funding and proper implementation of strategies and plans. Due to social and political pressure the government announces special reforms for the development of education sector that also applies in these two areas. At the start of the 21st Century, the Government of Pakistan took several initiatives underlining the education sector reform. Some of these reforms are National Education Policy (1998-2010); Education Sector Reforms (ESR) (2001-06), Education for All (EFA) by 2015, Ten Years Perspective Development Plan (2001-2011), Ten Years Perspective Development Plan (2001-2011), National Commission for Human Development (NCHD), Poverty Reduction Strategy Papers (PRSP), Medium Term Development Framework (MTDF) 2 005-10, and Education Millennium Development Goals.(National education policy 2010) Despite the above mentioned reforms which has been introduced by the government at various times, their positive impact has yet to reach many rural areas like that of Khyber Agency. As a consequence these areas have become breeding grounds for terrorism which will not only endanger Pakistan but will export terrorism to other countries of the world and thus endangering the whole world. The following recommendations, if properly implemented could improve the currant education system in both regions but particularly in Khyber agency. The existing system of education needs to be thoroughly scrutinized and audited to ensure transparency in order to address poor governance and management issues. A specialized Management Centre in Elementary and Secondary Education Department to provide accountability and proper training without nepotism and bias should be introduced. There is a need to empowering school heads to ensure they are free from political interference and control. A separate commission in the style of the public service commission could make appointments and standardize all grades. Maximum administrative and financial autonomy needs to be devolved down to school level with accountability of the school heads to community level. This make the monitoring and evaluation process more efficient and effective and new technology could be devised for the process. A revolutionary emphasis on education, social and economic development is critical in order to lay the foundations for educational development and poverty reduction in both of these areas. Without social and economic development, change cannot occur, as change never occurs in a vacuum. Private partnerships are critical for capitalizing upon social and other stakeholder such as NGOs, voluntary organizations, general public and private sectors. All stakeholders could be subject to regulatory mechanisms to ensure effective education development in both Peshawar and Khyber Agency. In both the regions rigid and hard line behavior has breed a biased and inflexible system allowing no space for students analytical thinking. This also prevents the development of life long skills that prepare students to face challenges in their daily life by exercising problem solving skills. In order to address these drawbacks the design of the curriculum should be based upon native, behavioral, unbiased and scientific research so that concepts taught should be made vertically and horizontally clear and should incorporate local, regional and global values of democracy, secularism, federalism, broadmindedness and non-violence. Finally to improve the education system in these areas education could be alignment with market demands, a uniform medium of instruction, the strengthening of the science facilities, Knowledge Park, Science and Technology Park should be established in both regions to impart standards through robust control and administrative techniques. All these efforts will help to improve the standard of education by replacing traditional modes of instruction with the use of technologies and productive work and problem solving skills will take the place of routine types of activities which will in turn help develop a knowledge based economy that responds to the needs of the people in a sustainable manner.

Academic Integrity and Plagiarism Essay -- Plagiarism at State Univers

As students of high school and college, and even in the professional world, we are asked to research and write on subjects that are seen to be important. The research that we are asked to do, has been done many times in the past, which means people are bound to use others’ ideas and words with no recognition, sometimes without even knowing it. This leads to plagiarism, which is something many people have heard of, but never learned the true definition and the harm it can create. Schools and society need to be more proactive in explaining what plagiarism is, how to write correctly in order to prevent it, and teach the consequences plagiarism has. What is Plagiarism? According to the Merriam-Webster online dictionary, to â€Å"plagiarize† means, â€Å"to steal and pass off (the ideas or words of another) as one's own, to use (another's production) without crediting the source, to commit literary theft, to present as new and original an idea or product derived from an existing source†(â€Å"Plagiarism Merriam Webster†, 2014). Not many people realize this, but plagiarism is an act of fraud since you are stealing something and claiming it as your own (â€Å"Overview-Plagiarism†, 2014). It may seem that copying a peace of writing is irrelevant to the law, and not important enough to be a crime, but the U.S. laws recognizes original ideas as intellectual property. Documented original ideas and words are protected by the copyright law(plag.org). An additional source, The Writing and Humanistic Studies of MIT, states the definition of plagiarism is, Plagiarism is the use of someone else’s ideas or language without ack nowledging that they were not created by you. This definition applies to ideas, words and unusual structures regardless of where you find ... ...egrity and Plagiarism. (n.d.). English Language and Literatures. (2014). Retrieved January 20, 2014, from https://liberal- arts.wright.edu/english-language-and-literatures/university-writing- program/academic-integrity-and-plagiarism Avoiding Plagiarism. (n.d.). Writing and Humanistic Studies. Retrieved January 20, 2014, from http://writing.mit.edu/wcc/avoidingplagiarism OFFICE OF COMMUNITY STANDARDS AND STUDENT CONDUCT. (n.d.). Code of Conduct. (2012). Retrieved January 20, 2014, from http://www.wright.edu/students/judicial/integrity.html Overview - Plagiarism.org - Best Practices for Ensuring Originality in Written Work. (n.d.). Plagiarism.org. Retrieved January 20, 2014, from http://www.plagiarism.org/plagiarism-101/overview Plagiarism. (n.d.). Merriam-Webster. Retrieved January 19, 2014, from http://www.merriam-webster.com/dictionary/plagiarism

Personal Essay: Prejudice -- Personal Narrative

I. BACKGROUND   Ã‚  Ã‚  Ã‚  Ã‚  The location was a moderate to large size city near the east coast of Massachusetts. The city has a mix of all races and is diverse in its racial distribution. It is a city where most of the people are middle class working folks. While it is a moderate size city, it has few city problems such as homelessness, poverty and violence.   Ã‚  Ã‚  Ã‚  Ã‚  The year was 1992 and it was the summertime. It was very hot and humid at about 11:30 at night and I was in a car driving around looking for something to do. It was a boring Tuesday night so I decided to go to a big video arcade hangout called Funworld. There is a number of video games as well as young people. The establishment is a large building with a large parking lot.   Ã‚  Ã‚  Ã‚  Ã‚  I was with three other people in the parking lot when we were approached by a group of three other gentlemen. I myself am a caucasian male under 21 years of age. Two of the people I was with were upperclass caucasian males also under the age of 21. The last person was also under 21 and male, but he was African-American. One of the caucasians was a close friend and another was an acquaintance. The African-American was also a friend of mine. Of the three gentlemen that approached us, two were hispanic males that appeared to be over 21 and the other was a caucasian male that appeared over 21, although I couldn't be sure. Although I didn't want to make any judgements about them, they looked as if they were poorly dressed and over 21. So I deduced that they were in a gang or they were drug dealers, high school dropouts, etc.;. II.ACTION   Ã‚  Ã‚  Ã‚  Ã‚  At first it appeared as if both groups would just pass by each other unnoticed but the caucasian male in the other group made a racist remark about my African-American friend. He said "Look at those dumb dudes walking with that fucking spade". My African-American Dave turned around suddenly and said "What the fuck did you say?" The caucasian male retorted "None of your fucking business dick!" At this point both groups approached each other and then my friend Dave said "You wanna go", in response the other kid said "Let's go!" and shoved him in the chest. The other two of the caucasian male's friends jumped on top of Dave and then we all kind of got into a fight. We were mostly just pushing and shoving each other at first.   Ã‚  Ã‚  Ã‚  Ã‚  After about a minute of pushing... ...his fight alone was a melting pot of individuals. I think in my mind that the fat that Dan was white affected his decisions, not in a big way, but in some sort of way. I don't really know about the other three, but as for Chris and I, race affected us in terms of white and hispanic because that's who we were mad at the most. I don't know why this would be the case, but it just was.   Ã‚  Ã‚  Ã‚  Ã‚  I believe that African-American viewing this would have felt the most strongly. The event they would have sen unfolding in front of them would have hurt a lot. They would have jumped in to help not only my friend Dave but also all of us because we were all trying to fight for the same thing out there. African-American's also would have been puzzled as to why one white man would help out a black man but not two. The way events unfolded would have made them think twice.   Ã‚  Ã‚  Ã‚  Ã‚  In an odd way I feel another thing that would have made people jump in to help was the fact that a caucasian and an African-American were fighting for each other . As much as we hate to admit it that is not a scene we see nearly enough of in this day and age. Something has got to be done about it immediately.

Thomas Jefferson :: essays research papers

THOMAS JEFFERSON Thomas Jefferson (1743-1826), 3d PRESIDENT OF THE UNITED STATES. As the author of the Declaration of Independence and the Virginia Statute for Religious Freedom, he is probably the most conspicuous champion of political and spiritual freedom in his country's history. He voiced the aspirations of the new nation in matchless phrase, and one may doubt if any other American has been so often quoted. As a public official--legislator, diplomat, and executive--he served the province and commonwealth of Virginia and the young American republic almost 40 years. While his services as a Revolutionary patriot have beenhonored by his countrymen with only slight dissent, his later and more controversial political activities have been variously interpreted. Believing that the government was not being conducted in the spirit of 1776, he turned against the administration in WASHINGTON's second term and remained in opposition during the presidency of John ADAMS. Jefferson, who was president from 1801 to 1809, was the acknowledged head of his political party, and his election to the highest office has been interpreted as a vindication of the right of political opposition. His ELECTION checked in the United States the tide of political reaction that was sweeping the Western world, and it furthered the development of political democracy. Throughout his life he sought to do that, though the term he generally used was republicanism. Opinions differ about his conduct of foreign affairs as president. He acquired the vast province of Louisiana and maintained neutrality in a world of war, but his policies failed to safeguard neutral rights at sea and imposed hardships at home. As a result, his administration reached its nadir as it ended. Until his last year as president he exercised leadership over his party that was to be matched by no other 19th century president, and he enjoyed remarkable popularity. He was rightly hailed as the "Man of the People," because he sought to conduct the government in the popular interest, rather than in the interest of any privileged group, and, insofar as possible, in accordance with the people's will. He was a tall and vigorous man, not particularly impressive in person but amiable, once his original stiffness wore off. He was habitually tactful and notably respectful of the opinions and personalities of others, though he had slight tolerance of those he believed unfaithful to

Cultural Diversity and Patient Care

Knowledge of cultural diversity is key to all levels of the nursing practice. Knowledge and skills related to cultural diversity can strengthen and broaden health care delivery systems. â€Å"In 1986 the American Nursing Association (ANA) issued its first intention to strengthen cultural diversity programs in nursing† (Lowe & Archibald, 2009, p. 11). Despite good intentions made by nursing, progress in the area of cultural diversity has been slow and sporadic.The change in the ethnic composition of the U.S. has challenged nurses to incorporate the needs of their patient into their daily nursing practice. Society expects todays nurse to be culturally competent. Earlier a focus was on transcultural nursing was to bring an understanding of the contrasts between the nurse’s own culture and of the patient. An early strategy to educate nurses about culture was to incorporate cultural education into the nursing curriculum and to have cultural questions on nursing boards and ce rtification testing.â€Å"The necessity in preparing and assisting nurse researchers and clinicians to be able to meet the health needs of culturally diverse population takes on a sense of urgency† (Lowe & Archibald, 2009, p. 15). Concepts of illness, health, and wellness are part of the total cultural belief system. Nurses need to understand; how cultural groups understand life process, how they define health and illness, what they do to maintain wellness, what they believe is the cause of illness, how healers cure and care for their members, and how the cultural background of the nurse influences the care that they provide.We read in Ephesians 4:32, â€Å"And be ye kind one to another, tenderhearted, forgiving one another, even as God for Christ's sake hath forgiven you† (Holy Bible, King James Version). As Christians we should show God’s love to each and every one of our patients. This article titled â€Å"Cultural Diversity: The Intention of Nursing† can be found at http://onlinelibrary. wiley. com/doi/10. 1111/j. 1744-6198. 2009. 00122. x/abstracte .

Mr. Know All Summary

Ex. 1: Conditionals Choose the most appropriate answer. ————————————————- 1. I like this coat. If it  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  cheaper, I would buy it. is  would be  were  had been 2. If I  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  you, I would call him. am  would be  were  had been 3. She would write to him if she  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  his address. knows  would know  knew  had known 4. Even if I had enough money, I  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  buy this car. could  might  would  would not 5. What would happen if someone  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  this button accidentally? will press  would press  pressed  had pressed 6. What would you do if you  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  a million dollars? have  had  had had  would have . If I had a bicycle, I  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  for a ride with you. can go  could go  could have gone  would have gone 8 . I hope she  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  mind if I stayed here. doesn't  won't  wouldn't  would 9. Mrs. Green call, tell her I'll be back around four o'clock. Could  Might  Should  Would 10. She would be disappointed if we  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  her a present. won't bring  wouldn't bring  didn't bring  hadn't brought Ex. 1: Conditionals Choose the most appropriate answer. ————————————————- 1. I like this coat. If it  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  cheaper, I would buy it. is  would be  were  had been 2. If I  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  you, I would call him. m  would be  were  had been 3. She would write to him if she  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  his address. knows  would know  knew  had known 4. Even if I had enough money, I  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  buy this car. could  might  would  would not 5. What would happen if someone  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  this button accidentally? will press  would press  pressed  had pressed 6. What would you do if you  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  a million dollars? have  had  had had  would have 7. If I had a bicycle, I  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  for a ride with you. can go  could go  could have gone  would have gone 8. I hope she  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  mind if I stayed here. doesn't  won't  wouldn't  would 9. Mrs. Green call, tell her I'll be back around four o'clock.Could  Might  Should  Would 10. She would be disappointed if we  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  her a present. won't bring  wouldn't bring  didn't bring  hadn't brought Ex. 1: Conditionals Choose the most appropriate answer. ————————————————- 1. I like this coat. If it  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  cheaper, I would buy it. is  would be  were  had been 2. If I  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  you, I would call him. am  would be  were  had been 3. She would write to him if she  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  his address. knows  would know  knew  had known 4. Even if I had enough money, I  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  buy this car. could  might  would  would not 5. What would happen if someone  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  this button accidentally? ill press  would press  pressed  had pressed 6. What would you do if you  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  a million dollars? have  had  had had  would have 7. If I had a bicycle, I  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  for a ride with you. can go  could go  could have gone  would have gone 8. I hope she  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  mind if I stayed here. doesn't  won't  wouldn't  would 9. Mrs. Green call, tell her I'll be back around four o'clock. Could  Might  Should  Would 10. She would be disappointed if we  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  her a present. won't bring  wouldn't bring  didn't bring  hadn't brought Ex. 1: Conditionals Choose the most appropriate answer. ————————————————- . I like this coat. If it  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  cheaper, I would buy it. is  would be  were  had been 2. If I  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  you, I would call him. am  would be  were  had been 3. She would write to him if she  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  his address. knows  would know  knew  had known 4. Even if I had enough money, I  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  buy this car. could  might  would  would not 5. What would happen if someone  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  this button accidentally? will press  would press  pressed  had pressed 6. What would you do if you  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  a million dollars? have  had  had had  would have 7. If I had a bicycle, I  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  for a ride with you. can go  could go  could have gone  would have gone 8.I hope she  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  mind if I stayed here. doesn't  won't  wouldn't  would 9. Mrs. Green call, tell her I'll be back around four o'clock. Could  Might  Should  Would 10. She would be disappointed if we  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  her a present. won't bring  wouldn't bring  didn't bring  hadn't brought Ex. 1: Conditionals Choose the most appropriate answer. ————————————————- 1. I like this coat. If it  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  cheaper, I would buy it. is  would be  were  had been 2. If I  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  you, I would call him. am  would be  were  had been 3. She would write to him if she  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  his address. knows  would know  knew  had known 4.Even if I had enough money, I  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  buy this car. could  might  would  would not 5. What would happen if someone  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  this button accidentally? will press  would press  pressed  had pressed 6. What would you do if you  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  a million dollars? have  had  had had  would have 7. If I had a bicycle, I  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  for a ride with you. can go  could go  could have gone  would have gone 8. I hope she  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  mind if I stayed here. doesn't  won't  wouldn't  would 9. Mrs. Green call, tell her I'll be back around four o'clock. Could  Might  Should  Would 10. She would be disappointed if we  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  her a present. won't bring  wouldn't bring  didn't bring  hadn't broughtEx. 1: Conditionals Choose the most appropriate answer. ————————————————- 1. I like this coat. If it  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  cheaper, I would buy it. is  would be  were   had been 2. If I  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  you, I would call him. am  would be  were  had been 3. She would write to him if she  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  his address. knows  would know  knew  had known 4. Even if I had enough money, I  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  buy this car. could  might  would  would not 5. What would happen if someone  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  this button accidentally? will press  would press  pressed  had pressed 6. What would you do if you  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  a million dollars? have  had  had had  would have . If I had a bicycle, I  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  for a ride with you. can go  could go  could have gone  would have gone 8. I hope she  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  mind if I stayed here. doesn't  won't  wouldn't  would 9. Mrs. Green call, tell her I'll be back around four o'clock. Could  Might  Should  Would 10. She would be disappointed if we  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  her a present. won't bring  w ouldn't bring  didn't bring  hadn't brought Ex. 1: Conditionals Choose the most appropriate answer. ————————————————- 1. I like this coat. If it  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  cheaper, I would buy it. is  would be  were  had been 2. If I  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  you, I would call him. m  would be  were  had been 3. She would write to him if she  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  his address. knows  would know  knew  had known 4. Even if I had enough money, I  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  buy this car. could  might  would  would not 5. What would happen if someone  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  this button accidentally? will press  would press  pressed  had pressed 6. What would you do if you  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  a million dollars? have  had  had had  would have 7. If I had a bicycle, I  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  for a ride with you. can go  could go  could have gone  would have gone 8. I hope she  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  mind if I stayed here. doesn't  won't  wouldn't  would 9. Mrs. Green call, tell her I'll be back around four o'clock.Could  Might  Should  Would 10. She would be disappointed if we  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  her a present. won't bring  wouldn't bring  didn't bring  hadn't brought 1. Revise clauses of time and condition and match the two parts of the sentences. A * If Jane has free time, a)we win the game * If Nick buys skates, b)she will become a good sportswoman soon * If Tom wins the match, c)she will go in for swimming * If Cristine joins us, d)he will become a member of the national team * If Rachiel starts regular training, e)he will skate a lot during his winter holidaysB * When Andrew becomes rich and famous, a)she will be really tired * When Jane arrives, b)they will go to the swimming pool * When the children finish their homework, c)I will go in for sports * When the classes are over, d)he will buy a car * When I am free, e)the students will do a bit of skating Complete the sentences using the ideas from the brackets. The words in the word box can help you.As soon as, after, before, in case, if, on condition that, till(untill) * You’ll be allowed to join the group ( , ). * ( ), you’ll be under the spell of her fascination. * It will take you half an hour ( , ). * I won’t go anywhere ( , ). * ( ), she will be totally absorbed in it. * I won’t say a word ( , ).Revise clauses of time and condition and match the two parts of the sentences. A * If Jane has free time, a)we win the game * If Nick buys skates, b)she will become a good sportswoman soon * If Tom wins the match, c)she will go in for swimming * If Cristine joins us, d)he will become a member of the national team * If Rachiel starts regular training, e)he will skate a lot during his winter holidays B When Andrew becomes rich and famous, a) she will be really tired * When Jane arrives, b)they will go to the swimming pool * When the children finish their homework, c)I will go in for sports * When the classes are over, d)he will buy a car * When I am free, e)the students will do a bit of skating Complete the sentences using the ideas from the brackets. The words in the word box can help you.As soon as, after, before, in case, if, on condition that, till(untill) * You’ll be allowed to join the group ( , ). * ( ), you’ll be under the spell of her fascination. * It will take you half an hour ( , ). * I won’t go anywhere ( , ). * ( ), she will be totally absorbed in it. * I won’t say a word ( , ).Revise clauses of time and condition and match the two parts of the sentences. A * If Jane has free time, a)we win the game * If Nick buys skates, b)she will become a good sportswoman soon * If Tom wins the match, c)she will go in for swimming * If Cristine joins us, d)he will bec ome a member of the national team * If Rachiel starts regular training, e)he will skate a lot during his winter holidays B When Andrew becomes rich and famous, a)she will be really tired * When Jane arrives, b)they will go to the swimming pool * When the children finish their homework, c)I will go in for sports * When the classes are over, d)he will buy a car * When I am free, e)the students will do a bit of skating Complete the sentences using the ideas from the brackets. The words in the word box can help you.As soon as, after, before, in case, if, on condition that, till(untill) * You’ll be allowed to join the group ( , ). * ( ), you’ll be under the spell of her fascination. * It will take you half an hour ( , ). * I won’t go anywhere ( , ). * ( ), she will be totally absorbed in it. * I won’t say a word ( , ).Revise clauses of time and condition and match the two parts of the sentences. A * If Jane has free time, a)we win the game * If Nick buys skates, b)she will become a good sportswoman soon * If Tom wins the match, c)she will go in for swimming * If Cristine joins us, d)he will become a member of the national team * If Rachiel starts regular training, e)he will skate a lot during his winter holidays B When Andrew becomes rich and famous, a)she will be really tired * When Jane arrives, b)they will go to the swimming pool * When the children finish their homework, c)I will go in for sports * When the classes are over, d)he will buy a car * When I am free, e)the students will do a bit of skating Complete the sentences using the ideas from the brackets. The words in the word box can help you.As soon as, after, before, in case, if, on condition that, till(untill) * You’ll be allowed to join the group ( , ). * ( ), you’ll be under the spell of her fascination. * It will take you half an hour ( , ). * I won’t go anywhere ( , ). * ( ), she will be totally absorbed in i t. * I won’t say a word ( , ).Revise clauses of time and condition and match the two parts of the sentences. A * If Jane has free time, a)we win the game * If Nick buys skates, b)she will become a good sportswoman soon * If Tom wins the match, c)she will go in for swimming * If Cristine joins us, d)he will become a member of the national team * If Rachiel starts regular training, e)he will skate a lot during his winter holidays B When Andrew becomes rich and famous, a)she will be really tired * When Jane arrives, b)they will go to the swimming pool * When the children finish their homework, c)I will go in for sports * When the classes are over, d)he will buy a car * When I am free, e)the students will do a bit of skating Complete the sentences using the ideas from the brackets. The words in the word box can help you.As soon as, after, before, in case, if, on condition that, till(untill) * You’ll be allowed to join the group ( , ). * ( ), you’ll be un der the spell of her fascination. * It will take you half an hour ( , ). * I won’t go anywhere ( , ). * ( ), she will be totally absorbed in it. * I won’t say a word ( , ).Revise clauses of time and condition and match the two parts of the sentences. A * If Jane has free time, a)we win the game * If Nick buys skates, b)she will become a good sportswoman soon * If Tom wins the match, c)she will go in for swimming * If Cristine joins us, d)he will become a member of the national team * If Rachiel starts regular training, e)he will skate a lot during his winter holidays B When Andrew becomes rich and famous, a)she will be really tired * When Jane arrives, b)they will go to the swimming pool * When the children finish their homework, c)I will go in for sports * When the classes are over, d)he will buy a car * When I am free, e)the students will do a bit of skating Complete the sentences using the ideas from the brackets. The words in the word box can hel p you.As soon as, after, before, in case, if, on condition that, till(untill) * You’ll be allowed to join the group ( , ). * ( ), you’ll be under the spell of her fascination. * It will take you half an hour ( , ). * I won’t go anywhere ( , ). * ( ), she will be totally absorbed in it. * I won’t say a word ( , ).Revise clauses of time and condition and match the two parts of the sentences. A * If Jane has free time, a)we win the game * If Nick buys skates, b)she will become a good sportswoman soon * If Tom wins the match, c)she will go in for swimming * If Cristine joins us, d)he will become a member of the national team * If Rachiel starts regular training, e)he will skate a lot during his winter holidaysB * When Andrew becomes rich and famous, a)she will be really tired * When Jane arrives, b)they will go to the swimming pool * When the children finish their homework, c)I will go in for sports * When the classes are over, d)he w ill buy a car * When I am free, e)the students will do a bit of skating Complete the sentences using the ideas from the brackets. The words in the word box can help you.As soon as, after, before, in case, if, on condition that, till(untill) * You’ll be allowed to join the group ( , ). * ( ), you’ll be under the spell of her fascination. * It will take you half an hour ( , ). * I won’t go anywhere ( , ). * ( ), she will be totally absorbed in it. * I won’t say a word ( , ). . How is Tom going to get to work tomorrow? He isn’t sure. If it’s rains, ___________________________ If it’s sunny, __________________________ 2. Where are you going to have lunch today? I’m not sure. If I’m not a hurry, ______________________ If I have some time, ____________________ 3. Where is Patty going to go after school today? She isn’t sure. If she has a lot of homework, _______________ If she doesn’t hav e a lot of homework____________________ 4. What are Mr. nd Mrs. Green going to do tonight? They aren’t sure. If they’re tired, __________________________ If they have some energy, __________________ 5. What’s Jane going to do tomorrow? She isn’t sure. If she still has a cold, _______________________ If she feels better, ____________________ 6. What’s Henry going to have for dessert this evening? He isn’t sure. If he decides to stay on his diet, _________________ If he decides to forget about his diet, _____________