Internet And Economy Essays - Cultural Globalization,

Internet And Economy The internet, the world wide data connection that has caught on like a wild fire sweeping through a parched California forest, has wide ranging implications on our world economy. Locally, we have witnessed staggering swings of fortune in more "dot-com" firms than any other form of business in American history. The old adage of that "American Dream" - starting a business in the garage to see it one day be listed on the stock exchange is truer now than at any other time in our short history as well. While many still feel that the internet is simply a "fad" that will fade out as consumers tire of on-line shopping, most are resigned to the fact that the computer age is finally found a foothold into the masses ? a true consumer product as inseparable in the modern household as the television and telephone. The fact that it isn't being called the "telenet" may be more a matter of poor timing than a marketing gaffe. As the data-stream ("bandwidth" in internet parlance) becomes more efficient ? read that as "fast," other uses of the internet will boom. No longer will the internet be just for buying and selling merchandise, chatting with friends and family, or gaining insight into the latest sexual technique, but will become a truly real-time and practical "multi-media" tool. Video data, currently suited only for the occasional voyeuristic views with choppy, grainy images reminiscent of our parents/grandparents 8mm movies, will one day (soon, I predict) become a window to the world. The video phone ? a product most of us in my age group thought would have become reality long before now - will finally become commonplace. With video, audio and other input devices at one's disposal, doctor's will again make "house calls," and visits to far off friends and relatives will nearly suffice for the real thing (a rekindling of the infamous "smell-o-vision" system to transmit the aroma of Grandma's fresh apple pie baking in the oven, perhaps?). The uses are nearly as endless as ones imagination, and is a field where current state-of-the-art has only touched the surface of what can and will be achieved over a very short period of time. So what does all this high tech wizardry have to do with the economy? Just about everything, actually. Already governments across the globe are clamoring to be the first to find a practical method of taxation into this new world wide interchange system. Hopefully, the Genie has long since been out of the bottle on that one... Shopping malls, already feeling the effects of internet commerce, may be forced to radically change their business structure or face certain failure. The parcel delivery systems are feeling the effects as well as a dramatic increase of flow is being realized directly through internet sales. As fuel prices continue to climb, video conferencing, once reserved for the well-healed companies will make sense for even the smallest of companies. The ramifications of the internet are wide ranging and will certainly impact nearly every human being on the face of this planet. What a marvelous time to be living in to see one of the single biggest technological advances come to fruition. While the telephone made the world a much smaller place to live in, the internet has taken the meaning of distance out of the equation completely. Bibliography http://www.businessweek.com/1999/99_40/b3649001.htm

RANDOMNESS

RANDOMNESS Nathan Bransford wrote recently about the randomness of bestsellers. In other words, there isnt some magical power that preordains the qualities of a story that breaks records and defies the odds. Sometimes a perfect storm just comes together. Like the mega waves he describes at sea, the ones that appear from nowhere and make a huge impression in that vast, monstrous water, they just happen and cant be fore casted. http://blog.nathanbransford.com/2012/06/randomness-of-bestsellers.html And yet, we keep trying to understand the process. Whats worse,in my opinion, and this is a BIG gripe with me, is that we also bash traditional publishers for producing books that do not do well. Thats talking out of both sides of our mouths. We try to think we can duplicate bestseller status, and really learn how to define the path to such a level, as if there was a manual somewhere. That logic should also mean that if we can predict great books, then we know enough to avoid a bad one. The deal is, people, is that we can only write our best.Publishers can only attempt to predict what will sell. eaders can only pretend to recognize a debut book as a bestseller. The fact is that nobody has mastered how to make a bestseller. There is no HOW TO WRITE A BESTSELLER FOR DUMMIES. Just spoke to someone this week who justified self-publishing Hes only trying to assuage his own conscience, the one thats attempting to rationalize into a hazy reality that he probably has no chance with traditional publishing. So he says theyve lost touch, can no longer produce quality material, thus leaving him no choice but to proceed with self-publishing since it has equal credibility. This is my reality . . . and my explanation of publishing: The more seasoned, experienced people who lay their eyes and hands on your manuscript, the better the book. Note, I did not say traditional or self-published. Multiple layers of review and decision making goes into traditional publishing. If you self-publish, make sure you put the same degree of attention into your manuscript as a traditional publishing house would put into it. Hire editors. Hire a cover designer. Hire a for matter. That is, unless you are experienced yourself. That doesnt mean read instructions and learn as you go. Sure, you CAN learn as you go, but do not go it alone. Youll never see the landmines, no matter how many blog posts you read about the business. This business isnt about randomness. Its about diligence and focus to detail. Nothing is fool-proof. Failure exists. Less than satisfactory happens. But your odds improve the more experience you put into your books development, writing,and promotion. Instead of trying to orchestrate a bestseller, just write your best. Then recognize what you should and should not do. Be daring in your writing. Be grounded in your publishing, no matter which route you take.

Brave New World

Brave New World Brave New World Brave New World By Maeve Maddox The phrase â€Å"brave new world† is popular in headlines used to introduce a variety of topics: High School Basketball: Brave new world in regionals The Brave New World of Ferraris in China The Brave New World of  Food Oldman’s Brave New World of Wine Why We Need To Talk Now About The Brave New World Of Editing Genes Internet Eavesdropping: A Brave New World of Wiretapping Welcome To The  Brave New World Of  The Corporate-Sponsored Artist   Cubicles Rise in a Brave New World of Publishing Because â€Å"brave new world† is an expression loaded with negative connotations, some of these uses are more appropriate than others. The phrase originated with Shakespeare. When he put the expression in Miranda’s mouth in The Tempest, he was being ironic. O, wonder! How many goodly creatures are there here! How beauteous mankind is! O brave new world, That has such people in’t! Miranda is speaking of the men whom her father- Prospero, rightful Duke of Milan- has caused to be shipwrecked on their island. The irony is that five of the eight men who come ashore are not â€Å"goodly† at all; they are dirty rotten scoundrels who represent all that is evil and corrupt in the â€Å"civilized† world of Europe. When Aldous Huxley chose the phrase as the title of his 1932 novel about a future in which society is carefully organized and monitored, he was echoing the idea that what might appear to be wondrous at first glance may in fact be evil. Writers who use the phrase as if it has a positive connotation misunderstand Shakespeare’s use of brave. Modern speakers use brave to mean courageous, daring, intrepid, and stouthearted. We speak of â€Å"brave soldiers† and â€Å"brave explorers† who risk danger to do their work. In Shakespeare’s day brave could mean splendid, showy, grand, fine, and handsome. Miranda, impressed by the appearance of the courtly strangers, was probably using the word with this meaning. In any case, to speak of â€Å"a brave new world† of wine or basketball doesn’t make a lot of sense. The second set of headline examples seems to have been written by people who know what Huxley’s novel is about. Brave New World is set in a future in which technology has reorganized human reproduction so as to produce babies in laboratories. The goal is to eliminate such inconveniences as disease and human dissatisfaction. DNA is manipulated so as to produce three castes of people designed to be happy with different types of work. Should any of these designer people grow up to be nonconformists, they are exiled to remote locations. The headline about gene editing is especially on point. Careful writers will not use the phrase â€Å"brave new world† if all they mean is â€Å"a new set of circumstances.† The phrase belongs only in a context of dehumanization or oppressive surveillance. Brave New World entered the public domain in 2008. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Expressions category, check our popular posts, or choose a related post below:Program vs. Programmeâ€Å"As Well As† Does Not Mean â€Å"And†The Difference Between "Shade" and "Shadow"

The two phases of enlightment in Malcolm x's life Essay

The two phases of enlightment in Malcolm x's life - Essay Example Malcolm X was arrested for burglary in 1946. He was jailed for seven years. During this time, he educated himself through reading on various issues. From his ignoble days of street crime, his rise to the â€Å"stature of one of the most profound catalysts of the civil rights movement† came about as a result of powerful changes in his thought patterns. He attributed his transformation to two revelations that he had, which enlightened and empowered him. From extensive reading, Malcolm discovered Allah and the religion of Islam. Thus, from staunch atheism, he converted to the Muslim faith. This proved to be his first enlightenment. He achieved a major turnaround from his downward spiral of declining moral character, and rise up progressively. This helped him to develop the progressive side of his heritage, that is â€Å" â€Å"the potential for racial self-identification and self-productive aggressivity† (Wolfenstein: 209). In 1952 he took the last name X, in rejection of the white man’s name (X: 119). Malcolm X was a Muslim, a consistent Black nationalist, and a revolutionist of action (Ryan, 2008). Malcolm X became a minister within the Nation of Islam, and was held in high honour in the Muslim world. The second revelation was brought about by his brother Reginald, who visited him in jail.

Incident report Essay Example | Topics and Well Written Essays - 1750 words

Incident report - Essay Example Knowledge results from the combination of grasping experience and transforming it† (Kolb 1984). I faced with small but diverse conflicts during my activity. There is a tendency that the middle managers have proven to be more mobile. So first of all I estimated the conflict in order to give an answer to the question of what we can change the current situation. The manager should properly analyze what the person needs or do not needs, and what will only confuse the worker, to be able to articulate the problem and extract the desired information (Aldair 2009). I was needed to think and act quickly in order to satisfy the tasks proposed, I used to concentrate and express my ideas and thoughts correctly in order not to offend anyone ant at the same time be understood by my interlocutors. Kolb proposed six main characteristics for experiential learning (Kolb, 1999), including the following points: His experiential learning theory was developed in order to give a model to develop our practice. This theory has appeared under the different titles like The Learning Cycle, The Kolb Cycle or The Experiential Learning Cycle. The Kolb Cycle is divided into four different stages and it is possible to start at any point, however the order of the stages of learning from experience must not be ruined to achieve the successful results. The Experiential Learning Cycle says that is not enough to get an experience in order of learning. The experience is essential thing when it is necessary to formulate generalisations and concepts, useful for the new situations. In order to prove the skills you should get to the new situations. According to the written above the idea is to link theory and action by planning with reflections back to the theory. In order to join it to my activity I need to open each category a bit more. Concrete experience is

English Language A Chief Medium Of Communication English Language Essay

English Language A Chief Medium Of Communication English Language Essay According to Encarta on line, the English language is the chief medium of communication of people in the United Kingdom, the United States, Canada, Australia, New Zealand and South Africa. Since the middle of the 20th century, English language has become widespread around the world. It is often considered the world language. English in South Africa is mainly learned as a means to gain access to knowledge in various fields. THEORETICAL CONSIDERATION AND THE PROBLEMS OF READING SKILL Theoretical considerations in this research, comprises problems of reading skills in first additional language. Lado (1996:159) states that: consider learning to read in foreign language as grasping meaning in the language through its written symbols. Similar views were echoed by Gritter (1977:245) when he equated reading to direct communication from the printed page to the readers mind. The central theme of this study was that reading skills seemed to lose its value due to numerous problems and lack of motivation in reading at schools. Different challenges, such as educators being not well trained in facilitating reading skills; lack of support systems; illiteracy; poor socio-economic; interference of L1 and first additional language; learners environment; and technological systems, seem to hinder the progress and development of reading skill. In the economic sector, employers found that many African job applicants were unable to read and to fill in English application forms. Since there are few native speakers of English in Limpopo Province, Lebowakgomo Circuit in particular, English literacy is limited. Insufficient training in reading skills on the part of teachers. Blame for poor reading result was laid on lack of effective reading instruction on the part of educators. Carlson (1972:32) supports this thus; public schools have been blamed for not having strong programme of organized phonics and lack of instruction in the decoding of sounds the letters represent. The researcher agrees that educators are the cornerstones of reading skill activities. As such, they needed intensive in-service training in order to practise their duties effectively and improve on poor reading results. Devine et al.; (1987:254) confirmed that there is a general agreement among teachers and students that the reading sections are responsible for the high failure rate. The researcher agrees that lack of instruction in the decoding of the sounds is the main explanation why many disadvantaged learners are retarded in reading. It is also the reason for high illiteracy rate among both the young and adults in South Africa, and Limpopo Province in particular. Owen (1992:97) noted that teachers were aware of the limitations of their childrens reading performance in global terms. However, decisions, about the most effective remediation strategies to deploy in particular cases have been hampered by the lack of training. The socio-economic status of the subjects According to Johnson (1992:158), Low Socio-Economic Status in a previous cultural setting was not necessarily associated with low achievement. That is, according to the records, some learners from Low Socio Economic Status perform well in reading L2. They sometimes out shines learners from High Socio Economic Status. The problems in assessment of reading skills in secondary schools Assessment is an important aspect which is viewed as a tool to measure strength and weakness of the learners. It is used as an extrinsic and intrinsic motivation to learners, so that they read more during their spare time. Educators give learners a sense of recognition through reading skill assessment. Assessment helps educators to assess a learners reading skill to make informed decisions about what or where to stress when teaching the learner to read. According to Farr (1970:1), most evaluation programs in reading education are too limited. In assessing the abilities of students, teachers to place more emphasis on the results of standardized reading tests and fail to consider such learners, behaviour as what learners read, attitude toward reading and use of reading to search for answers to personal problem. The research questions include reading attitude. They refer to feelings that results in learners particular approach to reading. Attitude influences the desire to read. Conley (1992:89) states that positive reading attitudes are essential for success in any content area, negative attitudes accompany reading failure. Alexander Filler (1976) add that, when students have favourable attitudes towards reading, they tend to increase in achievement and they read more. The word assessment should mean more than obtaining test scores from learners, it should be seen as a value to what it assesses, and that is challenges in reading first additional language. Reading skill against technology. The other goals of this study are to find if there is a predictable relationship between technological systems and time spent on voluntary reading. The researcher believes that technological system challenges the development of reading skill in a positive and negative way. He enjoys the support of other scholars, such as, Mangieri et al., (1982:172), who maintain that many children today do not enjoy reading in their spare time and seldom choose to read when other activities are available to them. Moreover, Sunday Times (21 May 2006:8) agrees with this statement by stating that, Television viewing has become the predominant leisure of youngsters. Some 77, 4% of them watch TV three or more times a week. The researcher will investigate if this picture portrays is what is happening in the Lebowakgomo Circuit. May (1986:262) also add that, at home, reading frequently competes with the omnipresence of television and its titbits of instant culture and its instant action. May (1986:262) continue to say that, numerous studies have shown that the average elementary child watches television more than we would like him/she to. He continues to say that, one of the reasons why pupils do not do much reading outside the school is that television provides tough competition for books. The researcher also observed that most children are watching television until late in the evening. This tendency was observed during the fifteen years of democracy. It is because after the 1994 elections, having electricity at home was a right not a privilege. This includes rural, semi-rural and urban area in Limpopo Province. As such, some rural learners had the opportunity of having television at their homes. Most of urban area learners move from television viewing to computer games, which is equally a waste of their time. All this leisure happens at the cost of reading their books. Beard (1988:7) supports the statement when he notes that competing activities such as television viewing and home computers are edging out the habit of reading. The problems of relationship between L1 and first additional language reading The cultural aspect or context of reading infers that the educator and learner understand the basic knowledge of their mother tongue: that is, the histories, literature, current world position and changes involving their native languages. These aspects show the importance of the learners background knowledge. This view is supported by Lado (1996:5) who argues that: theoretically, in reading a language, it would mean sharing of a culture in order to be able to appreciate fully the works in the target language. The extent to which reading a language entails reading of a culture would be determined by the purpose for which language was being studied. In South African, there is a national agreement that it is better to learn first in ones native language, in order to build on what has been learned naturally about reading in L1. The advantages of using a childs native language as a bridge in transitional situations are self-evident. It builds on what children know, that is, their home language. Their own language is learned naturally using their own cognitive framework. This will promote their self-esteem, because it accepts what is an integral part of them. It makes them comfortable during the difficult transition of learning to read in first additional language. Mitchell Myles (1998:13) support the above view by saying that everyday observation tells us that learners performance in a second language is influenced by the language that they already know. Pronunciation bears traces of their first language. SPECIALISTS/SCHOLARS OPINIONS ON THE CONCEPT OF READING. The researcher wanted to find out what other researchers and theorist say about reading. What is reading? According to the editor, Horton, and writer, Good Acre (1990:120), this is the most difficult and complex question to answer, and, to some extent, it depends on who is asking the question. There are different kinds of reading. They are, namely, Skimming, Search Reading, Browsing, Careful Reading and Independent Reading. The researcher was interested in doing research on of Careful Reading and Independent Reading. It is because careful reading is associated with reading text, story books and other instructions. Independent Reading helped learners to develop Our lives and environments are surrounded by different kinds of information. Some information is read from the books, newspapers, magazines, instructions from the medications and road signs. Robert (1996:1) points out that reading can make us more aware of our world and more aware of ourselves. It can stretch our imagination and deepen and enliven our experience. It can provoke us to think by challenging our assumptions. Bearne (1998:48) argues that reading is a social and cultural process where not only homes and classrooms play their part, but larger institutions and cultural influence such as governments and the media contribute to what being a reader involves. Bearne views reading as an interactive process that brings meaning to the text that you read. Shelly (1986:50) says that experts agree that reading is not simply a hierarchically arranged set of sub-skills easily taught and tested, but that it is a complex skill requiring the coordination of a number of interrelated sources of information. Shelly (1986:50) further says reading is viewed as the foundation of learning and the key to success in school. The researcher wants to agree with Shelly because if the learners reading skill is well polished, he or she will have minimal problems in coping with content subjects as far as reading is concerned. Grolier (1979:28) argues that reading has to do with the process of attaching meaning to certain written symbols. As the word meets the eye, the reader is stimulated to make a mental picture of the action meaning. The symbols awaken meaning that is already in the mind of the reader. Neil (1988:28) adds that reading is creative, what any reader derives from the printed page is not exactly what some other readers would get or even what the author had in mind. It means that the interpretation of text will always differ from other readers perspective, due to different context, home language and other factors. Carlson (1972:6) found that men of perception and ambition quickly realized that, the art of reading was the lever to free themselves from the bonds of ignorance and gain status in the society. Reading was the basic skill that ought to be mastered by all as the key to sustain an economically self sufficient and effective citizenship. Encyclopaedia (Q-R Vol.16:10) notes that the main goal of education is to teach people to read. Reading is one of the principal ways of transmitting a culture of learning from one generation to another. The failure to read can keep people away from full participation in their society. Devine et al., (1987:2) state that reading is a multifaceted, complex and interactive process that involves many sub-skills and types of readers as well as text variables. Everything about the readers background, especially culture specific knowledge and experiences, are relevant to successful reading and comprehension. Wepner et al., (1988:160) assert that reading is a constructive process, reading must be fluent, strategic, it requires motivation. Reading is a continuous developing skill. A truly top-down approach to L2 reading has been advanced in 1979. The following: Steffensen, Joag-dev Anderson, (1979); Carrell (1981, 1982); Carrel and Eisterhold (1983); Johnson (1981, 1982); and Hudson (1982) agree that top-down L2 reading not only views the reader as an active participant in the reading process; making predictions and processing information, but everything in the readers prior experience or background knowledge plays a potential role in the process. Robert (1996:1) says reading can make us more aware of our world and ourselves. It can stretch our imagination and deepen and enliven our experience. It can provoke us to think by challenging our assumptions. It can help us make sense of our lives and our world by providing us with explanations that relate what we see, hear, think, and learn. It can enrich our understanding of issues that affect our world and lives. The ability to read in first additional language with understanding is an important skill in our modern society. We need to bring together the relevant challenges of reading to build a comprehensive theory of reading. THEORIES OF READING The researcher discusses theories and theoretical frame work of reading skill. The reading theories, their principles and functions will be discussed in details. Larsen (1991:222) states that a theory is more or less formal, more or less explicit, synthesis of what is known at a given point in time about some natural phenomenon, such as factors involved in L2 reading. Theories of reading view reading as cognitive activity which largely takes place in mind. Three types of reading theories are, namely, bottom-up, top down and interactive. The brief explanation of theories is as follows. Top-down theory of reading Goodman (1982) says it is the level at which the reader starts with a general idea or schema derived from previously acquired knowledge and uses this schema in perceiving and interpreting graphic cues. Everything in the readers prior experience or background knowledge plays a potential role in the process of reading L2. The reading text; genre, socio-cultural, general world and linguistic knowledge code of the learner, are included in the background knowledge. Interactive theory of reading True reading involves perception of meaning at different levels. Interaction process is the interaction between bottom-up and top-down levels. When the reader starts with the perception of graphics, but as soon as these are recognized as familiar, schemata derived from both linguistic knowledge of the world in general are brought into play. According to Conley (1992:54), good readers combine knowledge they already possess with information in texts and with feature of the context in order to construct meaning. This is interacting among reader, the text and the context. Patricia (1987:24) confirms that reading is an interactive process between the reader and the text. It has been recognized by Goodman (1967, 1971) Kolers (1969) Smith (1971). It is only recently that the interactive view of reading has been acknowledged in L2 reading. L2 reading was viewed as a decoding process, a reconstruction of the authors intended meaning via recognizing the letters and words, and building up a semantic representation of the texts meaning from the smallest textual units at the bottom to the largest at the top. Bottom-up theory of reading Bottom-up is processes were graphemes are forming words, words forming sentence, sentences forming paragraphs. Devine et al., (1987:24) explain that, early work on L2 reading, by Rivers (1964, 1968); Plaister (1968), Yorio (1971), assumed a rather passive, bottom-up view of L2 reading. Reading was viewed primarily as a decoding process, a reconstructing of the authors intended meaning via recognizing the letters and words, and building up a semantic representation of the texts meaning, from the smallest textual units at the bottom to the largest at the top. Devine (1987:177) states that linguistic schema is the knowledge of the letters and the corresponding sounds; both alone and in cluster, and the ability to predict through the knowledge of syntax, the word or words that will follow, example, phonics, grammar, and letter recognition. Ralenala (2003:54) believes that because of poor language proficiency, learners tend to use bottom-up processing strategies that, in turn, cause them to disregard the context relevant to a coherent interpretation of text. CONCLUSION In conclusion, the above- mentioned theoretical framework of challenges of reading and assessment skills ranges from different concepts. It looked into different writers views on reading, discussed why reading assessment in first additional language is important, covers L1 and first additional language interference. It touched on theories, interdependent systems and strategies that play an important role in reading. In order to promote positive and realistic expectations of first additional language reading, educators should know as about their learners existing knowledge and capabilities of reading in English. Everything in the readers prior experience or background knowledge plays a critical role in the process of reading first additional language.

Influential People

There are a couple of people in my life today I could relate as having an influence on my life. My Grandparents, my mother and certain friends I have known a while and only seen now that some attributes I have, are because of them. Most times we as people try to think we have built ourselves up in a certain way without realizing that we are a certain way or choose not to do certain things because the people in our lives have had an influence on us. It has taken me twenty years to appreciate what an amazing influence my mother has been on my life. I didn’t know my mother well until I was 15 years old. She left when I was five to pursue her bachelor’s degree and masters in pharmacy in Bulgaria. She would come eventually for holidays when she could but all her visits seem very vague to me. Her being away for such a long time had in some way caused the divorce to happen between her and my father. I could tell it was a very hard time for her but gradually she began to support herself and got back on her feet. My mother has had an incredible influence on making me the person that I am today. Because of her, I am very hard working, I stay motivated and determined and I am a go getter. My mother showed me her enthusiasm through her hard work. I was ten years old when my I made my first decision about what I wanted to study in college. I had looked forward to going to study law and become an attorney. Slowly, that image started to fade out. By the time I was a teenager, I realized just how much I wanted to work hard and become a lawyer. I began to notice the hard work my mother put into her job and how enthusiastic she was. She had such a strong work ethic and kept going no matter what came her way. My mother is a pharmacist and has five jobs. I do not know where she gets the energy from but she manages being a pharmacist, teaching part-time pharmacy classes, sitting on the Board of Directors for the Ministry of Health, working part time in a private hospital and working part time in a pharmacy. I vividly remember listening to one of my mother’s conversations especially so because I never wanted to listen to what she had to say to I most time. She told me how she felt suppressed in her marriage before her divorce. She began to realize the only way to make it and reach the top is to work hard in school and at the workplace and be the best you can be. She has clearly demonstrated this to me over the past couple of years and because of that I continue to work hard not only in school but at work as well. I can now definitely notice how people appreciate my good work ethics and instructors tell me how I wrote a good essay for instance or commend me on my work in class. And all this is attributed to my mother and how hard working she is. I treasure the various worlds my mother has opened to me because she has time and time again shown me how to stay motivated. I remember when she returned from Europe and she and my father explained how they would no longer be together. That crushed my world but more than anything I know how it crushed my mother. However, despite all that, she continued to strive and stay motivated and she has achieved so much more now because of that. My life has been equally transformed by what she has shown me. When it comes to be being motivated, I am forever grateful to my mum because I learned how to keep trying even when I failed. I now know I can achieve what I hope to be if I stay motivated and optimistic in life. There is a famous saying that life is short, I believe life is what you make out of it and staying motivated does add value to accomplishing great things. I still find it fascinating how my mother can get what she wants because she always determined. She influenced me to know that if I am motivated and determined, I can achieve what I set my goals to be in life. Now I realize the importance of being focused in life, being humble and respectful and taking every opportunity I can because it could lead to something great. She says having a good family and home is a privilege but placing me in line to achieve great things is having the mind of a go-getter. In conclusion, I know many of the attributes, attitudes and skills are largely influenced by my mother. She has shown me how to be a hard worker because it really does pay off in the long run. She also had shown me that being determined and motivated can take me to faraway places than I could ever imagine and that having the mind of a Go-getter allows me to push myself and will benefit me with time to come.