Creation Myths Essay Example for Free

Creation Myths Essay Creation myths are present in all cultures of the world, and while these stories reflect very different beliefs of creation, they also possess many similarities as well. Each culture from around the world has developed beliefs and cosmogony that help them to understand the most ancient and primordial of questions: where did we come from? Ancient civilizations bore stories of primitive worlds, gods, and creators who sprung forth to create the world we live in and who created the first man and woman. Experts have come to find that there are common themes of creation myths which all myths can be classified into; accretion and conjunction stories, secretion stories, sacrifice stories, division or consummation stories, earth-diver stories, emergence stories, two-creator myths, deus faber (the maker god), and ex nihilo (out of nothing). Some cultures usually bear more than one type of theme for creation. Two creation myths that bare similarities and differences are the Norse and Egyptian. The theme of Norse creation is based on accretion and conjunction, secretion, and two-creator myths, while Egyptian creation myths follow the themes of secretion, deus faber, and ex nihilo (Leonard McClure, 2004). Norse creation myths spring forth from the Swedish and Scandinavian cultures. The Norse myth begins in a world called Ginnunngagap, which was the earth before the heavens were created and before any living thing existed. In the Southern end of Ginnungagap was a land called Muspelheim, a fiery realm of fire and poison, and to the North was a land of ice and cold called Niflheim. The gods that came after, created Midgard which was the middle land born from the great Yggdrasil tree; a pleasant and habitable place for humans. The gods resided in a different realm in the center of the earth called Asgard; from Asgard, the gods watched over all of mankind. The elements that exist in these worlds are plants, soil, water, wind, mist, ice, and fire (Brancaccio, Tonk, Van Driel, Passantino, 2012). The world before time in Egyptian creation was called Nu. Nu was the dark swirling waters of nothingness and chaos. Atum the creator, a sexless being, sprung forth ex nihilo from the waters of Nu, and through secretion, bore a son and daughter who created earth and sky. Elements of this world are water, rain, earth, plants, and wind (Brancaccio, Tonk, Van Driel, Passantino, 2012). The creators in Norse mythology began with the first three beings; Ymir a male frost giant, Buri a male god, and Buri’s wife, the first goddess. Audhumla was the first animal who licked free from the ice Buri and his wife. Audhumla was also the one who gave Ymir sustenance through its milk. Buri and his wife the goddess, bore three sons; Odin, Vili, and Ve. These three sons killed and dismembered the giant Ymir, whose corpse then created the world. Ymir’s flesh became the land, his blood became the sea, skull became the dome of sky above, his bones became mountains, and his hair became the grass and trees. Odin then stole sparks of fire from the land of Muspelheim, to create the sun, moon, and stars. Destroyers of this world came later in Norse mythology with the introduction of other beings and giants that bring forth Ragnarok, the time of destruction of Midgard. Surt is the guard and giant of Muspelheim who destroys the heavens with his fiery sword. Hati and Skoll are wolves the chase the sun and moon, are the destroyers of these celestial beings. The frost giant Loki, along with Fenrir, and the World Serpent are also released by Surt to aide in the destruction of the world (Rosenberg, 2006). In Egyptian myths, the main creator was called Atum. He was neither male nor female, possessed an all seeing eye. He joined with his shadow and bore a son from his spit called Shu, and from his vomit, a daughter called Tefnut. Shu was made the god of air, and Tefnut the goddess of moisture, they were responsible for sorting out the chaos of the universe into a perfect balance called maat. These two produced children, one male and one female, Geb and Nut, who were then separated to create the earth and sky. Other gods were also created who each had an individual responsibility in creating maat, these gods were Isis queen of the gods, Hathor the goddess of love and beauty, Osiris the god of wisdom and justice, Seth the god of evil, Thoth the god of wisdom, and Nepthys the protector of the dead (Brancaccio, Tonk, Van Driel, Passantino, 2012). Cosmic occurrences in Norse creation played a great role in the creation of the first beings and the first world. The mingling of fire and ice caused the melting of a mountain which produced the first being Ymir, the frost giant. Celestial bodies such as the sun and stars were created of fire sparks from the Land of Muspelheim. The role of cosmic occurrences in Egyptian creation was expressed by celestial beings becoming the creators of natural phenomena. Nut the sky goddess gave birth to the sun every day, and also produced rain that fell upon the earth to grow plants. The cycle of rainfall, sunrise, and sunset were all thought to be produced by the gods. The similarities shared amongst the Norse and Egyptian myths were evident in the several aspects and themes. For one, both Creators Ymir and Atum, were deus faber meaning that they alone were the first creators, they also both arrived into their respective worlds ex nihilo, out of nothingness. Secondly, Ymir and Atum created other beings through secretion; Ymir created beings through his sweat, and Atum created man with his tears. In both myths, many lesser gods were created to govern over natural phenomenon, and played roles in the cycles of death and rebirth. The difference between the two cultural myths is the fact that Norse creation was born out of violence and violent acts. Gods were constantly in battle; the theme of good and evil play a large part in Norse myths. Egyptian myth presented the need to bring peace and order to the chaotic world of Nu. The gods and goddesses main role was to find balance and Maat. In conclusion, world creation myths have similarities as well as differences. The commonality between them all is that they serve to fulfill the same need which is the need to understand the world around us and understand our origins. Earlier cultures have pondered over the beginning and creation as we still do in this day and age.

The Character Development Program of Charlotte-Mecklenburg Schools :: Education CMS Essays

The Character Development Program of Charlotte-Mecklenburg Schools Charlotte-Mecklenburg Schools (CMS), with the support of The University of North Carolina at Charlotte, recently received a four-year, 1.83 million dollar grant from the United States Department of Education to implement a character development program for students. This program is designed to integrate character development into classroom instruction and to ensure parental and community involvement in character development initiatives. The program has existed for one year. The purpose of this paper is to overview the goals and activities of the program. The program goals are to: (1) enhance character development among CMS students; (2) identify the extent to which students in the treatment group exhibit fewer instances of negative behavior as a result of exposure to character development activities; (3) enhance the understanding and involvement of parents and families in school-based character education efforts; and (4) increase the involvement of the faith and social communities in school-based character education efforts in CMS. The goals of the program are being measured through multiple data collection techniques  ¡V surveys, interviews, focus groups, observations, and review of existing data. Evaluation of the program is both formative and summative. Using a quasi-experimental design with carefully matched comparison conditions, twenty-five elementary, middle, and high schools with more than 24,000 students (i.e., the treatment group) are being exposed to an array of character development initiatives. These schools have been matched with demographically similar schools (i.e., the control group) that are not receiving these initiatives. Baseline data for goals and objectives were obtained during the 2002-2003 school year for the purpose of comparison with data obtained during subsequent years of the program. We expect that this program will decrease office referrals and suspensions, increase attendance, and increase the number of students participating in service learning at a statistically significant level. In addition, we expect that Parent-Teacher Association attendance and parental awareness of good character will increase. Also, we anticipate an increase in involvement in schools of the faith and business communities, a fusing of character and religious teachings within the faith community, and an increase in the in-kind and financial support of the schools from the business and social community. During the next three years, CMS central office will support the treatment schools' efforts to enhance character development by: . Developing a guide for parents that describes how families can teach and model

Are Wars Necessary?

Are Wars Necessary? I think, there are quite few people who actually believe that the war is something good, wholesome and useful. It is and has always been one of the worst and most disgusting, destructive events that can happen. But it is to the same degree wrong to accuse it of all the deadly sins existing in the world. Although war is always evil, sometimes it is the lesser evil, in some cases it is inevitable.I, of course, don’t support the idea that the war is necessary in socio-economical sense – there is such a point of view, stating that the war is the motive power of progress and effective method of keeping demographic situation stable. Of course, some inventions were first applied in military, but also because this research has always been better supplied. And, although a lot of people die in the course of wars, it is not enough to really influence demographics, especially nowadays.I am speaking about the war as the conflict of interests and state that yes, i n certain situations war is necessary and even turns out into a thing to be proud of. War may be offensive and defensive and, just like in the case of self-defense, in the event of armed attack from another country any kind of violence used in retaliation is acceptable, because any other course of action will mean suicide.Looking at the same analogy, there is no much difference between a country attacking another country from a mugger on the street. The fact that the offenders are numerous, wear uniforms and deliver speeches makes absolutely no difference. Read more: http://www. paperwritings. com/free-examples/essay-about-war. html#ixzz2DxD5bCkQ

Viewing Mrs. Dalloway Through the Lens of “Modern Fiction”

In â€Å"Modern Fiction,† Virginia Woolf comments on the flaws of modernist writers such as Wells, Bennett, and Galsworthy.   Their narrow focus on the material and lack of affinity for the spiritual or realistic, is evidence enough that they have fallen short in the literary sense.   In Mrs. Dalloway, Woolf explores connections with truth, reality, and that which is above the material through her narrative techniques, complex imagery, and provoking themes, thus emphasizing through Mrs. Dalloway what she has so adamantly called for in â€Å"Modern Fiction.†Woolf possesses the ability to create a work of fiction that evokes a pleasant reading experience for the reader without utilizing a central plot.   In Mrs. Dalloway, Woolf chooses to explore the narrative possibilities of bringing several characters through one single day in time.   This narrative technique works well in a text that mainly focuses on Mrs. Dalloway’s world view, her inner workings, and her exploration and sensory experience of the world surrounding her.The organizational structure of the novel challenges Woolf to create characters that are deep enough to be realistic while dealing with only one day of their lives.   Woolf creates within the character of Clarissa the inherent sense of the magnanimity of living one day in time.   Clarissa â€Å"had a perpetual sense, as she watched the taxi cabs, of being out, out, far out to sea and alone; she always had the feeling that it was very, very dangerous to live even one day† (16).Through Clarissa, Woolf creates a sense of the complexity each day is capable of bringing to individual characters, thus calling her readers to â€Å"look within life†¦examine for a moment an ordinary mind on an ordinary day.   The mind receives a myriad impressions—trivial, fanstastic, evanescent, or engraved with the sharpness of steel† (3).   Clarissa, through her sensory perception of the world around her, feels the danger of living even one day.Woolf’s embrace of the realistic and spiritual aspects of the world, asserted in â€Å"Modern Fiction,† are set up within this novel so that those views will be challenged.   Through the character of Clarissa, struggling through one day in time, Woolf compels the reader to consider the possibilities beyond the material world.   This narrative technique moves the action forward, and simultaneously delves into the life and inner workings of Clarissa, baring her soul to the reader and opening up the possibilities and realities of the spiritual world.Woolf also employs imagery that similarly challenges the reader to explore the possibilities of what lies beyond the material.   The imagery of death is quite prevalent in the text, and these images are mainly viewed through Clarissa, as she makes sense of her life.   Critic Jacob Littleton, in his article, â€Å"Portrait of the Artist as Middle-Aged Woman,† asserts that b ecause Clarissa possesses a â€Å"heightened view of existence,† she always possesses a â€Å"preternaturally vivid awareness and fear of the termination of the existence she loves so much† (38).Clarissa’s â€Å"fear of termination† resonates most clearly in her isolated attic bedroom.   The image of her bedroom symbolizes loneliness and death, and serves as a place where Clarissa frequently contemplates these subjects.   Her bed, â€Å"no longer the marriage bed symbolizing fertility, is symbolized by her fertile mind as shrinking into her world in a way that other outlooks available to her do not† (40).   She has no one but herself in which to rely, and this is evidenced through her continual fascination with the concept of death and the end of existence.Clarissa’s transcendental theory, which she uses as a reference to inform herself of the realities of the spiritual realm, causes her to surmise that â€Å"since our apparitions, th e part of us which appears, are so momentarily compared with the other, the unseen part of us, which spreads wide, the unseen might survive, be recovered somehow attached to this person or that, or even haunting certain places after death†¦perhaps—perhaps† (79). The image of the spiritual transcending death through means of apparitions is another powerful image within the text, and interlocks with the image of death and presents itself simultaneously.In the case of Septimus, Clarissa is able to feel a connection with him after he has died that seems to transcend death.   She assimilates herself with him after he took his life.   She knows that â€Å"she felt glad that he had done it; thrown it away†¦He made her feel beauty; made her feel the fun.   But she must go back.   She must assemble† (185).   Mrs. Dalloway sees herself in Septimus, even though she has never encountered him face-to-face; she sees something in Septimus that she desires fo r herself.Woolf, through Clarissa’s transcendental theory and interactions with the image of Septimus, uses Clarissa’s experience to assert her own views on the spiritual aspect of reality.   There is something far above the material that causes Clarissa to feel this affinity with Septimus.   There is something beyond herself that calls her to him, thus causing her to desire his fate for her own.   The power of the imagery of death and the ability to transcend it is fully realized in the doubling of Clarissa and Septimus.Lastly, Woolf uses themes that connect reality with the spiritual realm in an attempt to further her thesis in â€Å"Modern Fiction,† for fiction to be modern and worth reading, it must explore that which is above the material world.   Woolf’s main concern in the novel seems to be the inner workings of Mrs. Dalloway, her thought processes, and how she engages with the world surrounding her.   Woolf juxtaposes Clarissa’s i nternal self with her external world, thus setting up one of the most prevalent, resonant themes within the text, and it is â€Å"against this system that Woolf places a world of private significance whose meaning is wholly irreducible to facts of the external world† (37).This struggle between the internal and external surrounds not only Clarissa, but her double, Septimus, and thus permeates the novel.   Personality, according to Ellen Bayuk Rosenmann, in her article, â€Å"The Invisible Presence,† seems to be a â€Å"private fact,† which is far â€Å"alienated from public and political culture† (77).   Society at large is able to neither appreciate nor understand the inner workings of the soul, and thus stands at a distance.Woolf asserts in â€Å"Modern Fiction,† that â€Å"Whether we call it life or spirit, truth or reality, this, the essential thing, has moved off, or on, and refuses to be contained any longer is such ill-fitting vestments as we provide† (3).   In essence, the separation between the internal (soul) and the external (material world) is not navigable.   Mrs. Dalloway is forced to break down the material barriers that bar her from knowing herself, and delve into the depths of her soul to find the spiritual, the truth.Another fascinating theme within the text is the intriguing concept of human interaction.   Characters within the novel are being continually merged together through their experiences and through their own imaginations and memories as well (Littleton 39).   One of the most interesting examples of this is the relationship between Mrs. Dalloway and Septimus.   Clarissa never visually sees Septimus, yet he is the most significant part of her day.   Clearly, Woolf is merging the two characters together, yet she blurs the lines a bit, thus furthering her assertions in â€Å"Modern Fiction,† that â€Å"life is not a series of gig lamps symmetrically arranged; life is a lu minous halo, a semi-transparent envelope surrounding us from the beginning of consciousness to the end† (4).Septimus is a part of Clarissa’s consciousness, even though she does not realize it.   His life has a large impact of Clarissa, and he is the sole character that compels her to remain true to her soul. Critic J. Hillis Miller, in his article, â€Å"Repetition as Raising the Dead,† explains that â€Å"no man or woman is limited to him or herself, but each is joined to the others†¦diffused like a mist among all the people and places he or she has encountered† (173).   The characters are connected on various levels, and Woolf shows this connection quite acutely through the lens of Lady Bruton as she muses about the way in which Hugh and Richard remain with her after they leave, â€Å"as if one’s friends were attached to one’s body, after lunching with them, by a thin thread, which†¦became hazy with the sound of bells, striki ng the hour† (112).This statement furthers Woolf’s ideal that there is an inherent spiritual connection within human beings, a â€Å"thin thread† which connects humanity.   The interaction between the characters is remarkable, as Woolf continues to assert that there is a spiritual connection between human beings that surpasses any material, physical connection (8).Through means of narrative technique, fascinating imagery, and compelling themes, Woolf continues to assert her thesis in â€Å"Modern Fiction,† that fiction must be concerned with the reality of life, its inherent truth and spirituality.   If fiction is only willing to explore the material, it will do a disservice to humanity, for there is a world beyond the material that begs to be explored.   In Mrs. Dalloway, Woolf explore this other world, and brings to light fascinating possibilities that lie far beyond that realms of the material.Works CitedLittleton, Jacob. â€Å"Mrs. Dalloway: Por trait of the Artist as a Middle-Aged Woman.† Twentieth Century Literature. Hempstead: Spring 1995. 41:1, 36-48.Miller, J. Hillis. â€Å"Repetition as Raising the Dead.† Virginia Woolf. Ed. Harold Bloom. New York: Chelsea, 1986.Rosenmann, Ellen Bayuk. â€Å"The Invisible Presence: Virginia Woolf and the Mother Daughter Relationship.† Baton Rouge: Louisiana State UP, 1986.Woolf, Virginia. Mrs. Dalloway. New York: Harcourt, 1925.Woolf, Virginia. The Common Reader. 1st edition. 1925.

Licencia de conducir para indocumentados en California

Licencia de conducir para indocumentados en California En cumplimiento de la ley AB60 los inmigrantes indocumentados que tienen su residencia habitual en California pueden sacar la licencia de conducir.   Esta ley ha sido todo un à ©xito. Comenzà ³ a aplicarse con fecha del 2 de enero de 2015 y, en su primer aà ±o, 830,000 migrantes indocumentados obtuvieron su licencia. Es decir, la mitad del total de conductores que obtuvieron su documento eran indocumentados. En este artà ­culo se explica en 7 puntos lo que se debe de tener en cuenta y que facilita entender todos los pasos en la tramitacià ³n de la licencia, particularmente quà © documentacià ³n se puede presentar para probar identidad y residencia. Cà ³mo hacer una cita para los exmenes para sacar la licencia Marcar al 1-800-777 o ingresar en la pgina oficial de DMV de California (en espaà ±ol). Y asà ­ cerrar la cita. Antes de hacer gestiones para sacar la licencia, tener muy presente que si se ha utilizado una licencia bajo un nombre falso, eso es delito de fraude y podrà ­a ocasionar problemas. En estos casos, consultar con un abogado o una organizacià ³n de apoyo a inmigrantes para estudiar el caso. Quà © hay que hacer ANTES de cerrar la cita para los exmenes Si en el momento de solicitar la licencia de conducir  se tienen  tickets (multas)  sin pagar no se podr obtener. Hay que pagar la totalidad de lo que se debe o, si es mucho, cerrar un acuerdo para pagar a plazos. Recordar que las condenas por DIU (manejando mientras intoxicado por alcohol y drogas) es una falta grave, est incluida entre las causas que convierten a un inmigrante en prioridad para deportacià ³n.   Quà © exmenes hay que rendir para sacar la licencia Son necesarios dos exmenes:  uno de manejar y otro de conocimientos sobre leyes de trfico, seà ±ales, etc. Este examen de conocimientos se puede rendir en inglà ©s y tambià ©n en otros idiomas, como el espaà ±ol o el mixteco, el trique y otras lenguas indà ­genas.  En la pgina web de DMV hay ejemplos de exmenes de manejo  que se pueden utilizar para practicar. Tambià ©n se puede acudir a organizaciones sin fin de lucro  que brindan servicios para preparar el test. Quà © documentacià ³n se necesita para que los indocumentados puedan obtener una licencia de manejar en California Entre los documentos que se necesitan para sacar la licencia de conducir habr que mostrar los que prueben  la identidad del inmigrante  y tambià ©n los que  prueben que efectivamente reside  en el estado de California: Para identificarse: Suficiente UN (1)  documento: Tarjeta Federal Electoral vlida de Mà ©xico. Si no se tiene, mirar las siguientes opciones.O mostrar dos (2) documentos de entre los siguientes: Tarjeta de identificacià ³n vlida de Guatemala, Tarjeta de identificacià ³n vlida de Perà º, pasaporte extranjero vlido de cualquier paà ­s, tarjeta ID con foto emitida por el gobierno federal, tarjeta consular de Mà ©xico, Ecuador o Guatemala. En estos casos el DMV comprobar con el gobierno que emitià ³ el documento que es verdadero. Por ejemplo, chequear con los consulados sobre la tarjeta consular y con los gobiernos extranjeros sobre los pasaportes. Si no es posible obtener dos de esos documentos, entonces:O mostrar dos (2) documentos de entre los siguientes: Pasaporte extranjero expirado, pero que tiene una fecha de emisià ³n de 2005 o posterior, o un certificado de nacimiento que ha sido emitido  en los à ºltimos seis meses a la fecha de aplicacià ³n de la licencia por la autoridad del paà ­ s en el que se nacià ³ y que adems tiene una foto del aplicante y que adems est traducida al inglà ©s por el consulado y contiene una certificado con Apostilla. O una tarjeta I.D. emitida por el gobierno federal con una foto actual. Si tampoco es posible obtener estos documentos: O solicitar una entrevista con un investigador del DMV  que puede tener en cuenta documentos diversos como  transcrips  de escuela con fecha de nacimiento de solicitante, aplicacià ³n de asilo,  forma I-20 para estudiantes internacionales, forma DS-2019 para los que han tenido una visa J-1, licencias de matrimonio y/o divorcio, licencias de manejo de otros paà ­ses, planillas de impuestos, etc. Antes de presentar estos papeles verificar las caracterà ­sticas que deben tener en cuanto a idioma, traduccià ³n, fechas, fotos, autoridad que las emite, etc. Documentos para probar la residencia en California Presentar uno (1) de los siguientes documentos: Escritura de hipotecaLease  de vivienda con fecha de inicio del alquiler y firmas del inquilino y del arrendador.Tà ­tulos de propiedades inmobiliarias.Facturas de  utilities  con direccià ³n y nombre.Rà ©cords mà ©dicosRà ©cords de pago de impuestos federales o al estado de CaliforniaRà ©cords de pago de impuestos sobre bienes raà ­ces (property tax bill)Confirmacià ³n de cambio de direccià ³n emitido por el Servicio de Correos (forma CNI. 107)Licencia de matrimonio o documentos sobre parejas civiles (domestic partners) con la direccià ³n de residencia.Rà ©cords de bancosDocumentos emitidos por el gobierno federal Los padres o guardianes de  menores de edad  puede testificar en la  aplicacià ³n el lugar de residencia del menor. Todo lo que hay que saber sobre la mayorà ­a de edad en Estados Unidos. Cul es el costo El  costo  de la licencia es de  $33. Para quà © puede utilizarse esta licencia de manejar La licencia de manejar para indocumentados de California sà ³lo se podr utilizar para conducir y para comprar un seguro para el auto. No puede utilizarse como I.D. para, por ejemplo, abrir una cuenta en un banco. Hay que saber que la licencia para indocumentados luce distinta de la que tienen el resto de californianos. En la parte frontal tiene escrito la frase (FEDERAL LIMITS APPLY) y por eso es fcil identificarla.   A tener en cuenta Estar alerta y evitar fraudes, por ejemplo, comprar para uso errà ³neo una licencia internacional de manejar. Si se viaja a menos de 100 millas de la frontera es posible encontrarse en carretera con un control migratorio interno. Y si se es detenido o arrestado (manejando o de otra manera) estos son 7 derechos que tienen los indocumentados. Por à ºltimo, California es el estado con ms inmigrantes indocumentados en todo Estados Unidos con ms de 2.4 millones de personas en esa situacià ³n migratoria. Reconociendo esa realidad,muchas ciudades han optado por proteger a todos los miembros de su comunidad mediante una polà ­tica de ciudades santuario  y tambià ©n reconociendo beneficios sociales. Disfrutar California Por à ºltimo, para las personas que residen o visitan California, puede ser de interà ©s estas 7  recomendaciones para obtener boletos baratos para Disneyland, en Anaheim, California. Este artà ­culo no es asesorà ­a legal. Sà ³lo tienen carcter informativo.

Capital One Case Study Essay Example for Free (#3)

Capital One Case Study Essay 1. What is Capital One’s business and who are their competitors? Capital One’s business deals with a bank financial servicing company. They specialize specifically in banking, credit cards, home loans, auto loans and savings products. Capital One was founded by Richard Fairbank and Nigel Morris in 1988. Fairbank highly focused on the marketing and customization of credit card use and information. The company is very analytical and is very technological when gathering data information. They were basically put together centering around the idea of technology within the company itself. Some of their direct competitors would be against Bank Of America, American Express and Barclay’s bank. 2. What is their strategy to grow profitably and compete? Give examples. Capital One was put together with technology right at the core of their business. This makes them different from their competitors since most other companies had a business model first before technology was every involved. The technological part of their company is very important since they use it to analyze and comprehend their customers characteristics such as credit risk. This is basically their way of improving customer service and to increase profitability. Fairbank developed a data machine that was able to access a customer risk factor from each product as well as detect fraud. At Capital One’s point of inception, the online communication was making its way in our society so the company focused on highly internet marketing. This strategic action lead to 2.5 millions customers signing up as this online banking systems was the new and improved way to make payments. 3. How do they use information to implement their strategy? What kinds of information do they use and where does it come from? They vastly use their information system and technology to help during day to day activities. Their main use of this information is to analyze customer data and make appropriate suggestions and choices regarding their marketing strategy. They implement many â€Å"tests† and have used their idea of diving up their customer population by segmenting their data. This was a success and was a high profit for capital one. This lead to their improvement of customer relationships since they had vast information of them and had technology that could easily access and identify their customers through a digital fingerprint. This company focuses on personal information from their customer base to make decisions and access which one of them will be able to pay them back after a loan. One of the ways capital one has access this information is through the post office’s file and other checking agencies as well. Capital one basically takes information from any pertinent source that can provide then with reliable data. 4. List and describe the information technologies used to support their strategy? Information-based strategy – company focuses on high credit risk\low credit risk – this helps them comprehend their customer’s data and to make sure that their choices are made with those people who are actually going to pay them back – their information-based system collects and analyzes the information which helps them market to their customers as it attracts various aspects of customer’s needs Data Warehouse & Mining Infrastructure – this is to support their information based system while having shared communication between different branches – Their offices in UK and US can have clearly make accurate decisions since they can both have access to each others database – This software analyzes their customer data with such intelligence that it is used to help them with final decision making – It is also used for customer service support 5. Describe their notion of a â€Å"scientific test†. Contrast this approach to product development and launch with a more traditional approach that a manufacturing company might use. Capital One’s scientific test was used with their software to collect test data information while enhancing the data they already had as well. They used this software to analyze and collect information from potential customers. They conducted over 45,000 tests at one point which helped them comprehend customer information while identifying any fraudulent activity as well. They grew every day and had millions of customer signed up online at the end. Capital One had a great relationship with their IT department since technology was part of its core competencies. Fairbank even allowed anyone to propose an idea for a test if it was profitable looking enough. This showed that the company wanted to involve each and every employee to work with them on their marketing strategy. The process for product development occurs when an idea is started, to the design and then with the actual product being manufactured and engineered. Capital One way of working with this process involves having their marketers research and access the information and data to understand their customers tendencies and preferences. A more traditional approach that a manufacturing company may use is having Capital One is started with a strict business model and then having to computerize it later on. Everything is first manually done and analyzed in this case. The technology and use of software would be used later on in terms of Capital One’s informational strategies. Capital One Case Study. (2016, Dec 08).

Curriculum Evaluation Essay Example | Topics and Well Written Essays - 500 words

Curriculum Evaluation - Essay Example It is a sound research method which can be used in educational institutions for evaluating merit of students (Sowell, E. J., â€Å"Curriculum: An Integrative Introduction†). CIPP stands for ‘Context, Input, Process and Products’. Context implies evaluating the requirements and problems; Input relates to evaluating of the plan to address the requirement, Process is the evaluation of implementation of plan, and ultimately Product stands for the evaluation of anticipated and unexpected results (Sowell, E. J., â€Å"Curriculum: An Integrative Introduction†). There are different sights of Curriculum Evaluation standards which are to be given priority in the evolution. According to JCSEE (Joint Committee on Standards for Educational Evaluation), there are four kinds of standards for Curriculum Evaluation which are ‘Utility Criteria’, ‘Feasibility Criteria’, ‘Propriety Criteria’, and ‘Accuracy Criteria’ (Sowell, E. J., â€Å"Curriculum: An Integrative Introduction†). CIPP evaluation technique goes through certain stages. In the year 2003, Sander and Davidson had projected 11 stages for applying CIPP model. The first stage consists of assessment of school elements which are finance, human resource, competency and other resources.