Research and development of media projects. topic about feminism Essay

Research and development of media projects. topic about feminism - Essay Example They were searching for ace ladies without against men with a stance on post-feminism (Litosseliti. 2014, p. 11). The use of term post-feminism appeared in 1980s describing the backlash against second-wave feminism and now it has become a label for a wide range of theories that are critically examining the previous feminist discourses and challenges of second-wave feminism. The media has played a vital role in post feminism as according to Patricia Bradley the movement of feminism was highly packed with the mass media. Feminism believe that the media had presented the women in a manner that was only limited to the cleaner, housekeeper, domestic servant and the sex object to serve the men’s sexual needs. However the medias role also promoted the positive role so that the female could be able to show her abilities in other sectors of life. In the 1960s the female was limited to playing only one role as getting married in her early age of 20 and started her family life being turned into a woman maintaining & keeping house up, taking care the kids of her man and providing the services to her man. Her devotion was limited to her home and she could not be able to expect a lot from her life. Females were legally subjected to her husband via â€Å"head of the family† and there was no right a woman had in terms of property or other legal rights from her husband’s property. The 38% women were limited to the jobs of teaching, nursing or secretary only. In 1960 the percentage of female doctors were 6%, lawyers 3% and the engineers were less than 1%. (Litosseliti. 2014, p. 8). Post-feminism is known as a response against the contradictions that were seen and unlucky deficiencies of the second-wave feminism. It however, speaks to the accomplishment of feminism in the achievements of its objective. The term was utilized generally to represent a contrast with predominating

Discuss the major barriers to entry of new firms into an industry and Essay

Discuss the major barriers to entry of new firms into an industry and how these barriers can either give rise to or maintain a monopoly company - Essay Example Such firms face little or, in some cases, no competition at all. Each firm in perfect competition is a price taker. This means that changes in output by one firm do not shift the industry supply curve sufficiently to alter the price. If the whole industry makes more or less output, the supply will shift and the price will change but not if one firm increases or decreases output, this means each firm can sell all it wants at the given market price. This also indicates that marginal revenue equals price. Since each unit is sold for the same price in such a market structure, marginal revenue also tends to stay constant therefore giving us a straight horizontal line. However, a monopolist faces a downward sloping demand and is able to set either the price or the output, but not both. A profit maximizing monopolist would choose the output where marginal cost equals marginal revenue. This output will be somewhere over the price range where demand is pricing elastic and will be sold at the price consumers will pay. In most instances, the total revenue for such firms are higher than the cost hence enabling monopolies to earn abnormal profits in the short run as well as the long run. In order for a firm to maintain its monopoly power and abnormal profits there must be barriers to the entry of new firms. Barriers to entry are specifically designed to prevent potential firms from entering into a market. They provide firms a degree of market power without losing their existing market share. Barrier to entry anything that allows incumbent firms to earn supernormal profits without threat of entry (Boyes and Melvin, 220-222). The barriers that can be used to create or maintain a monopoly include: The high fixed cost or setup cost can be the toughest obstacle to tackle. The barrier here is access to capital. Only large firm will be able to fund the necessary investment. An established monopoly is likely to have developed specialized

Montessori method in developing childrens creativity

Montessori method in developing childrens creativity How effective is the Montessori method in developing childrens creativity, both during early years education and throughout primary school education? There are currently approximately 700 Montessori schools operating in the United Kingdom, and this number is growing annually (Montessori St. Nicholas, 2010). The vast majority of these schools cater for children between the ages of three and six. However, in more recent times, there has been a gradual establishment of Montessori schools that provide primary school education for children older than six. There are now about thirty such primary schools in the United Kingdom (Montessori St. Nicholas, 2010). Although this is still a relatively small number of schools on a national scale, it is nevertheless an interesting increase to investigate further. These schools use the Montessori method to both educate children, and further their holistic development. Before a brief discussion of what differentiates the Montessori method of education from other educational pedagogies, it is important to know and understand the underlying principles that all Montessori schools adhere to for the benefit of the children who attend them. The Montessori method is based on the ideas and theories of Maria Montessori, an Italian physician who experimented with giving young children more freedom, both to direct their own learning, and work and learn at their own pace. In the process, she arrived at two pivotal (and, at the time, somewhat controversial) conclusions. Firstly, she surmised that young children possessed an innate desire to learn (Montessori, 1994). Secondly, she found that young children, contrary to popular belief, were capable of exhibiting high levels of independence and cognitive development for their age under the right conditions. In this respect, it can be argued that they are being treated as individuals. Montessori (1964) strongly believed that all young children were unique beings and should, therefore, be treated as individuals. Furthermore, she reasoned that young children, as well as having the benefit of self-directed and child-centred learning, should also experience a hands-on approach to educ ation (Lillard, 1980), using learning materials that stimulate all five of the human senses. The interaction with, and the manipulation of, ostensible Montessori materials is, arguably, one of the most renowned aspects of the Montessori method. Broadly speaking, these materials are organised into five basic categories: language, mathematics, sensorial, practical life and culture (Lopata et al, 2005). Pickering (1992) believes that these materials help children to understand what they learn by associating an abstract concept with a concrete sensorial experience. Furthermore, Montessori materials are carefully designed to be both sensorially stimulating to young children, and multifunctional to allow for a more open-ended, divergent approach to learning. Another important theme common to all Montessori materials is that they are of gradually increasing difficulty and complexity (Oberle and Vinson, 2004). It is vital that these learning materials meet these criteria, because, as Montessori (1964) stated: little ones†¦can work only on the materials we give them. In other wo rds, if the materials provided for the children are uninteresting, irrelevant or unviable, then it can be argued that a child is unlikely to be able to fulfil their potential. One final issue in relation to the background of the Montessori method regards the layout and features of the learning area. It can be seen that it visibly reflects the child-centred nature of Montessori education. For example, desks and chairs are not only child-sized, but also spread wide apart (Mooney, 2000) and arranged in rafts (Oberle and Vinson, 2004) allowing children to move around the whole area freely whenever they so wish, and helping to prevent crowding. Materials are kept in accessible places, such as appropriately low shelves (Lopata et al, 2005), so they can easily be obtained and utilised by the children at any time. It is the presence of child-orientated considerations such as these that create Montessoris (1964) ideal of the prepared environment. Such environments allow [children] to take responsibility for their own education, giving them the opportunity to become human beings able to function independently and hence interdependently (Montessori, 1964, cited in Lo pata et al, 2005). In summary, Montessoris approach to education advocated that childrens innate desire to learn could be successfully nurtured and accommodated, as long as they are provided with the right environment and the appropriate materials (St. Nicholas Montessori, 2010). Having briefly discussed the principal background information regarding the theory and practice of the Montessori method, it is now important to consider the principal teaching and learning differences between a Montessori and a traditional primary education. One important organisational and structural difference is that each class in a Montessori setting has an age span of at least three years (Isaacs, 2007). These classes share two features in common with traditional education, however: they are mixed-ability, and contain a similar number of children per class (around thirty) to a traditional primary school (albeit not all the same age). The timetable is scheduled differently to traditional settings. Instead of children taking part in a series of lessons in different subjects between the duration of thirty minutes and one hour, the day is split into two three-hour, uninterrupted work periods (Oberle and Vinson, 2004). An important point to note here is that Montessori defined work as childrens instinctive tendency to develop through spontaneous experiences in the environment (Montessori, 1964), further advocating her idea of children acting in a self-directed way. Moreover, in addition to being encouraged to work independently at their own pace, children are never interrupted by the teacher if they are busy working on a task or activity. One final notable difference between a Montessori and a traditional learning environment relates to the role of the teacher. Montessori did not use the term teacher to describe the adult charged with the education and well-being of the children in their care; instead, she used the term guide or mediator (Lillard, 1980). This symbolises the idea that the adult in a Montessori setting should be seen by the child as a facilitator to their educational development, not an authority figure. Generally speaking, teachers operate on a one-on-one basis with different children, and there is little whole-class work (Lopata et al, 2005). The teaching approach is much more indirect than in mainstream education: the adult acts in a more observational and advisory capacity. Montessori (1964) maintains that the combination of the learning environment and this indirect teaching method encourages self-discipline, even in the case of younger children. If, however, a child displays undesirable or disrupt ive signs of behaviour, then the adult will seek to amend the childs focus to some positive activity, rather than reprimanding them or imposing any kind of sanction. Although, according to Pickering (1992), such instances are comparatively rare due to the childs level of self-discipline, when they do happen they can be dealt with in a supportive manner without undue disruption to others. As mentioned before, a popular view exists among many people that the Montessori method is solely both suitable for, and aimed at, young children under the age of six (Montessori St. Nicholas, 2010). However, there has been a recent increase in the number of purpose-built Montessori primary schools, catering for children aged between six and eleven. The classes in such schools comprise two vertical age groups: the first for children aged six to nine; the second for children aged nine to eleven. Montessoris underlying theoretical principles remain the same for this older age bracket; however, there are some practical and organisational differences associated with a Montessori primary schools provision for older children. Such differences include the fact that the children no longer just choose what to work with (Montessori St. Nicholas, 2010). Furthermore, they are empowered to manage a weekly plan with activities both of which they negotiate with their teacher (Montessori St. Nicholas, 2010); this is tailored to the individual childs needs. This suggests that the learning is still child-centred and self-directed to a certain extent, but there is an increase in autonomy and responsibility for ones own learning. To begin with, children are assigned weekly tasks in mathematics, literacy and science; as they get older, these tasks begin to encompass all curricular subjects (Montessori St. Nicholas, 2010). In accordance with Montessori thinking, however, the child can choose when to complete the tasks and engages in frequent tutorial discussions with the teacher (Montessori St. Nicholas, 2010). It can be argued that the reason for this is to encourage and nurture childrens developing time and task manage ment skills, and to take an active and co-operative role in their personal development and learning. This sense of collaboration also extends to working with other children in small groups, which happens on a more regular basis than in a Montessori early years setting. Together, they can share ideas and collaborate on various projects. Other important differences include the notion that Montessori primary schools make no attempt to work to an externally developed curriculum (Mooney, 2000); however, Montessori St. Nicholas (2010) claims that the curriculum not only fully meets the requirements of the National Curriculum (an example of an externally developed curriculum), but also goes beyond it in certain subjects. Many activities relate to National Curriculum subjects, although they will not appear as such to the children (Oberle and Vinson, 2004). This nonconformity to external guidelines also stretches to the method of assessment. There is no formal testing in Montessori primary schools (Lopata et al, 2005): conversely, teachers make continuous observations to evaluate childrens progress and allow children to participate in the evaluation of their learning (Montessori St. Nicholas, 2010) during their education in a Montessori primary school, further highlighting the child-centred approach taken. A central aspect of a young childs development and learning, one which will serve them and be a useful attribute to them, both as they progress through the educational system, and through adulthood, is creativity. As a concept, it is somewhat difficult to define; however, the Department for Education and Employment (DfEE) published an influential report in 1999 entitled All our futures: creativity, culture and education, which attempted to do so. The report defines creativity as follows: imaginative activity fashioned so as to produce outcomes that are both original and of value (DfEE, 1999). This definition is then broken down into four characteristics. Firstly, they [the characteristics of creativity] always involve thinking or behaving imaginatively. Secondly, overall this imaginative activity is purposeful: that is, it directed to achieving an objective. Thirdly, these processes must generate something original. Finally, the outcome must be of value in relation to the objective. (DfEE, 1999). It is important to consider whether all of these constitutional elements of creativity are present in any particular aspect of the Montessori method, in order to argue their effectiveness in developing childrens creativity. The importance of developing childrens creativity is highlighted in a 2003 report by the Qualifications and Curriculum Authority (QCA). The report states that learning to think and behave creatively can transform pupils lives†¦it increases their motivation, self-esteem and levels of achievement. Beyond school, it enriches their lives and prepares them for the world of work. Therefore, it is crucial for each individual child to be given the means and opportunity to develop their creativity throughout their educational careers: by becoming creative individuals, they can both make valuable economic contributions and become valued members of society (Cropley, 2001) According to Oberle and Vinson (2004), there are a number of critics of mainstream education frameworks who argue that they stifle creativity. However, in stark contrast, Berliner (1975), cited in Pickering (1992), states that other critics have raised objections against the Montessori method. These critics believe that it is the Montessori method, and not mainstream methods of teaching and learning, that inhibits creativity, due to its cognitively-oriented nature. The fact that opinions seem to differ on the subject suggests that the Montessori method has some advantages and some disadvantages with regard to the aim of developing childrens creativity. The other factor to consider is whether creativity is encouraged and fostered both during the time when a child attends an early years Montessori setting, and during the time when they attend a Montessori primary school. The effectiveness of a number of key aspects of the Montessori method with regard to the development of childrens creativity, both during early years education and throughout primary school education, will be discussed. These particular aspects have been chosen because they contrast with aspects pertaining to mainstream early years and primary school education. Some of these aspects are universal to both Montessori early years settings and Montessori primary schools; others solely pertain to older children (in this context, those aged six to eleven) in Montessori primary schools. Children are given the chance to direct their own learning. This can help to provide them with the self-confidence they need to be inventive and take risks with their learning; this is an important aspect of the creative process. It also allows children the freedom to experiment with different learning styles, such as visual, auditory and kinaesthetic (Jones and Wyse, 2004), through their individual manipulation of the materials available. It can be argued that this will increase the chance of a child discovering their preferred learning style, thus making them more receptive to new ideas and ways of thinking. This can also assist with their creative development, as they can use these new approaches to solve new and existing problems. Children are allowed to work and learn at their own pace. This illustrates the notion that Montessori settings are completely inclusive, allowing an education for all approach to be embodied in their framework. It is well documented that children develop at different rates, so this can make children feel more comfortable about their learning. More able children have the opportunity to extend themselves; less able children do not feel left behind (Pickering, 1992). This can prevent children at both ends of the ability spectrum from becoming uninterested or frustrated, both of which have the potential to inhibit creativity if the childs mind is not on the task at hand. The Montessori method offers a child-centred, hands on approach. Montessori (1964) believed that true creativity stemmed from individual freedom of expression. It can be argued that this hands on approach offers children the opportunity to express themselves in creative ways through, for example, drawing, cutting, gluing, painting and so on. However, it is important that the child has a sense of purpose when undertaking such activities, in order to fulfil the criteria of creativity. As the teacher is often not directly involved in what the child is doing, the danger exists that the child may be acting randomly, thus not working towards a particular objective. The materials used allow for multi-sensory learning. This is another way in which children with different preferred styles of learning can benefit. Isaacs (2007) argues that creative development has significant links with the sensorial materials area, particularly if [we] understand the childs creativity to be the ability to use their imagination. Through various combinations of visual, auditory, tactile and kinaesthetic materials, it is possible that children will increase their knowledge and understanding of the world, and, more importantly, retain this knowledge and understanding through recalling these multi-sensory experiences. It can also be argued that this will foster childrens curiosity about the world around them and how it works; Fishkin and Johnson (1998) emphasise that a link exists between curiosity and creativity: they fuel each other. The materials are multifunctional; learning can therefore be open-ended and divergent. Divergent thinking can help children to generate creative ideas by exploring many possible solutions to a particular problem (Craft, 2002). It is the childs decision how they choose to utilise the materials: it can be said that this encourages an independent thought process. According to Starko (2005) having the means and opportunity to think independently is one of the building blocks of creativity. The materials are of gradually increasing difficulty and complexity, as the children learn new concepts, and apply their previous knowledge and skills to solve new problems. It can be argued from this that these materials are cognitively oriented (Berliner, 1975, cited in Pickering, 1992), as they allow children to make connections and perceive relationships between what they have learnt before, and building upon these connections and relationships to allow them to progress to the next stage of learning. Montessori (1964) argues that, without this type of cognitive scaffolding structure, true creativity simply cannot exist. Materials are kept in accessible places; appropriately low shelves facilitate this easy access. Moreover, early years children are shown how to use sharp scissors and adult-sized tools safely (Mooney, 2000): although this is perhaps the most controversial aspect of the Montessori method (Isaacs, 2007), it serves to further highlight the Montessori self-directed approach, and makes children more responsible for their own learning. Children need to consider what best tools and materials are for whatever purpose they have: it can be argued that being given the opportunity to choose allows them to think in creative, novel ways about what to do and how to do it. Desks and chairs are child-sized and arranged in rafts. Each raft has a particular activity assigned to it; these typically change on a daily basis (Isaacs, 2007). Children have the freedom not only to move around the rafts (and there is ample space between them to allow them to do so), but also to work with other children. A fundamental aspect of a Montessori setting is that all children respect and care for each other, and that caring attitudes are adopted at all times, towards peers, teachers and life itself (Oberle and Vinson, 2004). This fosters collaboration between children; by sharing ideas and information, they can work together creatively and discover new ways of thinking and working. Children have freedom of movement around the learning area: they can move of their own volition between one learning activity and another, rather than being directed to them at any particular time or in any particular order. This highlights another aspect of how Montessori believed childrens creativity could be developed: the freedom for them to select what attracts them in their environment (Nunn, 2010). This sense of freedom also gives children the opportunity to act with a degree of spontaneity, which can allow the generation of a large number of novel and diverse ideas (Jones and Wyse, 2004), thus instigating and developing the creative process. Each mixed-ability class has an age span of at least three years. Particularly in Montessori early years settings, older children can act in a mentoring capacity to younger children (Lillard, 1980). This can help to scaffold childrens learning and thinking, as the older children can, if they wish, help the younger children with whatever they are doing, so that the younger children will eventually be confident enough to work and think independently, and thus begin to think and work more creatively. It is important, however, that the older children do not spend too great a proportion of their time doing this, however thoughtful and considerate it is; they need to further their own knowledge and understanding too. The day is split into two three-hour, uninterrupted work periods. According to Oberle and Vinson (2004), it has been suggested that children taught under the Montessori method are not allowed enough time to simply play. This is problematic to an extent, as research evidence suggests that childrens creativity can be developed through play (Duffy, 2006; Craft, 2000; Smith, 1995). A possible negative implication of this is that children are not encouraged to use their imaginations due to a notable deficit of creative play time factored into a Montessori setting (Seldin, 2009). Children are never interrupted by the teacher when they are engaged in an activity. This allows children to persevere with what they are doing. This can be beneficial to creativity to an extent, as it gives children time to think through the activity in different ways before arriving at a final solution. However, on a cautionary note, it is important that the teacher, though generally involved in an indirect capacity, monitors what children are doing in order to ensure that this perseverance is constructive, and, more importantly, purposeful. The teaching approach is much more indirect. Pickering (1992) argues that because the classes are run to a very large degree by the children, with only the degree of adult guidance necessary to ensure order and safety, the setting becomes emotionally safe and secure. If this ideal can be practically adhered to in a Montessori setting, then children can relax and be authentic individuals instead of trying to be cool. This, in turn, helps to allow their creativity to blossom (Cropley, 2001), as it diminishes the risk of social issues such as wanting to be popular, and alienation. Some aspects that only predominantly relate to Montessori primary education will now be discussed in relation to their effectiveness in developing childrens creativity beyond the early years. Children negotiate weekly activity plans with their teacher. This gives children the opportunity to pursue an area or topic that interests them, which the child will not only enjoy, but from which the child will also gain a sense of purpose and direction: a key aspect of creativity. However, this does not necessarily have to be the case (Montessori St. Nicholas, 2010). A child may be curious to find out about an area or topic that is new to them. In this instance, they can work and think independently. This combination of independent thinking and curiosity can help to develop their creativity by asking new questions and thinking in new ways about new ideas and concepts. Moreover, children are allowed to choose when to complete assigned weekly tasks, and engage in frequent tutorial discussions with the teacher. Referring back to a previous issue, this allows the child to work at their own pace, as it allows them to set themselves achievable goals, and work to these goals through this weekly planning. It can be argued from this that the childs opinions are greatly valued, and, to a certain extent, this collaborative process treats the child as an equal by making them more autonomous about their learning. As discussed before, this can boost their self-confidence, which, in turn, helps them to be more inventive and take risks with their learning: a key aspect of the creative process. During the primary school years, children begin to work in small groups, although there is still very little whole-class work. Working with others can allow children to compare ideas and thoughts, solve problems and assimilate new knowledge. According to Craft (2000), working with other children in small groups can nurture creativity, as it stems from social processes as well as individual processes. Sharing ideas and thoughts, and solving problems by thinking creatively, is one such social process. Montessori primary schools meet the legal requirements of the National Curriculum, although they do not follow it to the letter. This allows the childrens educational experience to be based on their own particular needs (Montessori, 1964), which can be informally, but constructively observed and assessed. There is no formal testing or assessment (for example, Standard Attainment Tests). It can therefore be argued that this helps to eliminate competition between children. Competition can be a barrier to creativity (Starko, 2005) because, on a social level, some children compare their achievements to others, which could adversely affect some childrens self-esteem. Fishkin and Johnson (1998) argue that a childs fear of failure also inhibits the childs creativity, as they may lose the self-confidence required to think in a creative way. Montessoris view on this is also made clear: the child in the Montessori classroom is†¦free from the judgement by an outside authority that so annih ilates the creative impulse (Nunn, 2010). In conclusion, the evidence suggests that both early years and primary school settings that follow the Montessori method can help to develop childrens creativity throughout this age range through its support of independent, self-directed, purposeful learning activities with stimulating, multifunctional learning materials in a free, accessible learning environment. Children have the opportunity to think and behave imaginatively through the processes of curiosity and exploration. This is not to say that the Montessori method is the only type of pedagogy that can develop childrens creativity. Mainstream early years settings and primary schools are certainly capable of doing so: although there is more emphasis on teacher-led, carefully planned, systematic learning, there is still scope for the development of childrens creativity. The Montessori method, while different to traditional learning methods in many respects, achieves the same outcome, but in a very different way. In Montessori s ettings that faithfully follow Montessoris underlying principles, children can acquire and develop the three qualities that Montessori believed were necessary for creative endeavours: firstly, a remarkable power of attention and concentration; secondly, a considerable autonomy and independence of judgement; and, thirdly, an expectant faith that remains open to truth and reality (Nunn, 2010). Montessori believed that all children possessed tremendous creativity. This creativity is directed towards becoming a developed individual, endowed with a sensitive soul, an eye that sees and a hand that obeys (Nunn, 2010). This was Montessoris idea of the basic qualities inherent to a creative individual: these qualities, if given the chance to develop through the correct implementation of the Montessori method, will serve the child throughout their educational career and subsequently during their adult lives. Evaluation of my learning and its management I needed to ensure, for the purposes of this module, that I supported my transfer from an initial teacher training course to an educational studies course. In order to build a bridge between the two, I needed to find a topic that related, in some way, to one module from my previous course, and another module from my new course. In order to support my transition between courses, I needed to investigate a topic of which I had prior knowledge and experience of writing about, and think about it less in terms of the practical teaching context, and more in theoretical terms of how children learn, with the possibility of considering broader educational issues. In truth, my reason for choosing to focus on the Montessori method of education happened somewhat by chance. The idea was not suggested to me, nor did I harbour any previous interest in it. I first became interested in the Montessori method, however, when a lecturer gave me a piece of advice on another piece of written work for a different module. I was advised to consider Montessoris ideas on fantasy play, as the lecturer felt that it would lead to an interesting argument. It was because of this advice that I decided to investigate the Montessori method in more depth, forming an interest in it in the process, which also helped me to complete the piece of work from the other module. The Montessori method of education, so I thought, focused on early years education; I therefore felt that it could be regarded as an early years issue. Consequently, the first module chosen as the basis for this independent learning module related to early years issues. Before I began this assignment, I knew very little about the Montessori method of education. I was aware that they used an array of specialised Montessori materials, but I was unaware of what was particularly different or unique about them. I then discovered that, although comparatively few in number, Montessori primary schools existed in the United Kingdom. This meant that I could investigate an aspect of the Montessori method in the context of one of my previous modules, which were tailored to primary school, as opposed to early years, education. I chose to link this to a module from my previous course concerning creativity in the primary curriculum, as, honestly, it was the only one at the time that I thought I could attempt to link to the early years module on my current course. As I mentioned, my first discovery was that there are some Montessori settings, albeit not many, that cater for children beyond the early years. I also discovered that the implementation of the Montessori method was completely different to anything I had read about or observed before. Its principles were based on self-directed, independent learning; children seemed to enjoy a considerable amount of freedom. Each class had an age range of three years. Children were even taught how to use sharp knives from a very early age. All of these ideas, and many others, surprised me, and I wondered how this system could possibly work. However, I knew that the system must work; otherwise Montessoris ideas and theories would not have made it past the drawing board stage. It was then my task to find out how this system worked on a daily basis, which I found interesting as it made what I considered to be an improbable educational system possible. Regarding the development of childrens creativity, when I found out about the implementation of the Montessori method, both in early years and primary school education, I found out that it was the children themselves, and the learning environment, that were responsible for nurturing the skills and attributes necessary to promote their creative development. It was not the teachers overall responsibility, although they could intervene as and when necessary. As before, I found this interesting as it was a new concept and a new way of thinking to me. On reflection, I might have chosen differently. There are two reasons for making this statement. Firstly, the idea of creativity with regard to the Montessori method is a comparatively small area for discussion, and it was difficult to find suitable research materials. I found it difficult to make sense of, and synthesise, the information available to me. Although, as I discovered, Montessori did have her own views on

The Spread of Disease In the New World :: American America History

The Spread of Disease In the New World The extraordinary good health of the natives prior to the coming of the Europeans would become a key ingredient in their disastrous undoing. The greatest cause of disease in America was epidemic diseases imported from Europe. Epidemic diseases killed with added virulence in the " virgin soil" populations of the Americas. The great plague that arose in the Old World never emerged on their own among the western hemisphere and did not spread across oceans until Columbus' discovery. Disease and parasitism play a pervasive role in all life. Many of these diseases start with microparasites, which are characterized by their ability to reproduce directly within an individual host. They are also characterized by their small size, short duration of infection, and the production of an immune response in infected and recovered individuals. Microparasites which damage hosts in the course of their association are recognized as pathogens. The level of the interaction and the extent of the resultant damage depends on both the virulence of the pathogen, as well as the host defenses. If the pathogen can overcome the host defenses, the host will be damaged and may not survive. If on the other hand the host defenses overcome the pathogen, the microparasite may fail to establish itself within the host and die. The main objectives of the pathogen are to gain entry inside the host, once inside grow and reproduce, and avoid host defenses. There are three possible routes of infection: respiratory, alimentary, and traumatic. The respiratory route is the easiest and most direct means of entry. Under crowded conditions, the rate of infection is even more rapid. The diseases brought over to America were mainly spread by the respiratory method. The alimentary pathway of infection is through the ingestion of contaminated food and water. Throughout Europe during the 15th century, food and water were contaminated with fecal matter and by unsanitary habits ( i.e. the lack of bathing). The traumatic route of infection is through insect and animal bites. The objective of the host is to "escape" from the pathogen. This can be done through the use of the immune system or by quickly dying. When a host dies with the pathogen still inside the pathogen dies as well. Resistance to invaders evolved as a result of the development of the mechanism of immunity. The development of immunity depends on the recognition of differences in chemical structures of substances.

Gender Inequality in the Work Place

Gender inequality and The Work Place The society in which we live has been shaped historically by males. The policy makers have consistently been males and therefore it is not surprising that our society reflects those biases which exist in result of this male dominating society. One might think that gender inequality in the work place is rooted in what shapes future employees and employers. Whoever said men and women are equal?Women have always taken a back seat to men in American society. This is not only found in the United States, but in other countries as well. The problem of men and women not being equal can be traced back to the Declaration of Independence. The Declaration of Independence proclaimed that all men are created equal. There was no mention of women being equal, only men. At the time of the drafting of the document, the men had all the power.The document was even drafted by a man; Women were confined to the home to take care of the domestic housekeeping duties. Soci ologist Perspective In my research on work place inequality, I read a perspective from a sociologist named Sandra Bem who focuses on gender. However, unlike most female sociologist, Bem chooses not to focus on the differences between males and females, but rather on their similarities.She says that polarized gender socialization, the way that we assign masculine or feminine characteristics to things such as walking and talking to make males and females appear to be different, keeps us from realizing that the sexes are more alike than they are opposite. Men and women have the same needs for food, clothing, shelter, affection, belonging and so on. Whether by choice or economic necessity, woman have entered the paid labor force in numbers recent years, and so they should be entitled to equal pay and respect.Although many people who know these statistics are optimistic about the gain women have made in the United States specifically in employment, it should be noted that women’s positions as a social category in the labor force is lower than men’s in term of status, opportunities and salary. Feminist researchers have used the advancements of women into top-tier management jobs as a litmus test for how well women are faring in the labor force as a whole. Studies continue to confirm that women hold a small percentage of the top positions. Causes of Gender Inequality in the WorkplaceThe causes of gender equality in these positions stem from four stereotypes; Sexism : American cultural belief that women are best suited for jobs that emphasize service, nurturing, housekeeping, men best suited for careers of high-level decision making and authority, Lack of qualifications: Men typically have more education and job experience than women 28% of men age 25+ have completed at least 4 years of college 27% of Women Men have more job experience because women loose time during pregnancy and child care, The glass ceiling: subtle and unconscious discrimination that prevents them from reaching higher and better-paying positions for which they are qualified. Women and minorities make up 30% of middle managers in U. S. but less than 1% of chief execs, networking: Men use golf clubs, other rec places where women were discouraged from going. The Functionalist PerspectiveAccording to functionalist Talcott Parsons (1955), gender inequality is inevitable because of the biological division of labor: Men are generally stronger than women and have certain abilities and interest. Parson said, men find themselves more suited to be goal oriented and women to expressive. Other functionalist explanations of gender inequality focus on the human capital that men and women bring to the workplace. According to human capital explanations, what individuals earn is based on choices they have made, including choices about the kinds of training and experiences they accumulate. For example, human capital analysts argue that women diminish their human capital when they leave the labor force to engage in childbearing and child care activities.So this is why they have less experience. It takes two to tangle that’s unprecedented. Conclusion/Solution Inequality has kept in place because of beliefs and practices that have been drilled into people’s minds for so long. When will women be treated as equals to men in the work place? I don't see a change happening in the near future. Women are slowly being treated more as equals to men but the gap will never narrow to complete equality. Women should, not only be treated as equal in the work place, but also in everything else as well. Whether it is a computer scientist, an athlete, or a president of the United States, women should be treated as equal to men.Gender discrimination has gone too far and we, as a society, have to draw the line. We can’t change past issues, but we can certainly change the future. Work Cited: â€Å"The Declaration of Independence. † The Declaration of In dependence. N. p. , n. d. Web. 10 Feb. 2013. Greenbuam, Vicky. â€Å"Seeing through the Lenses of Gender: Beyound Male/Female Polarization. † English Journal 88. 3 (1999): 96-99. Web. 10 Feb. 2013. Kendall, Diana Elizabeth. Social Problems in a Diverse Society. Boston: Pearson, 2013. Print. ——————————————– [ 1 ]. Web. 10 Feb. 2013 [ 2 ]. Greenbuam, English Journal 88. 3, 1999 [ 3 ]. Kendall, 2013. [ 4 ]. Kendall, 2013, Pg. 94

Pharmocology

The exact mechanism of action of ingloriousness is unknown however it is known to researchers and medical professionals that ingloriousness suppress the immune response of Re- negative pats. To Re- positive red blood cells as well as reestablishing normal importunately pathways (Apostate). Side Effects of MOA – Octagon and Privilege both have black box warnings however this black box warning does not apply to all Ingloriousness.The black box warning consists of increased risk of acute renal dysfunction/failure as well as thrombosis. The risk of thrombosis is increased in patients over the age of 65 years old, prolonged manipulation, etc. (Apostate). Other serious side effects include hypersensitivity, nonphysical, rather multiform, hyperinflation, hypersensitivity, aseptic meningitis, psychotherapeutic, viral transmission risk, and hemolytic anemia Teaching – It Is common for the patient to experience headache, cough, (Apostate). Cause and vomiting, rash, Uralic, fever, rigors, flushing, back pain, fatigue, chest tightness, muscle cramps, and elevated BUN Cry elevated lab values (Apostate). It is important to alert your doctor of any allergy before beginning to take these medications. Do not get any type of immunization while taking ingloriousness without getting an okay from your doctor (Monoclinic). Administration Consideration (Special timing, take with/without food, etc. ) – It is important to take this medication on a very regular schedule as well as making sure to take the medication with food.There Is a serious risk of nonphysical with these medications so the Importance of telling your doctors your allergies is very great (Monoclinic). Drug/Drug Interactions Major – proportioning most concerning) – Consult your doctor if you are on any medications for heart problems, blood clotting, or atherosclerosis as ingloriousness can cause an increased risk for blood clotting and a higher risk when these other types of medication s are Involved (Monoclonal).Taking other immune globulins at the time of administration can cause a very serious side effect of nonprescription (Apostate). Required Labs – Numerous ingloriousness labs must be completed to determine which mucilaginous within the body has quit working. (Gig, leg, LCD, IGMP, and Gig). Doctors use these tests to determine what type of indemnification disease the patient is suffering from by seeing which mucilaginous levels are increased or decreased from the normal lab values (Kids Health).

The conflicting emotions that Juliet Essays - Free Essays

The conflicting emotions that Juliet Essays - Free Essays Deswanie Johnson#6 12/16/15 Literature Grade 8 3. The conflicting emotions that Juliet is struggling with towards Romeo is she's confused and angry. She's having mix emotions. She's having mix emotions because she doesn't know what to feel.She's confused and angry because she doesn't understand why would Romeo kill her own cousin. She's angry because he killed Tybalt. She also doesn't understand how someone that is so good can turn evil.On line 91-95 on the modern text it says "He was not born to be shameful. Shame does not belong with Romeo.He deserves only honor, complete hono."That's the reason why Juliet is so confused.She also doesn't know what to do because that's her husband now. According to page 160 line 98 "Shall I speak ill of him that is my husband." So she's debating if she should talk to him. Also Juliet kind of feels happy because she's says "But wherefore,villain,didst thou kill my cousin? That villain cousin would have killed my husband."She's happy because if Romeo didn't kill Tybalt than there could have been a chance that Tybalt would have die. She says "That "banishd," that one word "banishd" Hath slain ten thousand Tybalts. 4. Juliet finals decisions about Romeo at the end of Act III Scene ll is she tells the Nurse to go find Romeo and give him the ring. Also she tells the Nurse to tell him she wants to say goodbye. She tells her to tell him to come say goodbye to her before he is banished from Verona.On page 164 Juliet says (gives the Nurse a ring) "O, find him! Give this ring to my true knight, And bid him to come to take his last farewell." 5. Lady Capulet's plan for Romeo is she plans to poison Romeo's drink and Romeo will join Tybalt in death. She hopes that Juliet will be happy. On page 105 line 86 it says "We will have vengeance for it, fear thou not. Then weep no more. I'll send to one Manuta, Where that same banished runagate doth live, Shall give him such an unaccustomed dram That he shall soon keep Tybalt company. And then,I hope, thou wilt be satisfied.

Martin Luther King and Malcolm X essays

Martin Luther King and Malcolm X essays Martin Luther King and Malcolm X - Two Views, One Cause Many black authors and leaders of the sixties shared similar feelings towards the white run American society in which they lived. Malcolm X, James Baldwin, Martin Luther King, and Stokely Carmichael all blamed the whites for the racism which existed. However, they agreed that it was up to the black society to end this problem. Using the black society, each of the authors had their own idea of how racism could be stopped. Unfortunately, for some, such as Malcolm X, this involved the use of violence, while others, such as King, favored the non-violent approach. This paper will focus, for the most part, on Malcolm X and King because they are both strong representations of two different approaches to a common goal. Perhaps their different approaches of violence and nonviolence stem from their original opinions of how capable the whites are Not all of the whites involved in the problem of racism supported it. Some were actually trying to help fight for the blacks. Unfortunately, it took Malcolm X a long time to figure that out. Malcolm's paper, "The Ballot or the Bullet," makes that clear. In his paper, he is constantly criticizing whites as a whole. He does not consider, even for a moment, that a white could actually support equality for all men. "Usually, it's the white man who grins at you the most, and pats you on the back, and is supposed to be your friend. He may be friendly, but he's not your friend" However, in a later work of his, "1965," one can see that Malcolm was learning to accept whites as possible allies. I tried in every speech I made to clarify my new position regarding white people - 'I don't speak against the sincere, well meaning, good white people. I have learned that there are some. I have learned that not all white people are racists' (367). ...

Giordano Surname Meaning and Family History

Giordano Surname Meaning and Family History The Italian form of the name Jordan, the Giordano surname has its roots in Yarden, the Hebrew name of the Jordan river flowing between the countries of Jordan and Israel. Derived from  yarad, meaning descend or flow down. Its origin is Italian. Famous People With the Giordano Last Name Umberto Giordano - Italian composerTyrone Giordano - Deaf actorLuca Giordano - 17th-century Italian artistGus Giordano - Innovator of modern American jazz dance Where Do People With the Surname Live? The largest populations of individuals with the Giordano surname are in Italy, as you might expect. According to  WorldNames PublicProfiler, the Giordano last name is most popular in the southern boot of Italy- Campania, Basilicata, Puglia, and Sicilia. There is also a  slightly denser population in the Piemonte region, but the name is popular throughout Italy. It is also fairly common in Argentina. Surname distribution data from Forebears, indicates that Giordano is the 11th most popular name in Italy and the 30th most common in Monaco.Source:   Cottle, Basil.  Penguin Dictionary of Surnames. Baltimore, MD: Penguin Books, 1967. Dorward, David.  Scottish Surnames. Collins Celtic (Pocket edition), 1998. Fucilla, Joseph.  Our Italian Surnames. Genealogical Publishing Company, 2003. Hanks, Patrick and Flavia Hodges.  A Dictionary of Surnames. Oxford University Press, 1989. Hanks, Patrick.  Dictionary of American Family Names. Oxford University Press, 2003. Reaney, P.H.  A Dictionary of English Surnames. Oxford University Press, 1997. Smith, Elsdon C.  American Surnames. Genealogical Publishing Company, 1997.

International business .....what relationship, if any exists between Essay

International business .....what relationship, if any exists between business processes and culture - Essay Example Business processes are therefore dependent on the culture within which the business operates which gives the business environmental acceptance and adaptability and therefore giving the business a performance measurement tool. Culture has in any case direct effect on implementation of projects hence their success or failure. Since process business projects require activities that are complex and cross-functional it follows that the success or failure of such projects lies in how the company and its stakeholders respect the shared values and beliefs. Culture tends to link the producer and the consumer at the market level through a mutual interaction and recognition of the values and beliefs shared between the producer and consumer of the product or service. It should be notable however that since consumer values and beliefs is exponentially elastic and depends on their perceived value of the product or service placed in the market it is for the companies to adjust the business process alongside the consumer national or global culture. It is therefore true to say that there is a strong relationship between culture and business process which is manifested at the meeting point in the market.

Are comparative educations offered in Public meduim size Midwestern Research Paper

Are comparative educations offered in Public meduim size Midwestern Universites - Research Paper Example ard to comprehensive modernizing projects of the 19th century and numerous rural communities that mainly trigger advancement of the democratic and social institutions. Moreover, one room schoolhouses act as cultural heritage and correspondingly link to the contemporary utilization of the schoolhouses. International and comparative Education in universities provides the opportunity to bridge the gap through offering modern avenues of sharing knowledge within the institutions which is in the mid- sized Midwestern city. Underlying regional universities in Midwestern offer a full comparative of undergraduate programs and specific master’s programs with very few doctoral programs. The regional universities within Midwest that offer comparative education programs include Providence College, Elon University, Creighton University and Santa Clara University. Comparative education within the Midwestern universities fosters regional collaboration in regard to the multi-state compact orga nizations that mainly serve the purpose of prevailing higher education within the northeast, southern and corresponding western regions of the United States with the student exchange programs, and policy conferences. Nevertheless, the program is hampered by numerous factors that mainly revolve around technology that is inadequate confidence in the integration of the technology coupled with lack of comprehension thus resulting to discrepancies in the implementation of the comparative education program with the Midwestern universities. There is also insufficient training and practice in the integration of the technology pertaining to the comparative education that ought to be embraced. The studies on the pre-service teacher technology integration and corresponding faculty perceptions technology integration applicable within the comparative education program at the medium-sized, Midwestern universities are mainly compared to the underlying account for the self-reported education program.

Business Ethics Essay Example | Topics and Well Written Essays - 750 words - 7

Business Ethics - Essay Example Additionally, the paper would provide a comparative study in between Chen’s views and the German team’s views and offer justification regarding whether offering gifts to the government officials for facilitating the new plan be unlawful and immoral. DISCUSSION (a). In Favour With reference to the case i.e. NES China: Business Ethics (A) by Xin Zhang, it can be viewed that though offering gifts to the government officials for facilitating the approval process of any established plan is considered to be against the law. However, it has also been observed from the past that the process of providing gifts for establishing an interpersonal relation is based tacitly on establishing mutual interests and benefits. Similarly, offering gifts is considered to be mandatory as it helps in establishing a more open relation amid the business organization and the government of the country i.e. China. China is considered to be amongst those countries that provide enormous complexity and difficulty for any foreign companies to cope with the Chinese bureaucratic hurdles, therefore providing gifts is ascertained to be an easy way of mitigating those issues (Zhang 401-408). Thus, considering the above mentioned facts, it can be stated that offering gifts to simplify the process for establishment of a holding company in a country such as China would be profitable for the organization. Against It has been viewed that though providing gifts for establishing an interpersonal relation

Cultural Awareness Essay Example | Topics and Well Written Essays - 1250 words

Cultural Awareness - Essay Example II. Culture and regions of the world: A case for South America. A. A look at the location of South America. B. The physical landscape and prominent features of the region that include the Andes, the amazon forests and the Atacama Desert. III. The expression of culture through history and developments give us a better understanding of the region. A. The military history of South America in itself brings out the nature of the region. B. The key infrastructural developments such as the Panama Canal give us the ancient history and interests of the region. C. Typical activities of the region such as Agriculture tell us about the abundance of rainfall in the areas, tourism also shows us the attractive nature of the region. IV. The people residing in the region and the activities they engage in tell us of the mixed cultures of the area. A. The mixture of ethnic groups tells us of the diversity of the regions culture. B. The different languages spoken by the people prove that culture is both specific to a group and a region. C. The different interests communicate the value of ideologies that are held by different groups. SSG Phippard SSG Johnson ALC Class 709-11 September 18, 2011 The Culture of South America Culture can be defined as that system of beliefs, values, norms, customs, behaviors and artifacts that members of a given society use to interact with the world and one another. It is that combination of thoughts, feelings attitudes, beliefs values and behavior patterns that are shared by racial, ethnic, religious or social groups of people (Urban Schools). The first characteristic of culture is language which is a set of symbols that are used to assign and communicate meaning. Language is both the spoken words and body movements. Language can be formal or informal depending on the environment and the people taking part in the communication process. Different dialects may symbolize different groups of people with different cultures. In non-verbal communication, di fferent cultures have different body languages. For example, there are cultures in which eye contact is seen as disrespectful while in others it signifies honesty. The second element of culture is norms, which are rules that govern behavior in a given society. Norms include taboos and rituals, which are specific to a given group of people or region. Norms are such that what is acceptable by one may be absurd for another. Ignoring these norms makes one unacceptable unpopular or an outcast within a given culture. The third characteristic of culture is values, which are things that members of a particular culture hold in high esteem or aspire to have. Values are not the same they change depending on the situation or the needs of people. Different cultures value different things, for example most Americans generally agree on the following as valuable: democracy, liberty and freedom. A typical African society values children, peace and hard work. The fourth characteristic of culture is b eliefs and ideologies. Beliefs refer to what members of a given culture hold to be true. Ideologies on the other hand refer to a set of beliefs and assumptions that are connected by a common theme. Social institutions or systems associate themselves with ideologies and they serve to make those institutions legitimate. The above two vary within cultures and serve to differentiate them. The fifth characteristic of culture is the attitude towards time. Time orientation is something

International business Essay Example | Topics and Well Written Essays - 500 words - 10

International business - Essay Example It means the values reflect the country’s ideologies of democracy after coming from a Civil War and their Muslim dominated populace at approximately 71.3 percent. Christianity follows closely at 20 to 30 percent of total population meaning religious violence is hardly witnessed in the country. On that account, most of above cultural analyses often result to various opportunities such as encouraging ethnic tolerance between citizens who still bear fresh memories of the Civil War. Other opportunities include fostering an African identity and nationalism to promote virtues such as honesty, trust, and love (Duncan et al 133). However, there are also threats that could be orchestrated by aspects of culture in terms of religion domination that could erupt into sectarian violence to another ethnic conflagration. Another imminent threat entails backward beliefs that fail to integrate emerging changes occasioned by technology and globalization as noted with the country’s immense potential. Geography and climate are vital factors for anybody with prospects of establishing any international meant to attract a global clientele. In Sierra Leone, for instance, with its location at the west coast of Africa has lowland plains, which harbour forests, farmland, and bush. It implies that the country’s weather is moderate for exploring opportunities such as creation of different forms of infrastructure. On that note, infrastructure entail passable roads and railway lines that can facilitate transport of goods and services. Another opportunity involves the forest-savannah ecoregion that equally supports a business that can thrive in tropical areas such as Northern parts of Sierra Leone. Unfortunately the geographic and physical parts of the nation have also elicited numerous threats for potential investors particularly for doing international business (Haggett 108). Unsustainable

Baroque Period Research Paper Example | Topics and Well Written Essays - 1250 words

Baroque Period - Research Paper Example Clamor worked in Kothen as a court musician and an organist in Celle. He became ducal chamber musician in Hanover from the year 1666 (Walter, Murray, and Simon, 2001). Clamor Heinrich Abel made a series of compositions and musical guidebooks between the year 1694 and 1696 when he was Obermusicus in Bremen. His best works of music include various compositions for chamber music and string orchestra. Clamor composed a collection of fifty-nine individual works under the heading Erstlinge musikalischer Blumen, which included works for four instruments, allemandes, preludes, sonatinas, courantes and sarabandas. Initially, Clamor’s musical works were published in three separate volumes, and later they were combined into Drei Opera musica (Walter, Murray, and Simon, 2001). Clamor is considered the inspirer of violist and violinist Ferdinand Abel Christian and Carl Friedrich and Leopold August, who were both viol virtuoso and composer. Johan was a minor German Baroque composer. He was a violinist in 1934 and travelling to several countries including England, Italy, and France to perform and train violinists. Johan became a Kapellmeister in Nuremberg in the year 1746. He was in charge of music making in chapels, choirs, and orchestras. As a Kapellmeister, Johan wrote occasional vocal works and several harpsichord concertos, sonatas and symphonies. Johan’s symphonies contained two to three episodes or movements featuring sonata principles. Harpsichord concertos were musical instruments played by means of a keyboard. Most of his works were published and sold in various markets where other musicians used them as guides for their music endeavors (Agrell, 2011). Johan was a fluent Baroque composer in the gallant style of North German during his time; he was also a widely accepted musician and conductor. Johan’s contribution to musical landscape is evidenced by the composition of twenty-two symphonies that gained popularity in the music industry and among trainers and trainees. Johannes Nucius Johannes Nucius was a Germany composer of the late Renaissance and early Baroque period. Nucius was a talented composer who penned an influential treatise in applying rhetoric in compositional devices; his works of art shows an influence of Lassus. Among his publications, include two collections of motets, which contained a total of one hundred and two pieces, and several masses (Lambert, 2004). The works of Nucius that were published in Leibnitz and Prague were homophonic with an abundance of expressive devices; he later described the application as Musices poeticae in his major treatise. Nucius’ fame that lasted until the 18th century arose from the Musices poeticae. This treatise was the most influential among the three of the famous German Baroque treatises such as the Syntagma musicum (1618), Critica musica (1722-1723) and Musicalisches Lexicon (1732)

International business Essay Example | Topics and Well Written Essays - 500 words - 10

International business - Essay Example It means the values reflect the country’s ideologies of democracy after coming from a Civil War and their Muslim dominated populace at approximately 71.3 percent. Christianity follows closely at 20 to 30 percent of total population meaning religious violence is hardly witnessed in the country. On that account, most of above cultural analyses often result to various opportunities such as encouraging ethnic tolerance between citizens who still bear fresh memories of the Civil War. Other opportunities include fostering an African identity and nationalism to promote virtues such as honesty, trust, and love (Duncan et al 133). However, there are also threats that could be orchestrated by aspects of culture in terms of religion domination that could erupt into sectarian violence to another ethnic conflagration. Another imminent threat entails backward beliefs that fail to integrate emerging changes occasioned by technology and globalization as noted with the country’s immense potential. Geography and climate are vital factors for anybody with prospects of establishing any international meant to attract a global clientele. In Sierra Leone, for instance, with its location at the west coast of Africa has lowland plains, which harbour forests, farmland, and bush. It implies that the country’s weather is moderate for exploring opportunities such as creation of different forms of infrastructure. On that note, infrastructure entail passable roads and railway lines that can facilitate transport of goods and services. Another opportunity involves the forest-savannah ecoregion that equally supports a business that can thrive in tropical areas such as Northern parts of Sierra Leone. Unfortunately the geographic and physical parts of the nation have also elicited numerous threats for potential investors particularly for doing international business (Haggett 108). Unsustainable

Multiple types of laws Essay Example for Free

Multiple types of laws Essay During last week’s session multiple types of laws were introduced and their differences were discussed. One of the types of laws that were discussed were civil laws. Civil laws were created to â€Å"compensate parties and businesses for losses as a result of another’s conduct† (Melvin, 2011). This means that these laws were created for certain types of conduct against another party to be handled civilly between them. For any type of offense that is handled civilly, the defendant will need to repay the plaintiff for any loss suffered. Another type of law is criminal law. Criminal laws â€Å"are a protection of society and the violation of criminal laws results in penalties to the violator such as fines or imprisonment† (Melvin, 2011). This means that these laws were created to protect all of society against criminals that disrupt the peace of others. Another type of law that we focused on was â€Å"Common Law†. Common law, also known as â€Å"Case Law†, is a basic system to ensure that cases with similar commonalities are treated fairly and consistently. For example, imagine that you are the victim of a reckless driver who side swipes your car, and the judge is now responsible for deciding whether the defendant is liable for the damages in question. The judge will listen to the statements in court and refer to common law in other cases to ensure that the party is fairly dismissed or prosecuted, depending on the verdict. The type of law that many people have heard of is statutory law, also known as written law. Unlike Common Law, Statutory law is made by legislature and written down (hence the â€Å"aka† written law). Statutory Law is a concept in order to underscore the distinction between laws that a governing body makes and case law. If looking for an example of Statutory Law, you do not have to travel too far, or fast I should say; posted speed limits. This means that the speed limit is â€Å"formally† (and literally in this case) written and enacted. Another law that was discussed last week was substantive law. â€Å"Substantive law is the statutory, or written law, that defines rights and duties, such as crimes and punishments, civil rights and responsibilities in civil law†Ã‚  (Melvin, 2011). This law defines and regulates individual’s rights. Some example substantive law is the law of contracts, torts as we talk about in the last lecture along with real property and the essential substance of rights under the law. Substantive law and procedural law are the two main categories with the law. Procedural law sets the rules and methods employed to obtain one’s rights and in particular how the courts are conducted. This law basically defines and creates rights limitations under which society us governed. References Melvin, S. P. (2011). The Legal Environment of Business. Retrieved from The University of Phoenix eBook Collection database.

Impact of Branding on Consumer Purchasing Decision

Impact of Branding on Consumer Purchasing Decision An Empirical Study in the Technological product sector More and more organizations have come to realize that brand is the most valuable asset associated with their products or services and are using branding as a strategic tool in todays dynamic business environment (Chernatony and MacDonald, 1998; Rooney, 1995). Some extremely successful examples in brand management include Microsoft, IBM, Sony, Nike and Coca-Cola (BusinessWeek, 2002[1]). Their brands resonate with the general public and affect the consumers buying decision-making. The power of the brands has contributed substantially to the continuing success in the future (Davis, 2002). Brand acts as a strategic marketing tool to attract and keep customers by promoting value, image, prestige or lifestyle (Rooney, 1995). Furthermore, it is a powerful technique to develop a stable, sustainable and distinct relation with customers by playing number of associations, so marketers must account for all of them in making marketing decisions (Aaker, 1992). Hence this study will try to find out the impact of branding on consumer purchase decision, specifically in the technological product market. The main aim of this project is to find out the impact, branding has on the consumer purchase decision in general and especially in the technological product sector. The focus of this study will be on the consumer’s viewpoint about brands and how it affects their purchasing decisions. Hence the objectives of the study will be to: Review the current literature regarding brands, branding and consumer purchase decision Based on the literature review and secondary data identify branding factors that supposedly impact the consumer purchase decision Find out consumers perception regarding the impact of brands on their purchasing decisions specifically in the technological product sector To bring out the implications of the research Research Methodology: An appropriate research methodology is a general plan of how the researcher will go about answering the research questions considering the sources to collect data and the constraints that one might have (access to data, time, location and money, etc). It should reflect the fact that the researcher has thought carefully about why a particular strategy/method has been employed. Data intended for almost any study can be obtained from two sources: Primary Data and Secondary Data. In order to complete the research project from a theoretical as well as a practical point of view, this research will make use of both types of data. This study will be carried in three phases. The first phase will involve literature review and secondary data collection. Primary data will be collected in the second phase. The last phase will comprise of analysing the primary data and drawing suitable conclusions from the study. Phase 1: The first phase of the research will comprise of reviewing the literature and collecting secondary data. This will involve an investigation of brands and different types of branding options that are availed by manufacturers. Further to this the consumer decision process will also be reviewed to find the factors that affect the consumer’s decision making process in general. According to Sharp and Howard (1996), two major reasons exist for reviewing the literature. First, the preliminary search helps to generate and refine the research ideas. And secondly, a critical review is a part of the research process. Like most research projects, literature review will be an early activity in this research. After the initial literature search, the researcher will be able to redefine the parameters more precisely and undertake further searches, keeping in mind the research objective and goal. The literature review will help in developing a good understanding and insight into the p revious research done on this topic and the trends that have emerged. Secondary data sources Secondary data will be collected from a varied number of sources. Books published books generally considered as one of the most reliable and valid source of information will be used for the basic content of the literature review. Electronic sources – will provide a large amount of information relevant to the subject Magazines a good source of getting data and report of recent and relevant articles Newspapers latest updates on brands and other information Advantages of using secondary data Saves cost and time Wide variety of information available Availability of vast amount of information Disadvantages of using secondary data are Most of the magazines or journals require Subscription, which is not feasible when lots of journals and materials have to be analysed. Shortage of time limits the scope of the research to a great extent. Most of the articles, research papers, and survey results found on various web sites or lacks the proof of the accuracy of their results. Phase 2: In phase 2 primary data will be collected which refers to the data obtained via the researcher’s direct experience. The need for employing more than one method of research stems from the fact that various methods contain their own set of assumptions of the nature of the real world and the kind of data produced (Denscombe, 1998). The author has selected survey strategy for the purpose of collecting primary data. It is a common and popular strategy in business and management research. Through this a large amount of data can be collected in an economical way. Bell (1993) says that surveys can provide answers to questions like What, Where, When, And How. It tries to elaborate the problems of ‘representativeness’ from other approaches like case studies or most of the qualitative approaches. This approach can be termed as fact finding mission and may contribute little towards the development of a hypotheses or shaping theory. The results from the survey can def initely be used to test a hypotheses or theory. The data here is primarily quantitative but may also be qualitative in nature as it represents peoples view about an issue. Questionnaires are generally used for the purpose of data collection followed by few interviews to increase the validity of the data. Using multi-methods produces various kinds of data on the same topic improving the quality of research. Hence, this research will make use of more than one research method (questionnaire and interview) to enable the researcher to present the topic in a more complete fashion from different perspectives. Hence the primary data collection methods used for this research will be- Questionnaires Interviews Questionnaires provide the easiest known way of assembling a mass of information (Burroughs, 1971:106). The author decided to use online questionnaires for the purpose of the study. Online questionnaires are very economical, the costs faced were nearly negligible, since once the form was loaded on the server, and all entries came in the form of e-mail. They are easier to administer and manage and supply standardised answers from all recipients. But a lot of care will be taken in order to construct questionnaires to maximise response rate. Due to its length or complexity in the questionnaire, it may yield a response rate so low that the data may not be adequate to make any kind of generalisation or even a reliable statement. Keeping this in mind, for the purpose of this research, due care will be taken to avoid hypothetical questions, dual meaning questions, presuming questions and any form of ambiguity or imprecision in questions. Also, an attempt will be made to keep the length of the questionnaire very precise, with to the point questions consisting mainly of multiple-choice questions enabling the reader to be comfortable to fill the questionnaire without much loss of time, thereby increasing the questionnaires response rate as well as making data analysis simple. The author also decided to include another method in the form of interviews as part of the research due to the need for more detailed qualitative information. Through the use of questionnaires the research will only able to gather quantitative data, which in itself will be quite useful for the project in order to gain a general view and knowledge about the impact of branding on consumers in general. However, in order to gain better depth in the analysis, the questionnaire data will also be supplemented by few follow up interviews. As an information gathering tool, the interview lends itself to being used alongside other methods as a way of supplementing their data adding detail and depth. (Denscombe, 1998; pi 12) As part of this research project, interviews will be used as a follow-up to the questionnaire. The attempt is to complement the questionnaire data with the interview data, pursuing the interesting lines of enquiry in greater detail. Simply stated, it can yield rich material or put flesh on the bones of the questionnaire (Bell, 1987). Sampling Process In order to collect appropriate information on the views of the consumers on impact of branding on their purchasing decisions, a very large portion of the general population would be an eligible target, but due to various practical problems of time and cost involved in such a process, a restricted sample of the population was considered for this research. The sample population involved in this project was carried out on a small scale due to the time and resources available. The survey polled a population of primarily Internet users including professionals as well as students situated in various parts of UK in order to get their perspective on the effect branding has on their buying behavior. Approximately, 200 emails will be sent. The population of respondents comprised of general Internet users ranging from computer professionals to lecturers to university students. By the means of this survey, we are investigating the general considerations of the users towards brands while purchasing a technological product. Objective Timeframe Task[2] 1. Phase 1 : Literature Survey/Secondary data Client should put the time frame according to his/her requirements Phase 1 will involve an investigation of brands and different types of branding options that are availed by manufacturers. Further to this the consumer decision process will also be reviewed to find the factors that affect the decision making process. The first stage of the research will comprise of reviewing the literature and collecting secondary data. 2. Phase 2 : Interviews/Surveys Client should put the time frame according to his requirements Phase 2 will involve the primary data collection phase in which the online questionnaire will be used to collect consumer opinion regarding brand implication on their purchasing decisions. 3. Phase 3: Analysis of data from Interviews/surveys and drawing conclusions Client should put the time frame according to his requirements After taking the interviews and surveys, a large quantity of interview notes, questionnaire results and other records will be generated all of which will be analyzed. The survey data will be analysed using the SPSS software. A brief thematic analysis will be done for the data collected from the interviews. Following this, conclusions will be drawn based on the findings. References Aaker, A. D. (1992), The Value of Brand Equity. Journal of Business Strategy, Vol.13 (4), p.p.27-32. Bell, J. (1987). Doing your Research Project. Oxford: Oxford University Press. Bell, J. (1993) Doing your research project: a guide for first-time researchers in education and social science, Open University press Burroughs, G.E.R. (1971). Design and Analysis in Educational Research, Oxford: Educational Review. Davis, S. (2002), Brand Asset Management: how businesses can profit from the power of brand, Journal of Consumer Marketing, Vol. 19, No. 4, p.p.351 -358. de Chernatony, L. McDonald, M. (1998), Creating Powerful Brands in Consumer, service and Industrial Markets, 2nd Edition, UK: Reed Eductional and Professional Publishing Ltd. Denscombe, M. (1998). The Good Research Guide. Buckingham: Open University Press Hussey, J. and Hussey, R. (1997), Business Research: A Practical Guide for Undergraduate and Postgraduate Students, Macmillan Press, London. Research, http://www.allbusiness.com/articles/content/19671.asp Rooney, J. A. (1995), Branding: a trend for today and tomorrow, Journal of Product and Brand Management, Vol. 4, No. 4, p.p.48 55. Schutz (1972). The Phenomenology of the Social World (London: Heinemann). Sharp, J.A. and Howard, K. (1996) The Management of a Student Research Project. Aldershot, Gower. 1 [1] http://bwnt.businessweek.com/brand/2002/index.asp [2] The tasks will be further divided into sub tasks to give a detailed insight of the plan as it develops.

The Ethics of the Salary of Professional Athletes Essay -- Athletes Sp

The Ethics of the Salary of Professional Athletes My claim is that it is unethical for professional athletes to receive the enormous amount of compensation that they do. By Unethical I mean that it is an injustice to the citizens of our hard working country that are out to make a dollar and do it by holding a well respected job. By compensation I mean the ridiculous amounts of money that an athlete makes for playing a particular sport. My value criteria or standards I will use are as follows: 1. A man who does not graduate college may not be as qualified to make the salaries that exist. 2. Ridiculous salaries is setting an example for our youth that just because you can hit a baseball or shoot a basketball or shoot a hockey puck or throw a football that you can make millions of dollars without truly earning it. 3. An athlete who graduates college deserves money based on his collegiate experience. I will argue the point of graduation first and then go into the fact that just because you have a god given talent that doesn’t mea n you should make millions more than others, and finally I will conclude that the college graduate that does make it in the professional sports world deserves money based on experience from College. Now then turning to my first point of being a college graduate. Kobe Bryant one of the NBA’s most prolific scorers and highest paid player never ever went to College. In fact Bryant, from near my hometown in Delaware County bypassed college and made the leap to the NBA. Should he be able to receive the amount of money that he does, and the average college student that graduates and has a degree is not able to obtain a job that pays that kind of base salary. I think not, in fact I feel that the only kind of people that have any business of making the kind of money athletes do are doctors, lawyers, stockbrokers and maybe anyone who actually does attend graduate school. Now those kind of professions have the right of making that type of income due to the fact that they not only have they graduated college but they attended graduate school and have perfected their business and received a degree. Kevin Garnett has the richest contract in all of NBA history, 6 years 126 million dollars and he never ever stepped a foot on one of our great campuses in the United States of America. Please tell me why should Garnett make this money if he never ever ... ...00 dollars. Would there be the same amount of competition and would the sport be as enjoyable for these athletes to play. Not to mention that by going to sporting events we are condoning the payment of these athletes. Now I am a HUGE sports fan as most of you might know. I also am in the sports broadcasting business and I have my own company covering Philadelphia sporting events. That means that I go to games on a press credential and do not line the pockets of the owners and thus the players with my hard earned money. In fact If I was not in the sports broadcasting business, the chance I would attend these games and pay these ludicrous prices that would ultimately lead to these preposterous salaries is highly unlikely. In closing, today I have shown how the amount of money athletes make is unethical to our society. I have given proper examples of criteria that is backed up by proof. I have stated my claim and my case for the subject and have given reasons why I believe athletes salaries are ridiculous. Children of ours should not grow up and think that all they have to do is drink milk to be like Mike or wear Kobe’s shoes to attain his success, rather they must earn it instead.

Personal Response to Robinson Crusoe, by Daniel Defoe Essay -- Robinso

Defoe's novel, Robinson Crusoe relates one man's spiritual journey in search of self and his goal of setting things right and making amends. Finding the self may take a lifetime. It took twenty-eight years on the island for Robinson Crusoe to discover more about himself, and, of course, he had to wait that number of years before he could make up for past mistakes. However, we do not have an ocean preventing us from making amends, and if only readers were to open themselves to this book, for all its clumsiness, flat style and Eurocentricity, it can, by illustrating one man's life, illuminate ours. To begin opening ourselves we must begin to identify with Crusoe. This is not as easy as it might seem. For one thing, in my case, he is a man, and I am a woman. He lived two hundred years ago so had very different values. He was white. I am not. It is, however, necessary to push these things aside and go to the text. Look especially at instances when Crusoe is not the most politically correct of heros- -when he seems most at odds with our thinking. Consider Crusoe's treatment of Friday. Friday has no name of his own, and he, the "savage," automatically becomes a servant. Here, Crusoe is condescending and racist. Yet, when I look at my own actions towards others, I have to admit that many times they fall short of being good or just. Let us be honest, don't we all shun or dislike those not like ourselves in color, age, social standing, or religion, at some time or other? One other important flaw--some might not call it a flaw at all--is Crusoe's bond of utility rather than bond of mutual respect that forms the basis of his friendships. Crusoe is a man that, early in the novel, is a friend when the other person c... ...eight years on a desert island. We learn that what really keeps us down is our human self absorption and that we have to rise above this terrible selfishness. We learn that finding the self is acknowledging our frailty and working, in spite of it, towards making our spiritual side strong. If I realize what is important in life, I know I have learnt from Crusoe's experiences and will never have to cry "Oh had there been but one .... "The one book that teaches all that books can teach" Rousseau "I shall pass through this world but once; any good thing therefore I can do, or any kindness I can show to any human being let me do it now, let me not defer it or neglect it, for I shall not pass this way again." Stephen Grellet Works Cited Defoe, Daniel. Robinson Crusoe. Ed. Thomas Keymer. Oxford: Oxford UP, 2008. Print. Oxford World's Classics.

AlfredHitchcock, Essay

Final Paper Mamet and Hitchcock’s Suspenseful Similarities While comparing the film’s Strangers on a Train, directed by Alfred Hitchcock and The Spanish Prisoner directed by David Mamet, two suspenseful mysteries unfold. In this essay I will compare both directors use of themes, tones, and camera effects to convey the thrilling story of a confused and tortured protagonist. While they are different plotlines, both stories overlap in many ways. Perhaps Mamet may have even made an homage to Hitchcock’s Strangers on a Train by mirroring various scenes and themes in The Spanish Prisoner. Strangers on a Train is the story of two strangers that meet on a train, but it is hardly that simple. One a tennis star, Guy Haines, and the other, a wealthy psychopath Bruno Anthony. Bruno proposes a scheme to Guy to kill someone the other person wants to dispose of, a â€Å"criss-cross†. Unknowingly, Guy agrees to kill Bruno’s enemy and vice versa. Bruno kills Guy’s wife that he had been trying to divorce, and expects Guy to kill his father. They get mixed up in a cat a dog chase of murder and confusion, which ended with Bruno’s death and Guy marrying the women he loved, Anne Morton. The Spanish Prisoner is titled from a con game that traps a mark into turning over thousands of dollars to scam artists. David Mamet character Joe Ross is a math genius that devised a â€Å"process† that will earn his company billions of dollars. The process is the maguffin (a typical trait of Hitchcock); we never find out what the process is, only that rival Japanese corporations will do anything to steal it. Joe Ross ends up happily ever after similarly to Guy Haines. Both stories reflect one another in multiple ways. One is that Bruno the sympathetic villain in Hitchcock’s Strangers on a Train that we love and hate is very similar to that of Julian ‘Jimmy’ Dell who elaborately tried to steal the process. We grow relationships with Jimmy Dell and with Bruno Anthony; they are both the catalyst of all bad that comes to the protagonist, yet each director makes them appealing and loveable. Both plotlines are obviously different, but Joe Ross is a similar reflection of Hitchcock’s creation of Guy Haines as well. Both men are mixed up in what they thought were brief encounters with ice or eccentric strangers. Yet both men get fooled along the way and get entangled in a web of lies, murder, and deceit. Mamet mirrors Hitchcock storyline in various ways throughout the films with character similarities again and again. On the plane ride back to the States, Susan asks Joe the film’s signature question: â€Å"Who in the world is what they seem? † In this scene, instead of a train they are on an airplane, and instead of Bruno asking Guy a question, it is Susan to Joe. Inevitably they are the same. Susan endows doubt and a motive to do something out of character, much like Bruno’s question to Anthony, â€Å"My theory is that everybody is a potential murderer. Didn’t you ever want to kill somebody? Say one of those useless fellows Miriam was running around with? † Each character is stricken with a striking comment that unravels the rest of their fate. In the same scene in the airplane Joe responds to Susan by retreating to the plane’s bathroom to unwrap Dell’s gift, which turns out to be a first edition of Budge on Tennis. The tennis theme is another similarity echoed in Strangers on a Train. Guy Haines is a pro tennis player and many of the scenes have imagery of tennis. Metaphorically it could represent the mental state of characters or plot, the back and forth of sense and logic. Later when Joe is trying to meet up with lawyers to discuss the process in Central Park, he goes onto a carousel. Mamet does no mistake by copying Hitchcock’s carousel tool as a dizzying climactic point. The spinning of the carousel signifies the mental state of both protagonists at the time. Each is on the verge of a breakdown, not knowing who to trust or what to do next. Camera angles enhance the scene in Hitchcock’s version because he uses high angle shots and differential focus on the faces of the patrons riding the carousel while the background spins quickly it creates a highly suspenseful and memorable scene. Hitchcock also used that little carnie man who crawled under the moving carousel, I was in awe of the camera angles throughout this scene, it made me hold my breath. The scene from The Spanish Prisoner where Joe was in the carousel was not as thrilling, the tone was different, he just walked around it slowly. The tones of the two scenes are like night and day. Hitchcock’s is loud and scary, while Mamet’s is eerily quiet and somber. Thematically they both explain the mental state of the protagonist, but Hitchcock’s tone is intense, fast paced, and surreal at times, while Mamet’s tone is cerebral and realistic. Not only are the characters, the themes, and elements comparatively similar, but also many of Hitchcock’s trademarks are found in both movies. One is the falsely accused man. This is present in Guy Haines, as well as in Joe Ross. Each protagonist is being chased for a crime they didn’t commit. It is a classic trait of suspense thrillers and is defiantly a major part of each film. The second trait is the guilty woman. This is present in Susan in Spanish Prisoner, and in Miriam in Strangers on a Train. Both directors convey police as idiotic throughout the movie as well, which is another Hitchcock trait. The final element is the pathological deviant. This is present in Bruno Anthony and in Julian ‘Jimmy’ Dell. This is the figure that spun the web of lies and created a â€Å"trustworthy† bond while in reality being completely crazed for a purpose that is unattainable. While both movies are similar in their theme, tone, characters, and director traits, they also vary in ways that make them unique. Both the stories are well conveyed due to the director’s clear point of view. One was referencing the other, both were gripping and suspenseful tales of an innocent man trying to fix a problem that they cant seem to solve. Mamet’s mirroring of Hitchcock was done well, but Hitchcock’s surrealistic shots and character like the carnie make it more interesting and compelling of a movie to me.

Life Experiences Essay

This happened when I was in high school. For a fresh start, couple of new faces approached me, commencing to know each other, hang out and became good friends. One time, they invited me for a tea talk, I thought it was like the usual one we have had, but it wasn’t. For the first time, I’ve known my friends deeper than I thought. They were sorority members and encourage me to join them. Aside for curiosity sake, I wanted to join the sorority and I did so with the hope of making some close, lifelong friends and for fear that I will loose these friends that I have. In my first entry, I find them, the members so elegant, mark by their refined manner and style and I am bewildered by their kind of hospitality. Their mission acknowledges the part of a sound sorority system that can play in supporting the overall mission of the school; assists the students in developing skills necessary to conduct themselves in a manner that reflects values and standards of the movement and the university. Academic excellence, loyalty to alma mater, strong leadership, friendship and a high moral standards are the foundations upon which they place their efforts. But the sad thing about this experience is that it is not an isolated incident. On the contrary, all across the country, in colleges and in high schools (as well as other places such as the military, religious cults, even marching bands), thousands of young people, men and women, are subjected to a rather perverse form of initiation rites: its called hazing, and not only it is foolish and dangerous, it’s also illegal and this group where I am in is not far behind. It is one of their initiation rites, a kind of preparation in which those who aren’t of the right makeup are weeded out. There was one time wherein one ceremony of a freshman new entry was to dance on the stage right after the flag ceremony, how humiliating isn’t it? It made me question one of the missions, the high moral standard. Negative effects is that it creates an environment in which people take part in things that normally they would never do like those situation that produce mental or physical discomfort, embarrassment or ridicule. Such activities may include but are not limited to- use of alcohol, smoking, paddling in any form (but not as harsh as those of the fraternities), excessive fatigue and all of these I have experienced. It only proved that I once was dumb enough to allow myself to be in these kinds. But not all are negative ones of course; there are brighter sides of being part of a sorority. It includes developing my character as a person, build up my leadership abilities, it enhance my academic interest and teaches me how to be financially responsible. More importantly, in life, because of the pressure of hazing, it teaches me courage, enough inner strength and personal stamina to walk away and say NO, the next time when there is a strong need to say so. REFERENCE Scott, J. (2005). Is this the right rite of passage? Health and Home, the Nations way of better living, 6(4), 12-13, 43.