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AIDS Epidemic

AIDS Epidemic. Paper details 1. Please watch the following video “30 Years from Here” – A Personal History of NYC and HIV/AIDS by PlanetOut (50 min 9 sec): 2. Read the following article in the New York Times: The Doctor’s World: “30 Years In, We’re Still Learning from AIDS” by Lawrence K. Altman May 30, 2011: 3. and the recent NYT article: Ganga Stone, Who Gave Sustenance to AIDS Patients, Dies at 79 by Sam Roberts, June 4, 2021: 4. Start with: What were the causes of the AIDS epidemic and the drug crisis during the 1980s? Why was the federal government slow and ineffective in its responses? What were the aftereffects of this delay on AIDS research? Continue with examples and personal stories from the sources above. Has government policy, society and individual responses to AIDS changed? 5. Your analysis should be some 300 words in total. Cite your sources (in-text and have them in the Work Cited section at the end of your work too): the documentary, newspaper, AIDS Epidemic
New England College Internet Use for Forensic Science Paper & Presentation.

I’m working on a computer science project and need an explanation to help me understand better.

Each student will prepare a final project on a digital forensic topic or on a criminal investigation that involved digital forensics.. The primary deliverables for the project will be a paper and and also a presentation that will be presented by the student during the residency period.Week Eleven Submit Final Project TopicSubmit your final project topic here. Include a short paragraph describing your project and how you intend to research it.Here is a list of your upcoming project deliverables:Week 11. Submit final project topicWeek 13. Submit a brief abstract describing your final project.Week 14. Submit final project materials.A 500-700 word, double spaced paper, written in APA format, showing sources and a bibliographyPresentation materials (PPT, handouts, etc)
New England College Internet Use for Forensic Science Paper & Presentation

Introduction Countries in the modern world are facing numerous challenges and multiculturalism appears to be one of these issues to handle. The Australian society has been dominated by Anglo-Europeans for a long time, but the demographic pattern is starting to change, and the dominance starts to lead to tension. The Australian educational system may become the necessary solution to the problem, but it also has to be changed. Banks (2006) stresses that educators have to focus on the development of cross-cultural competency. Singh (1998) also claims that education has particular functions and development of certain values in students is one of the key elements. At the same time, the system is subjected to the influence of trends existing in the society and prejudice existing in Australian society is manifested in educational establishments. It is possible to consider a case of a teacher having an issue related to multiculturalism to understand the way Australian education is developing and make suggestions on improving the system. Possible Causes of the Actions The teacher found himself in quite a complicated situation as he started a discussion that evolved in an unexpected manner. There are a number of causes for such development of actions. One of these causes is the major characteristic of Australian society, which is still dominated by one ethnic group. Singh (1998) notes that financial constraints have shown that society is far from being truly democratic in terms of the rights of minorities. More so, racism, xenophobia and intolerance persist in the society. A classroom setting can be regarded as a small model of the entire society. El-Haj (2007) also provide numerous examples when Palestinian students in the US had to face numerous issues as they were often associated with terrorists and unwanted aliens. Thus, trends existing in society have become one of the major causes of the situation. Clearly, the teacher also made certain mistakes that led to the situation (the mistakes will be considered below). He did not expect that the discussion will turn into slanging. The teacher wanted to elicit students’ ideas and instead got an argument. Of course, this was a result of the teacher’s being unprepared. It is possible to note that the class could have a negative impact on students in a number of ways. Thus, students now understand they have quite different ideas on the history lessons, society and their roles in the society. The confrontation among students pertaining to different ethnic backgrounds may increase. Furthermore, students pertaining to minority groups became silent and alienated, and this alienation can persist during other classes. The discussion showed that dominating groups still have more rights, and minorities’ voices are still unheard or unwanted. This can remain in students’ memory and affect their further development as members of the Australian society which can remain the same if the trend remains. Thus, Australian society may risk failing to become truly multicultural and socially just. At the same time, the discussion is favourable for the teacher who had his critical incident. Tripp (1993) notes that critical incidents often remain unnoticed, and educators do not learn from them. In the case in question, the teacher can learn his lesson from the incident. Thus, the teacher now understands that some topics may lead to certain discussions and have particular outcomes. Get your 100% original paper on any topic done in as little as 3 hours Learn More This case can be used as a basis for the development of appropriate strategies applicable to developing cross-cultural competency. Notably, the teacher is now aware of the level of his students’ cross-cultural competency. Using the scale offered by Banks (2006), it is possible to note that students are at the first level. Therefore, the teacher will be able to develop certain methods to raise students’ awareness and improve the ‘climate’ within the class. A Critical Analysis of the Case Apart from seeing the case as an illustration of trends existing in the society, it is possible to regard the scenario as an exemplary situation to consider a variety of issues related to multiculturalism in the classroom setting. The discussion that took place in the classroom is a typical situation in the Australian educational system, but it has to become a basis for research and development of teaching methods to ensure designing of socially just and ethical teaching practices. Thus, Tripp (1993) provides a case of a raised hand to see the trend of reliance on the authority rather than on students’ abilities and desires. Likewise, it is possible to see that the question raised by a student who is a representative of a minority group was confronted by students who pertained to the ethnic majority. According to one of the major principles of Multicultural Education Policy, all individuals “should have the greatest possible opportunity to contribute to, and participate in, all aspects of public life in which they may legally participate” (Multicultural education policy, 2005). Clearly, this principle was not manifested in the classroom as the Vietnamese student tried to participate in the discussion of new insights into the history as well as society and curriculum, but this incentive was interrupted by students who pertain to the ethnic majority. At the same time, it is clear that the teacher tried to apply another principle which was an element of anti-racism policy that stipulates that all teaching staff should “contribute to the eradication of racism by promoting acceptance of Australia’s… diversity, challenging prejudiced attitudes and ensuring that sanctions are applied against racist and discriminatory behaviours” (Anti-racism policy, 2005). The teacher tried to keep the discussion in the most tolerant manner and assigned certain sanctions (leaving the classroom) for those who started being abusive and racist. The discussion can also be considered in a broader context as the concept of racism, and its nature can be analysed. Hence, racism is a complex concept which has its peculiarities in Australia as it is rooted in the history of colonisation as well as migration (Racism in Australia, 2013). The Vietnamese student started a discussion of a possibility to pay more attention to the history and culture of minorities who constitute a significant part of Australian society. At that, students pertaining to the ethnic majority confronted him saying that they all should focus on Australian history, by which they meant Anglo-Celtic heritage which is dominating in the society. This short discussion unveils the nature of racism in Australia. The dominating group tries to preserve its privileged status by promulgating their culture and ignoring other cultures. Everything which is non-Australian is exposed to discrimination. At the same time, the dominating group loses the very concept of ‘Australianism’. Being Australian means being multicultural or know and show respect to other cultures while cherishing one’s own. Alternative Scenarios Scenario 1 As has been mentioned above, the teacher made a number of mistakes that led to the argument and could have more serious outcomes in the future. It is possible to consider alternative ways to handle the situation. The teacher’s intention to understand the opinion of his student was good and quite appropriate. However, to avoid any unexpected turn, the teacher should elicit the opinion with the help of writing assignment. We will write a custom Report on Multiculturalism in Australian Education System specifically for you! Get your first paper with 15% OFF Learn More Thus, an alternative way to start a discussion was to ask students to write what they think on the matter and how they would answer the question put. The teacher will know viewpoints of other students and will be able to take them into account during the discussion. Actually, analysis of the written assignments is the first step. The second step is to elicit major ideas on the matter and invite students to discuss them in another written assignment. In that way, the teacher can avoid any arguments and can enable all students to respond and reveal their ideas on the matter. It is also possible to encourage students to give their suggestions on the curriculum. Students may try to take part in creation of the course on multiculturalism. It is noteworthy that this class discussion may develop into the school discussion. Nieto (2008) emphasises that faculty has to be diverse and educators have to interact to develop the necessary multicultural environment in the school. Therefore, the teacher can address his colleagues pertaining to different ethnic backgrounds to elicit their ideas on the matter. He can try to find out topics that most interest his colleagues. The chances are high that students will also be interested in similar issues. The next step is to start an important discussion with students. The discussion will focus on such concepts as social justice, racism, cross-cultural competence. Students should share their ideas on these concepts and try to adopt, at least, some behavioural patterns based on social and ethnic justice. Only after this, it is possible to start a discussion of the possibility to include certain topics in the course. In this way, it is possible to develop most effective relationships within the class. Barrera, Corso and Macpherson (2003) emphasise the necessity to build a skilled dialogue in the classroom environment. Gale and Densmore (2000) also stress that respecting students and encouraging students to respect each other is essential and one of major objectives of education. This scenario minimises possible negative effects of the argument which took place in the classroom. Scenario 2 This scenario is less effective and is closer to what happened in reality. Thus, the question was raised and the teacher started the discussion. The students pertaining to the ethnic majority started the argument by noting that they did not want to and did not have to learn about Vietnamese history and stressed that in Australia everybody had to focus on Australian history and culture. At that point, the teacher had to intrude and stop the discussion by starting a new one. The teacher had to make all students be silent and ask the students what it meant to be Australian and what Australian history or/and culture was. The students pertaining to the ethnic majority had to answer first. This question would make them stop and think. The teacher had to also focus on colonialism and immigration. If students did not understand that they were talking about Anglo-Celtic heritage rather than Australian culture, the teacher had to draw their attention to the fact. The discussion would concentrate on multiculturalism and the need to enhance cross-cultural competence. Again, it could be effective to ask students to provide their ideas on the discussion in a written assignment. This would enable students to think more carefully about the matter and try to find their answers to the question. The discussion could be started during one of the following classes. It is also necessary to note that irrespective of the scenario used, the teacher should use the discussion as a starting point of his research on multiculturalism and ways to better incorporate the concept into his classes. The teacher also had to start the discussion at the administrative level which would favourably affect development of the school. Not sure if you can write a paper on Multiculturalism in Australian Education System by yourself? We can help you for only $16.05 $11/page Learn More Conclusion On balance, it is possible to note that the discussion or rather an argument started during the history class can have a number of implications. In the first place, it can be analysed in a broader context and reveal major trends existing in the Australian society. It could also shed light on the nature of Australian racism and reasons for its existence. The discussion could also become the basis for the teacher’s research on multiculturalism. This is a bright example of the critical incident which can be used to develop new teaching strategies and be ready if similar discussion occur in the future or to be ready to prevent them. Finally, the class discussion may start a school debate on the administrative level and the faculty will have to pay more attention to cross-cultural competency. Reference List Anti-racism policy. (2005). Web. Banks, J.A. (2006). Cross-cultural competency. In J.A. Banks (Eds.), Cultural diversity and education: foundations, curriculum, and theory (pp. 57-58). Boston, MA: Pearson/Allyn and Bacon. Barrera, I., Corso, R.M.,
Miami Dade College Public Health Care Nursing Discussion.

Discussion TopicRead chapters 1 and 2 of the class textbook and review the PowerPoint presentations located in all PowerPoints folder, once done answer the following questions.Review the public health milestones presented in Box 1.1 and identified and discuss what potentials health successes might be cited in the next decade?Based on the challenges the health care is facing due to the COVID 19 Pandemic, identify and discuss a new role for the nursing profession that will most likely evolve the first half of the 21st century.Mention and discuss three reasons why you think that comparing healthcare systems between countries is an important approach to serving the healthcare needs of the people.Mention and discuss how cultural and philosophical factors play an important role in how healthcare systems are developed and supported? Give at least examples.InstructionsAs stated in the syllabus please submit your assignment in an APA format, word document in the assignment tab of the blackboard titled “Week SafeAssign Exercise” to verify and attached in a word document in the discussion tab of the blackboard under the forum title “week 1 DQ”. Thereafter, all discussions and peer replies will be conducted via the DQ board. Failure to submit your initial DQ response to BOTH the assignments tab and the DQ thread will result in a “0” for that week’s DQ.The assignment must be presented in a Times New Romans font (APA required), a minimum of 800 words not to exceeds1000 without counting the first and reference page. You must be cited and quoted a minimum of 3 evidence-based references excluding the class textbook, electronic references must quote and cited properly and must be from reliable sources such as CDC, FDA, and others.
Miami Dade College Public Health Care Nursing Discussion

Front Range Action Sports New Line of Action in The Rockies and Beyond Presentation

Front Range Action Sports New Line of Action in The Rockies and Beyond Presentation.

I’m working on a editing presentation and need a sample draft to help me study.

1 Open the PowerPoint filePowerPoint_Capstone1_Winter_Products.pptx downloaded with this project. 2 Change the Slide Size to Widescreen, and then change the Colors to Blue II. Hint: Use the commands on the Design tab. 3 Format the background of Slide 1 with the picture downloaded with this project—pCap1_Skiing.jpg. Select the subtitle, and then use the Eyedropper to change the font color to the dark red color of the skier’s jacket. Apply bold to the subtitle. Hint: To change the background, on the Design tab, in the Customize group, click Format Background. To use the Eyedropper, on the Home tab, in the Font group, click the Font Color arrow, and then click Eyedropper. To apply bold, in the Font group, click Bold. 4 With Slide 1 displayed, insert the second slide from the downloaded presentation named pCap1_Company_Overview.pptx. Mac users: Insert all slides and then delete the title slide (FRONT RANGE ACTION SPORTS) and the third slide (SPECIALIZED MERCHANDISE) from the Company Overview presentation. Hint: On the Home tab, in the Slides group, click the New Slide Arrow, and then click Reuse Slides. 5 On Slide 2, in the content placeholder, center the paragraph, increase the font size to 32, and then apply bold and italic. Click the Bullets button to toggle it off. Hint: On the Home tab, use the tools in the Paragraph group to change the alignment and toggle the bullets. Use the tools in the Font group to format the text. 6 On Slide 2, change the line spacing of the content placeholder text to 1.5. Change the shape fill to the first color in the sixth column, and then change the font color to White, Background 1—the first colorin the first column. Hint: To change the line spacing, on the Home tab, in the Paragraph group, click Line Spacing. To change the fill color of the content placeholder, on the Format tab, in the Shape Styles group, click the Shape Fill arrow. To change the font color, on the Home tab, in the Font group, click the Font Color arrow. 7 On Slide 2, format the content placeholder with the first bevel shape effect—Round. Format the title with the first WordArt style and increase the font size to 80. Note, the bevel effect may be named Circle depending on the version of Office used. Hint: To change the shape effect, on the Format tab, in the Shape Styles group, click Shape Effects. To format the text as WordArt, on the Format tab, in the WordArt Styles group, click More. 8 Display Slide 3, and then change the slide layout to Content with Caption. In the content placeholder, from the downloaded project files, insert pCap1_Heights.jpg. Apply the first reflection picture effect—Tight Reflection: Touching. Hint: To change the layout, on the Home tab, in the Slides group, click Slide Layout. To insert the picture, in the content placeholder, click the Pictures icon. To apply the picture effect, on the Format tab, in the Pictures Styles group, click Picture Effects. 9 On Slide 3, format the slide background with the last Theme color in the sixth column. Be sure to apply the background color only to Slide 3. Increase the font size of the caption placeholder text to 24. 10 Display Slide 4, and then in the content placeholder, insert the Process type SmartArt graphic Segmented Process. Change the color to Colored Fill – Accent 2, and then apply the 3-D Cartoon style. Center the slide title and hide the background graphics. Hint: To insert the SmartArt, in the content placeholder, click the Insert a SmartArt Graphic icon. To hide the background graphics, on the Design tab, in the Customize group, click Format Background. To format the SmartArt, use the tools in the SmartArt Styles group. 11 In the SmartArt, in the top, dark blue text rectangle, type Washington and California Resorts and then click in the light blue text placeholder below and to the left. Type Mammoth Mountain in California and then click in the text placeholder to the right. Type Mission Ridge in Washington 12 In the middle of the SmartArt graphic, click the dark blue shape. Type Our Market Position and then click in the light blue text placeholder below and to the left. Type Trusted brand name and then click in the text placeholder to the right. Type Expansion planned for Western U.S. (include the period.) 13 In the last dark blue shape, type Poised for Growth and then click in the text placeholder below and to the left. Type New warehouses in Washington and then click in the text placeholder to the right. Type Proposed retail division in California 14 Display Slide 5, and then insert a new slide with the Two Content layout. On the inserted slide, enter Our Most Popular Winter Products as the slide title. Center the title. Hint: To insert the slide, on the Home tab, in the Slides group, click the New Slide arrow. 15 On Slide 6, in the content placeholder on the left, type the following six list items and then change the font size to 36 and apply the default numbering style. Snowboards Boots Goggles Bindings Skis Jackets Hint: To apply numbering, on the Home tab, in theParagraph group, click Numbering. 16 Display Slide 7, and then in the content placeholder, insert a Clustered Column chart. In the worksheet, enter the following data: OregonColorado British Columbia Year Year 214.519.28.7 Year 311.918.610.6 Year 417.622.411.3 Hint: To insert the chart, in the content placeholder, click the Insert Chart icon. 17 Apply Chart Style 8, and then remove the Chart Title element. Animate the chart by applying the Wipe entrance effect. Hint: To apply the chart style, on the Design tab, in the Chart Styles group, click More. To remove the title, select the placeholder and press DELETE. To apply the entrance effect, on the Animations tab, in the Animation group, click More. 18 Display Slide 8, and then hide the background graphics on the slide. Format the background with the downloaded picture file—pCap1_Lake.jpg. 19 On Slide 8, align the text placeholder to the top and center of the slide. Change the Font Color to White, Background 1—the first color in the first column, and the Font to Calibri (Body). Apply Bold. Hint: To align the placeholder, on the Format tab, in the Arrange group, click Align Objects. 20 In the slide thumbnails, select Slides 5 and 9. Apply a Solid Fill background color using the second color in the sixth column, under Theme colors. Hint: To select the slides, select Slide 5. Press and hold CTRL, and then press Slide 9. 21 Display Slide 9. Insert the downloaded picture file pCap1_ Mountain.jpg. Change the picture Height to 2.25 and then apply the second glow effect in the first column. Hint: To insert the picture, on the Insert tab, in the Images group, click Pictures. 22 To all of the slides in the presentation, apply the Page Curl transition with the Single Left Effect Option. Hint: On the Transitions tab, use the tools in the Transition to This Slide group to apply the transition and effect options. 23 Display Slide 6, and then apply the Split entrance effect to the numbered list. Hint: On the Animations tab, use the tools in the Animations group. 24 Display Slide 3. In the Notes pane, type The key elements necessary to achieve our goals are the expansion of the winter sports product line and an aggressive marketing campaign. (include the period). Hint: Click the Notes button and type the indicated text. 25 Insert a Header & Footer for the Notes and Handouts. Include the Date and time updated automatically, the Page number, and a Footer with the text Capstone1_Winter_Products. Hint: On the Insert tab, in the Text group, click Header & Footer. 26 Save and close the file, and then submit for grading.
Front Range Action Sports New Line of Action in The Rockies and Beyond Presentation

Business homework help

essay writer Business homework help. n Part 1 of your Justification Report assignment, you built up the following sections: Problem Statement, Overview of Alternatives, Criteria, and Methods. In Part 2, you will revise Part 1 based on your instructor’s suggestions and add to it the following sections: Evaluation of Alternatives, Findings and Analysis, and References.Use the basic outline below to draft your paper. Organize your responses to each question under the following section headings:Evaluation of Alternatives (for Questions 1-3)Findings and Analysis (for Questions 4-5)References (for Question 6)Using the provided template, write Part 2 of a single-spaced report in which you:Include and revise the sections from Assignment 2.1 (Problem Statement, Overview of Alternatives, Criteria, and Methods) per instructor suggestions.Research the two (2) alternatives (i.e. possible solutions) that you’ve identified in your Part 1 Evaluation of Alternatives section. Record bibliographic information during research.Example: You might research other organizations that have attempted similar solutions to the problem you have identified and explore the results of those experiments.ÿUse what you discover in your research to evaluate each alternative by each of your five (5) criteria.Example: If your research revealed that four (4) companies similar to yours increased productivity after allowing their workers to telework from home three days per week, you might conclude that one of your suggested alternatives ? in this case, the option to telework from home three days per week ? satisfies one of your criterion of ?Productivity? as a high-potential solution to a problem you?ve identified (of decreased worker morale and productivity at Doe?s Electronics). However, additional research might frustrate a recommendation of this alternative if it is found to fall short of other criteria while a second alternative fares better. For instance, a telework alternative might be found to be too costly to implement; too frustrating for consumers who prefer daily, in-person customer service; or too divergent from the company?s brand, ?Always there for you!?Organize the assignment by your criteria. Explain in narrative form how each of your two (2) alternatives stacks up against your first criterion. Next, explain how each alternative stacks up against your second criterion, etc.Example: An abbreviated outline of what this longer section might look like based on the above example is below (Note: Only the first two [2] of five [5] required criteria are included to give you a feel for the structure). Your researched findings, represented as circled bullets below, should be explained in two to five (2-5) sentences. Include in-text citations and follow up with References in APA style):Evaluation of AlternativesProductivityAlternative A: Telework from home three (3) days per week{narrate findings based on research article 1 here}Alternative B: Offer two (2) extra Floating Holidays to each employee per year{narrate findings based on research article 2 here}CostAlternative A: Telework from home three (3) days per week{narrate findings based on research article 1 here}Alternative B: Offer two extra Floating Holidays to each employee per year{narrate findings based on research article 2 here}Briefly summarize in narrative form the major discoveries that emerged from the Evaluation of Alternatives section.Include a chart like the ones below to illustrate at a glance:Figure 1: Alternatives Analyzed by CriteriaCriteriaTelework OptionFloating Holiday OptionProductivityVery highNegligible increaseCostVery highModerateCompany ImageIncreasedNegligible increaseWorker MoraleIncreasedNegligible increasePracticalityModerateLowTOTAL Feasibility* of Alternatives based on Criteria?Moderate to HighLow to Moderate*Feasability = Capability of an alternative being carried out with successInclude an APA style (6th edition) References page that documents the two (2) sources (minimum) that you used and cited in-text in your Evaluation of Alternatives section. You may use secondary resources, or you may include one primary source and one secondary source. Remember that both in-text citations and References must be included (to avoid plagiarism) whenever you are directly quoting, summarizing, or paraphrasing researched material.Your assignment must:Be typed,ÿsingle spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA or school-specific format. Check with your professor for any additional instructions.Include a cover page containing the title of the assignment, your name, the professorƒ??s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length.The specific course learning outcomes associated with this assignment are:Support ideas or claims in body paragraphs with clear details, examples, and explanations.Organize ideas logically by using transitional words, phrases, and sentences.Use sentence variety and effective word choice in written communication.Apply writing process strategies to develop formal business reports and / or proposals.Use technology and information resources to research issues related to selected topics.Write clearly and concisely using proper writing mechanics.Consider the feedback from your professor and / or online tutor when making your revisions.Clickÿhereÿto view the grading rubric.Business homework help

Rhetorical Analysis of the Communist Manifesto Rhetorical Essay

Communism is one of the most influential utopian social theories that have a great influence on the development of many countries. The first document that presents the detailed outline of the main principles and goals of communism is The Communist Manifest written in 1848 by Engels and Marx. This document is considered to me one of the most influential in the world history. We can put it in the same rank with the Bible and Koran for its influence on the word society. The Manifesto provoked many positive and negative responses, it has a great influence on the literature and rhetoric. A detailed rhetorical analysis of the document reveals the influence of it on the reader, as well as provides a “corrective” understanding of the text. As it has already been mentioned, the Marxist theory provoked many discourses and was analyzed by many linguists from the point of view of its “rhetorical power” and function of the language as the main rhetorical means. A famous philologist and linguist Bakhtin described the use of language in its relation to the particular circumstances and he emphasized the process of subject formation: “pre-empts the phenomenological theory of the subject by producing a broader concept of subject-formation at the Level of society. He casts his argument in terms of ideology rather than simply language, making the case that ideological construction is in fact material and does contribution to subject-formation” (Bernard-Donals 15). The rhetoric of Marxism also influenced the works by Virginia Woolf. One of the examples is the essay Profession for Women. In this essay, she explores her mind and call woman overcome prejudices and obstacles in their life. The essay is devoted to the role of woman in the society and her struggle with the social prejudices. The idea of communist equality is one of the core ideas of this work. However, Woolf does not put women in opposition with men. She emphasizes that every woman should explore her personality and develop as an individual. According to Krista Patcliffe’s book, “examination of Wool’s critique of women, language and culture we can outline her feminine rhetorical tradition. The genre concepts of this tradition are: material conditions, language function text, author, style and audience” (33). Get your 100% original paper on any topic done in as little as 3 hours Learn More Another philosopher and sociologist Michel Foucault was the follower of structuralism. In his work, The Archaeology of Knowledge, in which he discovers different approaches to the history of discourse. He explores the discursive relations between statements. Gloria Anzaldúa’s From Borderlands is another work that explores the problem of social equality, gender equality in particular. It is an autobiographical work which key concept is the author’s acquisition and development of spiritual awareness, which is represented as a source of empowerment leading to self-transformation” (Slepoy 3). The language of the work is extremely beautiful. In such a beautiful language, the author describes the modern tendencies of society, relations between man and women and the role of women in the society. The Manifesto begins with the outline of the purposes and of communism in order to attract the public attention. The main intention of the author was to make the document easy to understand by the general public. The Manifesto is written with the purpose to describe communism as the best way of life and prevent fears of people and government for this political movement. So, the general subject of the Communist manifesto is to explain to a broad public the benefits of the communist theory and to call the workers from all over the world to unite and struggle against class inequality and defeat the bourgeois capitalist society. The manifesto call to a proletarian revolution and establishing a new society based on social, economic and political equality. This idea runs through the text in different interpretations. It is the main theme of the document and its thesis. The structure of the document has a big meaning for the influence on the audience. The writing is divided into four parts, each part of the document describes a particular theme. Marx starts with the explanation of the structure of the society in different times and class struggle: “The history of all hitherto existing societies is the history of class struggles. Freeman and slave, patrician and plebeian, lord and serf, guild-master and journeyman, in a word, oppressor and oppressed, stood in constant opposition to one another, carried on an uninterrupted, now hidden, now open fight,” (Marx and Engels 7). We will write a custom Essay on Rhetorical Analysis of the Communist Manifesto specifically for you! Get your first paper with 15% OFF Learn More The second section describes a new working class “proletarian”. The authors emphasize that it is the only and perfect social structure and only working class can create new “social paradise”. The third and fourth parts of the document are devoted to the discussion of the forms of socialism and describe a “true socialism”. The manifesto has a very strong “rhetorical power”. First of all, it is based on opposition: the authors oppose two classes bourgeois and working class. They focus on the exploitation of one class (workers) by another (ruling bourgeois). Furthermore, the text has a great emotional power as it addresses the issues that worried people at that time. The tone is solemn and contains notes that evoke the desire for struggle. The authors address the reader that makes him/her feel involved and significant. His purpose is to inform, explain persuade and motivate the reader. In addition, the authors use various stylistic means, such as comparisons, hyperboles and repetitions, “It must nestle everywhere, settle everywhere, establish connexions everywhere” (Marx and Engels 8), and emotionally colored words, such as adjectives, for example, “In one word, for exploitation, veiled by religious and political illusions, naked, shameless, direct, brutal exploitation” (Marx and Engels 8). Moreover, the authors use broad explanations and examples in order to support their point of view. Thus, the language of the document contributes to the text and helps in supporting the main idea of the document. The Communist theory had a great influence on the social and cultural development in many countries. It was very popular in Europe and its influence can be compared only to the influence of Bible and Koran. The principles of communism are described in the Communist Manifest by Marx and Engels. This document has a very big “rhetorical power” due to its structure, language and stylistic means used by the authors. A detailed rhetorical analysis of the writing can help explain the influence of it on the reader, as well as provides a “corrective” understanding of the text. This document remains the best example of the art of rhetoric. It became a basis for many scientific works and had a great influence on works of modern and post-modern writers, psychologists and linguists. Works Cited Bernard-Donals, Michael F. Mikhail Bakhtin: Between Phenomenology and Marxism (Literature, Culture, Theory). Cambridge: Cambridge University Press, 1994. Not sure if you can write a paper on Rhetorical Analysis of the Communist Manifesto by yourself? We can help you for only $16.05 $11/page Learn More Marx, Karl and Friedrich Engels. The Communist Manifesto. Web. Ratcliffe, Krista. Anglo-American Feminist Challenges to the Rhetorical Traditions: Virginia: SIU Press, 1996. Slepoy, Graciela Susana Moreira. An Exploration of Gloria Anzaldua’s Feminist Thought in Borderlands/LaFrontera: The New Mestiza. Web.

The key cultural clashes between Disney and its French labor force Case Study

There was a cultural conflict between the French employees and other workers. The cultural clashes caused the company to experience huge losses. The cultural differences were experienced when some of the French employees felt that being an entrepreneur was better than working with the company. For instance, Robert Fitzpatrick felt that being an entrepreneur is better than working at the company. He quit the job as the chairperson and started a consulting company. He had the desire to be an entrepreneur. This indicates that the company did not have motivational strategies to encourage employees to work (Zweifel, 2003). The EuroDisneyland experienced financial problems. The firm incurred losses during its first year of inception. However, Philippe Bourguignon was optimistic that the company would improve its performance. In 1992, the company experienced a loss of FFr18mm. The number of French visitors was 25%, and this performance was lower than the expected performance of 50%. The decline in the number of French visitors was caused by cultural conflicts. The company failed to incorporate the French culture in the organizational structure. “When Disney built its EuroDisney theme park in Paris, it triggered a visceral hate campaign among the Paris intelligentsia, and angry French people boycotted EuroDisney en masse” (Zweifel, 2003, p. 25). This indicates that the management team failed to understand and respect the French culture, and this caused a mass boycott. The employees boycotted the company because it never considered the cultural aspects of the French, but applied the American culture. The violation of cultural aspects caused the company to incur a lot of losses. The company also experienced negative publicity since it was introduced in the country. The image of a company is very important because customers and potential employees are attracted to a company that has a good public image. The employees of the EuroDisneyland were not motivated to work with the company because the public image was not good. A good public image attracts professional employees (Mohin, 2012). The recruitment process was ridiculed because the job applicants were screened. This process was not accepted in France. In addition, the company did not serve the local foods. Get your 100% original paper on any topic done in as little as 3 hours Learn More The strategy to exclude the French cultural aspects created a bad image, and it took a long time to get a good image. The company had to employ a French president, who introduced new strategies. The company regained its image after incorporating the French cultural aspects (Zweifel, 2013). The company was in a dilemma about how to finance the second phase of development. The company had incurred a lot of losses such that implementing the second phase was a big challenge. The company also incurred a lot of debts in 1993. Even though the company performed poorly, Michael Eisner, the chief executive officer, was optimistic that the company would overcome the challenges. The CEO said that the company had taken the greatest risk to venture in France, and it had to be successful. Michael Eisner is a leader who has the skills to motivate employees. A leader is a person with a vision and influence over the subordinates to achieve the goals of a company. Michael was optimistic that the company would be successful despite the negative performance experienced during the initial stages. This shows the vision that Michael had about the success of the company. He influenced the employees to follow the vision in order to achieve the goals of the company (Zweifel, 2013). References Mohin, T. J. (2012). Changing business from the inside out: A Treehugger’s guide to working in corporations. Sheffield: Greenleaf. Zweifel, T. D. (2003). Culture clash: Managing the global high-performance team. New York, N.Y: SelectBooks. Zweifel, T. D. (2013). Culture clash 2: Leading the global high-performance team. New York, N.Y: SelectBooks. We will write a custom Case Study on The key cultural clashes between Disney and its French labor force specifically for you! Get your first paper with 15% OFF Learn More