Second Language Teaching Research Paper Example | Topics and Well Written Essays - 750 words

Second Language Teaching - Research Paper Example Acquisition of second language is facilitated by speaking; in fact, engaging in conversation through which the student gains control of over the topic of discussion, this offers a chance for participants to express their ideas, thereby providing substantial intake. In this case, this involves activities in classrooms, which are natural interesting and comprehensible (Archibald, 2000). On the other hand, teaching programs, which offer comprehensive input in classrooms in a way that attributes in the classroom, are considered to be the best for acquisition of second language to the intermediate level. Nonetheless, the perfect input, which facilitates the acquisition of second language, resembles the input acquired by students in the elementary school. Therefore, the comprehensive, necessary input is based on their instantaneous interest, which is not complex and not graded with stringency. On-going, specific, and immediate feedback Feedback is offered to students in the process of lear ning after an evaluation, or when they make mistakes, and this becomes an object of attention; for instance, feedback evoked by a mistake by the students in the elementary school is immediate, whereby the educator is expected to ensure that the student has recognized the mistake and corrected it (Folse, 2004). On the other hand, an educator can issue specific feedback, whereby a recast is involved as a form of negative feedback whereby learners are likely to ignore. Ongoing feedback involves learners asking questions in the learning process, whereby they seek classification as they provide feedback and teachers are expected to tune their input in the necessary level in order to facilitate effective acquisition of second language (Folse, 2004). Feedback is considered to a crucial way of involving and consolidating students in the learning process. In fact, this is a process that is utilized in identifying areas of second language teaching that need improvement. Moreover, feedback has been considered a fundamental element in the second language teaching, whereby it is a product, process and genre through which teachers apply crucial components of their instructional repertoires. Grouping structures and techniques Grouping structures and techniques are based on the structure of language and descriptive linguistics; in fact, this involves isolating grammatical and syntactic elements in the process of teaching the second language (White, 2000). In this case, these structural groups are used either deductively or inductively for predetermining the sequence of the learning process, and on the other hand, there is a need for meta-linguistic content in the learning process that facilitates learning. Building background and vocabulary development Students in the elementary school are influenced by academic background knowledge in the learning process of second language. Therefore, educators are expected to understand the way to build’ students’ background knowledge and vocabulary development through direct teaching of specific vocabulary in a given way (Folse, 2004). In this case, teachers in elementary school apply research based steps of vocabulary instruction model to assist students that are struggling to increase their confidence and acquire second language. In addition, there is a need to focus on particular strategies applied in this step while introducing words in a way that is not intimidating them (Folse, 2004). Apparently, this allows students to process the words based on multiple

National General Certificate syllabus Essay Example for Free

National General Certificate syllabus Essay Syllabus summary – National General Certificate in Occupational Health and Safety January 2013 Syllabus summary NEBOSH National General Certificate in Occupational Health and Safety (January 2013 specification) Syllabus summary NEBOSH National General Certificate in Occupational Health and Safety (January 2013 specification) Structure The syllabus is divided into 3 units. Unit NGC1 is further divided into five elements and Unit GC2 into eight elements. Unit NGC1: Management of health and safety Element Number Element Title Recommended hours Page 1 Foundations in health and safety 6 4 2 Health and safety management systems Policy 4 4 3 Health and safety management systems Organising 6 5 4 Health and safety management systems – Planning 11 5 5 Health and safety management systems Measuring, audit and review 9 6 Minimum unit tuition time 36 Recommended private study time 23  © NEBOSH 2013 1 Syllabus summary NEBOSH National General Certificate in Occupational Health and Safety (January 2013 specification) Unit GC2: Control of workplace hazards Element Number Element Title Recommended hours Page 1 Workplace hazards and risk control 8 7 2 Transport hazards and risk control 4 7 3 Musculoskeletal hazards and risk control 6 8 4 Work equipment hazards and risk control 6 8 5 Electrical safety 3 9 6 Fire safety 6 9 7 Chemical and biological health hazards and risk control 6 10 8 Physical and psychological health hazards and risk control 3 10 Minimum unit tuition time 42 Recommended private study time 26  © NEBOSH 2013 2 Syllabus summary NEBOSH National General Certificate in Occupational Health and Safety (January 2013 specification) Unit GC3: Health and safety practical application Recommended Hours Page Health and safety practical application 2 11 Minimum unit tuition time 2 Recommended private study time 4 Minimum total tuition time 80 Recommended total private study time 53 Total overall hours 133 Element Number 1 Element Title  © NEBOSH 2013 3 Syllabus summary NEBOSH National General Certificate in Occupational Health and Safety (January 2013 specification) Unit NGC1: Management of health and safety Element 1: Foundations in health and safety Learning outcomes On completion of this element, candidates should be able to demonstrate understanding of the content through the application of knowledge to familiar and unfamiliar situations. In particular they should be able to: ï‚ · Outline the scope and nature of occupational health and safety ï‚ · Explain the moral, social and economic reasons for maintaining and promoting good standards of health and safety in the workplace ï‚ · Explain the role of national governments and international bodies in formulating a framework for the regulation of health and safety. Recommended tuition time not less than 6 hours Element 2: Health and safety management systems 1 Policy Learning Outcomes On completion of this element, candidates should be able to demonstrate understanding of the content through the application of knowledge to familiar and unfamiliar situations. In particular they should be able to: ï‚ · Outline the key elements of a health and safety management system ï‚ · Explain the purpose and importance of setting policy for health and safety ï‚ · Describe the key features and appropriate content of an effective health and safety policy. Recommended tuition time not less than 4 hours  © NEBOSH 2013 4 Syllabus summary NEBOSH National General Certificate in Occupational Health and Safety (January 2013 specification) Element 3: Health and safety management systems 2 Organising Learning outcomes On completion of this element, candidates should be able to demonstrate understanding of the content through the application of knowledge to familiar and unfamiliar situations. In particular they should be able to: ï‚ · Outline the health and safety roles and responsibilities of employers, managers, supervisors, workers and other relevant parties ï‚ · Explain the concept of health and safety culture and its significance in the management of health and safety in an organisation ï‚ · Outline the human factors which influence behaviour at work in a way that can affect health and safety ï‚ · Explain how health and safety behaviour at work can be improved ï‚ · Outline the need for emergency procedures and the arrangements for contacting emergency services. Recommended tuition time not less than 6 hours Element 4: Health and safety management systems 3 Planning Learning outcomes On completion of this element, candidates should be able to demonstrate understanding of the content through the application of knowledge to familiar and unfamiliar situations. In particular they should be able to: ï‚ · Explain the importance of planning in the context of health and safety management systems ï‚ · Explain the principles and practice of risk assessment ï‚ · Explain the general principles of control and a basic hierarchy of risk reduction measures ï‚ · Identify the key sources of health and safety information ï‚ · Explain what factors should be considered when developing and implementing a safe system of work for general activities ï‚ · Explain the role and function of a permit-to-work system. Recommended tuition time not less than 11 hours  © NEBOSH 2013 5 Syllabus summary NEBOSH National General Certificate in Occupational Health and Safety (January 2013 specification) Element 5: Health and safety management systems 4 Measuring, audit and review Learning outcomes On completion of this element, candidates should be able to demonstrate understanding of the content through the application of knowledge to familiar and unfamiliar situations. In particular they should be able to: ï‚ · Outline the principles, purpose and role of active and reactive monitoring ï‚ · Explain the purpose of, and procedures, for health and safety auditing ï‚ · Explain the purpose of, and procedures for, investigating incidents (accidents, cases of work-related ill-health and other occurrences) ï‚ · Describe the legal and organisational requirements for recording and reporting incidents ï‚ · Explain the purpose of, and procedures for, regular reviews of health and safety performance. Recommended tuition time not less than 9 hours  © NEBOSH 2013 6 Syllabus summary NEBOSH National General Certificate in Occupational Health and Safety (January 2013 specification) Unit GC2: Element 1: Control of international workplace risks Workplace hazards and risk control Learning outcomes On completion of this element, candidates should be able to demonstrate understanding of the content through the application of knowledge to familiar and unfamiliar situations. In particular they should be able to: ï‚ · Outline common health, welfare and work environment requirements in the workplace ï‚ · Explain the risk factors and appropriate controls for violence at work ï‚ · Explain the effects of substance misuse on health and safety at work and control measures to reduce such risks ï‚ · Explain the hazards and control measures for the safe movement of people in the workplace ï‚ · Explain the hazards and control measures for safe working at height ï‚ · Outline the hazards and control measures for temporary works. Recommended tuition time not less than 8 hours Element 2: Transport hazards and risk control Learning outcomes On completion of this element, candidates should be able to demonstrate understanding of the content through the application of knowledge to familiar and unfamiliar situations. In particular they should be able to: ï‚ · Explain the hazards and control measures for the safe movement of vehicles in the workplace ï‚ · Outline the factors associated with driving at work that increases the risk of an incident and the control measures to reduce work-related driving risks. Recommended tuition time not less than 4 hours  © NEBOSH 2013 7 Syllabus summary NEBOSH National General Certificate in Occupational Health and Safety (January 2013 specification) Element 3: Musculoskeletal hazards and risk control Learning outcomes On completion of this element, candidates should be able to demonstrate understanding of the content through the application of knowledge to familiar and unfamiliar situations. In particular they should be able to: ï‚ · Explain work processes and practices that may give rise to work-related upper limb disorders and appropriate control measures ï‚ · Explain the hazards and control measures which should be considered when assessing risks from manual handling activities ï‚ · Explain the hazards and controls to reduce the risk in the use of lifting and moving equipment with specific reference to manually-operated load moving equipment ï‚ · Explain the hazards and the precautions and procedures to reduce the risk in the use of lifting and moving equipment with specific reference to powered load handling equipment. Recommended tuition time not less than 6 hours Element 4: Work equipment hazards and risk control Learning outcomes On completion of this element, candidates should be able to demonstrate understanding of the content through the application of knowledge to familiar and unfamiliar situations. In particular they should be able to: ï‚ · Outline general requirements for work equipment ï‚ · Explain the hazards and controls for hand-held tools ï‚ · Describe the main mechanical and non-mechanical hazards of machinery ï‚ · Explain the main control methods for reducing risk from machinery hazards. Recommended tuition time not less than 6 hours  © NEBOSH 2013 8 Syllabus summary NEBOSH National General Certificate in Occupational Health and Safety (January 2013 specification) Element 5: Electrical hazards and control Learning outcomes On completion of this element, candidates should be able to demonstrate understanding of the content through the application of knowledge to familiar and unfamiliar situations. In particular they should be able to: ï‚ · Outline the principles, hazards and risks associated with the use of electricity in the workplace ï‚ · Outline the control measures that should be taken when working with electrical systems or using electrical equipment in all normal workplace conditions. Recommended tuition time not less than 3 hours Element 6: Fire hazards and control Learning outcomes On completion of this element, candidates should be able to demonstrate understanding of the content through the application of knowledge to familiar and unfamiliar situations. In particular they should be able to: ï‚ · Describe the principles of fire initiation, classification and spread ï‚ · Outline the principles of fire risk assessment ï‚ · Describe the basic principles of fire prevention and the prevention of fire spread in buildings ï‚ · Outline the appropriate fire alarm system and fire-fighting arrangements for a simple workplace ï‚ · Outline the factors which should be considered when implementing a successful evacuation of a workplace in the event of a fire. Recommended tuition time not less than 6 hours  © NEBOSH 2013 9 Syllabus summary NEBOSH National General Certificate in Occupational Health and Safety (January 2013 specification) Element 7: Chemical and biological health hazards and risk control Learning outcomes On completion of this element, candidates should be able to demonstrate understanding of the content through the application of knowledge to familiar and unfamiliar situations. In particular they should be able to: ï‚ · Outline the forms of, the classification of, and health risks from exposure to hazardous substances ï‚ · Explain the factors to be considered when undertaking an assessment of the health risks from substances commonly encountered in the workplace ï‚ · Describe the use and limitations of occupational exposure limits including the purpose of long term and short term exposure limits ï‚ · Outline control measures that should be used to reduce the risk of ill-health from exposure to hazardous substances ï‚ · Outline the hazards, risks and controls associated with specific agents ï‚ · Outline the basic requirements related to the safe handling and storage of waste. Recommended tuition time not less than 6 hours Element 8: Physical and psychological health hazards and risk control Learning outcomes On completion of this element, candidates should be able to demonstrate understanding of the content through the application of knowledge to familiar and unfamiliar situations. In particular they should be able to: ï‚ · Outline the health effects associated with exposure to noise and appropriate control measures ï‚ · Outline the health effects associated with exposure to vibration and appropriate control measures ï‚ · Outline the principal health effects associated with ionising and non-ionising radiation and basic protection techniques ï‚ · Outline the meaning, causes and effects of work-related stress and appropriate control actions. Recommended tuition time not less than 3 hours  © NEBOSH 2013 10 Syllabus summary NEBOSH National General Certificate in Occupational Health and Safety (January 2013 specification) Unit GC3: Health and safety practical application Learning outcomes ï‚ · Demonstrate the ability to apply knowledge of the unit NGC1 and GC2 syllabus, by successful completion of a health and safety inspection of a workplace ï‚ · Complete a report to management regarding the inspection with recommendations. Content This unit contains no additional syllabus content. However, completion of study for unit NGC1 and GC2 is recommended in order to undertake the practical application unit GC3. Link to examination unit(s) Unit GC3 is not normally offered independently of the taught elements. Students will normally be required to complete the GC3 assessment within 10 working days (before or after) of sitting the examination for Units NGC1 and/or GC2.  © NEBOSH 2013 11 Syllabus summary NEBOSH National General Certificate in Occupational Health and Safety (January 2013 specification) Unit Assessment Units NGC1 and GC2 are taught units each assessed by one two-hour written examination. Each examination consists of ten ‘short-answer’ questions and one ‘long-answer’ question. All questions are compulsory. Candidate scripts are marked by external examiners appointed by NEBOSH. Unit GC3 is assessed by a practical assessment; the time to complete the assessment is not restricted but candidates should aim to complete the inspection and the report within two hours. This is held on a date set by the course provider and must be taken within 10 working days of a written examination. The practical assessment is internally assessed by the course provider and externally moderated by NEBOSH. Further details The full syllabus and further information regarding the practical unit is available in the NEBOSH Guide to the qualification available for purchase via the NEBOSH website (www.nebosh.org.uk). NEBOSH National General Certificate in Occupational Health and Safety Version: 1 Specification date: January 2013 Syllabus summary publication date: September 2013 The National Examination Board in Occupational Safety and Health (NEBOSH), Dominus Way, Meridian Business Park, Leicester LE19 1QW. Registered Charity Number: 1010444 Telephone: Fax: Email: Website: +44 (0) 116 263 4700 +44 (0) 116 282 4000 [emailprotected] www.nebosh.org.uk NGC SS180913  © NEBOSH 2013 12

Strategic Planning Methodology

Strategic Planning Methodology Strategic analysis is a process which is based on three stages: analysis, planning and management. We can divide it into two types: function sense, and tool sense. In case of the function sense strategic analysis is a set of actions which diagnose both. the organisation and its environment, and thus enable build strategic plan and its development. When it comes to the tool sense, strategic analysis is a set of analysis methods which help examine, assess, and predict the future states of selected companys elements and its environments in order to make it survive and develop on the market. Every manager in the corporation must think strategically. The idea of strategic thinking is to create a long-term plan and vision of the company, by understanding the situation, analyzing the chances, setting the goals and rules to use resources. Whats more, it requires the use of different techniques and analysis and synthesis methods which will help realise these goals and gain all the needed info rmation. Strategic thinking is characterised by the constant need of changing areas and forms of the companys actions in accordance with its vision and its environments condition.   There are different types of analysis in the company, however, what differs strategic analysis from the others are two characteristics: Two ways of perceiving management and information resources: researching the environment and company at the same time, and then confronting all results. This way has its roots in the art of war, and is opposite to traditional companys analysis Use of the qualitative and quantitative methods, from the different fields: economy, finance, sociology, psychology, statistics, and marketing Strategic management development had a strong influence on the strategic analysis. Since 50s and 60s there has been a rising instability and complexity of the world that surrounds the company, and thus caused scientists to create methods which could help it adapt to all changes by rational and planned manners. Long-term planning was the first issue that came into existence, but it was changed into the strategic planning term. Since 80s we can talk about the strategic management development. New concepts were made when the old ones did not work, and therefore helped companies be effective on the market. While developing the strategic management idea, there was a big pressure put on the rules and techniques of formulating the strategy. After that scientists were focusing the empirical researches, and basing on them they were classifying. In the last stage, the final characteristics of the researches and analysis are as follows: organisation strategy multi-dimensional treatment, strategic thinking focus, and trying to create strategic management concept. Strategic management development helps understand the evolution of methods and strategic analysis techniques, changes in the way of its use in the companys management, and treating the moment of the strategic analysis creation as a separate analysis category. There is a big increase in demand for these types of practices, which help assess the current and future situation of the company and then predict the future conditions of its functioning. Its connected with the increase of the environmental complexity, and then putting into practice long-term, and then strategic planning. Strategic planning, mainly in the global corporation, required more effort and thus analysis of the competitive environment, macro-environment, and measurement of the companys strategic position. The main factors that forced people get deeply into the strategic analysis and strategic planning were tough times of the sudden changes in the global economy, technology development, and worse economic factors. Companies improve their strategic analysis, because they face repeating organisation crises, worse internal development, lower market shares, or change of the target market. Whats interesting, these changes are very often influenced by the management board changes, or new strategy development and its implementation. According to Richard Koch (1998) there are two consulting companies, which implemented the strategy analysis into their businesses and thus became successful in the early 50s: Boston Consulting Group and McKinsey. Until the end of 70s, there were created seven school of the strategic thinking, which were connected with the two important management paradigms: strategic rationality ( Harvard School, Strategic Planning School, Matrix Positioning School, and Quantitative school ) and strategic behaviours ( Behavioural school, System School, Incrementalists school ) . First paradigm describes strategys technical-economical dimension, normative approach, which create rational patterns of behaviours, assessments and way of acting ( Gierszewska et al, 2007). The first group of schools is described below: Harvard school is characterised as a will to analyse the company and its competitive position against the environment, and to search for both positive and negative factors connected with functioning of the company in the different markets and its strengths and weaknesses. There are three best known strategic analysis models created by this school: LCAG model ( developed by E.P. Learned, H.K. Christensen, K.R. Andrews, W.D. Guth ). The idea of this model is to describe the search and research of the influence on the strategic choices of the companys strengths and weaknesses, and opportunities and threats that are connected with the environment. It has been used by the specialists in the field of management, until there were developed a better methods of the strategic analysis Contingency model ( A.D. Chandler, P.R. Lawrence, J.W. Lorsch ) This model permits to implement different solutions to the strategic problems. These solutions differ according to the situation of the company Industry analysis model ( M. Porter ) Michael Porter suggests to assess the companys situation that concentrates on the competitive environment. Additionally, it leads to the assessment of the sector attractiveness extent, in which company would like to operate Strategic Planning School as a term says, it is about the strategic planning, however it doesnt bring any models nor strategic analysis methods which help in the strategic management. It proves, that the rationality of the actions is a good plan. Matrix positioning school used qualitative and quantitative analysis tools, and helps gain precise techniques of the companys competitive position measurement. Presents the companys product portfolio and compares the dynamics of change between past and the future Quantitative School methods and techniques that are strongly connected with the multi-criteria and statistics analysis. It is based on the econometric modelling. Second paradigm is defined as exposing of the socio-political strategy dimensions and strategic analysis ( Gierszewska et al, 2007 ). Basing on this paradigm, there were created three schools of the strategic thinking. They are as follows: Behavioural. It has four fathers: H.A. Simon, J.G. March, R.M. Cyert, and H. Mintzberg. The idea of this school are the real processes of formulating and implementing the companys strategy, without any information background, how to make strategic decisions System D. Katz, R.L Kahn and M. Crozier are the founders of this school. This case describes the role of the person in the formulating strategy process, relations between participants, and highlights the social background of the organisation Incrementalists school C.E. Lindblom, T.J. Peters, and R.H. Waterman This school represents the pragmatic management approach. The only way to improve the quality of management is to follow already proved patterns implemented in the business by the successful companies. Whats more, motivation of the participants in the management process and example of the other successful corporations plays here a very important role. It is the basis of the further future success ( Giermaszewska, 2007 ). As we can observe, these schools provide us with the different approaches to the analysis methods improvement and strategic management. According to Giermaszewska ( 2007 ), and., schools based on the paradigm of the strategic rationality are more valuable than schools based on paradigm of the strategic behaviours. Harvard and positioning matrix schools bring more concretes and details, and thus bring and require more practical approach. The other schools focus the theoretical analysis methods and strategy creating. French scientists divided the strategic analysis models and put them on the continuum. They begin from the sociological models ( which are general and synthetic ) to the microeconomic models ( more complex, and bring more concrete analysis tools and techniques ). Sociologic models  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Macro-economic models LCAG-ANSOFF-PORTER-McKINSEY-ADL-BCG These classifications, schools evaluation, and strategic analysis models indicate the direction of the analysis evolution. New classifications ignore the latest schools and methodology propositions. M.F. Gouillart has chronologically ordered best known strategic analysis schools, and thus presented nine of them. He began from the early 60s, and ended on the 90s. Strategic analysis development, according to M.F. Gouillart: SWOT Analysis 1965 Portfolio analysis 1970 Japanese influence the role of quality, production and technology 1975 Shareholders benefits analysis 1980 Porters Model ( Porters 5 forces ) 1985 Price of perfection 1990 TIme-based competition Goal and strategic skills Strategic change Stage one presents LCAG analysis from the harvard school, portfolio analysis corresponds to the matrix positioning school, Porter model stands for the industry analysis model, and price of perfection stage represents the incrementalists school. However, M.F. Gouillart has enriched this group with two models more. They are as follows: analysis of the shareholders benefits, and Japanese influence. He adds also three issues that occurred in the early 90s: time-based competition, goal, strategic skills, and strategic changes. Analysis of the shareholders benefits type of the companys position assessment. It comes together with the financial analysis signification increase, and capital market forecasts. Moreover, it focuses shares value increase as a main goal of the company, and implementation of the financial analysis into the strategy formulation and its development Japanese influence this term was created in the 70s, when Japanese economy became very successful and was admired by the western companies. Just-in-time inventory strategy describes well the idea of this school, which puts pressure on the precision and punctuality, one of the main key success factors. Time-based competition time advanced companies have a serious advantage over the competition. Main tools used in this stage are techniques which help elaborate the dynamics of the given phenomenon, processes, and organisation ( Gierszewska, 2007 ).Time is one of the main factors which influence the result of the rivalry between companies. Goal and strategic skills the main role of the organisation is to define the mission and most important goals of the company. Basis of the success lays in the ability to use the companys strategic skills. Strategic change it describes the problem of the companys and executives adaptation to the changes in the environment and in the organisation. If there is too much attention put on the changes, the goal of the strategic management is lost from the horizon. This means, that elaboration and implementation of the strategy development are not taken into consideration   ( Gierszewska, 2007 ) All these methods do not go out, while the more attractive ones are being implemented. Useless methods are rejected, useful just improved and adjusted to the needs of the company, and technical and information capabilities ( Gierszewska, 2007 ). Whats more, the older methods from 50s and 60s are still being used in the consulting companies and business schools. LCAG method, product life-cycle, and BCG matrix are invaluable help for the beginning analysts. There is one more classification of the strategic management schools that has to be mentioned. One of the best known polish economists, Krzysztof Oblà ³j, has named and described them as follows: Traditional ( planning ) first thing to be considered is a detailed environment, and second creation of the formalized strategy Evolutionary more behavioural and politics-focused. Strategy is an evolutionary seeking for the common pattern. It is in the middle of the case and many organisational processes: tender for power, customer needs fulfilment, fixation of the activities routine Positional idea of this school is achieving the competitive advantage. It assumes that the strategies are characterised by the product-market concept, and put the pressure on the situation of the company in the environmental sector Resources and capabilities companys key capabilities and resources are the basis for its development strategies Modern   strategic analysis is partially based on the methodology of science, such as sociology, psychology, economy, and management. This connection helps in listing the following characteristics of the strategy analysis approach: Use of the financial analysis Technology development has simplified complex methods of the financial analysis, and therefore it is more understandable for the specialists and the managers. Strategic financial analysis is used both, in the assessment of the companys financial condition and the structure of the capital, and in the assessment of the competitive position of the organisation. Additionally, it helps estimate sector entry and exit barriers, and became a basis for the production portfolio estimation. Whats more, strategic costs, price strategy, and strategic alliances planning are also very important issues to consider. Quality factors The idea of quality factors is to make company be aware of its soft elements, such as culture, qualifications, and peoples motivations, strategic mission, ecological management aspect, and ethical side of the strategic analyses ( Gierszewska, 2007 ). These elements relate especially to the information about the competition, which is used in making decision process. Situational approach Company focuses the correct approaching procedure, and capability to interpret the analysis results without already selected tools and imposing assessments. Analysis is a tool, used by the managers in their everyday job. Thus, strategic planning departments are liquidated, information is being decentralized, and moreover company creates special group which takes over this task. Ø Complex character Company takes into account both internal and external factors from all of it subsystems and environment. In this case it explores relationship between these two factors ( Gierszewska, 2007 ). 1.7.1 Strategic Planning Methodology The purpose of this factor is to set information needs and methods of carrying on the strategic analysis   in the company. First issue that must be considered is the analysis of the environment, in which company operates, and its internal background, such as strengths and weaknesses, staff development, and its potential to develop the process of the new strategy. Knowledge about the past, presence, and capability to predict the companys future and its environment, helps in building the strategy that will adapt to the reality. A good strategic plan helps the company use its potential and strengths to fight the threat and not to loose any opportunity offered by the market. Managers can just set the strategic goal and during implementing the chosen scenario change the ideas into the concrete plans ( Gierszewska, 2007 ), but they may face some problems in the meantime, for example lack of precision in formulating the goals of the actions. Strategic planning is based on determining the sequence of decisions that have been made earlier, but have to be put into practice. Strategic management means, that the strategic decisions have to be put in the right order, findings in the different areas must be coordinated, and on the different levels of the management ( Gierszewska, 2007 ). The following methods, presented by Grazyna Gierszewska and Maria Romanowska ( Gierszewska et al, 2007 ), are very helpful in putting the companys strategy on the right track, plan different types of operations, and management functions. Levels of the strategic management   ( Maria Romanowska, 2007 ) ( STR 32, Gierszewska ) Levels of the management  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Types of the strategy Management Board  Ã‚  Company development strategy Section management The most important decisions for the company come from the management board. Portfolio operations depend on the number and type of sectors of the future activity, type of technology, and geographical scope of sales ( Gierszewska et al, 2007 ). So, according to what is said the corporate strategy should be considered as a first step to the further internal solutions. Strategy of the company is also responsible for the number of the different sectors, technologies, and markets, and investment priorities as well ( Gierszewska, 2007 ). Sector strategy is divided into two sub-groups: suppliers strategy, and competition strategy. Strategy making process in all these cases is limited by the goals and hierarchy that was implemented in the company development process. If corporations that operate only in one sector, there are no two strategic planning levels. They are just treated by the management board as a one strategic plan. However, they appear only when company wants to enter a brand new sector Last type of the strategy are the functional strategies. Their object is to evaluate the goals and ways of achieving them in the area of the financial management, marketing, personal policy, structure shaping, focusing the management procedures, and technology development ( Gierszewska, 2007). To conclude, the aim of the functional strategies is to oversee all strategic plans in the whole organisation.   1.7.2 Scope of the strategic analysis Strategic management requires capability to differentiate internal and external events/phenomenons. Managers are able mainly to research internal problems of the company rather than external ( Gierszewska, 2007 ). External problems estimation needs help of the consultants, and thus managers fail to analyse the environment. Corporation which constantly observes the environment is prepared for the threat that may occur. Situation on the market helps the company prepare the good strategy and plan the future. tells what steps should be taken in order to therefore

Metaphorically Speaking †Sonnet 73 Essay example -- Sonnet essays

Metaphorically Speaking – Sonnet 73  Ã‚      Love is a blanket of bright and colorful flowers that covers a beautifully rolling meadow on a breezy summer day. Similar metaphorical images appear in many famous poems including Shakespeare's "Sonnet 73." The metaphor is the most basic device poets use to convey meanings beyond literal speech (Guth 473). Shakespeare's use of metaphors in this sonnet conveys his theme of the inescapable aging process. Shakespeare "establishes and extends a metaphor that illuminates the poem's central meaning" and compares the inevitability of old age to three different aspects of nature (Prather). Similarly all the metaphorical quatrains begin with either the phrase "thou mayest in me behold" or "In me thou seest" (Shakespeare 1-5). These phrases reveal the author's awareness of the natural process occurring within his body and he compares this aging process to the three natural occurrences of nature including the seasonal change to autumn, a sunset, and a slowly perishing fire.    Shakespeare metaphorically relates his timely aging to the seasonal change into autumn. The first four lines of his poem read "That time of year thou mayst in me behold / When yellow leaves, or none, or few, do hang / Upon those boughs which shake against the cold, / Bare ruined choirs, where late the sweet birds sang" (Shakespeare 1-4). Shakespeare compares aging and the approach of death to the coming and setting in of autumn. Guth and Rico explain that Shakespeare uses the metaphor of autumn to describe the "approaching of old age as the late autumn of the speaker's life" (568). He gives his readers the image of the last of the yellow leaves clinging to the bare branches much like humans who cling to their ... ...s thou perceivest, which makes thy love more strong, / To love that well which thou must leave ere long [before long] (Shakespeare 13-14). Through these last two lines, Shakespeare conveys to his readers the importance of holding on to life and love while it exists for one day it will cease to be.       Works Cited Guth, Hans P. and Gabriele L. Rico, eds. Discovering Literature: Stories, Poems, Plays. Upper Saddle River, NJ: Prentice Hall, 1997, 473. Prather, William. "Essay Topics." 1 April 1999. Online Posting. English 1102: Discovering Literature On-Line Spring 1999 Syllabus. 6 April 1999. http://parallel.park.uga.edu/~wprather/teaching/1102OL/essfour02.html. Shakespeare, William. "Sonnet 73." Discovering Literature: Stories, Poems, Plays. Ed. Hans P. Guth and Gabriele L. Rico. Upper Saddle River, NJ: Prentice Hall, 568-569.      

American Literature Questions Essay

21. The leader of the Irish National Theater Movement in the early 20th century was ______. A. W. B. Yeats B. Lady Gregory C. J. M. Synge D. John Galworthy 22. T. S. Eliot’s most popular verse play is ______. A. Murder in the Cathedral B. The Cocktail Party C. The Family Reunion D. The Waste Land 23. The American writer ______ was awarded the Nobel Prize for the anti-racist In- truder in the Dust in 1950. A. Ernest Hemingway B. Gertrude Stein C. William Faulkner D. T. S. Eliot 24. Hemingway’s second big success is ______ , which wrote the epitaph to a decade and to the whole generation in the 1920s, in order to tell us a story about the tragic love affair of a wounded American soldier with a British nurse. A. For Whom the Bell Tolls B. A Farewell to Arms C. The Sun Also Rises D. The Old Man and the Sea 25. With the publication of ______ , Dreiser was launching himself upon a long career that would ultimately make him one of the most significant American writers of the school later known as literary naturalism. A. Sister Carrie B. The Titan C. The Genius D. The Stoic. 26. Henry James is generally regarded as the forerunner of the 20th -century â€Å"stream -of-consciousness†novels and the founder of ______. A. neoclassicism B. psychological realism C. psychoanalytical criticism D. surrealism 27. In 1849, Herman Melville published ______ ,a semi-autobiographical novel, con- cerning the sufferings of a genteel youth among brutal sailors. A. Omoo B. Mardi C. Redburn D. Typee 28. As a sequel to The Adventures of Tom Sawyer,______ marks the climax of Mark Twain’s literary activity. A. The Adventures of Huckleberry Finn B. Life on the Mississippi C. The Gilded Age D. Roughing It 29. Realism was a reaction against ______ or a move away from the bias towards romance and self- creating fictions, and paved the way to Modernism. A. Romanticism B. Rationalism C. Post-modernism D. Cynicism 30. When World War II broke out,______ began working for the Italian government, engaged in some radio broadcasts of anti- Semitism and pro- Fascism. A. Ezra Pound B. T. S. Eliot C. Henry James D. Robert Frost 31. In 1915 ______ became a naturalized British citizen, largely in protest against America’s failure to join England in the First World War. A. Henry James B. T. S. Eliot. C. W. D. Howells D. Ezra Pound 32. What Whitman prefers for his new subject and new poetic feelings is â€Å"______ ,† that is, poetry without a fixed beat or regular rhyme scheme. A. blank verse B. free rhythm C. balanced structure D. free verse 33. The American woman poet ______ wanted to live simply as a complete independent being, and so she did, as a spinster. A. Emily Shaw B. Anna Dickinson C. Emily Dickinson D. Anne Bret 34. The Birthmark drives home symbolically ______ point that evil is a man’s birthmark, something he was born with. A. Whitman’s B. Melville’s C. Hawthorne’s D. Emerson’s 35. The Financier ,The Titan and The Stoic written by ______ are called his â€Å"Trilogy of Desire†. A. Henry James B. Theodore Dreiser C. Mark Twain D. Herman Melville 36. Disregarding grammar and punctuation,______ always used â€Å"i† instead of â€Å"I† in his poems to show his protest against self-importance. A. Wallace Stevens B. Ezra Pound C. Robert Frost D. E. E. Cummings 37. Though Robert Frost is generally considered a regional poet whose subject matters mainly focus on the landscape and people in ______ , he wrote many poems that investigate the basic themes of man’s life in his long poetic career. A. the west B. the south C. New England D. Alaska 38. Most critics have agreed that Fitzgerald is both an insider and an outsider of ______ with a double vision. A. the Gilded Age B. the Rational Age C. the Jazz Age D. the Magic Age 39. In the American Romantic writings,______ came to function almost as a dramatic character that symbolized moral law. A. fire B. water C. trees D. wilderness 40. The desire for an escape from society and a return to ______ became a permanent convention of the American literature. A. the family life B. nature C. the ancient time D. fantasy of love 21. The Renaissance marks a transition from ______ to the modern world. A. the old English B. the medieval C. the feudalist D. the capitalist 22. The great political and social events in the English society of neoclassical period were the following EXCEPT ______. A. the Restoration of King Charles II in 1660 B. the Great Plague of 1665 C. the Great London Fire in 1666 D. the Wars of Roses in 1689 23. With the scarlet letter A as the biggest symbol of all, ______ proves himself to be one of the best symbolists. A. Hawthorne B. Dreiser C. James D. Faulkner 24. The author of Leaves of Grass , a giant of American letters, is ______. A. Faulkner B. Dreiser C. James D. Whitman 25. In Tender is the Night, ______ traces the decline of a young American psychiatrist whose marriage to a beautiful and wealthy patient drains his personal energies and corrodes his professional career. A. Dreiser B. Faulkner C. Fitzgerald D. Jack London 26. Melville is best – known as the author of his mighty book, ________, which is one of the world’ s greatest masterpieces. A. Song of Myself B. Moby – Dick C. The Marble Faun D. Mosses from an Old Manse 27. The theme of Henry James’ essay â€Å"______† clearly indicates that the aim of the novel is to present life, so it is not surprising to find in his writings human experiences explored in every possible form. A. The American B. The Europeans C. The Art of Fiction D. The Golden Bowl 28. During WWI, ______ served as an honorable junior officer in the American Red Cross Ambulance Corps and in 1918 was severely wounded in both legs. A. Anderson B. Faulkner C. Hemingway D. Dreiser 29. In order to protest against America’ s failure to join England in WWI, ______ became a naturalized British citizen in 1915. A. William Faulkner B. Henry James C. Earnest Hemingway D. Ezra Pound 30. Robert Frost described ______as â€Å"a book of people,† which shows a brilliant insight into New England character and the background that formed it. A. North of Boston B. A Boy’s Will C. A Witness Tree D. A Further Range 31. We can easily find in Dreiser’ s fiction a world of jungle, and ______ found expression in almost every book he wrote. A. naturalism B. romanticism C. transcendentalism D. cubism 32. As an active participant of his age, Fitzgerald is often acclaimed literary spokesman of the ______. A. Jazz Age B. Age of Reason C. Lost Generation D. Beat Generation 33. From the first novel Sister Carrie on, Dreiser set himself to project the American values for what he had found them to be: ______ to the core. A. altruistic B. political C. religious D. materialistic 34. The 20th -century stream- of- consciousness technique was frequently and skillfully used by ______ to emphasize the reactions and inner musings of the narrator. A. Hemingway B. Frost C. Faulkner D. Whitman 35. With the help of his friends Phil Stone and Sherwood Anderson, ______ published a volume of poetry The Marble Faun and his first novel Soldiers’ Pay. A. Faulkner B. Hemingway C. Ezra Pound D. Fitzgerald 36. The Sun Also Rises casts light on a whole generation after WWI and the effects of the war by way of a vivid portrait of â€Å"______. † A. the Beat Generation B. the Lost Generation C. the Babybooming Age D. the Jazz Age 37. Within her little lyrics Dickinson addresses those issues that concern ______, which include religion, death, immorality, love and nature. A. the whole human beings B. the frontiers C. the African Americans D. her relatives 38. H. L. Mencken, a famous American critic, considered ______ â€Å"the true father of our national literature. † A. Hamlin Garland B. Joseph Kirkland C. Mark Twain D. Henry James 39. In his poetry, Whitman shows concern for ______ and the burgeoning life of cities. A. the colonists B. the capitalists C. the whole hard -working people D. the intellectuals 40. In 1837, ______ published Twice – Told Tales, a collection of short stories which attracted critical attention. A. Emerson B. Melville C. Whitman D. Hawthorne 21. The work ________ by William Blake is a lovely volume of poems, presenting a happy world, though not without its evils and sufferings. A. Songs of Innocence B. Songs of Experience C. Poetical Sketches D. Lyrical Ballads 22. The plays known as â€Å"the Lawrence trilogy† are all the following EXCEPT ________. A. A Collier’ s Friday Night B. Lady Chatterley’ s Lover C. The Daughter – in – Law D. The Widowing of Mrs. Holroyed 23. Greatly and permanently affected by the ________ experiences, Hemingway formed his own writing style, together with his theme and hero. A. mining B. farming C. war D. sailing 24. â€Å"The dignity of movement of an iceberg is due to only one -eighth of it being above water. † This â€Å"iceberg† analogy about prose style was put forward by ________. A. William Faulkner B. Henry James C. Ernest Hemingway D. F ·Scott Fitzgerald. 25. In Go Down, Moses, ________ illuminates the problem of black and white in Southern society as a close- knit destiny of blood brotherhood. A. William Faulkner B. Jack London C. Herman Melville D. Nathaniel Hawthorne 26. In Death in the Afternoon ________ presents his philosophy about life and death through the depiction of the bullfight as a kind of microcosmic tragedy. A. William Faulkner B. Jack London C. Ernest Hemingway D. Mark Twain 27. William Faulkner once said that ________ is a story of â€Å"lost innocence,† which proves itself to be an intensification of the theme of imprisonment in the past. A. The Great Gatsby B. The Sound and the Fury C. Absalom, Absalom! D. Go Down, Moses 28. Walt Whitman believed, by means of â€Å"________,† he has turned poetry into an open field, an area of vital possibility where the reader can allow his own imagination to play. A. free verse B. strict verse C. regular rhyming D. standardized rhyming 29. Herman Melville’s second famous work, ________, was not published until 1924, 33 years after his death. A. Pierre B. Redburn C. Moby-Dick D. Billy Budd 30. In 1920, ________ published his first novel This Side of Paradise which was, to some extent, his own story. A. F ·Scott Fitzgerald B. Ernest Hemingway C. William Faulkner D. Emily Dickinson 31. Unlike his contemporaries in the early 20th century, ________ did not break up with the poetic tradition nor made any experiment on form. A. Walt Whitman B. Robert Frost C. Ezra Pound D. T. S. Eliot 32. While Mark Twain seemed to have paid more attention to the â€Å"life† of the Americans, ________ had apparently laid a greater emphasis on the â€Å"inner world† of man. A. William Howells B. Henry James C. Bret Harte D. Hamlin Garland 33. At the age of eighty -seven, ________ read his poetry at the inauguration of President John F. Kennedy in 1961. A. Robert Frost B. Walt Whitman C. Ezra Pound D. T. S. Eliot 34. Of all Herman Melville’s sea adventure stories, ________ proves to be the best. A. Typee B. Redburn C. Moby – DickD. Omoo 35. Man is a â€Å"victim of forces over which he has no control. † This is a notion held strongly by ________. A. Robert Frost B. Theodore Dreiser C. Henry James D. Hamlin Garland 36. With the publication of ________, Theodore Dreiser was launching himself upon a long career that would ultimately make him one of the most significant American writers of the school later known as literary naturalism. A. Sister Carrie B. The Titan C. An American Tragedy D. The Stoic 37. Nathaniel Hawthorne was affected by ________’s transcendentalist theory and struck up a very intimate relationship with him. A. H. W. Longfellow B. Walt Whitman C. R. W. Emerson D. Washington Irving 38. Among the following writers ________ is generally regarded as the forerunner of the 20th -century â€Å"stream – of – consciousness† novels and the founder of psychological realism. A. T. S. Eliot B. James Joyce C. William Faulkner D. Henry James 39. Walt Whitman wrote down a great many poems to air his sorrow for the death of President ______, and one of the famous is â€Å"When Lilacs Last in the Dooryard Bloom’ d. † A. Washington B. Lincoln C. Franklin D. Kennedy 40. The Marble Faun by Nathaniel Hawthorne, a romance set in______, is concerned about the dark aberrations of the human spirit. A. France B. Spain C. England D. Italy [pic] [pic] [pic] [pic] [pic] [pic]

The Importance of Being Beautiful

In Sidney Katz’s summary of â€Å"The Importance of being Beautiful†, she suggests that more attractive people can advance faster and easier in life than their less appealing peers. Katz explains her theory with different examples. One example is person perception, which is a branch of psychology that examines many ways in which physical attractiveness, or lack of it, affects all aspects of life. This helps explain the halo and horns effect. The halo effect is perceived as being beautiful, more generous, trustworthy, sociable, modest, and interesting. Whereas the horns effect people are perceived to be physically unattractive, there for they are mean, sneaky and dishonest. Katz also talks about how being physically attractive can help advance your career. If a man is six feet or taller, he will succeed in his career. If women are glamorous, they get higher pay and promotions. She also explains how old age and beauty has its advantages. Katz’s theory explains at nursing homes and hospitals doctors and nurses give better care to the beautiful. The doctors and nurses feel that beautiful patients are more likely to respond to treatment. Everyone judges people on either their looks or simply by what they wear. It is human nature for people to do this. The world shouldn’t be like this but unfortunately it is. Hopefully one day the human population can change the way people perceive one another. In the article â€Å"The importance of being Beautiful†, Sidney Katz suggests that being beautiful has its advantages. Katz states many different examples and theory’s on how being beautiful has its advantages. The author provided significant detail for her theories. Katz presents two points that seem to be true and one point that doesn’t seem to be true. The author explains that being beautiful will help with a career or job. I would have to agree with Katz, based on personal experience. I was up for a job at a hospital against a girl who had experience, I had no experience. I ended up getting the job because of my appearance. The author continues with her theory on old age. She explains that nurses and doctors give better care to the beautiful. I personally would have to disagree with her theory. I have worked in the health care field and have not witnessed anything like this. I believe that Katz should have investigated more into the nurse and doctors personalities’. Katz also has a theory on the halo and horns effect. I would have to disagree with this theory. She explains that the halo effect is perceived as being beautiful which then goes on to say that they are assumed to be trustworthy. The horns effect s perceived to be not as attractive; these people are stigmatized as being mean. With my experiences through life I have learned trust no one, no matter what they look like.

The Church of the Flying Spaghetti Monster Essays

The Church of the Flying Spaghetti Monster Essays The Church of the Flying Spaghetti Monster Paper The Church of the Flying Spaghetti Monster Paper Essay Topic: Invisible Monsters â€Å"In the beginning there was the Word, and the Word was ‘Arrrgh! ’†. These famous lines taken from Piraticus 13:7 are the first words you will see in the Gospel of the Flying Spaghetti Monster. Many do not know what exactly Pastafarianism is, and so I am here to spread the Word! Pastafarians stand for all that is good, and are against all that is bad. What more could someone ask for? The Church of the Flying Spaghetti Monster, while having existed in secrecy for millions of years only recently came into the mainstream in May of 2005. But what do they stand for, and what exactly are their beliefs? In May of 2005, an open letter to the Kansas School Board from concerned citizen Bobby Henderson sparked the mass intro of the Church of the Flying Spaghetti Monster into our society. Some claimed that the church is purely a thought experiment, satire, illustrating that Intelligent Design is not science, but rather a pseudoscience manufactured by Christians to push Creationism into public schools. But Bobby knew better, and wrote his letter to express his concern. In the words of Bobby Henderson himself, â€Å"With millions, if not thousands, of devout worshippers, the Church of the FSM is widely considered a legitimate religion, even by its opponents – mostly fundamentalist Christians, who have accepted that our God has larger balls than theirs. † A lot of people can’t bring themselves to understand this religion. Before I delve farther into what exactly this religion is, I would like to share what they consider the basic beliefs that they all share. By design, the only dogma allowed in the Church of the Flying Spaghetti Monster is that there is no dogma allowed. There are absolutely no strict rules and regulations, there are no written rituals and prayers that must be abided by, and every single member gets a say in what the Church is and what it becomes. Due to this, the religion is actually quite difficult to clearly define what the religion is. According to them, they have a set of general beliefs that are as follows. First, they believe that pirates, the original pastafarians, were simply peaceful explorers and that due to Christian misinformation, they received an outlook of outcast criminals. To them, this is completely untrue. Next, they are extremely fond of beer and other alcoholic beverages. To them, this is basically the equivalent of holy water. Every single Friday is a religious holiday and is to be treated as such. Another belief is that they should never take themselves too seriously. This religion wasn’t founded by a group of â€Å"uptight† individuals. Finally, they embrace contradictions. These aforementioned aspects are considered the core beliefs of the Church of the Flying Spaghetti Monster. The central belief is that an invisible and undetectable Flying Spaghetti Monster created the  universe  after drinking heavily. According to these beliefs, the Monsters intoxication was the cause for a flawed  Earth. Furthermore, according to Pastafarianism, all evidence for evolution was planted by the Flying Spaghetti Monster in an effort to test Pastafarians faith- parodying certain  biblical literalists. When scientific measurements such as  radiocarbon dating  are taken, the Flying Spaghetti Monster is there changing the results with His Noodly Appendage. The Pastafarian conception of  Heaven  includes a  beer  volcano and a  stripper  factory. The Pastafarian  Hell  is similar, except that the beer is stale and the strippers have  sexually transmitted diseases. According to Pastafarian beliefs,  pirates  are absolute divine beings and the original Pastafarians. Furthermore, Pastafarians believe that pirates image as thieves and outcasts is misinformation spread by Christian theologians in the  Middle Ages  and by  Hare Krishna’s. Instead, Pastafarians believe that they were peace-loving explorers and spreaders of good will who distributed candy to small children, adding that modern pirates are in no way similar to the fun-loving buccaneers from history. In addition, Pastafarians believe that ghost pirates are responsible for all of the mysteriously lost ships and planes of the  Bermuda Triangle. Pastafarians celebrate  International Talk like a Pirate Day on September 19th. The inclusion of pirates in Pastafarianism was part of Hendersons original letter to the Kansas State Board of Education, in an effort to illustrate that†correlation does not imply causation†. Henderson presented the argument that global warming, earthquakes, hurricanes, and other natural disasters  are a direct effect of the shrinking numbers of pirates since the 1800s.   A chart accompanying the letter shows that as the number of pirates decreased, global temperatures increased. This parodies the suggestion from some religious groups that the high numbers of disasters, famines and wars in the world is due to the lack of respect and worship towards their deity. In 2008, Henderson interpreted the growing pirate activities at the  Gulf of Ade n  as additional support, pointing out that  Somalia  has the highest number of pirates and  the lowest  carbon emissions  of any country. There are 7 occurrences of celebration within the Church of the Flying Spaghetti Monster. The first is Pastover, in which pastafarians around the world are encouraged to eat copious amounts of pasta which is cooked â€Å"in his image† by family members dressed as pirates. A common practice on this day is the passing of the eye patch, in which each family member takes turn wearing the eye patch and explains why he/she is happy to have been â€Å"touched by his noodly appendages†. Next is Ramendan, in which pastafarians are encouraged to eat only ramen noodles and remember their times of eating quality pasta. Then there’s Halloween, a time of remembrance of when Pirates walked the earth freely. A little known fact is that pirates were well known for passing out candy on this day but the practice dwindled as they became more and more persecuted. Next, on September 19th, is International Talk like a Pirate Day, in which pastafarians everywhere are encouraged to return to their pirate ancestor’s native tongue. Another important holiday is Friday. Every Friday, to be exact, is a holiday to the Pastafarians. On this day, they are to pay homage to their beer volcanoes and stripper factories. Finally is Holiday, which basically covers all the commercial holidays. To be a world religion, there are seven things that generally must be met. The first is the experiential aspect in which you look at what that started it all. Although the Church of the Flying Spaghetti Monster has existed for â€Å"millions, if not thousands† of years, the main point that brought it into the mainstream was Bobby Henderson’s letter to the Kansas School Board expressing his concern about their denial of his alternative theory. From that point on, Pastafarianism exploded into the mainstream, and since then it has only expanded and grown. In fact, according to them, you don’t even have to actually believe in the FSM to be a member. In their own words, â€Å"For the same reason that many in other religions don’t literally believe their scripture, you can be a Pastafarian without being a True Believer of our scripture. In other words, do you know Christians who don’t take the Bible literally – but who consider themselves True Christians, nonetheless? So do I. In fact, True Belief is not often a requirement of religion. Most religions are comprised of a group of people with similar – but not exact – world views. Pastafarianism is no different in that regard. † Next is the aspect involving myth. Here, we examine the storied that aren’t necessarily true scientifically, but convey important truths about life. One example of this is the FSM story of creationism. The story begins with the creation of the universe by an invisible and undetectable Flying Spaghetti Monster. On the first day, the Flying Spaghetti Monster separated the water from the heavens; on the second, because He could not tread water for long and had grown tired of flying, He created the land- complemented by a beer volcano. Satisfied, the Flying Spaghetti Monster overindulged in beer from the beer volcano and woke up hung over. Between drunken nights and clumsy afternoons, the Flying Spaghetti Monster produced seas and land for a second time, accidentally, because he forgot that he created it the day before along with Heaven and a midget, which he named Man. Man and an equally short woman lived happily in the Olive Garden of Eden for some time until the Flying Spaghetti Monster caused a global flood in a cooking accident. This gives us a clear and understandable way to interpret how something as large as the Earth was made. Next is Doctrinal, which involve creeds, gospels, and things of that nature. One way in which the Church of the FSM meets this standard is in its adaptation of the 10 commandments. This gives the pastafarians a clear list of things to do in order to get into Heaven. The story goes that Captain Mosey ascended Mount Salsa and received 10 pieces of advice from the Flying Spaghetti Monster. These pieces of advice are contained in the book known as â€Å"The Eight ‘I’d Really Rather You Didn’ts. † The reason there are only eight is due to the fact that on the way back down from Mount Salsa, Captain Mosey ropped two of them. This event partly accounts for Pastafarians flimsy moral standards. The Flying Spaghetti Monsters commandments address worship of Him, the treatment of people of other faiths, sexual conduct, and nutrition. The fourth aspect is ethical. In this, we examine what the religion says is good or bad. Here, we can again look at the wonderful story of Captain Mosey. Again referring to the â€Å"Eight I’d Really Rather You Didn’ts†, we can get a better picture of their moral code. The first says that they are not to â€Å"act like sanctimonious holier-than-thou people when talking about His Holy Goodness. He goes on to say that if someone doesn’t believe in Him, it is okay. The second says not to use His Noodly Goodness as a means to oppress others. In His words, â€Å"Purity is for drinking water, not people†. Third, he talks about not judging people for the way they look, talk, dress, or choose to live their life. If they want to engage in homosexual relations, let them. â€Å"One is not better than the other, unless were talking about fashion and Im sorry, but I gave that to women and some guys who know the difference between teal and fuchsia. I am not going to go over all eight of them in this paper, but the point is that they do indeed have a set of commandments much like another well-known religion. Next is ritual, in which we look at the varying rituals involved in the Church of the FSM. Actually, there are no mandatory religions involved in the Church of the FSM. However, there are rituals that are encouraged to be practiced during events such as holidays. One o f which I mentioned earlier, in which the passing of the eye patch takes place. Here, each member of the family takes turns wearing the holy eye patch and sharing why he or she is blessed to have been touched by His Noodly Appendages. The fifth aspect is the social aspect. Here, we look at the communities involved within the religion. The Church of the FSM does not have a set, established church anywhere. Instead, they believe that the Earth is their â€Å"church† and that wherever they happen to meet is okay with them, as many of them are â€Å"too lazy to be bothered to get up at seven in the morning and go to some building to be told what to believe†. They do however hold things uch as parades in order to unite together as â€Å"one under His Noodly Appendages†. Finally, there is the material aspect. In the Church of the FSM, one of the Eight I’d Really Rather You Didn’ts is that they are not to spend billions of dollars erecting statues, cathedrals, and other items of worship when the money could go to â€Å"stopping world hunger, healing the sick, helping the homeless, and lowering the cost of cable. † However, there are many pieces of art created by a slew of talented ten year olds that serve to allow His Noodly Appendages to continue to touch those around us for millions of years to come. As we can see, this religion has actually had a huge impact on our society since it went mainstream in 2005. People all over the world are changing to better serve his Holy Goodness and help those around them. If you look at the Church as a whole, not one death has occurred due to it, and â€Å"certainly no wars and slaughters were caused by it, much like another religion†. The FSM has allowed us to take a step back and look at what we believe in, and determine what actually makes sense. By creating a religion completely based off of one guy’s imagination and determination for people to open their eyes and look at what they preach, the Church of the FSM has helped many to become better people, and it will continue to do so throughout the years as more and more people become aware of his Noodly Goodness. 1. www. venganza. org. 2. The Gospel of the Flying Spaghetti Monster. Author: Bobby Henderson Published: 2005. 3. http://politics. gather. com/viewArticle. action? articleId=281474976877085 4. http://en. wikipedia. org/wiki/The_Gospel_of_the_Flying_Spaghetti_Monster#Pastafarian_Creation_Myth