Sales Operations & Management Assignment Example | Topics and Well Written Essays - 250 words

Sales Operations & Management - Assignment Example Sales manager can assist the sales people to overcome rejection by teaching them to rejoice in nos since if they occur at the beginning of a transaction they save on time that would have been spent on the prospect client. Communicating with individual sales people enables the manager to understand them making it easy to motivate and inspire them individually. The managers should also couch their sales representative to ensure they are well equipped before they embark on their duties (Vaynerchuk, 2013). EMAIL mail marketing is an effective marketing strategy. Giving of email address to prospective customers is a lower barrier and it provides an opportunity to interact with the customers. It is important for a company to create a list of emails since this enables the creation of a relationship with the customers; this may result to continued sales. If well used, emails will help in building a business (Kottler & Keller,

History of American Education

History of American Education The twentieth century is a century in which major events such as The Great Depression, rights for minority, two world war and rise and fall of radical politics that which shapes a better American society in the present day. One of the advancements that made modern American today would be education and life in American universities. Historian Frederick Rudolph wrote a comprehensive history of American higher education that became one of the standard in the field and published the book titled The American college and Universities. It describes how American education system had shaped over the twentieth century. It explores a wide range of issue from education curriculum, how institutions finance in activities and programs to the education of immigrants, blacks and women. ÂÂ  During twentieth century, American especially teenagers from all walks of life had a one question in mind when comes to the idea of university in the United States which was, What should the American university be? [1]The university idea was a configuration which was far more complex than it seems, it involves financial resources, a wide range of agencies, public and private sectors to shape it. The book mentioned the complexities of college life due to events happening in America and the rise of college athletics. It gave a narrative review from historical bibliography on American college and the author Frederick Rudolphs own perspective on development of higher education in United States. The topic of education in America gave a huge and serious debate to improve to encourage a cohesive environment for all. The author questioned on the consequences have in American college and universities that have developed. He writes as a national educator historian, and he aware of how federal and state policies including religious differences effects on the intitutions.2 From the class material, progressive thinker such as John Dewey mentioned that a comprehensive system of education was important for a democracy nation to be successful. Progressives thinkers believed that it was a necessity for compulsory education and they worked hard to improve and expand education at all levels. These reformers reform numerous aspects of education such as standardization of testing, avoid corporal punishment and emphasized on equal education standard for both genders. They transformed education to be a driving force in modernizing the society and create great leaders regardless of race and gender. College was early recognized as an agency for economic and social mobility for the young adult. It coincides with the beginnings of feminism which one of the main goal was to give equal rights to education for women in United States. The higher education of women was a success. By 1950, there were about half a million women in the college as compared to a mere less than 100,000 back in 1900. It also gave the women to understand and exercise their social responsibilities and importance of voting. A study in 1935 had shown that 62% of women graduated from college voted as compared to less than 50% of women who did not attend higher education. Women were encouraging to take electives that are deemed feminine such as teaching or home economics.[3] However, there were still negative thoughts of women in higher education. An example will be Dean Briggs of Harvard, which he suggested that the movement for collegiate education for women may cause danger in intellectual unrest and deemed wome n will lost their role as a housewives or mother in later life due to high accomplishments. The employment rate of women significant increases with more women got higher education.[4 ]The author did not discuss during the Great Depression period of women education when fathers and husbands resented their wives and daughters to take over breadwinning roles which may be an effect from women getting higher education. From the class material, due to high unemployment rates among the men during Great Depression, there were states laws that which causes 10 million women to be fired from the job and Social Security pension system exclude certain female dominated occupations. This may cause a decline in women enrolled to higher education due to setback and little opportunity to advance during the Great Depression. The higher education main idea during twentieth century for the education of women will be established a college where the dignity of faculties and charm of the highest literary c ulture may be acquired by women without loss to womens crowning glory of grace and gentleness.[5] During the 1920s, American college and universities had discovered something that students cared about passionately due to the rise of American football. To satisfy the students, universities build foot field house that is big enough to handle a football game and creating banners and motto for the football team.[6] It was also a solution to integrate ethnic minorities into a game to ease racial tension. Not only that, football drew a huge enthusiasm among the ladies to support their team as compared to intercollegiate baseball. Inclusive of ethnic minorities into a college team will help in progress of race relation. The author continuing mentioning on how each university fund the American football and the enthusiasm of the ladies comparing American football to gladiators.[7] From the class material, Jackie Robinson was the first African American to play baseball in major leagues since 19th century, resulting numerous ethnic minorities to follow the footstep of Robinson. However, they faced obstacles, such as off-field discrimination and often will not be chosen to play for major matches. Education played a huge role in American society during the mid-twentieth century. After Word War 2, population in United States dramatically increased with a baby boom. In 1944, the American Congress passed the GI bill which provides subsidies for veterans to attend colleges and universities. Millions of veterans took advantage of the opportunity resulting in drastically increased in number of people in college. This resulted in higher education to experience a huge increase in enrollment of students and graduates in the1950s. Frederick Rudolphs bibliography had given me an understand of American higher education from nineteenth century till the twentieth century and how university such as Harvard, Yale or Michigan finance their institute, their policies and the development of curriculum to the ethnic minorities and women and rise of sports in the college. This book gave information of the beginnings of education, complications the higher education institutions had faced and how the how higher education institutions overcome it, be carefully documented using numerous secondary blogography. By narrowing down to history of American education, it really gave a brief idea of how the periods in twentieth century affects the college and university policies and complexities of the students. It could be better categorizing chronological by year and the events happening around United States, to show how America higher education had progress over the years. It will help readers to better understand the progress and materials of the book.ÂÂ   The materials will be better if there were demographic and statistical analyses to connect education history to the social history of America, such as how The Great Depression causes women to lose its employment and education rights. Given the fact that this book was based on numerous secondary bibliographic with inordinate reliance of institutional histories, the author did a splendid work in convincing the readers in important historical perspective on the development of colleges and universities in United States. The author minimizes biasness, cross referencing numerous sources and summarizing history of American higher education in great details. [1] RUDOLPH, FREDERICK, and JOHN R. THELIN. The American College and University: A History. University of Georgia Press, 1990, p.357-58. 2 RUDOLPH, FREDERICK, and JOHN R. THELIN. The American College and University: A History. University of Georgia Press, 1990, p.368. [3] RUDOLPH, FREDERICK, and JOHN R. THELIN. The American College and University: A History. University of Georgia Press, 1990, p.310-11. [4 ]4 RUDOLPH, FREDERICK, and JOHN R. THELIN. The American College and University: A History. University of Georgia Press, 1990, p.325. [5] RUDOLPH, FREDERICK, and JOHN R. THELIN. The American College and University: A History. University of Georgia Press, 1990, p.328. [6] RUDOLPH, FREDERICK, and JOHN R. THELIN. The American College and University: A History. University of Georgia Press, 1990, p.374 [7] RUDOLPH, FREDERICK, and JOHN R. THELIN. The American College and University: A History. University of Georgia Press, 1990, p.391.

African Drumming :: essays research papers

The music culture model can be used to view music not as a part of culture, but culture as a part of music, which gives a better understanding to outsiders trying to comprehend another society’s music. The first component of the music culture model is ideas about music; this topic is subdivided into music and the belief system, aesthetics of music, context, and history. The second aspect is activities involving music in that culture. The third facet is repertories of music, which includes styles, genres, texts, composition, transmission, and movement. The last part of the music culture model is the material culture of the music, that is, what physical objects are used. By applying the music culture model to the war drumming of the Ewe people of Ghana, a greater appreciation of both the Ewe culture and their music can be attained.   Ã‚  Ã‚  Ã‚  Ã‚  The first aspect of ideas about music is how music relates to the belief system of the people. In the Ewe tradition, music helps people get in touch with their ancestors and feel the power of life. Ancestors are very important to the Ewe because one’s ancestors have the power to work both good and evil on a descendant’s life; therefore, ancestors must be pleased through music. The power of life is also important to the Ewe because most natural things are seen as holy, and the energy force that runs through nature can be tapped through music.   Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  The second idea about music in the music culture model is aesthetics. In the Ewe culture, powerful music is regarded as â€Å"good† music. The force of drumming in a song like â€Å"Agbekor,† for example, helps remind the people of past war victories and bravery shown on the battlefield, an important concept for the Ewe people.   Ã‚  Ã‚  Ã‚  Ã‚  The next aspect examined by the music culture model is the context of the music. Typical Ewe drumming performances are presented at funerals and festivals, where the aim is to reach the spirits of one’s ancestors. Music is a social element for these people, and performances are held for entire villages.   Ã‚  Ã‚  Ã‚  Ã‚  The final idea about music in the music culture model is the history of the music. Drumming is one of the most historically important facets of Ewe culture. In the past, drumming has given the Ewe people freedom by way of intimidating their captors, as well as victories in the battlefield, and the blessings of ancestors. African Drumming :: essays research papers The music culture model can be used to view music not as a part of culture, but culture as a part of music, which gives a better understanding to outsiders trying to comprehend another society’s music. The first component of the music culture model is ideas about music; this topic is subdivided into music and the belief system, aesthetics of music, context, and history. The second aspect is activities involving music in that culture. The third facet is repertories of music, which includes styles, genres, texts, composition, transmission, and movement. The last part of the music culture model is the material culture of the music, that is, what physical objects are used. By applying the music culture model to the war drumming of the Ewe people of Ghana, a greater appreciation of both the Ewe culture and their music can be attained.   Ã‚  Ã‚  Ã‚  Ã‚  The first aspect of ideas about music is how music relates to the belief system of the people. In the Ewe tradition, music helps people get in touch with their ancestors and feel the power of life. Ancestors are very important to the Ewe because one’s ancestors have the power to work both good and evil on a descendant’s life; therefore, ancestors must be pleased through music. The power of life is also important to the Ewe because most natural things are seen as holy, and the energy force that runs through nature can be tapped through music.   Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  The second idea about music in the music culture model is aesthetics. In the Ewe culture, powerful music is regarded as â€Å"good† music. The force of drumming in a song like â€Å"Agbekor,† for example, helps remind the people of past war victories and bravery shown on the battlefield, an important concept for the Ewe people.   Ã‚  Ã‚  Ã‚  Ã‚  The next aspect examined by the music culture model is the context of the music. Typical Ewe drumming performances are presented at funerals and festivals, where the aim is to reach the spirits of one’s ancestors. Music is a social element for these people, and performances are held for entire villages.   Ã‚  Ã‚  Ã‚  Ã‚  The final idea about music in the music culture model is the history of the music. Drumming is one of the most historically important facets of Ewe culture. In the past, drumming has given the Ewe people freedom by way of intimidating their captors, as well as victories in the battlefield, and the blessings of ancestors.

Exegesis Paper on Luke 12:49-53

â€Å"I came to bring fire to the earth, and how I wish it were already kindled! 50 I have a baptism with which to be baptized, and what stress I am under until it is completed! 51 Do you think that I have come to bring peace to the earth? No, I tell you, but rather division. 52 For now on five in one house there will be divided, three against two and two against three; 53 They will be divided: father against son and son against father, mother against daughter and daughter against mother, mother-in-law against her daughter-in-law and daughter-in-law against mother-in-law. (Luke 12:49-53) â€Å"I came to bring fire to the earth, and how I wish it were already kindled (v49)! † As I read these words from this passage again, I can almost hear the urgency and emotion that was in Jesus’ voice when he spoke them. â€Å"I came to bring fire to the earth, and how I wish it were already kindled (v49)! † This is Jesus describing his mission, his purpose for entering into our world: to cast fire on the earth. Yet it had not happened yet, for with great longing in his voice, he tells his disciples, â€Å"how I wish it were already kindled (v49)! But whatever do these strange words mean? What is this fire about which Christ speaks of? How or when did he cast this fire to the earth, if he ever did? There are occasions in the Bible when fire did fall from heaven. Fire and brimstone fell from heaven upon Sodom and Gomorrah (Genesis 19:24-25) and destroyed those towns and all its inhabitants. One of the ten plagues against Egypt was fire and hail from heaven (Exodus 9:3). The prophet Elijah called down fire from heaven that incinerated soldiers sent from wi cked King Ahaziah (2 Kings 1:9-17). Lightning is sometimes described as fire from heaven in the Bible (Psalm 27:9; Psalm 144:5-6). All of these fires from God, however, were destructive fires. And it is the destructive and consuming force of fire that we usually think of when we think of fire. Does it sound like Jesus to be longing and wishing for destruction? No, the fire that Jesus came to cast on the earth is none of those fires. It is not a destructive fire. It is the fire of the Holy Spirit. The Scriptures sometimes associates the Holy Spirit with fire. In the book of Revelation, the Holy Spirit is pictured as â€Å"seven lamp stands with burning flames† (Revelation 4:5). John the Baptist prophesied concerning Jesus, â€Å"I baptize you with water, but he who is more powerful than I is coming; I am not worthy to untie the thong of his sandals. He will baptize you with the Holy Spirit and fire† (Luke 3:16). But do we have any Biblical evidence that Jesus ever sent the Holy Spirit from heaven in the form of fire? Yes we do and it happened on the Day of Pentecost as recorded in Acts 2. 1â€Å"When the day of Pentecost had come, they were all together in one place. And suddenly from heaven there came a sound like the rush of a violent wind, and it filled the entire house where they were sitting. 3Divided tongues, as of fire, appeared to them, and a tongue rested on each of them. 4 All of them filled with the Holy Spirit and began to speak in other languages as the Spirit gave them ability (Acts 2:1-4). †Later, when Peter stood up and preached a sermon before thousands of curious onlookers, he explained to them what the tongues of fire meant, 32 â€Å"This Jesus God raised up, and of that all of us are witnesses. 3Being therefore exalted at the right hand of God, and having received from the Father the promise of the Holy Spirit, he has poured out this that you both see and hear (Acts 2:32-33). The resurrected Jesus, ascended to the right hand of God had poured forth the Holy Spirit from heaven; he had cast the fire of the Holy Spirit to the earth. When the fire of the Spirit fell upon the apostles they were transformed; they were filled with boldness, they praised the mighty works of God in many languages, and they spoke the Word of God to the gathered people. The fire was kindled! 3000 were baptized and converted on that one day. And that kindled fire spread throughout Jerusalem, Judea, Samaria, and to the ends of the earth (Acts 1:8). But when Jesus spoke the words of our text, the day of Pentecost was still in the distant future. Our Lord knew that before the great day of casting fire upon the earth could come, something of monumental significance had to happen first. Our Lord put it this way, â€Å"I have a baptism with which to be baptized, and what stress I am under until it is completed (v51)! †One thing is sure. Jesus was not referring to his baptism in the Jordan by John the Baptist; that baptism had already happened. No, he was referring to another kind of baptism, a baptism that filled Jesus with distress as he thought about it; a baptism that he desperately wanted to be completed. He was talking about the baptism of his death and resurrection. For truly baptism is a death and resurrection. Listen to Paul in Romans 6 describe what happens when a Christian is baptized: 3â€Å"Do you not know that all of us who have been baptized into Christ Jesus were baptized into his death? Therefore we have been buried with him by baptism into death, so that, just as Christ was raised from the dead by the glory of the Father, so we too might walk in newness of life (Romans 6:3-4). † Paul is not merely saying that baptism pictures a death and resurrection. He is saying that those who are baptized truly die with Christ, are buried with Christ, and rise again with Christ. Their sinful nature is put to death and they arise as new creations. Jesus was our ultimate sacrifice who paid the ultimate price for our sins, but it wasn’t enough for Jesus to just die on the cross. He also had to be buried and resurrect from the dead. Through the acts of his death, burial, and resurrection, Jesus bought our salvation. He purchased salvation with his own blood and made it available to all who obey him. Jesus made the ultimate sacrifice for our sins by dying on the cross. He went to the cross perfect and sinless. He did not deserve death. He was the only person that could make atonement for our sins. In order to make atonement, the sacrifice had to be without blemish and without sin. This is why we cannot atone for our own sins. We are born into sin. Jesus was not born into sin because God was his father. We have to identify with his death by dying to sin. We die to sin, put off the old man, by repenting of our sins and turning away from sin. We can’t kill the sinful nature. What we put to death is the control the sinful nature has over us. 12 â€Å"Therefore, do not let sin exercise dominion in your mortal bodies, to make you obey their passions. 13 No longer present your members to sin as instruments of wickedness, but present yourselves to God as those who have been brought from death to life, and present your members to God as instruments of righteousness. 4 For sin will have no dominion over you, since you are not under law, but under grace (Romans 6:12-14). † Christians are not under the control of sin. We must live an overcoming life and not allow sin to work in our lives. â€Å"When then are we to say? Should we continue in sin, in order that grace may abound? 2 By no means! How can we who died to sin go on living in it? (Romans 6:1-2). †When Jesus died on the cross, He, who had no sin, paid the death penalty for our sins. Through baptism we are united, or joined with Christ in paying the death penalty for sin. We are baptized into His death, into the death penalty for sin. We, who are unable to return from death because we have sin, are joined to Christ and since Christ is sinless and was victorious over death, we, now being united with Him through baptism, are made victorious being united with Christ in His resurrection. Now if God allows us to participate in the death, burial, and resurrection of Jesus Christ, an event which occurred 2000 years ago, through baptism, it can truly be said we are saved through faith and God’s grace! Baptism can be likened to the Israelites coming up out of the land of slavery, passing through the Red Sea and entering the Promised Land. Baptism can be likened to passing through the flood of Noah. Baptism is about leaving our old sinful, worldly ways behind and taking upon our shoulders the yoke of Christ. It is about lifestyle change and dying to ourselves and doing God’s will instead of ours. Our reason and purpose for living changes after baptism. Afterward is a new way of life. Baptism is about heart, faith, total commitment, surrender, self-denial, death, resurrection, repentance, and seeking God’s mercy through Jesus Christ and the work He did on that cross on that day of infamy 2000 years ago. That is what Jesus meant by his baptism: His death and resurrection which atoned for the sins of the whole world, by which God offers forgiveness and eternal life to all who believe and are baptized, â€Å"he is the atoning sacrifice for our sins, and not for ours only but also for the sins of the whole world, 1 John 2:2). But once Jesus underwent his â€Å"baptism,† then he could, and did, cast fire on the earth, that is, gave the Spirit to his church. From that day until this the fire of the Spirit has fallen on the Church, and through it, has set the unbelieving world ablaze; this raging fire has spread, bringing not destruction, but salvation to an uncountable number. There is great debate as to what this â€Å"fire† is that Jesus wants to pour upon the earth, but it is more than likely that Jesus is speaking about the coming of the kingdom of God and of the terrible judgment that faces humanity in that day. The coming day of the kingdom is not prefigured by â€Å"peace† on earth, but rather by â€Å"fire†. There is ultimately the fire of the great judicial inquest, but in the meantime, the Day of Judgment is prefigured in the fire of Jesus â€Å"baptism†, (v50), and in the fire of â€Å"division†, (v51). Jesus knows well enough now that the coming kingdom of God is realized through tribulation, and for Jesus, this means suffering and death. Jesus must himself face the wrath of God and so he sets his eyes turned toward Calvary and with determination, presses onward toward the end. Jesus' â€Å"baptism† (the word is being used figuratively here) is his suffering and death on the cross, his atoning sacrifice for sin on behalf of those who have put their trust in him for salvation. In verse 51. Jesus aligns himself with the Old Testament prophets when he reminds his listeners that the coming day of the Lord is not a day of peace, but rather, is a day of judgment, a day of apocalyptic tribulation, a day when the saved are separated from those doomed to destruction. In the present moment, this coming day is prefigured in social division, (v52-53). We know that Jesus makes much of the sign of â€Å"love†, the love of the brotherhood, but what we have here is another sign of the kingdom, the sign of division. Jesus now explains what he means by â€Å"division† and then, in (v53), supports his words by quoting Micah 7:6. â€Å"Division† was one of the commonly expected signs of the coming messianic kingdom, and so now, with the coming of Jesus the messiah, families can expect that household members will â€Å"turn against one another†. Some members of the family will stand with Jesus and others will stand against him. His coming would inevitably mean division;in other words, it did. That was one of the great reasons why the Romans hated Christianity because it tore families in two. Over and over again a man had to decide whether he loved better his friends and kin or Christ. The essence of Christianity is that loyalty to Christ has to take precedence over the dearest loyalty to Christ has to take precedence over the dearest loyalty of this earth. In other words a man must be prepared to count all things but loss for the excellence of Jesus Christ. In this Luke passage, we see Jesus pressing on toward Jerusalem and the cross, or as he calls it, his baptism. For Jesus, the cross was ever before his eyes. How different from Jewish idea of God’s King! Jesus came, not with avenging armies and flying banners, but to give his life a ransom for many. In his death, Jesus' draws us close to the â€Å"fire† of the great judicial inquest. For the present, â€Å"division† prefigures that terrible day, a division realized through the preaching of the gospel. Some accept the Spirit-inspired message, but many reject it. None-the-less, through the proclamation of the gospel the kingdom of God finds its consummation.

Mayday on Holderness Essay

In the poem, â€Å"Mayday on Holderness†, Ted Hughes analyses the relationship between man and nature. The theme of the second stanza is strongly focused on death, playing a part of the poem’s overall theme – the cycle of life. Another focus point of the stanza is the eternal being of nature and man’s need for it. Hughes picks up on the inferiority of mankind in comparison to â€Å"unkillable† nature. Hughes conveys the idea that nature is immortal and lives off our deads’ remains, we see this through the listing of â€Å"tributary graves† being part of what the North Sea â€Å"swallows†. This imagery is morbid and voices Hughes’ anti-pastoral feeling. He uses this poem to establish that nature is not clean, pure and innocent but instead has been dirtied and thrives off our dead and waste. Nature has destructive power as well as creative power. The river Humber that Hughes describes in this stanza is depicted as â€Å"a loaded single vein†. The use of this metaphor and comparison to a â€Å"vein† infer that the river is living, as veins are needed by the body to pump blood around and keep us alive. Leading us to label the river as the blood and the country as the flesh. This metaphor consequently conveying that the people of the North rely on the river, and as a whole rely on nature, to keep them alive. However, Hughes tells us that the river contains human remains; the river therefore is not only a symbol of life but also of death. This reflects the overall theme of the poem: life cycles. Hughes emphasises the density of death that is contained in the river through describing it as â€Å"loaded†. This adjective portraying that the river is so full up to the point that it is on the verge of exploding. In addition, the assonance of ‘i’ in the third line of the stanza mimics the flowing movement of the river Humber as it travels out of Hull to join the North Sea. This is also emphasised in many lines of the stanza through sibilance. Notably, for example, in the first two lines â€Å"sunset smudge† and â€Å"south skyline† share the hissing sound of the river’s water. Returning to the message Hughes is making about man’s subconscious need and reliance on nature, the imagery of the river as it â€Å"drains the effort of the inert North – Sheffield’s ores† reflects this. The point being made is that mankind focus their energy and time into manufacturing and industry (Sheffield being known for it’s steel production), turning them into lifeless, sluggish beings. Yet, we need nature to keep everything in equilibrium and without it we would not survive. The river is accepting and making use of what humans discard or have no use for, for example, the river swallows up all: â€Å"bog pools, dregs of toadstools†. The way Hughes calls the river Humber â€Å"Sheffield’s ores† is another reference to the importance of industry and also that nature is used by mankind in the same way Sheffield uses ores; for it’s important elements. We take nature for granted. The idea of nature being engulfed and overlooked by a world of manufacturing is inferred through the description of the river â€Å"melting†. This verb seems an unusual one to use and Hughes has selected it for it’s industrial connotations. As I previously mentioned, Hughes voices his anti-pastoral feeling in this poem. A filthy, more negative portrayal of nature is articulated. It appears that nature has had its purity removed, or it never existed. Hughes describes Hull’s â€Å"sunset smudge†. The connotations of â€Å"sunset† are romantic, peaceful and naturally beautiful. The juxtaposition of these two words creates severe contrast, as the word â€Å"smudge† is onomatopoeic, with a dirty, unclean sound created by the â€Å"sm† and thickness heard in the â€Å"d†. The last line of the stanza once again enforces the idea that nature has the ultimate power over all creatures on earth. â€Å"Insects, drunken, drop out of the air. † This imagery shows authority, as though the insects are falling at nature’s feet. In such a way that one would fall in front of their leader. It also expresses the idea that the insects are dropping death into the river after being poisoned by the river’s fumes. Which is another way that illustrates nature’s ultimate power and also the sense of nature’s destructive power.