Case Study of Writer Essays

Case Study of Writer Essays Case Study of Writer Essay Case Study of Writer Essay Name: Instructor: Course: Date: Case Study of Writer Introduction The writer of choice is my friend. He is in high school, in his junior year. He is a competent writer with adequate literacy capability where he exhibits average spoken and written language skills. The writer currently hopes to pursue a career in Journalism. It is for this reason that he has been chosen for this study. He is especially interested in investigative journalism. In this regard, he is a member of the writing club and writes articles for the school magazine to improve his skills. The aim of the study is to find out the literacy levels of the writer, strengths and weaknesses this writer has by examining his work. The study if the writer is susceptible to some of the mistakes common with most writers. These include punctuation, spelling, veering off topic among other things. Results The writer’s literacy skills are average. They are average because he has issues with spelling and punctuation making his work at times difficult to follow. However, after sorting through the problems, one of his greatest strengths is his ability to write in a manner that has the readers engrossed in an article while using few words yet being informative at the same time. He hopes to be an investigative journalist in the future and looking at his writing ability, he will be able to achieve this goal. What is intriguing about what he writes is how he perceives the world. His perception toward the world creates a sense of hope in the reader. No matter how grave the situation is, the written piece exudes an element of hope that all is well. However, this may be seen as an impediment to investigative journalism where the writer is expected to be objective in his work. In addition, he still needs to improve on his writing skills with regard to punctuation and use of compound words. Another problem observed was the fact that he was overly critical of his written works. This has made him to hide some of his works believing that they are not of good quality. These issues are common with most writers; however, realizing such issues creates the opportunity for improving. Proofreading was therefore a major problem. For example, the writer would have omission of letters in certain words such as instead of writing â€Å"Thank†, he wrote â€Å"Than†. These omissions could be effectively handled by simply proofreading the work. Problems in punctuation include a sentence such as â€Å"What should they have done.†. In this sentence, the omission of the question mark is a grammatical error. Grammatical errors have the possibility of changing a sentence’s meaning. For example, the sentence â€Å"John, my brother was ill†. While the writer meant to say that his brother John was ill, an omission of a comma changed the meaning of the sentence. The sentence should have read, â€Å"John, my brother, was ill†. Therefore, proofreading is an important tool in skillful writing. The various exchanges that we have had include interactive sessions where a piece of writing is discussed in an attempt to understand the motivations being each work and what the writer means to achieve. These exchanges have also been geared toward finding out the problems with his writing. In this regard, these exchanges aimed at improving his writing skills. Emphasis was put on how to develop a journalistic tone without affecting his ability to appeal to his readers. Again, the aim of these exchanges was to boost his confidence in his articles. It was found that he was afraid he did not write well. This came from the fact that he does not proofread his work. However, by reading his work, he was able to identify his mistakes and improved his writing very well. The problem with being a teacher includes losing concentration during some of the exchanges. This was because it was difficult to help by being a teacher yet maintain a friendship. Detecting writing inadequacies was at times challenging especially since I was expected to help in improving his writing. However, this helped me be reacquainted with language use in speech and writing and this made it possible for me to make the right decisions with regard to what was expected. What was most surprising, was the fat that he was willing to learn from a fellow student believe that it would help since we were pears. Therefore, I learnt that a teacher and student relationship is important since this relationship either enables learning or becomes an impediment to the learning process. As a responder to writing, I learnt that while some may be gifted in the art of writing, it takes hard work and commitment on the part of the writer to be able to produce a memorable piece of writing. Conclusion The writer in the end was able to develop writing skills that would match his ambition of becoming an investigative journalist writing feature articles. The study reveals that good writing skills lie in ones ability to objectively criticize their own work and identify the flaws that could make an article appear better. Proofreading is a major part of this where one is able to identify the problems. However, proofreading may not be very effective unless one understands the rules that apply in the language of writing.

Minimal Pairs Pronunciation Lesson

Minimal Pairs Pronunciation Lesson Minimal pairs are pairs of words that have one phonemic change between them. For example: let and lit. Using these pairs to help students recognize the minor differences between English muted vowel sounds can greatly help not only pronunciation skills, but also comprehension. Aim Improve pronunciation and recognition skills Activity The use of minimal pairs to help students distinguish minor differences between English vowel sounds Level Pre-intermediate to upper-intermediate depending on students capabilities Outline Introduce the idea of minimal pairs by writing a list on the board of a number of minimal pairs. For example: but - boot, sit - set, caught - cut, sing - song, etc.Practice comprehension skills by using the provided lists of minimal pairs. Each list contains one minimal pair with a number of examples.Once students are comfortable with the sounds, read sentence examples (for example: The call took a long time to go through - for the first pair) using one word of the pair provided. Ask students to identify which word of each pair was used.Continue using the list of pairs by asking students to practice the lists.Ask students to identify two vowel sounds which they want to focus on, for example: eh and uh, and have them create their own list of minimal pairs.Have pairs exchange lists and practice reading the others lists aloud.If appropriate, continue lesson by a more extended look into the IPA (International Phonetic Alphabet, see IPA Lesson) Back to lessons resource page

Football Attendance Research Proposal Example | Topics and Well Written Essays - 3000 words

Football Attendance - Research Proposal Example When it comes to data analysis, the casual design of the research will begin with checking for the accuracy of the obtained primary data from interviews before it can be fed into the computer. The data will then be inferred to describing the important points that where obtained from the interviews to achieve the objectives and the aim of the research. Ethical issues will be emphasised in the researched through referencing of sources of information in the bibliography. The term foot ball is applied differently all over the world in terms of the sport, for example in the US it refers to the sport that involves running and kicking the ball in a competition between two teams in their attempt to score a goal. However, to its generality in the UK and other English speaking nations, foot ball also known as soccer is a sport like any other that involves manoeuvring a ball with ones foot with the aim of making goal. The game is characterised by two competing teams that comprises of eleven players. The players are usually males but with the course of time, it has seen females engage into the game. The players are restricted to a field of play where certain rules that govern the game are employed through its monitoring by a referee. The game usually lasts for ninety minutes with a half time break of fifteen minutes. However, in some instances the game can go beyond ninety minutes in what is referred to as extra time and this is usually influenced by time th at is wasted due to injuries or substitutions during the course of the match that prompts the referee to halt the game for a while. This causes the referee to compensate the wasted time by extending the length of time of the game. Foot ball's origin dates back to the times of the Ancient Greeks and Romans in medieval Europe who are considered to be the inventors of this game that has seen its popularization because of the large numbers of fanatics all over the world. This game was initially associated with peasants of the time who played it as a form of leisure. It was not governed by any rules or guidelines. Many people would engage in the game at the same time making it be referred to at one time as mob football. The game would be played by teams of people against other towns which would see a chaotic game that resembled a struggle. At the time there where no goal scoring posts and would be characterized by an attempt by the players to move the ball to a certain geographical location of their opponents. The game further developed in other regions as indigenous people adopted different versions of the game such as playing it on ice or other surfaces or introducing tools that they would use

Research Methods for Managerial Decisions Essay Example | Topics and Well Written Essays - 500 words

Research Methods for Managerial Decisions - Essay Example Therefore, the observed values would be different for each case, hence the difference in the results. Coming to the problem of optimization, the only variable that is used for estimating the optimal values is known as the coefficient of multiple determinations, which is denoted by R2. According to theory, R2 is used to determine the proportion of the variation in the dependent variable that is explained by the set of independent variables. For the above 2 cases, R2 was found to be 0.546 & 0.570 respectively. This signifies that in the analysis, only 54.6% and 57% of the variation in the revenue can be accounted for by the 3 variables taken into consideration. If indeed one were to make the solution optimal, then it can only be done if the model were to explain the results in terms of the largest variation in the dependent variables along with the use of the fewest number of independent variables. As such, it would be optimal to include all the lagged values in the regression equation (as they are dependent variables), but along with this it would also be necessary to include the normal values (current advertising expenditure as well as the price index). The estimated advertising costs (under normal values) must be excluded, as it is not required. Under this scheme, the R2 turns out to be 0,756, which is the largest obtained among all possible combinations, and hence the most optimal. Under the following scenario, we adopt the Normal distribu

A study of the famous Bob Dylan song Mr.Tamborine Man Essay Example for Free

A study of the famous Bob Dylan song Mr.Tamborine Man Essay Why Mr. Tambourine Man is A Modern Classic The most obvious and popular interpretation of Bob DylansMr. Tambourine Man is that the song is about drugs. This makes sense, as it was against the law to write songs about drugs in the 1960s when Mr. Tambourine Man was composed. The metaphors are simple: Mr. Tambourine Man is the drug-dealer. Take me on a trip upon your magic swirling ship is asking the drug-dealer for the drugs, and then the lyrics go on to describe the physical effects on the body after consuming hallucinogens: My senses have been stripped My hands cant feel to grip My toes too numb to step. . . Another obvious reference to drug-taking comes from the fourth verse, Take me disappearing through the smoke rings of my mind The smoke rings relating literally to drugs being smoked, and the last line of the last verse, also if taken literally, relates to escaping from the realities of life by using drugs: Let me forget about today until tomorrow. However, this interpretation does not explain some of the vivid imagery used throughout the song where it is not easy to draw parallels between drugs and the image, for example, The haunted frightened trees. This phrase could be written about the emotional state of the drug user, and by embuing those emotions onto something else the surreal atmosphere already invoked in the earlier passages is heightened. In the second and third verses there are several lines expressing suprise at feeling fatigued: My weariness amazes me and how the body is also tired: my toes too numb to step. Bob Dylan said himself Drugs never played a part in that song disappearing through the smoke rings of my mind., thats not drugs, drugs were never a big thing with me. This leads me to believe that the song is indeed about something other than drugs. Some analysts have written about the song as an expression of freedom. One clear example of a phrase  that expresses a sense of freedom is, To dance beneath the diamond sky with one hand waving free/ Silhouetted by the sea This image strongly evokes the idea of someone living freely, both literally, dancing a beach, and the connotations that the sea and the sky provide here, of openess and liberty. There are several references to escaping, for example, Im ready to go anywhere, but for the sky there are no fences facing which means that the sky is the limit, just escaping on the run and again Let me forget about today until tomorrow. These lines fit with the freedom theme: escaping to achieve freedom. But forgetting about today until tomorrow seems only a temporary escape, bringing the back the idea about drugs. It has also been suggested that Mr. Tambourine Man is a poem about transcendence, or reaching enlightenment. Some people see Bob Dylan himself as Mr. Tambourine Man, and he does Cast [his] dancing spell through the magical and fantastic imagery of swirling ships and trips into ones own mind. I believe that the song could be about all of these ideas, and the importance of one in particular relating only to the mood of the listener. This is an important reason for stating that Mr. Tambourine Man is a classic: The lyrics provide the possibility to understand the song in different contexts by different listeners. The ideas differ between people, some finding freedom in Dylans song, some feeling like they are under a spell when listening to the light repetitive tune and figurative language. The cleverness of the language is that people can read almost anything into it, the most basic example being Mr. Tambourine Man, who can be seen as anything from a drug-dealer to a religious man to Bob Dylan himself. Another reason that the song has such a hallucinogenic feeling is the structure of the song. The verses are made up of what appears to be many individual concepts put together, like a dream, giving a surreal effect. The reference to Ozymandius and crumbling empires furthers the dream-like quality of the words.

My Play about an Old Persons Home :: Drama

Old Persons home, in this task I will be try to show how explorative strategies are used in a piece of drama. This includes still image, narration, role-play, cross cutting and marking the moment. 5th July 1979 Strange, that it is a Monday I have decided to start a diary. I have always had trouble getting up on Mondays dreading the day ahead. I always wanted just five minutes more after that damned alarm. Of course where I am now they never let me lie in. With their foolish "regulations", I could teach them a thing or two about regulations. It's unbeknownst to me why I'm here, I shouldn't puzzle over it any longer it would boil my brain. 11th July After many days and nights in this establishment I finally saw someone else, like myself is unexplained to as why we are here. Peter, I think he is a little loony haha, he believes we are here because we are a threat to the government, says he knows things that if the Russians got we wouldn't be here for long. Aha I think he's had too many doses of their magic medicine. Course I don't trust that liquid anything that looks like all the colours of the spectrum cannot be good for you. 18th July Today I managed to speak to Peter for a few minutes he wasn't making sense today and was belted in to his wheelchair almost like a restraint which is queer for a one legged man. He was talking about Churchill and Hitler and WW two, I couldn't hear any full sentences, and he trailed off when that trunch-bull of a nurse came to take him back to his room. He did get me thinking about my experiences in the war. A chill runs down my spine every time I think about that time at Wolf Castle. The village around it still is a ghost town as far as I'm concerned and I do not wish to think about it anymore. Till the day I die. 1st August It seems me and peter almost served together at Wolf Castle. He would have reached it and we would have met forty years ago if it wasn't for that minefield. That's how he lost his leg you see; although unfortunately he does know about the atrocities that happened there. Least he didn't see them first hand. 3rd August Peter was talking about Castle again. I tried to explain to him I didn't want to hear but you know peter always babbling on about past times. He knew my Captain. This room is far too white for my old eyes; all I can see is white, I

Berlin Crisis of 1961 from Perspective of Realism Theory Essay

Berlin Crisis of 1961 was the most dangerous moment of the Cold War. This conflict was mainly about the occupational status of Berlin. Berlin Crisis initially emerged in 1958 by the provocation of the Soviet Union. Soviet Premier Nikita Khrushchev threatened to conclude a separate peace treaty with East Germany unless the western powers recognized the Germany Democratic Republic (GDR) (I. W. Trauschweizer, 2006). However, the escalation of tensions began after the Vienna Summit in June 1961, where the USSR again raised the issue of ultimatum, which gave the United States six months for the withdrawal of Western armed forces from West Berlin. Berlin Crisis was not the only crisis during Cold War. Through the whole history of humanity there has always been a question why do wars and conflicts occur? In order to give an answer to this question we should explain some factors which made the war to occur. Crisis and especially Berlin Crisis can be understood from several perspectives, but in this paper it will be explained from realism theory perspective. As a famous representative of realism theory, Waltz asked himself the question why do wars occur? Waltz’s question is as old as war itself, possibly because â€Å"to explain how peace can be more readily achieved requires an understanding of the causes of war† (Waltz, 1959: 2). By the time Waltz posed this question, many answers to it already existed. These answers fell into three categories (or as IR theorists came to define them, were found at the three â€Å"levels of analysis† or in the â€Å"three images†). These three categories/levels/images are: the individual, the state, and the state system† (C.  Weber, 2009, p. 17). These main causes of conflict will be represented in detail in the main body of the paper by the example of Berlin Crisis. Although Waltz’s three categories of the causes of war explained many processes in the Berlin Crisis, there are also important points in the theory of realism, which typically explain Berlin Crisis, one of those points is the issue of bipolarity or multipolarity of the world. Morgenthau, an American academic and journalistic writer, in contrast to Waltz saw the stable world in multipolar rather than in a bipolar system. From his perspective bipolarity was dangerous for the world’s stability, because as we will see next, Berlin Crisis was the result of bipolar system, where two great powers tried to dominate the others, by increasing their power and authority. As Waltz said, each great power sought to survive. Thus, realism theory explained Berlin Crisis from many points of view. In order to better understand Berlin Crisis of 1961 from realism theory perspective, I will present the main points of realism theory. After, I will give a short historical background of Berlin Crisis and to summarize all these, I will illustrate how well realism theory explained the Berlin Crisis. The Realism Theory The most dominant theory throughout the Cold War was realism. Realism had a negative viewpoint concerning to abolishment of conflict and war. It described international relations as a struggle for power. The domination of realism during the Cold War was due to the fact that it gave simple but powerful explanation for war, alliances, imperialism, obstacles to cooperation, and other international phenomena, and of course, the competition was mainly related with the features of the American-Soviet rivalry (S. M. Walt, 1998). However the realist thought developed during the Cold War. †Classical† realists such as Hans Morgenthau considered that states, as human beings, had a wish to dominate others, which brings about a war. Giving advantage to multipolarity, Morgenthau considered that the bipolar rivalry between United States and the Soviet Union was very dangerous (S. M. Walt, 1998). â€Å"In contrast to â€Å"classical† realism, the â€Å"neorealist† theory, advanced by Kenneth Waltz, ignored human nature and focused on the effects of the international system (S. M. Walt, 1998, p. 31)†. He claimed that international system included great powers, which were seeking to stay alive. In contrast to Morgenthau, Waltz considered bipolar system more stable than multipolarity. When there are more than two poles, things get trickier. Balances are harder to strike and therefore risks increase, which brought about the wars (C. Weber, 2009). One of the most important features of realism is a theory of offence-defense. It was developed by Robert Jervis, George Quester and Stephen Van Evera. â€Å"When defense had the advantage and states could distinguish between offensive and defensive weapons, then states could acquire the means to defend themselves, without threatening others† (S. M. Walt, 1998, p. 31). â€Å"Defensive† realists thought that all states were seeking to survive and in this case, by creating alliances and adopting self-protective military position, great owers could solve their security problems. And as an example, Waltz and other neo-realists thought that the United States was protected and secured during the Cold War. Realists and neo-realists agreed that the prime aim of states was to survive and the increase of their power is the only way to guarantee their survival, because states with less power might fear of those with more power and therefore the possibility to attack them was the minimum. Besides, realists and neo-realists agreed that there was no possibility to get out from international anarchy. However there was one thing they disagree about: the issue of human nature. For example, Morgenthau argued that the nature of a man (and he meant the gender exclusive term â€Å"man†; see Tickner, 1992: Chapter 2) was defective and international politics would remain anarchical and conflictual because of the nature of man. Neorealists, of whom Kenneth Waltz was the first, disagreed with this consideration. â€Å"They argue that instead of looking to â€Å"natural† causes of conflict, we need to look to â€Å"social† ones (C. Weber, 2009, p. 16). ’ Waltz thought that the organization of social relations and not the nature of man determined there was a war or not, because states go to war as they are in a bad social organization. So, for realists, international anarchy was just the environment in which sovereign nation-states acted. For neo-realists, international anarchy described the social relations among sovereign nation-states, which explained why wars arise. By the end of the Cold War, realism had moved away from Morgenthau’s gloomy human nature and was taken on a little more positive stage (S.  M. Walt, 1998). Historical Background of Berlin Crisis After World War II Germany was divided– first into four sectors, with American, British, French and Soviet, and then into two, as the three Western sectors coalesced to form the new Federal Republic of Germany, leaving the Soviet sector to turn into the German Democratic Republic (John P. S. Gearson, K. Schake, 2002). And during this period Germany had two major cresses, but the 1961 Berlin crisis was generally perceived to be more dramatic and dangerous than its 1958 predecessor. The Kennedy Administration was more inclined than its predecessor to consider East–West disagreement over the Berlin crisis. President Kennedy gave a speech to the nation about preparing for war and began a $3. 4 billion military build-up in the summer of 1961. Both the US and the Soviet forces had a dramatic confrontation at a military checkpoint in Berlin. â€Å"Initially, The Berlin Crisis began in 1958, when Soviet Premier Nikita Khrushchev threatened to conclude a separate peace treaty with East Germany unless the western powers recognized the Germany Democratic Republic (GDR) † (I.  W. Trauschweizer, 2006, 206). However, the main crisis heated through 1961. It escalated at the Vienna summit between Khrushchev and Kennedy in June 1961, when Khrushchev again raised issue of his ultimatum. Kennedy left Vienna shaken and expected the worst from the Soviet leader. He decided to increase the personal strength of US armed forces in Europe. However, the first step of aggression did the Soviet Union. On 13 August, East German police units closed the border between the Soviet sector and the three western sectors of Berlin. The construction of the Berlin Wall in August 1961 was one of the defining moments of the Cold War, and heightened the sense of tension. It was the moment when the crisis was stabilized. Even as it became increasingly apparent that Berlin was unlikely to provide a hot war, it provided the Cold War with its most conspicuous symbol, a regular stop for any visit to the city, a chance to stand and look over into a grey east and compare it with the wealth behind (John P. S. Gearson, K. Schake, 2002). The division of Berlin and building a wall was a shock for the Kennedy administration. Most of the United States government officials were expecting that the crisis would revolve, but there were some in the administration who thought that the East German government would take measures to stop the flow of refugees from East Germany, and they believed that the border closing might reduce tensions rather than lead to escalation. In order to enforce his influence in Western part of Berlin Kennedy decided to appoint Clay, who was a chairman of the Continental Can Company in New York, as his Special Representative in Berlin with the rank of Ambassador. Kennedy considered sending Clay to Berlin for the duration of the crisis in order to boost morale in the city, but also to create conditions that would persuade Soviet leaders to join in serious negotiations (I. W. Trauschweizer, 2006). The stand-off of Soviet and American tanks in the heart of Berlin in October 1961, constituted the most dangerous moment of the Cold War in Europe and it was one of the last major politico-military incidents of Cold War. As per standing orders, both groups of tanks were loaded with live munitions. The lert levels of the US Garrison in West Berlin, then NATO and finally the US Strategic Air Command were raised and both groups of tanks had orders to fire if fired upon. Clay was convinced that using US tanks as bulldozer to knock down parts of the Wall would have ended the Crisis to the greater advantage of the US and its allies without drawing out a Soviet military response. His views, and corresponding evidence that the Soviets may have backed down following this action, supported a more critical assessment of Kennedy’s decisions during the crisis and his willingness to accept the Wall- as the best solution. After, Kennedy and Khrushchev agreed to reduce tensions by withdrawing the tanks. One by one the tanks withdrew and Clay returned to the United States in May 1962. Anyway, there was no doubt that the Berlin Crisis and in general, the Cold War was really over when the Wall came down in November 1989. Berlin Crisis from Realism Theory Perspective As the most dominate theory during the Cold War was the realism we easily can view Berlin crisis from the perspective of this theory, because Berlin crisis was one of the major conflicts during the Cold War. Realism explained many processes of Berlin Crisis, but there were some miscalculations concerning to it. All about these will be represented in this part of the paper. The main competition in the world realism theory saw between the United States and the Soviet Union. Realists claimed that bipolar system of world was very dangerous and gave an advantage to multipolarity. Thus, the bipolar system was very typical during Berlin Crisis, but from the neorealism perspective the bipolar world was more stable. Here neorealists had a miscalculation, because during Berlin Crisis bipolarity dominated in the world and history shows that tensions were more escalated than ever. Thus, from this point of view realists’ thoughts more corresponded to reality, than that of the neorealists. From the perspective of realism theory states must have power in order to survive. United States and Soviet Union tried to do so by strengthening the power in Europe. According to Morgenthau human beings sought to get power and to dominate others. The Berlin Crisis was good example for this idea. Both the United States and the Soviet Union were doing everything to get more power in Europe and to dominate each other. After Vienna’s summit, tensions came obvious and the first reaction of both great powers was how not to lose power over Berlin. The result was the Berlin conflict. The building of Berlin wall can be described by the wish of great powers to survive in this situation and the increase of power was the main guarantee for survival. From the perspective of realism theory fear also made these two great powers to dominate in Berlin. Both the United States and the Soviet Union took actions from fear of losing a power. After Vienna summit Kennedy was shocked and expected everything from Soviet Union. And the fear of not losing a power made Kennedy to turn to drastic actions by increasing the power over Berlin. Berlin Crisis was a result of using force. Here is the good example of Acheson’s report â€Å"The Soviets would provoke a crisis in Berlin to take advantage of US conventional force inadequacies and humiliate the new Administration† (John P. S. Gearson, K. Schake, 2002, p. 31). In the Realism theory there was another important element of aggression during the Cold War. This kind of behavior we can see from the United State’s side. National Security Adviser Mc. George Bundy endorsed the Acheson report, urging the president that â€Å"Berlin is no place for compromise and our general friendliness and eagerness for improvement on many other points really requires strength here in order to be rightly understood† (John P. S. Gearson, K. Schake, 2002, p. 31). The aggressive tone of the Acheson approach and its support in the Administration contrasted with the political compromises President Kennedy wanted to be in Berlin, but Khrushchev’s belligerent behavior at the Vienna summit convinced the president of the Acheson argument. However, whatever the positions of both sides were â€Å"The Berlin crises of 1958 and 1961 suggested that the range of political choice was defined less by military capabilities than by the nature of the political conflict that gave rise to the use of force and by the willingness of adversaries to accept risk in order to achieve their political goals† (John P. S. Gearson, K. Schake, 2002, p. 38). However why did this crisis occur? Waltz asked himself a question like this one: why do wars occur in general? The answers to this question fell into three categories: the individual, the state, and the state system. Waltz argued that the major causes of war could be found at each of these categories and none of them alone could explain why wars do or do not occur. He came to this conclusion by beginning to look at the first category- a man. From the first category Waltz explained the war like this â€Å"the locus of the important causes of war is found in the nature and behavior of man. War results from selfishness, from misdirected aggressive impulses, from stupidity†¦ If these are the primary causes of war, then the elimination of war must come through uplifting and enlightening men or securing their psychic-social readjustment† (Waltz, 1959: 16). This idea is common with the behavior of Kennedy and Khrushchev during Berlin Crisis. In the basis of this conflict a nature and behavior of both Kennedy and Khrushchev can be found. They both had an aggressive behavior. Explanation of war of â€Å"men behaving badly† is very typical for Khrushchev, when in June 1961 Khrushchev again raised the issue of his ultimatum, which claimed an immediate withdrawal of US armed forces from Berlin. â€Å"Man behaves badly because he is bad by nature. He acts unreasonably or he prioritizes selfish goals over communitarian goals, and this is why conflicts and wars occur† (C. Weber, 2009, p. 17). As we already know for Waltz man alone cannot causes wars. He thought that man’s nature was too complex to be the direct and main cause for war. For the Berlin Crisis we can conclude the same. Even the great players of this crisis were the United States and the Soviet Union leading with Kennedy and Khrushchev, only their nature and behavior were not enough to incite conflict. Thus, we can look to social and political institutions to complete our understanding of why wars occur and especially why Berlin crisis occurred. Waltz asked whether the occurrence of wars could be explained by the internal organization of states and societies. Second category theorists argued that there are good and bad states, because of their formal governmental arrangements: for example, democratic vs. autocratic or their less formal social arrangements, who owned the means of production. Second image theories claimed that bad actors (this time states) make war, and good actors preserve the peace. However, there is no common answer which is a bad one and which is good, because some suggested good states would be democratic, others say they should be monarchical, others still say socialist. Waltz suggested, even if second image theorists could agree on what a good state was, there was still no guarantee that a world of â€Å"good states† would be a peaceful world. From this viewpoint realism theory could not explain which kind of state was good or bad, and we cannot say the democratic America or the socialist Soviet Union were the causes of the risis. Waltz concluded that this level of analyses was incomplete. For the third category he gave linkages between anarchy, state actions and conflict. â€Å"In anarchy there is no automatic harmony†¦ A state will use force to attain its goals if, after assessing the prospects for success, it values those goals more than it values the pleasures of peace. Because each state is the final judge of its own cause, any state may at any time use force to implement its policies. Because any state may at any time use force, all states must constantly be ready either to counter force with force or to pay the cost of weakness (Waltz, 1959: 160)† (C. Weber, 2009, p. 18). Waltz called bad social organization international anarchy. International anarchy is the permissive cause of war† (C, Weber, 2009, p. 16). From this viewpoint realism described the social organization of states and the cause why crisis started. Taking into account the ideas of Waltz, that in the world there was international anarchy, we can say that Berlin crisis was the result of it. These can bring about the idea that both United States and Soviet Union were in bad social organization. Waltz concluded that wars occur, because there is nothing to prevent it. So, for Waltz, international anarchy explained both why wars may occur and why there are limits on cooperation among states in the international system. Waltz argued that only international anarchy has the power to explain why wars may occur, if individuals and states have nothing to fear from one another, then they have no cause to fight with one another. This idea can be linked with the fear of Kennedy, when he left Vienna. He was expecting anything from the Soviet Union and the fear made him to strength the military personal of US armed forces in Berlin. He wanted to survive by maximizing power. Waltz believed that we need to look at â€Å"social† causes of conflict rather than on â€Å"natural†. He explained that good men behave badly in bad social organizations, and bad men can be stopped from behaving badly if they are in good social organizations. States go to war, then, because they are in a bad social organization. From the realism perspective the United States also had bad social organization, because the Kennedy Administration did not understand the 1961 crisis in these political terms. They viewed Soviet pressure on Berlin as a military challenge to declining US superiority, and concentrated their efforts on military responses. The Administration began a series of defense improvements and public commentary that exacerbated the instability of the East German regime and raised US–Soviet tensions. They abandoned this confrontational approach in August of 1961 when the Berlin Wall was constructed, opting instead to reduce US–Soviet tensions by supporting the long-term division of Germany (John P. S. Gearson, K. Schake, 2002). â€Å"While it is questionable whether the Kennedy Administration, new to office and without Eisenhower’s war fighting credibility, could have succeeded with the Eisenhower approach to Berlin, the stridency with which the Kennedy Administration approached the crisis exacerbated the problem, both with the Soviet Union and among the Western allies. The US failure to follow through on its hard-line approach when the Berlin Wall was built raised serious questions about the practicality of the Kennedy Administration’s new military strategy and the reliability of the US for its European allies† (John P. S. Gearson, K. Schake, 2002, p. 22). As we can see the main purpose of this conflict was to get power. Morgenthau said that â€Å"The struggle for power is universal in time and space† (Morgenthau 1948: 17) (J. Donnelly, 2004, p. 10). Waltz also shared an opinion concerning to power â€Å"The daily presence of force and recurrent reliance on it mark the affairs of nations† (Waltz 1979: 186) (J.  Donnelly, 2004, p. 10). Structural realists give predominant emphasis to international anarchy. For example, John Herz argued that international anarchy assures the centrality of the struggle for power â€Å"even in the absence of aggression or similar factors† (Herz 1976: 10; compare Waltz 1979: 62–63) (J. Donnelly, 2004, p. 10). The Berlin Crisis was vivied example of sharing the the power between two great powers and the thought of Waltz that states need a power in order to survive is very typical for Berlin Crisis. Conclusion To summarize all above mentioned I would like to say that the realism theory, which was the dominant one during the Cold War, explained many processes of Berlin Crisis. In general it gave important answers about Berlin Crisis. Realism emphasized the constraints on politics imposed by human nature and the absence of international government. Together, they make international relations largely a realm of power and interest (J. Donnelly, 2004, p. 9). All realists emphasize the egoistic passions and self-interest in politics. The realists put emphasis on power and claimed that states need the power in order to survive. In case of Berlin Crisis, United States and Soviet Union maximized their power in order to get a dominant role in Europe. At the same time fear also made them to turn to radical actions. Especially United States increased the US armed forces in Berlin. So the combination of the wish to have more power and a fear to lose a power can be viewed as the causes of conflict. From the realism theory perspective there were also elements of aggression through Cold War, especially during Berlin Crisis. The aggression can be found in both United State’s and Soviet Union’s actions. However, the main reasons why this conflict occurred were described by Waltz. He represented the conflict by three categories. For him the three categories combined can made war to occur, but in general the first and the second categories can explain the Berlin Crisis. The third one, even cannot distinguish which is good state and which one is bad: in the case of Berlin Crisis we cannot say United States was good and Soviet union was bad or vice versa. Anyway, Waltz argued that good men behave badly in bad social organizations, and bad men can be stopped from behaving badly if they are in good social organizations. States go to war, then, because they are in a bad social organization (John P. S. Gearson, K. Schake, 2002). The only thing Waltz had miscalculation about was the multipolar system, because he saw the stabile world within the framework of bipolar system, but in reality, during Berlin Crisis bipolar world was very dangerous. We can conclude that realism theory managed to explain the Berlin Crisis from many points of view. There were some issues during Berlin Crisis, which realism theory could not cover, but the main aspects of it can be easily described from the realism theory perspective. To summarize the thoughts of major thinkers of realism and neorealism theory, which characteristically explained the Berlin Crisis, we can say that for Waltz the state’s interest provides the spring of action and the necessities of policy arise from the unregulated competition of states and calculation based on these necessities can discover the policies that will best serve a state’s interests. For Morgenthau, politics is governed by objective laws that have their roots in human nature and the main mark that helps political realism to find its way through the landscape of international politics is the concept of interest defined in terms of power. Thus, power and interest are variable in content (J. Donnelly, 2004).

Food and safety Essay

The Food Act 1984 requires all food business operators and food handlers to comply with the Food Safety Standards. Standard 3.2.2 Food Safety Practices and General Requirements sets clear requirements for food businesses to make sure that food does not become unsafe or unsuitable. This Standard sets the requirements for all food handling activities within your business such as; the receipt of food, storage, processing, display, packaging, transporting, disposal and recall of food. The Food Safety Standards are enforceable under the Food Act 1984 and all food premises and food handlers must comply with these Standards. There are other accepted ways of meeting some of these standards, however the business must be able to show that the food will still be safe and suitable. (This may require scientific evidence.) It is important to remember that Standard 3.2.3 Food Premises and Equipment also needs to be complied with. This Standard sets clear requirements for food premises fixtures, fittings and equipment to reduce the risk of food contamination. This is only a guide to the requirements under the Standard. For full details you must check the Food Standards Australia New Zealand (FSANZ) Food Safety Standards – Standard 3.2.2. For information on how to meet with the Standards refer to the FSANZ Safe Food Australia, A Guide to the Food Safety Standards on the FSANZ website www.foodstandards.gov.au Key requirements for Standard 3.2.2 Food handling skills and knowledge Notification Food receipt Food processing Food recall Health and hygiene Temperature control & thermometers General requirements Food Handling Skills and Knowledge Food businesses must make sure that all food handlers, and people who supervise food handlers, have the right skills and knowledge in food safety and food hygiene for the work they do. Refer to the ‘Food Handlers Food Safety Training’ fact sheet. Notification Requires you to notify Council of details about your business. This is covered by your registration. Food Handling Controls Temperature control Potentially hazardous foods include: Raw and cooked meat, poultry and meat products; Dairy products and foods containing dairy products; Seafood; Processed fruits and vegetables; Cooked rice and pasta; Processed foods containing eggs; beans, nuts and other protein-rich foods; foods that contain any of the above foods eg sandwiches and custard and cream filled baked goods. Generally the Standards require that potentially hazardous food is kept under temperature control which means below 5ï‚ °C and above 60ï‚ °C. Businesses need to limit the amount of time that potentially hazardous foods are kept in the ‘danger zone’ ‑ temperatures between 5ï‚ °C and 60ï‚ °C. Food receipt Food businesses must make sure that all food that they receive is safe and suitable. This means that you must make sure that: food is protected from contamination; food can be identified traced back to its supplier; food is at the correct temperature. (below 5ï‚ °C and above 60ï‚ °C or frozen) You can meet these requirements by completing the records and following the section(s) on Purchasing and Receipt, found in your Food Safety Program. Food storage During storage you must make sure that the safety and suitability of the food is kept. This means that: Food must be protected from contamination Food must be stored under correct environmental conditions eg lighting and humidity Potentially hazardous food must be stored under correct temperature. (below 5ï‚ °C and above 60ï‚ °C or frozen). You can meet these requirements by completing the records and following the section(s) on Storage, found in your Food Safety Program. Food processing Businesses must make sure that when processing food: Only safe and suitable food is processed Food must be protected from contamination There are no organisms present that can cause illness when the food is ready to eat. That potentially hazardous food is keep out of the ‘danger zone’ ‑ temperatures between 5ï‚ °C and 60ï‚ °C as much as possible. Some processing steps have clear requirements for example: Cooking Cooling Thawing Reheating Cooking Food must be cooked correctly and thoroughly to make sure that the food poisoning bacteria is killed and the food is safe to eat. Food that is cooked must be cooked to a temperature of at least 75ï‚ °C. Cooling Any potentially hazardous food that is hot must be cooled to 5ï‚ °C as quickly as possible to ensure that the food is safe. Cool food within two hours from 60ï‚ °C to 21ï‚ °C and within a further four hours from 21ï‚ °C to 5ï‚ °C. Thawing When thawing frozen food make sure that the food does not reach 5ï‚ °C or warmer. The ideal method of thawing food is in the refrigerator. Reheating Reheating of potentially hazardous food must be done quickly. Use a method that rapidly heats the food to 60ï‚ °C or above. You can meet these requirements by completing the records and following the section(s) on Preparation, Cooking, Cooling, Thawing, Heating etc, found in your Food Safety Program. Food display Businesses must make sure that when displaying food: Food must be protected from contamination, for example barriers, covering ready to eat foods such as cakes and muffins that are on counters and supervision. That potentially hazardous food is either kept under temperature control or time is used as the control to keep the food safe. As a guide, the 2 hour/4 hour rule is summarised below: If less than 2 hours the food must either be refrigerated or used immediately For longer than 2 hours, but less than 4 hours, must be used immediately For a total of 4 hours or longer, must be thrown out. If using the 2 hour/4 hour rule the business must be able to provide evidence of the times, eg tags with times marked. You can meet these requirements by completing the records and following the section(s) on Display, Hot Holding, Cold Holding and Service, found in your Food Safety Program. Food packaging Food businesses must make sure that when packaging food: the packaging material used is safe for food; the packaging material used is not likely to contaminate the food; the food is not contaminated during the packaging process. You can met these requirements by following the section on Packaging found in your Food Safety Program. Food transportation Businesses must make sure that food being transported is: protected from contamination; and that Potentially hazardous food must be transported at the correct temperature. (below 5ï‚ °C and above 60ï‚ °C or frozen) You can meet these requirements by completing the records and following the section(s) on Transportation, found in your Food Safety Program. Food disposal/recall Food that is recalled or that may not be safe or suitable, (refer to ‘Your Legal Requirements’ fact sheet), must be labelled and kept separate from the other food on the premises until such time that it can be dealt with correctly. Wholesale suppliers, manufacturers and importers must have a written recall system for the recall of unsafe food. Further information about recalls of food is available on the FSANZ website www.fsanz.gov.au You can meet these requirements by completing the records and following the section(s) on Recall, found in your Food Safety Program. Health and Hygiene requirements Food businesses must: inform the food handlers about their health and hygiene responsibilities; make sure that the food handlers do not handle food if they are unwell with an illness such as gastro, or other illnesses that can be passed on through food; provide sufficient handwashing facilities, refer to ‘Food Safety Standards Premises and Equipment’ fact sheet; make sure that food handlers on the premises do not contaminate food. Food Handlers Requirements: Food handlers must do everything they can to make sure that they do not contaminate food. They must wash their hands with soap and running warm water in the hand wash basin provided and then dry them using either a paper towel or air drier. Hand washing before handling food must be done regularly and whenever there might be the risk of contaminating food. They must not behave in any way that could cause contamination of food, for example smoking in food handling areas. Food handlers must inform their supervisor if they are suffering from; diarrhoea, vomiting, a sore throat with fever, fever or jaundice, any infected skin wound or discharges from their ears, nose, or eyes as these conditions could contaminate food. You can meet these requirements by completing the records and following the section(s) on Hygiene/Health of Food Handlers, found in your Food Safety Program. Cleaning, Sanitising and Maintenance Businesses must make sure that the food premises and vehicles are kept clean. Food contact surfaces, ie- chopping boards and preparation benches, must be cleaned and sanitised regularly or in between tasks to make sure that contamination of food does not occur. This also applies to the eating and drinking utensils. Sanitising can be achieved by; using hot water (77ï‚ °C at least), using a food grade sanitiser or diluted bleach. The premises, fittings and equipment must be kept clean and in a state of good repair. Chipped, cracked or broken utensils must not be used. Garbage must not be left to build up and must be removed regularly. Miscellaneous Temperature measuring devices Businesses that handle potentially hazardous food must have a probe thermometer that accurately measures to +/-1ï‚ °C. Some sections of your Food Safety Program will require you to take temperatures and record them. Single use items These include items that should be used only once such as; paper cups, straws, disposable gloves, take away containers etc. The Standard requires the business to make sure that single-use items: do not contaminate food; do not pass on any illness; and are not reused. The main ways to make sure that food is kept safe using single-use items includes: protecting the single use item with packaging or a container; using dispensers that will allow only the customer who will use the single use item to touch it; storing the single use item away from chemicals, in food storage areas; throw away the single-use item if it has been used, damaged, touched or in any way contaminated. Animals and pests Premises and vehicles must be kept free of animals and pests. No animals are allowed in food handling areas apart from live seafood. Assistance animals, such as guide dogs, are the only animals allowed in dining and drinking areas. For further information on pests, follow the section on Pest Control found in your Food Safety Program For further information about Food Safety Standard 3.2.2 Food Safety Practices and General Requirements please contact your Environmental Health Officer (EHO) on 9658 8831/8815.

In a great Mans House essays

In a great Man's House essays In Ruth Prawer Jhabvalas In a Great Mans House the story happens in India where the social, religious and cultural situation is very different from what we have in our western society. The oppression of the Indian women, poverty and social casts are issues that are still very present in India. But, although the story take place in a setting very different from ours, it portrays basic features of the human personality which most people consider universal. The author describes in a brilliant and insightful manner the complex net of human relationships. She show to us the balance between power and powerlessness through Hamidas marriage with Khan Sahib. She also tell to us about the perception of ones self and the experience of motherhood. Hamida is in a situation of constant shifts between power and powerlessness. This frail balance depends on the reference fame she is in; she is powerful among her family but powerless at home. This power she has among her family comes to her because she is Khan Shibs wife. In addition to being the wealthiest member of her family she is the one with the highest social status. On the other hand, when she is at home she is powerless because Khan Sahib is in control. But what are the reasons that justify this power difference between Hamida and her husband? First of all it is Khan Sahib who controls the wallet, he is the one making the money and even though he is generous and allows his wife some freedom in the use of his riches, Hamida still has to ask his permission which makes her dependent of him and gives him a firm clasp of the power in the relation. Another factor that influences the power struggle in the marriage is prestige. Khan Sahib is a talented and well known signer, he is respected and admired by all especially the men in Hamidas family who are also artists but not as accomplished as him. By contrast Hamida is a mere housewife an occ...

HMS Hood in World War II

HMS Hood in World War II HMS Hood - Overview: Nation: Great Britain Type: Battlecruiser Shipyard: John Brown Company Laid Down: September 1, 1916 Launched: August 22, 1918 Commissioned: May 15, 1920 Fate: Sunk on May 24, 1940 HMS Hood - Specifications: Displacement: 47,430 tons Length: 860 ft., 7 in. Beam: 104 ft. 2 in. Draft: 32 ft. Propulsion: 4 shafts, Brown-Curtis geared steam turbines, 24 Yarrow water-tube boilers Speed: 31 knots (1920), 28 knots (1940) Range: 5,332 miles at 20 knots Complement: 1,169-1,418 men HMS Hood - Armament (1941): Guns 8 x BL 15-inch Mk I guns (4 turrets with 2 guns each)14 x QF 4-inch Mk XVI anti-aircraft guns24 x QF 2-pdr anti-aircraft guns20 x 0.5-inch Vickers machine guns5 x 20-barrel Unrotated Projectile mounts2 x 21-inch torpedo tubes Aircraft (after 1931) 1 aircraft using 1 catapult (1929-1932) HMS Hood - Design Construction: Laid down at John Brown Company of Clydebank on September 1, 1916, HMS Hood was an Admiral-class battlecruiser. This design originated as an improved version of the Queen Elizabeth-class battleships but was converted early on to a battlecruiser to replace losses sustained at the Battle of Jutland and to counter new German battlecruiser construction. Originally intended as a four-ship class, work on three was halted due to other priorities during World War I. As a result, Hood was the only Admiral-class battlecruiser to be completed. The new ship entered the water on August 22, 1918, and was named for Admiral Samuel Hood. Work continued over the next two years and the ship entered commission on May 15, 1920. A sleek, attractive ship, Hoods design was centered on a battery of eight 15 guns mounted in four twin turrets. These were initially supplemented by twelve 5.5 guns and four 1 guns. Over the course of its career, Hoods secondary armament was enlarged and altered to meet the needs of the day. Capable of 31 knots in 1920, some considered Hood to be a fast battleship rather than a battlecruiser. HMS Hood - Armor: For protection, Hood originally possessed a similar armor scheme to its predecessors except that its armor was angled outward to increase its relative thickness against shells fired on a low trajectory. In the wake of Jutland, the new ships armor design was thickened though this enhancement added 5,100 tons and reduced the ships top speed. More troublesome, its deck armor remained thin making it vulnerable to plunging fire. In this area, the armor was spread over three decks with the thought that an exploding shell might breach the first deck but would not have the energy to pierce the next two. Though this scheme seemed workable, advances in effective time-delay shells negated this approach as they would penetrate all three decks before exploding. In 1919, testing showed the Hoods armor configuration was flawed and plans were made to thicken the deck protection over key areas of the vessel. After further trials, this additional armor was not added. Protection against torpedoes was provided by a 7.5 deep anti-torpedo bulge which ran nearly the length of the ship. Though not fitted with a catapult, Hood did possess fly off platforms for aircraft atop its B and X turrets. HMS Hood - Operational History: Entering service, Hood was made flagship of Rear Admiral Sir Roger Keyes Battlecruiser Squadron based at Scapa Flow. Later that year, the ship steamed to the Baltic as a deterrent against the Bolsheviks. Returning, Hood spent the next two years in home waters and training in the Mediterranean. In 1923, it accompanied HMS Repulse and several light cruisers on a world cruise. Returning in late 1924, Hood continued in a peacetime role until entering the yard in on May 1, 1929 for a major overhaul. Emerging on March 10, 1931, the ship rejoined the fleet and now possessed an aircraft catapult. In September of that year, Hoods crew was one of many which took part in the Invergordon Mutiny over the reduction of seamans wages. This ended peacefully and the next year saw the battlecruiser travel to the Caribbean. During this voyage the new catapult proved troublesome and it was later removed. Over the next seven years, Hood saw extensive service in European waters as the Royal Navys premier fast capital ship. As the decade neared an end, the ship was due for a major overhaul and modernization similar to those given other World War I-era warships in the Royal Navy. HMS Hood - World War II: Though its machinery was deteriorating, Hoods overhaul was postponed due to the beginning of World War II in September 1939. Hit that month by an aerial bomb, the ship sustained minor damage and soon was employed in the North Atlantic on patrol duties. With the fall of France in mid-1940, Hood was ordered to the Mediterranean and became flagship of Force H. Concerned that the French fleet would fall into German hands, the Admiralty demanded that the French Navy either join with them or stand down. When this ultimatum was refused, Force H attacked the French squadron at Mers-el-Kebir, Algeria on July 8. In the attack, the bulk of the French squadron was put out of action. HMS Hood - Denmark Strait: Returning to the Home Fleet in August, Hood sortied that fall in operations intended to intercept the pocket battleship and heavy cruiser Admiral Hipper. In January 1941, Hood entered the yard for a minor refit, but the naval situation prevented the major overhaul that was needed. Emerging, Hood remained in increasingly poor condition. After patrolling the Bay of Biscay, the battlecruiser was ordered north in late April after the Admiralty learned that the new German battleship Bismarck had sailed. Putting into Scapa Flow on May 6, Hood departed later that month with the new battleship HMS Prince of Wales to pursue Bismarck and the heavy cruiser Prinz Eugen. Commanded by Vice Admiral Lancelot Holland, this force located the two German ships on May 23. Attacking the next morning, Hood and Prince of Wales opened the Battle of the Denmark Strait. Engaging the enemy, Hood quickly came under fire and took hits. Approximately eight minutes after the action began, the battlecruiser was hit around the boat deck. Witnesses saw a jet of flame emerge near the mainmast before the ship exploded. Most likely the result of a plunging shot which penetrated the thin deck armor and struck a magazine, the explosion broke Hood in two. Sinking in around three minutes, only three of the ships 1,418-man crew were rescued. Outnumbered, Prince of Wales withdrew from the fight. In the wake of the sinking, many explanations were put forward for the explosion. Recent surveys of the wreck confirm that Hoods after magazines did explode. Selected Sources HMS Hood AssociationPBS: Hunt for the HoodU-boat.net: HMS Hood

Aussie Pie Case Study Example | Topics and Well Written Essays - 2500 words

Aussie Pie - Case Study Example The given report projects the financial statement for a start up business to acquire business loan. By preparing the financial statements of the organization, the management would be able to know how they have performed in one year after establishing a new business in the USA market. Initially, details of the planned business are given below on the basis of which projections are arrived at: BUSINESS IDEA: Anna Amphlett and Andrew Ferris plan to start up business in Seattle's Pike Place Market under the trade-marked name of Aussie Pies. Business would conduct production and distribution of Australian meat pies. Idea of exploring opportunity for a meat pie in the US arrived from Anna Amphlett and Andrew Ferris’s visit to Australia where the mentioned product is a national snack having huge market mainly during sports. PRODUCT DETAILS: Meat pies are hand sized pot pie made with pastry and filled with minced (ground) beef gravy. The pie has short crust bottom and flaky pastry top. The meat pie is about four inches in diameter and traditionally in hand with tomato sauce (tomato Ketchup) and accompanied by cold beer. Plan to introduce Australian meat pie in the US will mainly follow the same product details and differentiation will be offered in the quality of pies. The Aussie Pies will be of high quality with low fat beef. The Aussie Pies would be made from beef raised on ranches using no hormones or insecticides. Initially, standard meat pies would be offered and based on the level of success further specialty pies, such as steak and kidney pies, meat and sun dried tomato pies, and Barramundi pies would be offered. LOCATION: Anna Amphlett and Andrew Ferris plan to open first store in Seattle's Pike Place Market. This place is a popular destination for tourists, and they will be the basic target market. Tourists usually have curiosity for the cuisine of places they are visiting. Aussie Pies with high quality and low fat will mainly attract these tourists of Seattle. Moreover, quality raised meat being the specialty of Aussie Pies would attract health conscious young generation as well. PRICE: T he price of meat pie is decided to $ 3.25 per pie.