The Attack On 911 Essay Example | Topics and Well Written Essays - 1000 words

The Attack On 911 - Essay Example This examination will start with the explanation that the 911 assault is known as the most noticeably awful fear based oppressor that the American history that changed the lives of the residents and the world on the loose. The assault alludes to a succession of efficient psychological militant assaults that were prompted by the Al Qaeda in New York City. Fear based oppressors commandeered two traveler carriers and flew them into structures in self destruction assaults. Two planes were collided with the World Trade Center and two hours following the assault the two Towers collapsed. The flames and garbage completely or mostly obliterated the structures that were in the encompassing. Another aircraft collided with the West wing of the Pentagon bringing about its halfway annihilation. The fourth carrier slammed in Pennsylvania yet was intended to crash in Washington D. C. Most Americans were keen on discovering the people who were behind the most noticeably awful fear monger assault eve r. Examination demonstrated that nineteen fear based oppressors captured four aircrafts and every one of them were from the Middle East. Plainly every one of them had a place with the prestigious Al Qaeda psychological militant group that was going by Osama container Laden who was among the most looked for after fear mongers in the cutting edge times. Al Qaeda is known to be an efficient psychological oppressor bunch that rehearses extraordinary Islam rehearses. Individuals from this gathering are additionally hugely contradicted to Western countries fundamentally the United States. They named the 9/11 assault as a retribution crucial the US.

Liszt’s Sonata in B Minor

The Piano Sonata in B minor (German: Klaviersonate h-Moll), S. 178, is a melodic piece for solo piano by Franz Liszt, distributed in 1854 with a devotion to Robert Schumann. It is regularly viewed as Liszt's most prominent sythesis for solo piano. The piece has been oft dissected, especially with respect to issues of structure. The sonata is striking for being built from five motivic components that are woven into a tremendous melodic engineering. The motivic units experience topical change all through the work to suit the melodic setting existing apart from everything else. A subject that in one setting sounds threatening and even savage, is then changed into a wonderful song. This strategy assists with restricting the sonata's rambling structure into a solitary strong unit. Michael Saffle, Alan Walker, and others fight that the primary intention shows up at the very beginning of the piece until bar 8, the second happens from bar 9 until 12 and the third from measures 13 to 17. The fourth and fifth intentions show up later in the piece at measures 105-108 and 327-338 individually. Extensively, the Sonata has four developments in spite of the fact that there is no hole between them. Superimposed upon the four developments is an enormous sonata structure, despite the fact that the exact beginnings and endings of the conventional turn of events and reiteration segments has for quite some time been a subject of discussion. Charles Rosen states in his book The Classical Style that the whole piece fits the shape of a sonata structure as a result of the repeat of material from the primary development that had been in D major, the relative major, presently repeated in B minor. Alan Walker, the bleeding edge contemporary Liszt researcher, accepts that the advancement starts generally with the moderate segment at measure 331, the leadback towards the restatement starts at the scherzo fugue, measure 459, and the reiteration and coda are at measures 533 and 682 individually. Every one of these areas (article, advancement, leadback, and reiteration) are instances of Classical structures all by themselves, which implies that this piece is probably the most punctual case of Double-work structure, a bit of music which has two old style structures happening all the while, one containing others. For example the article is a sonata structure which starts and finishes with material in B minor, containing the second piece of the composition and advancement meandering ceaselessly from the tonic key, generally through the relative significant D. In utilizing this structure, Liszt as impacted by Franz Schubert's Wanderer Fantasy, a work he extraordinarily respected, performed frequently and masterminded piano and ensemble. Schubert utilized a similar predetermined number of melodic components to make an expansive four development work, and utilized a fugal fourth development. As of now in 1851 Liszt tried different things with a nonprogrammatic â€Å"four-developme nts in-one† structure in an all-encompassing work for piano performance called Grosses Concert-Solo. This piece, which in 1865 was distributed as a two-piano form under the title Concerto pathetique, demonstrates a topical relationship to both the Sonata and the later Faust Symphony.

Relationships in Potoks The Chosen Essay -- Potok The Chosen Relation

In The Chosen, Potok portrays the Jewish culture during the time of World War I. Starting with the opulence of Polish Jews before the war, Potok built up a hover of connections. In the book, there are three fundamental connections. The first is father-child, among Danny and his dad, Reb Saunders and among Reuven and his dad, David Malter. The connection among Reuven and Danny is the second principle relationship in The Chosen. The third principle relationship is Hasidism refrains Zionism. The connection between the two dads and the two children is a significant subject in this book. On account of their various foundations, Reb Saunders and David Malters moved toward bringing up a kid from two entirely unexpected points of view. In spite of the conspicuous contrasts in the two men’s convictions, both did what they thought was directly for their children. Reb Saunders was a Hasidic tzaddik and needed his child to emulate his example. He brought Danny up peacefully, wanting to instruct him to tune in to quietness, to learn sympathy, and to build up a spirit to go with his brain. Except if it had to do with strict examinations, Reb never had a real discussion with Danny after the age of 3. Reb needed Danny to discover things out for himself. Then again, Reuven’s father, Mr. Malters, felt it significant that he had great and incessant correspondence among himself and his child. The two would in some cases talk for quite a long time about existence, various re ligions, companions and whatever else Reuven would need to ...

Parentsâ€why choose Hult

Being a parent is a wonderful opportunity. It gives us the chance to positively advise and influence the decision of our children on a number of things throughout their lives. One very important decision our children make is where to go to study after high school. We often fall into the easy solution category and recommend the university we ourselves attended or the universities that we know as global household names. However, we as parents should involve ourselves in the research about university choices as much, if not more, as our children do. Like many things, generational differences of opinion have remained–it is a constant. What was once the best option for us, may not hold true for our son or daughter and their career choices today. The research should, therefore, be an exercise conducted together. As a parent and an education professional working in the sector for over twenty years, I feel the following criteria are important considerations for parents to use as university search filters and highlights why Hult is a good option for students seeking a transformative educational experience. 1. Local vs Global Is your son/daughter looking for a local university experience in the same town or city as you are living in now or one which provides a truly international experience with students from around the world? At Hult, we offer the latter. The global business school, Hults environment is one where students share the experiences with their classmates from around the world and learn to see the world differently. Through our international network of campus locations, we offer a unique opportunity to study at one institution in  San Francisco,  Boston,  London,  Shanghai and Dubai,  providing a truly global experience in a single educational decision. 2. Traditional vs Forward-Looking The world of business is changing and at Hult, we are dedicated to building leaders of the future. We do so through a challenging and innovative curriculum and providing an environment where real-world business experience epitomises our approach. Experiential learning is at the forefront of what Hult does and is guided by the principle of being the most relevant business school to employers.  Alongside learning fundamental theory, students will work on live case challenges with global clients, be inspired by our visiting speaker series, connect with our corporate network to find impactful internships, and have the opportunity to test launch their own business idea inside our in-house incubator– Hult Founders Lab.  Developing the minds of our undergraduates, Hult students will not only be prepared for the business world but also learn how to positively impact it. 3. Anonymity vs Community Learning experiences are not the same for everyone. We all have different learning styles and preferences. However, there is one common denominator–we learn better in an environment which provides an opportunity to query, to explore, to apply learning and knowledge and to be heard. Hult provides a uniquely global and explorative learning experience and one in which learning in and outside of the classroom are seen as equally important. Through our Hult Student Association, we ensure the collective voice of the student body is heard and represented in a balanced way. We maintain a strong open-door policy with our campus staff and faculty to ensure individual are supported and voices are heard. Hult provides a strong sense of community and belonging on campus through the clubs and societies, sports teams, campus events but also through the accommodation options we provide. At Hult, it is of the upmost importance to be part of a community and in a safe and friendly environment wh ere you are more than just a number. Practical, innovative, and forward-looking Hults learning environment provides the platform for ambitious, energetic, and passionate students to prosper and feel equipped for a future that is changing faster than ever. To learn more about Hults Undergraduate program and global offering, download a brochure  or contact us directly. Written by Shane Healy, Regional Enrollment Director for Hult Undergraduate–Europe Kickstart your career with Hults undergraduate business school. To find out more, take a look at our blog Why global entrepreneurs choose Hult. Download a brochure or get in touch today to find out how Hult can help you to learn about the business world, the future, and yourself. Hult Rotation offers you a chance to study in a truly global way. Our rotation program allows you to study and be immersed in some of the finest cities in the world. 📠¸: @jasminmanzano . Hult Rotation offers you a chance to study in a truly global way. Our rotation program allows you to study and be immersed in some of the finest cities in the world. 📠¸: @jasminmanzano . Each year, Hult seeks to enroll a talented and ambitious incoming class from all over the world. We look for diverse students with a wide range of experiences, perspectives, and interests—students who will thrive in our unique educational atmosphere. Are you ready for a truly global experience? 📠¸: @iambrunadiniz . Each year, Hult seeks to enroll a talented and ambitious incoming class from all over the world. We look for diverse students with a wide range of experiences, perspectives, and interests—students who will thrive in our unique educational atmosphere. Are you ready for a truly global experience? 📠¸: @iambrunadiniz . We’re excited to start 2020 on a ranking high! Hult is proud to have been placed #28 in Poets Quants 2020 rankings for Best Undergraduate Business Schools in the US. Taking a huge leap of 32 places from our 2019 position, we’re also very happy to have secured top positions in key categories like: life-changing experience, practicality of the degree, and global immersion. . With five global campuses, a student body of over 130 nationalities, and a learn-by-doing approach—Hult offers a student experience like no other. . We’re excited to start 2020 on a ranking high! Hult is proud to have been placed #28 in Poets Quants 2020 rankings for Best Undergraduate Business Schools in the US. Taking a huge leap of 32 places from our 2019 position, we’re also very happy to have secured top positions in key categories like: life-changing experience, practicality of the degree, and global immersion. . With five global campuses, a student body of over 130 nationalities, and a learn-by-doing approach—Hult offers a student experience like no other. . â€Å"I’m from an engineering background and needed a whole new skill set for the industry I wanted to switch to. I learned a lot about myself and how I deal with being out of my comfort zone. I learned both soft and hard skills, from how to work in very diverse teams to key accounting metrics and strategy. I was surprised by how weak I was at certain tasks in English or how strong I actually was in other areas. Hult gave me opportunities to try new things and meet people from places I never thought I would have friends. . My internship experiences gave me the chance to broaden my view of different cultures and different companies. I had the opportunity to work and live with people whose values differed from people in my home country. I thought that this would be difficult, but it gave me the chance to reflect on my own values and assess if they were a result of my home country environment or if they were intrinsically mine. . Diederick ter Kulve (@diederick.terkulve) Netherlands Masters in International Business . â€Å"I’m from an engineering background and needed a whole new skill set for the industry I wanted to switch to. I learned a lot about myself and how I deal with being out of my comfort zone. I learned both soft and hard skills, from how to work in very diverse teams to key accounting metrics and strategy. I was surprised by how weak I was at certain tasks in English or how strong I actually was in other areas. Hult gave me opportunities to try new things and meet people from places I never thought I would have friends. . My internship experiences gave me the chance to broaden my view of different cultures and different companies. I had the opportunity to work and live with people whose values differed from people in my home country. I thought that this would be difficult, but it gave me the chance to reflect on my own values and assess if they were a result of my home country environment or if they were intrinsically mine. . Diederick ter Kulve (@diederick.terkulve) Netherlands Masters in International Business . Say a big hello to our Bachelor of Business Administration program cover star, Elisa Orus Plana âÅ" ¨ . â€Å"I’m excited for the future—especially that I cant predict whats going to happen. Maybe Ill end up in Mexico working for a trading company or maybe in Africa, developing my own business. Everything is possible, and the options are constantly changing. I love the idea that Im never going to be stuck doing the same job until the end of my life if I dont want it to be like this. . Hult really supports me and my ambitions and truly believes that we deserve to be considered as professionals as well as students. Here, I get to express not just my opinions but all elements of myself. From my creative side with the Fashion Society to my finance and business sides in Trading Club and the Management Consulting Club. We get a different type of learning here. Not just essential knowledge and theory, but practical skills and mindset. The school is always evolving. We’re encouraged to innovate and to always look for new ways of doing traditional things. We learn how to be more confident and become aware of how we can impact our environment. The school aims to help you become a better version of yourself and to stand out from the crowd.â€Å" . Elisa Orus Plana French Bachelor of Business Administration Class of 2021 Say a big hello to our Bachelor of Business Administration program cover star, Elisa Orus Plana âÅ" ¨ . â€Å"I’m excited for the future—especially that I cant predict whats going to happen. Maybe Ill end up in Mexico working for a trading company or maybe in Africa, developing my own business. Everything is possible, and the options are constantly changing. I love the idea that Im never going to be stuck doing the same job until the end of my life if I dont want it to be like this. . Hult really supports me and my ambitions and truly believes that we deserve to be considered as professionals as well as students. Here, I get to express not just my opinions but all elements of myself. From my creative side with the Fashion Society to my finance and business sides in Trading Club and the Management Consulting Club. We get a different type of learning here. Not just essential knowledge and theory, but practical skills and mindset. The school is always evolving. We’re encouraged to innovate and to always look for new ways of doing traditional things. We learn how to be more confident and become aware of how we can impact our environment. The school aims to help you become a better version of yourself and to stand out from the crowd.â€Å" . Elisa Orus Plana French Bachelor of Business Administration Class of 2021"> During the final days of 2019, you probably reflected on what you’ve accomplished this year—and even this decade—and what you’d like to achieve in 2020. Let us know in the comments below. During the final days of 2019, you probably reflected on what you’ve accomplished this year—and even this decade—and what you’d like to achieve in 2020. Let us know in the comments below. â€Å"The first time we did group work on the program, I went head-to-head with a colleague. It taught me a lot about how I see people, how people see me, and how conflict can be resolved in a kind and productive way. The best feedback you get, when delivered constructively, is the most critical because it really feeds into how you lead. I’ve completely reversed my leadership style—the result is so much richer and more powerful when you lead from behind and lead with strength. . Studying in tandem with working, whilst challenging, gave me the perfect platform to directly apply learning concepts into my business environment, the competitive landscape, and the real-estate industry as a whole. When I started the program, I was very happy in my corporate role. But my courage and aspirations grew to the point that I took on a whole new direction. Having my career coach, Joanna, as a sounding board allowed me to really be strategic and get to know myself. She coached me thro ugh all the interviews, the research, and the questions. It went in parallel with what I was doing academically and after six months everything just clicked. . I went into the EMBA knowing I had nothing to lose and I’ve come out with everything. Great strength, global friends, amazing learning, mentors from professors, a job I love, and the knowledge that I can set my mind to achieve anything and with the right support and resources I’ll get there.† . Kashani Wijetunga British, New Zealand Sri Lankan Associate Director Senior Strategy Consultant CBRE EMBA Class of 2019 . â€Å"The first time we did group work on the program, I went head-to-head with a colleague. It taught me a lot about how I see people, how people see me, and how conflict can be resolved in a kind and productive way. The best feedback you get, when delivered constructively, is the most critical because it really feeds into how you lead. I’ve completely reversed my leadership style—the result is so much richer and more powerful when you lead from behind and lead with strength. . Studying in tandem with working, whilst challenging, gave me the perfect platform to directly apply learning concepts into my business environment, the competitive landscape, and the real-estate industry as a whole. When I started the program, I was very happy in my corporate role. But my courage and aspirations grew to the point that I took on a whole new direction. Having my career coach, Joanna, as a sounding board allowed me to really be strategic and get to know myself. She coached me thro ugh all the interviews, the research, and the questions. It went in parallel with what I was doing academically and after six months everything just clicked. . I went into the EMBA knowing I had nothing to lose and I’ve come out with everything. Great strength, global friends, amazing learning, mentors from professors, a job I love, and the knowledge that I can set my mind to achieve anything and with the right support and resources I’ll get there.† . Kashani Wijetunga British, New Zealand Sri Lankan Associate Director Senior Strategy Consultant CBRE EMBA Class of 2019 . â€Å"It was now or never. I knew that I’d have likely stayed in my neighborhood for years to come if I didn’t take this opportunity. I’d not lived or studied outside of the U.S. before. So I left my job as a global strategist at an advertising agency and moved halfway around the world. I’ve come back a more culturally aware, well-versed person. I’ve realized that everything is a learning experience and an opportunity for growth. Ill definitely carry this mindset with me into the future. Technology and social media allow us to be different people in several places at once. Im excited to see how I can establish myself in whatever city Ill be lucky enough to call home and still maintain deep connections with people all over the world. I’m inspired by my classmates every day. Hearing some of their life stories and how getting this degree fits into their greater mission has been very humbling. My biggest challenge has been finding the ‘right’ path for me. There have been rooms Ive felt like I shouldnt be in, but now Im proud to feel as though I truly belong, wherever I am.† . Dwayne Logan, Jnr. American MBA Class of 2019 . â€Å"It was now or never. I knew that I’d have likely stayed in my neighborhood for years to come if I didn’t take this opportunity. I’d not lived or studied outside of the U.S. before. So I left my job as a global strategist at an advertising agency and moved halfway around the world. I’ve come back a more culturally aware, well-versed person. I’ve realized that everything is a learning experience and an opportunity for growth. Ill definitely carry this mindset with me into the future. Technology and social media allow us to be different people in several places at once. Im excited to see how I can establish myself in whatever city Ill be lucky enough to call home and still maintain deep connections with people all over the world. I’m inspired by my classmates every day. Hearing some of their life stories and how getting this degree fits into their greater mission has been very humbling. My biggest challenge has been finding the ‘right’ path for me. There have been rooms Ive felt like I shouldnt be in, but now Im proud to feel as though I truly belong, wherever I am.† . Dwayne Logan, Jnr. American MBA Class of 2019 . Happy New Year, Hultians! . Happy New Year, Hultians! .

Learn About Petcoke

Petroleum coke, or petcoke, is a byproduct from the refining of crude oil. It consists mostly of carbon, with variable amounts of sulfurs and heavy metals. It has many industrial uses, including the production of batteries, steel, and aluminum. Lower-grade petcoke, which contains higher concentrations of sulfur, is used as fuel in coal-fired power plants and cement kilns. Lower-grade coal is estimated to represent 75% to 80% of all petcoke produced. The production of petcoke in North America has increased in recent years due to the refining of crude oil originating from Canada’s tar sands region. If all the recoverable bitumen (the â€Å"proven reserves†) from tar sands was removed and refined, several billion tons of petcoke could be produced. When operating at capacity, large U.S. refineries can produce 4,000 to over 7,000 tons of petcoke per day. In 2012 the United States exported 184 million barrels (33 million metric tons) of petcoke, predominantly to China. A lot of petcoke is also produced in Canada, in close proximity to the tar sands, where bitumen is upgraded into synthetic crude oil or syncrude.  Ã‚   A Troublesome Source of Atmospheric Carbon Dioxide Bitumen’s high density, or what gives it that semi-solid consistency, is explained by the fact that it contains more carbon than conventional oil. Refining crude oil from tar sands involves the reduction of the number of carbon atoms per hydrocarbon molecule. These discarded carbon atoms eventually form petcoke. Since large volumes of tar sand crude oil are currently refined, large amounts of low-grade petcoke are produced and sold as an inexpensive fuel for coal plants. This burning of petcoke is where tar sand bitumen releases extra carbon dioxide, compared to conventional oil. Petcoke produces more CO2 per pound than almost any other energy source, making it a contributor to greenhouse gases and thus a driver of global climate change. Not Just a Carbon Problem Refining sulfur-rich tar sand bitumen concentrates the sulfur content in the petcoke. Compared to coal, petcoke combustion requires the use of additional pollution controls to capture much of that sulfur. In addition, heavy metals are also concentrated into the petcoke. There are concerned with the release of these metals into the air when petcoke is used as a fuel in a coal power plant. These same concentrated heavy metals can enter the environment at storage sites where large piles of petcoke are staged, uncovered. The epicenter of complaints stemming from petcoke storage seems to be in the Chicago, Illinois, area. Large piles of petcoke, each made of thousands of tons of the dusty material, sit along the Calumet River and come from an oil refinery in nearby Whiting, Indiana. These storage sites are in close proximity to residential areas in Chicago’s Southeast side, where residents complain about dust from the petcoke piles blowing into their neighborhoods.   Indirect Effects: Keeping Coal-Fired Plants Open The recent boom in natural gas production has been a challenge for coal-fired power stations. Many have been closed or converted to natural gas power generators. However, petcoke can be used concurrently with coal in many power plants, a practice known as co-firing. Some technical challenges associated with co-firing exist (from petcoke’s high sulfur content, for example), but the very low price of petcoke could be an important factor to keep coal plants open in an economically competitive energy environment. New life could be breathed into slated-to-close coal power plants, with for a net result elevated CO2 emissions. Sources Chicago Sun-Times. Accessed 11 February 2014. Rahm Emanuel to Propose Ordinance Prohibiting New Petcoke Facilities.OilChange International. Accessed 11 February 2014. Petroleum Coke: The Coal Hiding in the Tar Sands.Oxbow Carbon. Accessed 11 February 2014. Petroleum Coke.Pavone, Anthony. Accessed 11 February 2014. Converting Petroleum Coke to Electricity.US Energy Information Administration. Accessed 11 February 2014. U.S. Exports of Petroleum Coke.US Energy Information Administration. Accessed 11 February 2014. Voluntary Reporting of Greenhouse Gases Program.

Europes Second Logistic - 5530 Words

EUROPES SECOND LOGISTIC Population and levels of living what sort of people these Europeans were, and what inspired that curious combination of adventurous spirit, pious sentiment, and brutal behavior that characterized the explorers and conqueror?. After a century of decline and stagnation Europes population began to grow. In the middle of 15 th century the population of Europe as whole was 45-50 million, its about 2/3 less than it was before the plague. By the middle of 17 th century the population was 100 million, in view of the stagnation and decline that occurred in the first half of the 17 th century. What caused this growth? No single obvious cause for the renewal of population growth presents itself. The incidence of the†¦show more content†¦The rural mgrants rarely had he skills or aptitudes necessary for urban occupations. n he towns they formed a Lumpenproletariat, a pool of casual , unskilled labor, frequently unemployed, who supplemented their meager earnings by begging and petty thievery. their crowded, dirty, and squalid living conditions endangered the whole community by making it more susceptible to epidemic disease. The plight of both the urban and rural poor was aggravated by a prolonged fall in real wages, Because he population grew more rapidly than agricultural output, the price of foodstuffs, bread grains in particular, rose more rapidly than money wages, a situation that was exacerbated by he phenomenon of the price revolution.[Note that the more money there is in circulation the less it is worth in relation to the commodities for sale, and so the price of commodities rises.] By the end of the 16 th century the pressure of population on resources was extreme, and in the first half of the 17 th century a series of bad harvests, new outbreaks of the bubonic plague and other epidemic diseases, and increased incidence and ferocity of warfare, especially the Thirty Years War, brought the population expansion to a half. In several areas of the Europe, notably Spain, Germany, and Portugal, population actually declined during part or all of the 17 th century. 1 EXPLORATION AND DISCOVERY By about 1400 the breakup of the Mongol empire and the growth of theShow MoreRelatedFrance Logistics Industry986 Words   |  4 PagesBriefly describe the logistics industry in this country and the workforce According to The World Bank Logistics Performance Index, the logistics industry in France is ranked number 13 compared to 160 countries, measuring at 3.85. Their highest ranking indicator was that of timeliness which may be contributed to their vast transportation infrastructure. Important segments within their logistics industry is wholesale and retail trade, transportation, accommodations and food services. Within industryRead MoreThe Rise Of The Roman Empire1494 Words   |  6 Pagesmeters to 3797 meters high. The River Dunabe which is Europe’s second longest river runs through southwest Germany into Austria and is 1780 miles long and ends by emptying into the black sea. The Climate in Austria differs from season to season with it being warm in the summer time while having sunny winters with snow along the mountain regions. Natural resources include oil and water, these resources make up a good part of the rest of Europe’s natural resources. The land in Austria c onsist of AgricultureRead MoreZara–Rapid Fire Fulfillment Assessment Essay672 Words   |  3 PagesFulfillment Assessment Bob Goldwasser Introduction â€Å"Do everything possible to let one hand help the other. And whatever you do not take your eyes off the product until it’s sold.† Amancio Ortega This paper will present information on Zara Europes fastest growing apparel retailer who has about 1500 stores in major cities around the globe. This paper will explain why the companys supply chain strategy is successful. 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Explain briefly why each was crucial to long-distance sailingRead MoreLng Supply : A Global Gas Supply, Demand, And Pricing1414 Words   |  6 Pagesshipping market in the past decade, this would be the liner shipping. Vernimmen et al (2007) made this comparison based on the strategic planning followed between the terminal operators and the shipping lines, as it happens in liner shipping, where a logistics chain is used, to secure volumes of LNG. In LNG chartering these are the so-called Sale and Purchase Agreements (SPA’s hereinafter). Today, buyers of LNG who constitute the demand sector cover their seasonal needs by contracting in the spot marketRead MorePositioning Strategy for Starbucks in the Netherlands1594 Words   |  7 PagesI believe Starbucks has strong incentives to enter the Dutch market. ï‚ ² Geographic / Demographic Background Geographically, the Netherlands is the gateway to Europe, with a well-established and mature logistics infrastructure ideal for shipping and distributing products. Rotterdam is Europe’s largest port, handling twice as much as its nearest European rival, Antwerp. The port’s industrial and distribution activities generate annual added value to around 10% of Dutch GDP. Historically, the Dutch

Critdiscanalysis Doc free essay sample

My current research is on processes of social change in their discourse aspect (Fairclough 1992 is an early formulation of a version of CDA specialized for this theme). More specifically, I am concerned with recent and contemporary processes of social transformation which are variously identified by such terms as ‘neo-liberalism’, ‘globalisation’, ‘transition’, ‘information society’, ‘knowledge-based economy’ and ‘learning society’. I shall focus here on the version of CDA I have been using in more recent (partly collaborative) work (Chiapello Fairclough 2002, Chouliaraki Fairclough 1999, Fairclough 2000a, 2000b, 2003, 2004, Fairclough, Jessop Sayer 2004). Methodologically, this approach entails working in a ‘transdisciplinary’ way through dialogue with other disciplines and theories which are addressing contemporary processes of social change. Transdisciplinary’ (as opposed to merely ‘interdisciplinary’, or indeed ‘postdisciplinary’, Sum Jessop 2001) implies that the theoretical and methodological development (the latter including development of methods of analysis) of CDA and the disciplines/theories it is in dialogue with is informed through that dialogue, a matter of working with (though not at all simply appropriating) the ‘logic’ and categories of the other in developing one’s own theory and methodology (Fairclough forthcoming a). The overriding objective is to give accounts – and more precise accounts than one tends to find in social research on change of the ways in which and extent to which social changes are changes in discourse, and the relations between changes in discourse and changes in other, non-discoursal, elements or ‘moments’ of social life (including therefore the question of the senses and ways in which discourse ‘(re)constructs’ social life in processes of social change). The aim is also to identify through analysis the particular linguistic, semiotic and ‘interdiscursive’ (see below) features of ‘texts’ (in a broad sense – see below) which are a part of processes of social change, but in ways which facilitate the productive integration of textual analysis into multi-disciplinary research on change. Theoretically, this approach is characterized by a realist social ontology (which regards both abstract social structures and concrete social events as parts of social reality), a dialectical view of the relationship between structure and agency, and of the relationship between discourse and other elements or ‘moments’ of social practices and social events (discourse is different from – not reducible to – but not discrete from – ‘internalizes’ and is ‘internalized’ by (Harvey 1996) – other social elements). I shall proceed as follows. In section 1 I shall give summarise main theoretical features of this version of CDA. In Section 2 I shall discuss the view of methodology, including methods of data collection and analysis, referring specifically to an aspect of ‘transition’ (and ‘globalisation’) in central and eastern Europe and more particularly in Romania: the project of developing ‘information societies’ and ‘knowledge-based economies’. I shall develop this example in Section 3, discussing the recontextualization of discourses of the ‘information society’ and ‘knowledge-based economy’ in a Romanian policy document. . Theoretical issues The term ‘discourse’ is used in various ways within the broad field of discourse analysis. Two are of particular relevance here. First, ‘discourse’ in an abstract sense as a category which designates the broadly semiotic elements (as opposed to and in relation to other, non-semi otic, elements) of social life (language, but also visual semiosis, ‘body language’ etc). I prefer to use the term ‘semiosis’ (Fairclough, Jessop Sayer 2004) to avoid the common confusion of this sense of ‘discourse’ with the second, hich I retain: ‘discourse’ as a count noun, as a category for designating particular ways of representing particular aspects of social life (eg it is common to distinguish different political discourses, which represent for example problems of inequality, disadvantage, poverty, ‘social exclusion’, in different ways). The category of ‘discourse’ in this second sense is defined through its relation to and difference from two other categories, ‘genre’ and ‘style’ (see below). The realist social ontology adopted here treats social structures as well as social events as parts of social reality. Like a number social theorists, such as Bourdieu and Bhaskar (Bourdieu Wacquant 1992, Bhaskar 1986), I assume that coherent accounts of the relationship between social structures and social events depend upon mediating categories, for which I shall use the term ‘social practices’, meaning more or less stable and durable forms of social activity, which are articulated together to constitute social fields, institutions, and organizations. There is a semiotic dimension at each of these levels. Languages (as well as other semiotic systems) are a particular type of social structure. I use the term ‘order of discourse’ (the term is Foucault’s, but it is recontextualized within this version of CDA in a distinctive way, see Foucault 1984, Fairclough 1992, 2003) for the semiotic dimension of articulated networks of social practices (for instance, the political field is partly constituted as a particular order of discourse, so too are specific governmental, educational or business organizations). I use the term ‘text’ in an extended way for the semiotic dimension of social events – the written documents and websites of government are ‘texts’ in this sense, as also are interviews and meetings in government or business organisations (Fairclough 2003). The term ‘text’ is not really felicitous used in this way, because one cannot shake off its primary association with written texts, but it is difficult to find a preferable general term. Social practices and, at a concrete level, social events, are articulations of diverse social elements, including semiosis. One might for instance see social practices as including the following elements (though there is clearly room for argument about what the elements are): Activities Social relations Objects and instruments Time and place Social subjects, with beliefs, knowledge, values etc Semiosis These elements are dialectically related (Harvey 1996). That is to say, they are different elements, but not discrete, fully separate, elements. There is a sense in which each ‘internalizes’ the others without being reducible to them. So for instance social relations in organizations clearly have a partly semiotic character, but that does not mean that we simply theorize and research social relations in the same way that we theorize and research language. They have distinct properties, and researching them gives rise to distinct disciplines. Conversely, texts are so massively ‘overdetermined’ (Althusser Balibar 1970, Fairclough, Jessop Sayer 2004) by other social elements that linguistic analysis of texts quickly finds itself addressing questions about social relations, social identities, institutions, and so forth, but this does not mean that linguistic analysis of texts is reducible to forms of social analysis. Nevertheless, the dialectical character of relations between elements underscores the value and importance of working across disciplines in a ‘transdisciplinary’ way. Semiosis figures in broadly three ways in social practices (and the articulations of practices which constitute social fields, institutions, organizations) and social events. First, it figures as a part of the social activity, part of the action (and interaction). For instance, part of doing a job (for instance, being a shop assistant) is using language in a particular way; so too is part of governing a country. Second, semiosis figures in representations. Social actors acting within any field or organization produce representations of other practices, as well as (‘reflexive’) representations of their own practices, in the course of their activity, and different social actors will represent them differently according to how they are positioned within fields or organizations. Third, semiosis figures in ways of being, in the constitution of identities – for nstance the identity of a political leader such as Tony Blair in the UK is partly a semiotically constituted way of being (Fairclough 2000b). Semiosis as part of social activity constitutes ‘genres’. Genres are diverse ways of (inter)acting in their specifically semiotic aspect. Examples are: meetings in various types of organisation, political and other forms of interview, news articles in the press, and book reviews. Semiosis in the representation and self-representation of social practices constitutes â⠂¬Ëœdiscourses’. Discourses are diverse representations of social life. For instance, the lives of poor and disadvantaged people are represented through different discourses in the social practices of government, politics, medicine, and social science, as well as through different discourses within each of these practices corresponding to different positions of social actors. Finally, semiosis as part of ways of being constitutes ‘styles’ – for instance the styles of business managers, or political leaders. The semiotic aspect of a social field or institution or organization (ie of a specific articulation of social practices) is an ‘order of discourse’, a specific articulation of diverse genres and discourses and styles. At a higher level of analysis, part of the analysis of relations between different social fields, institutions and (types of) organization(s) is analysis of relations between different orders of discourse (eg those of politics and the mass media). An order of discourse is a social structuring of semiotic difference – a particular social ordering of relationships amongst different ways of making meaning, ie different discourses and genres and styles. One aspect of this ordering is dominance: some ways of making meaning are dominant or mainstream in a particular order of discourse, others are marginal, or oppositional, or ‘alternative’. For instance, there may be a dominant way to conduct a doctor-patient consultation in Britain, but there are also various other ways, which may be adopted or developed to a greater or lesser extent alongside or in opposition to the dominant way. The dominant way probably still maintains social distance between doctors and patients, and the authority of the doctor over the way interaction proceeds; but there are other ways which are more ‘democratic’, in which doctors play down their authority. The political concept of ‘hegemony’ can usefully be used in analyzing orders of discourse (Butler et al 2000, Fairclough 1992, Laclau Mouffe 1985). A particular social structuring of semiotic difference may become hegemonic, become part of the legitimizing common sense which sustains relations of domination, though hegemony is always open to contestation to a greater or lesser extent. An order of discourse is not a closed or rigid system, but rather an open system, which can be changed by what happens in actual interactions. In critical realist terms (Fairclough, Jessop Sayer 2004), social events are constituted through the intersection of two causal powers – those of social practices (and, behind them, of social structures), and those of social agents. We may say that social agents produce events in occasioned and situated ways, but they depend on social structures and social practices do so – the causal powers of social agents are mediated by those of social structures and practices, and vice-versa. Texts in the extended sense I described earlier are the semiotic elements of social events, and it helps to highlight the productive activity of social agents in making texts if we think of them in process terms as ‘texturing’: social agents draw upon social structures (including languages) and practices (including orders of discourse) in producing texts, but actively work these ‘resources’, create (potentially novel) texts out of them, rather than simply instantiating them. Analysis of texts includes ‘interdiscursive’ analysis of how genres, discourses and styles are articulated together. These are categories which are distinguished and related at the level of social practices (as elements of orders of discourse). At the level of social events – texts – they are drawn upon in ways which give rise to hybridity or ‘mixing’ of categories, ie a text may be hybrid with respect to genres, discourses and/or styles (for instance, the ‘marketization’ of higher education is partly a matter of texts which ‘mix’ the genres and styles, as well as more obviously the discourses, of education and of the market, Fairclough 1993). Analysis of texts also includes linguistic analysis, and semiotic analysis of for instance visual images (contemporary texts are characteristically, and increasing, ‘multimodal’ with respect semiotic systems, Kress van Leeuwen 2000). Interdiscursive analysis is a central and distinctive feature of this version of CDA. It allows one to incorporate elements of ‘context’ into the analysis of texts, to show the relationship between concrete occasional events and more durable social practices, to show innovation and change in texts, and it has a mediating role in allowing one to connect detailed linguistic and semiotic features of texts with processes of social change on a broader scale. Social change includes change in social practices and in the networking of social practices, how social practices are articulated together in the constitution of social fields, institutions and organizations, and in the relations between fields, institutions and organisations. This includes change in orders of discourse and relations between orders of discourse (and so changes in genres, discourses and styles and relations between genres, discourses and styles). Moreover, changes in semiosis (orders of discourse) are a precondition for wider processes of social change – for example, an elaborated network of genres is a precondition for ‘globalisation’ if one understands the latter as including enhancement of possibilities for ‘action at a distance’, and the spatial ‘stretching’ of relations of power (Giddens 1990). And in many cases, wider processes of social change can be seen as starting from change in discourse, as I argue below. I said above that the relationship between semiosis and other elements of social practices is a dialectical relationship – semiosis internalises and is internalised by other elements without the different elements being reducible to each other. They are different, but not discrete. If we think of the dialectics of discourse in historical terms, in terms of processes of social change, the question that arises is the ways in which and the conditions under which processes of internalisation take place. Take the concept of a ‘knowledge-based economy’. This suggests a qualitative change in economies such that economic processes are primarily knowledge-driven, and change comes about, at an increasingly rapid pace, through the generation, circulation, and operationalisation (including materialization)of knowledge in economic processes. Of course knowledge (science, technology) has long (indeed, one might say always) been ignificant in economic change, but what is being suggested is a dramatic increase in its significance in comparison with other factors (including financial capital and labour force) – though the extent to which this is an actual change in reality rather than a fashionable rhetorical construal of reality remains contentious. The relevance of these ideas here is that ‘knowledge-driven’ amounts to ‘discourse-driven’: knowledge is generated and circulates as discourses, and the process through which knowledge (as discourses) be come operationalised in economies is precisely the dialectics of semiosis. Discourses include representations of how things are and have been, as well as imaginaries – representations of how things might or could or should be. The ‘knowledge’ of the knowledge-based economy includes imaginaries in this sense – projections of possible states of affairs, ‘possible worlds’. In terms of the concept of social practice, they imagine possible social practices and networks of social practices – possible articulations of activities, social subjects, social relations, instruments, objects, space times, values. These imaginaries may be operationalized as actual (networks of) practices – imagined activities, subjects, social relations etc can become real activities, subjects, social relations etc. Operationalization includes materialization of discourses – economic discourses become materialized for instance in the instruments of economic production, including the ‘hardware’ (plant, machinery, etc) and the ‘software’ (management systems, etc). Discourses as imaginaries also come to be enacted in new ways of acting and interacting, and such enactments are in part ‘intra-semiotic’: discourses become enacted as genres. Consider for instance new management discourses which imagine management systems based upon ‘teamwork’, relatively non-hierarchical, networked, ways of managing organisations. They may become enacted semiotically as new genres (within new networks of genres), for instance genres for team meetings. Such specifically semiotic enactments are embedded within their more general enactment as new ways of acting and interacting in production processes. Discourses as imaginaries may also come to be inculcated as new ways of being, new identities. It is a commonplace that new economic and social formations depend upon new subjects – for instance, ‘Taylorism’ as a production and management system depended upon changes in the ways of being, the identities, of workers (Gramsci 1971). The process of ‘changing the subject’ can be thought of in terms of the inculcation of new discourses – Taylorism would be an example. Inculcation is a matter of people coming to ‘own’ discourses, to position themselves inside them, to act and think and talk and see themselves in terms of new discourses. A stage towards inculcation is rhetorical deployment: people may learn new discourses and use them for certain purposes (eg procuring funding for regional development projects or academic research) while at the same time self-consciously keeping a distance from them. One of the complexities of the dialectics of discourse is the process in which what begins as self-conscious rhetorical deployment becomes ‘ownership’ – how people become un-self-consciously positioned ‘within’ a discourse. Inculcation also has its material aspects: discourses are dialectically inculcated not only in styles, ways of using language, they are also materialised in bodies, postures, gestures, ways of moving, and so forth (which are themselves semioticized to various degrees, but without being reducible to semiosis). There is nothing inevitable about the dialectics of semiosis (the ‘dialectics of discourse’, Harvey 1996) as I have described it. A new discourse may come into an institution or organisation without being enacted or inculcated. It may be enacted, yet never be fully inculcated. Examples abound. For instance, managerial discourses have been quite extensively enacted within British (as well as other national) universities (eg as procedures of staff appraisal, including a new genre of ‘appraisal interview’), yet arguably the extent of inculcation is limited – many if not most academics do not ‘own’ these management discourses. We have to consider the conditions of possibility for, and the constraints upon, the dialectics of discourse in particular cases. This has a bearing on theories of ‘social constructionism’ (Sayer 2000).

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