Analysis Of Nathaniel Philbrick s Mayflower - 1521 Words

Nathaniel Philbrick is an American author and novelist. He was born June 11, 1956 in Boston, Massachusetts but spent most of his early life in Pittsburgh, Pennsylvania where he grew up. He attended Brown and Duke Universities where he earned a BA in English and an MA in American Literature. Where he was born, what he studied in school, and where he currently resides (Nantucket, MA along with his wife Melissa) contribute greatly to his career. Philbrick used his acquired knowledge and experience from his schooling to become the award winning novelist he is today. He won National Book Award for Nonfiction, was a finalist for the 2007 Pulitzer Prize in History, and his book â€Å"Mayflower† was named one of the ten â€Å"Best Books of 2006† by the New†¦show more content†¦For many years and by many Americans the Battle of Little BigHorn was looked at as a valiant effort by brave Americans to fight for what they believed in under a well organized and successful com manding officer. Through the accounts in this book, Philbrick shows us this was not necessarily the case. Custer and his men went into the battle extremely too overconfident and he seriously underestimated the power of his opposing army. This overconfidence caused a great lack of proper preparation for the battle by the US army which ultimately helped lead to their demise in this battle. Other factors that contributed to this loss were the facts that Custer did not have such great command over some of his officers. Several of them purposely disobeyed orders and acted upon their own whims. One officer in particular, Sargent Reno, showed up to the battle drunk and was seen drinking from a flask of amber liquid. The confusion, disorder and underestimation of the enemy all lead to the chaos and massacre that ensued on Custer and his men. The fight between Custer’s men and the indians proved to be â€Å"a rout, a panic till the last man was killed.† Custer lead reckless charges down the hills and along the river and by Indian accounts, he was the first to be struck and killed. Without their leader so early in battle, the Seventh Cavalry was left in much disarray. A panic ensued among the men and according to

Lesson Plan for English free essay sample

Do we have any absentee today? | None, Sir! | Very good! I’m glad that you are all here. That is an indication that you are very willing to learn from our lesson today. | | Am I right, class? | Yes, Sir. | 4. Review| | Before we proceed to our new lesson today, let us have first a recapitulation. Who could still remember our previous lesson? | Sir, our previous lesson was about figures of speech. It is the use of words deviating the literal meaning of the words. | Very good! You were able to recall our lesson yesterday. I am pretty sure that you really learned from the discussion that we had yesterday. | A. Activities| | Alright! Class, let’s have a game. The first group is the row one and the second group is the row two. I have here two puzzles. You are going to arrange every piece of those into two big illustration boards for 60 seconds. (Teacher plays background music while the students do the activity)| Students do the activity. | Now, what do you see in the first picture? | Sir, I see a man standing beneath the trees. | Very good! What is he looking at? | Sir, he is looking at the flowers. | Excellent! Class, what do you think is the feeling of the man in the picture? Sir, I think the man is sad. | Very good! Now, let us have the second picture. What is depicted in the second picture? | Sir, the second picture depicts a flower? | Very good! Who can describe the flower? What kind of flower is that? | Sir, the flower is like a yellow bell. Sir, that flower is a daffodil. | Magnificent! All of you were able to describe what are being shown in the pictures. | | B. Analysis| | This time I am first going to group you into four for our activity today. Please, count one to 4. You can now go with your groupmates and find your respective places. What we will have today is a nice poem entitled â€Å"Daffodils† by William Wordsworth. Does anyone of you know something about the author? | Sir, William Wordsworth is an American poet who loves and uses nature as an external projection of his poetry. | Very good! | | | | 1. Unlocking of DifficultiesClass, before we proceed to the reading of the poem, let us first know the following unfamiliar words that you will encounter in the poem. I have here jumbled letters flashed on screen. You are going to guess what words are being described at the left side of the screen. . dnewra b. salve c. refultt d. dcjuno e. hoccu f. sbils g. osleidut| Students do the activity. Students’ expected answers: a. wander – walk, roam, travel b. vales – valleys, hills c. flutter – wave, dance d. jocund – joy, merry, gay e. couch – sofa, daybed f. bliss – great happiness or pleasure g. solitude – state of being alone| | | 2. Guide QuestionsAlrigh t! Now, let us read these questions for you to be guided as you go along with the reading of the poem. (1) What is the immediate effect upon the speaker of seeing the daffodils? 2) What does the phrase â€Å"bliss of solitude† mean? What does it suggest about being alone? (3) What contrast is shown between the title and the end of the poem? (4) Cite and identify some figures of speech in the poem. | Students read the questions. | | | 3. Reading ActivityAlright! Class, I will be the first to read the poem accompanied with the illustration on the powerpoint presentation. You are going to watch the illustration and understand what the poem would like to tell us. In our discussion later, each group is going to give its understanding about the poem. Group 1-first stanza; Group 2-second stanza; Group 3: third stanza; Group 4-fourth stanza) You also listen to the proper articulation of the words for you will read the poem afterwards. | Students listen. | | | (Teacher delivers the po em with the aid of the powerpoint presentation)| Students listen to the teacher while watching the presentation. | | | Alright! Did you like the poem? | Yes, Sir! | Now, it is your time to read the poem with feelings. | Students read the poem. | All of you were able to articulate the poem. Now, let us interpret the poem. I know that you have something in your mind about the poem. I will give you five minutes to have your brainstorming about the poem. In your brainstorming you will have to prepare your understanding about the stanza (Group 1-first stanza; Group 2-second stanza; Group 3: third stanza; Group 4-fourth stanza) You will also have to prepare your answers to the questions that you have read awhile back for the game that we will have later. Do I make myself clear in giving instructions? Alright! Your five-minute brainstorming starts now! At this juncture, I will call the representatives of each group to give their understanding about the poem. (Teacher elaborates the poem right after each group does. | Students listen. Yes, Sir! Students do the brainstorming. Students give their understanding about the poem. Students listen. | 4. DiscussionAlright! As I earlier told you, we are going to answer the guide questions in a form of game. These are the mechanics of the game. I will be giving the questions to all which you have just read awhile back. There sh ould be one member of each group who would raise his right hand after the word signal â€Å"GO† Whichever among the groups to raise the hand will be given five seconds to answer the questions. If the group would not be able to answer the question being asked to them, others could steal. Anyone from the group is entitled to give his answer provided that it supports or complements with the answer of his groupmates. Each answer is equivalent to one point. Whichever group gains the highest score would be the winner and given prizes. Is there any question with regards to the mechanics of the game? | Students listen. None, Sir! | Alright! Let us start the battle of the brains. | | What is the immediate effect upon the speaker of seeing the daffodils? Go! | (The group answers) Sir, the immediate effect to the speaker upon seeing the daffodils is that of joy. | Very good! What does the phrase â€Å"bliss of solitude† mean? What does it suggest about being alone? Go! | (The group answers) Sir, It suggests that there still joy in being alone. | Excellent! What contrast is shown between the title and the end of the poem? Go! | (The group answers) Sir, the contrast between the title and the end of the poem is that the title speaks of loneliness whereas the end speaks of happiness or pleasure. | Magnificent! Now, the poem is loaded with figures of speech. Go to the board, write and identify the lines that use them then identify the figures of speech used. Go! Students go to the board and write. | Alright! Now, let us see what you have written on the board. | | Let us have the first one, why do you think the line â€Å"I wandered lonely as a cloud† is used as simile in the poem? | Sir, it is simile because it compares two unlike objects. The man is compared to the cloud by using â€Å"as†. | Very good! What about the line â€Å"A host of golden daffodil†? | Sir, that line is a personification because it gives life to an inanimate object. The crowd or host of daffodil is being personified. | Magnificent! How about the line â€Å"Ten thousand saw I at a glance†? Sir, that is hyperbole because the statement is exaggerated. It is said there that the man saw ten thousand daffodils at a glance. | Excellent! What about the line â€Å"†Which is the bliss of solitude†? | Sir, that line is a paradox because the line contains contrasting ideas. It is said that there is happiness in being alone. | | | Very good! All of you were able to respond to the questions correctly. Let us now count the points of each group. Let’s see which group has gained the highest point. As I promised, I would give something to the group who performed very well. | | | | C. Abstraction/ Generalization| | Alright! Based on what we have discussed, what was the poem all about? | Sir, the poem was all about a man who found happiness in nature when he saw a bunch of daffodils. | Very good! Class, repeat! | Students repeat. | | | D. Application| | Alright! Class, This time you are going to present a dance in a poem as your activity. The stanza that you had explained earlier is the stanza that you will use in your presentation. Thereby creating one synchronized presentation coming from each group. The leaders of each group are the ones going to read the poem while the rest of the members are performing. The leaders of each group will also serve as judges. I will give five minutes for you to prepare your presentation. Is it clear, class? But before that let’s have first the criteria which will be the bases in grading your presentation. What are the criteria that you want to have in your presentation? | Students listen. Yes, Sir. Students respond. Possible Criteria for Dance in a Poem Group no. | Creativity30%| Delivery30%| Interpretation40%| Total100%| 1| | | | | 2| | | | | 3| | | | | 4| | | | | | Your five-minute preparation starts now. | Students prepare for their presentation. | | | Alright! Let us now witness the presentation of each group. | Students present their dance in a poem. | | | All of you were able to perform excellently the dance in a poem – Daffodils. Now, let’s see which among the groups had gained the highest points. | | E. Valuing| | Alright! Class, in your own experiences, how can you relate the message that you learned in the poem? | (Students’ answer varies)Sir, I learned that we can still find happiness in spite of being alone. | Very good! | | | | IV. EVALUATION| | Alright! To test if you really learned from our lesson today, get ? sheet of pad paper for a short quiz. Students get their papers. | | | Direction: Identify the figures of speech used in the following lines. ________1. â€Å"Which is the bliss of solitude†________2. â€Å"I wandered lonely as a cloud†. ________3. â€Å"A host of golden daffodils†¦Ã¢â‚¬ ________4. Fluttering and dancing in the breeze. †________5. â€Å"Ten thousand saw I at a glance. †________6. â€Å"Let’s go to war for peace. †________7. â€Å"The sun greeted me this morning. †________8. â€Å"I could sleep for a year. †________9. â€Å"Life is like an onion†. ________10. â€Å"Let’s start for an end. †| Students possible answer. 1. Paradox 2. Simile 3. Personification 4. Personification 5. Hyperbole 6. Paradox 7. Personification 8. Hyperbole 9. Simile 10. Paradox. | | | V. ASSIGNMENT| | For your assignment, show your appreciation for the joy experienced by the speaker in the poem by writing a diary entry about your feelings and understanding in the poem. | Students copy their assignment. | Is it clear, class? | Yes, Sir! | Do you have any question, class? | None, Sir! | Alright! If none, pick up the pieces of papers under your chair and be prepared for our closing prayer. | | Let’s have our closing prayer. | Amen! | Good day, class! | Good day, Sir! |

International Business and Cultural Dimensions

There is no need to elaborate on the fact that there are many countries in the world. There are many different people and different groups with their own unique identity and culture. It can be argued that culture is both invisible and visible. The visible part is the expression of culture which can include how people prepare and consume food, how people build societies. This also includes the way they celebrate weddings as well as other rituals in life such child dedication or infant baptism or burials.Advertising We will write a custom report sample on International Business and Cultural Dimensions specifically for you for only $16.05 $11/page Learn More But more importantly culture is seen in the way they conduct business. It is therefore important to remember the principle embedded in a statement made by a business guru who said that, â€Å"The business of international business is culture† (Hofstede, 1994, p.1). If an investor is willing to go overseas and establish a company it is important to understand differences in culture. Hofstede’s The Five Dimensions of Culture is a helpful guide for multinational companies, corporate leaders, and even employees working overseas. The invisible part of culture is something that could not be captured with a picture or a painting. But those who are living within a particular culture are well aware that there is something in that society that makes it different from the rest of the world. The invisible side of culture dictates not only the social norms but also how people within that culture tend to perceive the outside world and how they relate to each other. Understanding Cultural Differences The importance of having an awareness of cultural diversity is very important in the 21st century. They say that the world is getting smaller and that more and more people are interacting through the use of technology such as the Internet (Steger, 2009, p.1) But still there are many re gions that are in conflict and to some extent this is also true when it comes to international business. A company will set-up a factory or an office half-way around the world and experience problems when it comes to managing the people. It is important to have some kind of a guide to help navigate the complex world of international business. This is why Hofstede’s research is an important tool that businessmen, investors, and even employees will find helpful when it comes to dealing with other people with a different worldview than their own. The Five Cultural Dimensions Holfstede’s five cultural dimensions is an amazing framework that is very helpful in the context of international business. This is because the five dimensions cover important aspects of business operations such as corporate leadership, teamwork, how to deal with employees and how employees will interact with their supervisors. It is even helpful when it comes to gender issues. It also give leaders th e ability to develop systems and company policies based on the local culture and not on what they believe is true according to their own culture. The framework developed by Hofstede is a helpful tool when it comes to devising strategies for developing human resources.Advertising Looking for report on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More The first dimension labeled as power and distance is an important contribution in the study of international business. This is because for the first time ,someon was able to measure the effect of the perception of power when it comes to the interaction between two people. In the United States it is not a major issue if a subordinate will talk to a boss and relate to him without considing age differences and social status. If the same thing is done in a country like Japan where there is a high score in the Power/Distance dimension, then the boss will be offended by the lack of re spect from the subordinate. The second dimension which is Individualism is also an important contribution to the study of international business in the context of culture because it is now possible to measure the â€Å"strenght of the ties people have to others within the community† (MindTools, 2011, p.1). This means that in Asian countries the workers will chose harmony over confrontation. They will do everything not to rock the boat so to speak. This can be frustrating for a Westerner when it comes to dealing with problems in the company but find no one will speak out and talk about the issues that are hounding the company. The third most important insight that Hofsted contributed to the study of international business in the context of culture is the idea that there is a way to measure long term orientation. This is very critical when it comes to introducing something new to the company. If corporate leaders are not aware that this particular cultural dimension does exist then they will be bewildered when they encounter resistance when it comes to a policy or regulation that they believe will benefit a lot of people in the company. This is because what they are trying to do may be the norm in Western societies but not from an Asian perspective. Conclusion Corporate leaders, managers and even employees sent overseas will have to learn the truth behind Hofstede’s pronouncements that international business is all about culture. If a business leader is unaware of cultural differences then he or she will encounter problems and unable to find solutions. In other words, business leaders working abroad will have to know about the culture of a particular country. This is especially true when it comes to the five dimensions of culture developed by Hofstede.Advertising We will write a custom report sample on International Business and Cultural Dimensions specifically for you for only $16.05 $11/page Learn More This system wa s developed to increase the chances of success in a foreign land. If culture is ignored in favor of tried and tested methods perfected in the West, then problems will crop up and worse of all, the leaders will be unable to prescribe an effective solution. But those who are well-aware of cultural differences can overcome challenges better than those who are ignorant about these things. References Hofstede, G., (1994). The business of international business is culture. International Business  Review, 3(1): 1-14. MindTools, 2011. Hofstede’s cultural dimensions. [online]. Available at: https://www.mindtools.com/. Steger, M., 2009. Globalization. New York: Sterling Publishing. This report on International Business and Cultural Dimensions was written and submitted by user Mattie Norris to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Conflict In The Middle East Essays - ArabIsraeli Conflict

Conflict In The Middle East Essays - ArabIsraeli Conflict Conflict In The Middle East Conflict In the Middle East Since the United Nations partition of Palestine in 1947 and the establishment of the modern state of Israel in 1948, there have been four major Arab-Israeli wars (1947- 49, 1956, 1967, and 1973) and numerous intermittent battles. Although Egypt and Israel signed a peace treaty in 1979, hostility between Israel and the rest of its Arab neighbors, especially with Palestinian Arabs, has continued because of the lack of co-operation by the Arabs. The first war began as a civil conflict between Palestinian Jews and Arabs following the United Nations recommendation of November 29, 1947, to partition Palestine, then still under British mandate, into an Arab state and a Jewish state. Fighting quickly spread as Arab guerrillas attacked Jewish settlements and communication links to prevent implementation of the UN plan. Jewish forces prevented seizure of most settlements, but Arab guerrillas, supported by the Transjordanian Arab Legion under the command of British officers, besieged Jerusalem. By April, Haganah, the principal Jewish military group, seized the offensive, scoring victories against the Arab Liberation Army in northern Palestine, Jaffa, and Jerusalem. British military forces withdrew to Haifa; although officially neutral, some commanders assisted one side or the other. After the British had departed and the state of Israel had been established on May 15, 1948, under the premiership of David Ben-Gurion, the Palestine Arab forces and foreign volunteers were joined by regular armies of Transjordan (now the kingdom of Jordan), Iraq, Lebanon, and Syria, with token support from Saudi Arabia. Efforts by the UN to halt the fighting were unsuccessful until June 1, when a 4-week truce was declared. When the Arab states refused to renew the truce, ten more days fighting erupted. In that time Israel greatly extended the area under its control and broke the siege of Jerusalem. Fighting on a smaller scale continued during the second UN truce beginning in mid-July, and Israel acquired more territory, especially in Galilee and the Negev. By January 1949, when the last battles ended, Israel has extended its frontiers by about 5,000 sq. km (1930 sq mi.) beyond the 15,500 sq. km (4983 sq mi.) allocated to the Jewish state in the UN partition resolution. It had also secured its independence. During 1949, armistice agreements were signed under UN auspices between Israel and Egypt, Jordan, Syria, and Lebanon. The armistice frontiers were unofficial boundaries until 1967. Border conflicts between Israel and the Arabs continued despite provisions in the 1949 armistice agreements for peace negotiations. Hundreds of thousands of Palestinian Arabs who had left Israeli-held territory during the first war concentrated in refugee camps along Israels frontiers and became a major source of friction when they infiltrated back to their homes or attacked Israeli border settlements. A major tension point was the Egyptian-controlled Gaza Strip, which was used by arab guerrillas for raids into southern Israel. Egypts blockade of Israeli shipping in the Suez Canal and Gulf of Aqaba intensified the hostilities. These escalating tensions converged with the Suez Crisis caused by the nationalization of the Suez Canal by Egyptian president Gamal Nasser. Great Britain and France strenuously objected to Nassers policies, and a joint military campaign was planned against Egypt with the understanding that Israel would take the initiative by seizing the Sinai Peninsula. The war began on October 29, 1956, after an announcement that the armies of Egypt, Syria, and Jordan were to be integrated under the Egyptian commander in chief. Israels Operation Kadesh, commanded by Moshe Dayan, lasted less than a week; its forces reached the eastern bank of the Suez Canal in about 100 hours , seizing the Gaza Strip and nearly all the Sinai Peninsula. The Sinai operations were supplemented by an Anglo-French invasion of Egypt on November 5, giving the allies control of the northern sector of the Suez Canal. The war was halted by a UN General Assembly resolution calling for an immediate cease-fire and withdrawal of all occupying forces from Egyptian territory. The General Assembly also established a United Nations Emergency Force (UNEF) to replace the allied troops on the Egyptian side of the borders in Suez, Sinai, and Gaza. By December 22 the last British and French Troops had left Egypt, Israel, however, delayed withdrawal, insisting

Five Ways to Ace Your Video Interview

Five Ways to Ace Your Video Interview An increase in job candidates willing to relocate for jobs, the high cost of shuttling them back and forth for interviews, and advancements in digital technology have resulted in a perfect storm of opportunity in the job hunting world: the video interview. While video interviews share the same ultimate goal as face-to-face interviews, there are some extra things to think about before getting ready for your close-up. Read on to learn five ways to make the very best impression during your video interview. 1. Set the SceneWhile you may be conducting the interview from your living room sofa, it’s essential to present yourself and your surroundings in the most professional way. Choose a bright, clean location, and be careful in rooms with lots of windows as these can cause backlighting and shadows.Eliminate clutter and annoying background noises, silence your phone, and close all irrelevant windows on your computer. Distractions not only disrupt your attention, but also the attenti on of your interviewer.Also, make sure you have access to a power source and charger: video is quick to drain computer batteries, and running out during an interview shows poor planning.2. Dress All Parts For the PartMany people assume that because interviewers only see them from the waist up, it’s acceptable to wear comfy clothing on the bottom along with your professional top. However, skip the inclination to dress down, and instead dress to impress with a top-to-bottom look. Not only will you feel more professional, but on the off chance you have to get up to retrieve a file or document, you won’t risk exposing your ratty old sweatpants.3. Do a â€Å"Test Run†Take time in advance to do a â€Å"test run† at the same location and time of day as your impending interview. Before the call, test your connection and voice/microphone. If possible, invest in a good pair of headphones: they can prevent connection problems as well as trim down on sound disruption .For best results, record a test call to see how you present on camera, and to determine any necessary adjustments or improvements.And don’t forget: you can even experiment with your camera positioning to present yourself in the most flattering way. Most people find that keeping the camera at eye level is the most attractive angle.4. Eye Contact is KeyWhile eye contact is important in any social or professional situation, it’s a particular challenge during the video interview. Why? Because the temptation is strong to watch yourself on the screen, instead of looking directly at the camera. This not only makes you look unfocused, but can be unsettling to the interviewer. Keep in mind that you’re not directly addressing the screen, but the camera above your screen. Practice this during your test run.5. Smile Early and OftenMeeting with a person face-to-face has a different â€Å"feel,† than conducting a video interview. While the connection can seem distant and disconnected, it is still extremely important to present yourself as a friendly, likable person. After all, most employers today are looking for soft skills, and failure to show off your personable side during a video interview can quickly remove you from the running.While participating in video interviews can feel strange or stressful, they’re increasingly part of the job hunt experience. Taking time to prepare yourself and become accustomed to the process can set you up for success. And remember: the ultimate goal is to enhance the hiring process and help you find the job of your dreams, so look at each video opportunity not as an obstacle, but as an opportunity.

Generally Accepted Accounting Principles Paper Research

Generally Accepted Accounting Principles - Research Paper Example According to Cleverly, Song, & Cleverly (2010), there are five generally accepted accounting guidelines or principles that are related to accounting for health, namely money measurement, valuation, duality principle, stable monetary unit, and accounting entity. In this paper a discussion will be made on these five generally accepted accounting principles related to health care. Money Measurement Money measurement principle calls for effective recording of all cash flows and revenues that are coming to the organization as well those leaving the organization. Money measurement refers to the measurement of debt obligations and revenue resources accurately so that there is no discrepancy in the accounts of the health care institute. The intent behind this accounting principle is to secure and measure all the incoming and outgoing cash flows of a firm. It is essential to measure the movement of money inside and outside the organization because it is the most basic building block of accoun ting. This particular accounting principle is related to health care field as the flow of money in a heath care facility is quite fluid and money changes hand quickly in the health care industry. ... The reason for valuing assets and costs at historical prices is that it is the only method that provides an objective value of assets and costs (Cleverly, Song, & Cleverly, 2010). Other alternatives of valuation lack the objectivity which the historical cost valuation method provides. The intent behind this accounting principle is to provide an objective account of the values of acquisition cost of assets. In the field of health care this accounting principle is vital to calculate return on investment (p. 187). Also there is no second hand market of assets that are used in the health care industry and therefore it is difficult to estimate a market value for such assets. This is the relevance of cost valuation accounting principle to the field of health care. Principle of Duality Principle of duality is a generally accepted accounting principle that refers to the basic equation that is commonly used in accounting (assets = liabilities +owner’s equity). The principle of duality also refers to the dual effect of every transaction. The effect every transaction is recorded in a way that assets equals the total liabilities and equity of the firm. This principle is forms a very basic pillar of accounting. It provides guidance as to how to account different transactions. The intent of this principle is to make sure that transactions are recorded in way that satisfies the basics of accounting. The principle of duality is the basic pillar of accounting and therefore has relevance to accounting of health care institutions. The basic equation of assets, liabilities, and equity should always be balanced when accounting in the field of health care. In health care field transactions are regularly recorded and therefore to avoid any mistake it is essential to keep this

Seeking creative talents for visual design Essay

Seeking creative talents for visual design - Essay Example Aside from genuine enthusiasm to decorate one’s home, I also love to travel and to immerse myself in varied forms and styles of art in diverse genres. Upon remuneration, I am realized the determination to pursue a career in fashion, interior design and visual communication which brought me to the Fashion Institute of Design and Merchandising (FIDM). A quick glimpse of what FIDM offers immediately enticed my appeal. I chose FIDM for various reasons such as the commitment for the development of creative, innovative and leadership skills in the fields of Fashion, Visual Arts, Interior Design, and Entertainment. The varied options and alternatives of creative majors to choose from give me ample leeway to determine the career paths and the degree programs to pursue. Further, the expanse of industry contacts that FIDM is affiliated with would assist in defining employment opportunities that would help in the achievement of personal and professional goals. Actually, I plan to major i n visual communications due to the diversity in career paths and more varied opportunities open for graduates. As indicated, there are eight possible career options from majoring in visual communications, to wit: fashion public relations specialist, fashion stylist, promotions and events coordinator, retail visual and merchandise coordinator, set decorator, store visual manager, visual design director and visual stylist. I envision continuing to path that I have already. Further, the expanse of industry contacts that FIDM.