Crusades and Pope Urban Essay

The Christian Crusades occurred around the 11th and the 12th century are very many and complex. The Christian Crusades has built a tense relationship between the Christians and Islamic. This essay will explain the causes and effects of the Medieval Crusades. The importance of the holy lands as stated in the Islamic bible, Koran, and the Christian bible is the most significant cause of the Christian Crusades. Religious rivalry between the 2 religions was caused by the fact that both of these religions believed in 2 different gods. The Islam’s thought that there god was the true god whilst the Christians believed that there god was the one and true god. The fact that the Islam’s believed there god was the one and true, brought anger to the Pilgrims who were on a quest to take back the Holy lands which were Bethlehem, Nazareth and Jerusalem, which were controlled currently by the Muslims since 638AD. But as more and more pilgrims came to visit the Holy lands, Seljuk Turks, Saracens, took over the lands and denied more Pilgrimages to the Holy Lands. This brought great anger to Pope Urban II. Pope Urban II was responsible for the very first Christian Crusade. He started this by giving an extremely influential speech to all Christians in Europe and Medieval time saying that the Saracens were turning Christian Churches into Mosques which were Muslim churches. Pope Urban II then told all Christian men and European Christian Princes to go on a crusade to take back the Holy lands. The Pope also stated to these Christian men that by fighting in this holy war they would reach heaven. So the Christian Crusaders set their target on regaining one of the Holy lands which was Jerusalem. The result of the first crusade was not too good for the Muslims as 70,000 Muslims had died trying to flee from the city or fight to protect their city. A reason that explains the cause of the Christian Crusades, are the Christian men, the Knight class and Princes. Prior explains how Pope Urban II speech influences the Christian men, Knight classes and Princes of Europe to go on a crusade against their rivalry religion and to gain back the Holy Lands. Pope Urban II says to all these men that go on to their crusade, that if they do not fight back against the Saracens, god will not clear there sin. This was another reason for the Christian Crusade. Pope Urban II â€Å"blackmailing† these men to go to the Holy lands was a reason for why the Christian Crusades began in the first place. The Knight class were all men that wanted to fight. Since the age of seven, pagers, who were the first stage into becoming a knight, were taught special skills to fight. Every Crusader that was going on to gain back the lands had a sign on their tunics when they went to fight. This sign resembled St Johns Cross. The medieval Crusades have brought a strong intensity in these to religions that are still quite tense nowadays. Pope Urban II speech had urged men to go on this holy crusade and both the Koran and bible having two of the same holy places caused tension between these two religions. This essay has given the causes and effects of the holy crusades.

Ge Matrix Essay

Gg General Electric screen matrix (the General Electric (GE) business screen) The GE screen matrix is essentially a derivation of the Boston Consulting Group’s Boston growth matrix. It was developed by McKinsey and Co. for General Electric as it had been recognized that the Boston Consulting Group matrix was not flexible enough to take broader issues into account. The GE matrix cross-references market attractiveness and business position using three criteria for each – high, medium and low. The market attractiveness considers variables relating to the market itself, including the rate of market growth, market size, potential barriers to entering the market, the number and size of competitors, the actual profit margins currently enjoyed, and the technological implications of involvement in the market. The business position criteria look at the business’s strengths and weaknesses in a variety of fields. These include its position in relation to its competitors, and the business’s ability to handle product research, development and ultimate production. It also considers how well placed the management is to deploy these resources. The matrix differs in its complexity compared with the Boston Consulting Group matrix. Superimposed on the basic diagram are a number of circles. These circles are of variable size (see Figure 22). The size of each represents the size of each market. Within each circle is a clearly defined segment which represents the business’s market share within that market. The larger the circle, the larger the market, and the larger the segment, the larger the market share. General environment The term ‘general environment’ refers to the broad macro-environment in which a business operates. Broadly speaking, it can be identified as having four key elements, as outlined in Table 10. 98 Key Concepts in Strategic Management Business position High Invest heavily for growth High Medium Invest selectively and build Low Develop for income Market attractiveness Medium Invest selectively and build Develop selectively for income Harvest or divest Figure 22 Low Develop selectively and build on strengths Harvest Divest The General Electric (GE) matrix Table 10 Elements of the general environment Political/legal Potential/actual changes in regulations/legislation Foreign trade regulations Environmental protection Changes in government (local/regional/national) Technological New development inside and outside the industry New product development Technological projects in the industry Industry (and government) spending on research and development G Economic GNP growth Finance/market trends Inflation Interest rates Money upply Employment/unemployment Energy issues Socio-cultural Population trends Age distribution Regional movement of population Demographics of the family Lifestyle Consumerism Geographical structure 99 The most rapid of these trends in the general environment are technological and political/legal. The slowest moving are the economic and the socio-cultural. Geographical structure The organizational structure of a major business could be based purely on geographical regions . This could reflect the following possibilities: †¢ †¢ †¢ that the market is sufficiently remote to warrant a replication of the organizational structure in its geographical region; that the factors of production are sufficiently attractive to set up a geographically-based structure; that the market requires specific support that can only be delivered in the geographical region and not from the remote central headquarters of the organization. Global area structure A global area structure configures the organization along the main areas (geographically) in which it operates. Typically, the globe would be split up into a series of general areas such that the business can assume that all functions can be carried out by a centralized headquarters within each region. The configuration may take the form depicted in Figure 23. Corporate HQ (in home country and serving home country Northern Europe Southern Europe and Near East Pacific region G Figure 23 A global area structure Global learning Global learning is a process by which a multinational organization ensures that skills and knowledge flow freely between the different parts of the business across the world, regardless of national boundaries. Global learning can take the following routes: 100 Key Concepts in Strategic Management †¢ †¢ †¢ from the home country to an overseas division or subsidiary; from an overseas division or subsidiary to another overseas division or subsidiary; from an overseas division or subsidiary to the home country. Global matrix structure A global matrix structure is essentially a horizontal differentiation along product divisions and geographical divisions. In other words, to visualize the organization structure, product groups are placed on a vertical axis and the foreign divisions are placed on a horizontal axis. It allows businesses to reduce costs by increasing efficiency, and to differentiate their activities with innovation and responsiveness. The feature of the global matrix structure is that there is dual decisionmaking responsibility, as there is both a divisional and an area hierarchy. The system is not without its problems, as many organizations consider this form of structure to be rather clumsy and bureaucratic. There is also the question of slow decision making and a lack of flexibility. Several international businesses have sought to overcome the problems by basing their organizational structure on wide networks with a shared culture and vision, and stressing that the informal structures are more important than the formal structure itself. These forms of organizational structure are known as flexible matrix structures. Egelhoff, W. G. , ‘Strategy and Structure in Multinational Corporations: a Revision of the Stopford and Wells Model’, Strategic Management Journal, vol. 9 (1988), pp. 1–14. Global product group structure A global product group structure is a variant organizational structure which has product groups along a vertical axis and foreign (overseas) divisions, or business units, on a horizontal axis. The primary purpose of the product group structure is: G †¢ †¢ †¢ †¢ †¢ to to to to to educe costs through increased efficiency; differentiate the organization’s areas of activity; utilize any innovations or technologies; improve customer service; increase the speed of responses. Typically, the structure would appear in the format shown in Figure 24. Global strategic alliances A global strategic alliance is usually formed by two or more organiza- Global strategic planning 101 Corporate HQ Product division A Product division B International div ision Japan India Brazil Figure 24 A global product group structure ions from different countries. Typically, this involves the allocation of resources from these businesses based in different countries, to a new project or venture which they seek to undertake, using cooperative methods and the pooling of expertise and experience. The purpose of global strategic alliances is to: †¢ †¢ †¢ †¢ †¢ create synergy; accomplish more than could be achieved had the businesses been operating independently; coordinate effort; gain and share technologies; gain entry into an overseas market. Major multinational businesses routinely enter into global strategic alliances as an integral part of their corporate strategy and the practice has become widespread in recent years. See also green-field investment. G Global strategic planning Global strategic planning aims to maximize global economies of scale and economies of scope, while at the same time incorporating the advantages of local responsiveness to customers in the countries in which the organization operates. 102 Key Concepts in Strategic Management There are three main steps towards achieving global strategic planning: †¢ †¢ The development of a core business strategy – which forms the basis of attempts to create a sustainable competitive advantage (a replica of what has been achieved in the home market). The internationalization of this core strategy – the adaptation of the core strategy to overseas markets, along with expansion as necessary. The globalization of the international core strateg y – which seeks to integrate the strategy in all of the countries in which the business operates. Yip, G. S. , Total Global Strategy: Managing for Worldwide Competitive Advantage. Englewood Cliffs, NJ: Prentice-Hall, 2002. Global strategy A global strategy is often adopted by an international business in order to increase its profitability by taking advantage not only of cost reductions that come from experience curve effects, but also of economies based on the location of parts of its operations. Typically a global strategy will consider the best alternative areas in which to concentrate research and development, marketing or production, choosing the most beneficial location for each of these key operations. In essence a global strategy can be called a multi-domestic strategy, in as much as the international business seeks to maximize its worldwide performance through maximizing any local competitive advantages, revenues or profits it can achieve. Equally, global strategies seek to maximize performance through integration and a sharing of resources. Stonehouse, George, Hamill, Jim, Campbell, David and Purdie, Tony, Global and Transnational Business: Strategy and Management. New York: John Wiley, 2004. G Global web

Characters of Journeys End by R.C. Sherriff and Birdsong by Sebastian Faulks Essay Example for Free

Characters of Journeys End by R.C. Sherriff and Birdsong by Sebastian Faulks Essay Character (1309) , Sebastian Faulks (9) , Birdsong (8) company About StudyMoose Contact Careers Help Center Donate a Paper Legal Terms & Conditions Privacy Policy Complaints The First World War is known to be one of the worst, if not the worst war in military history. The strategies used were often ineffective and repetitive, meaning a lack of movement and years of stalemate on the western front. Soldiers had to live in conditions which were squalid and foul, they had to deal with diseases such as trench foot and millions of rats and lice infestations. These general images of soldiers living in these fetid conditions has become widely known and linked with the huge suffering caused by the First World War. The use of literature can enable us to gain a picture of what trench warfare was really like. ‘Journey’s End’ a play written by R.C. Sherriff in 1928 based on his own life experiences gives a realistic image of life as a soldier in the trenches. However, the novel ‘Birdsong’ by Sebastian Faulks which was not written till 2005 gives a version of what Faulks believed trench warfare to be like; it is a fictional idea based on knowledge and understanding of World War One. Also the authors chose different formats with one being a novel the other a play, thus giving them contrasting ways of conveying soldiers’ experiences of war. A play deals with the actions and reactions of characters using dialogue and yet a novel can go into the heads of characters, giving the reader an understanding of a person’s emotions and feelings through description and narrative. The characters presented in both Journey’s End and Birdsong are attempting to avoid and deal with the horrors of trench warfare in many different ways including; drinking, violence, and memories of loved ones and trying to use humour as a way of distancing themselves from the horrors facing them. Each character has to find there own way of dealing with the situation, as anyone would when faced with the constant fear of death. In both Journey’s End and Birdsong we get a glimpse of what the characters Stanhope and Wraysford were like before the terror of war affected them. In Journey’s End although we don’t see Stanhope before the war; Sherriff cleverly uses Raleigh to give us an idea of what he was like when he was younger. We see Raleigh as this optimistic, patriotic man excited at the prospect of going into war alongside his childhood hero. His confession to Osborne that he was ‘Keen to get out here’ is a representation of many patriotic soldiers at the break out of the first world war and could show us how Stanhope may have felt before the realisation of what warfare was really like. The growing sense of conflict between Stanhope and Raleigh just shows how much the war has changed Stanhope, and affected him. Not only do we see Raleigh as a young version of Stanhope but also we hear from him background information on Stanhope’s life, ‘he was skipper of Rugger at Barford, and kept wicket for the eleven. A jolly good bat, too.’ This is not needed in Birdsong as we gain a background on what Wraysford was like before the war in part one of the novel. Novels allow writers to add descriptive back stories through narrative rather than dialogue, we can learn about one person’s perspective unlike in a play when we are unable to hear thoughts and feelings – these can only be expressed through actors portraying the role. Birdsong can go into depth about the emotional effects war can have on a person, which is a tricky detail to encapsulate in a play and yet I believe R.C. Sherriff uses dialogue and the actions of each individual to show their emotional state. We can see strongly in both, just what the war can do, seeing and living in those conditions certainly would bring about change in a person however it is the way they deal with it that helps them continue on through. An easy escape for many soldiers during the war was drink. For an ordinary private on the front line getting alcohol was hard and they were only allowed a small drop before going over the top, however officers were allowed to drink (as believed responsible enough for it) and alcoholism among officers was common. Both Stanhope in Journey’s End and Wraysford and Weir in Birdsong use drink as a method of getting through the horrors in front of them, ‘She doesn’t know that if I went up those steps into the front line – without being doped with whisky – I’d go mad with fright’. Drink was a way to forget, and maybe for a moment be away from the front line in their heads, although eventually become addicted not needing it for any purpose but for wanting, ‘cast his eyes round hopefully. Stephen reluctantly pushed a bottle towards him’. Drink was not the best way to deal with the situation though, it may have clouded their memories but would not have completed erase them ‘if sleep came it was as a gift and was as likely to come after tea as after alcohol’. Soldiers on the front line could turn on each other, either because of alcohol consumption or just the fact that these men were pushed together in such bad conditions. Maybe getting angry at one another would give them something other than fighting the enemy to focus on ‘Hibbert raises his stick and strikes blindly at Stanhope’. The violence shown in Journey’s End could also represent the battles taking place outside, as an audience member you never get to see any conflict between the enemy and therefore Stanhope’s arguments and fights with the soldier’s substitutes this. The anger Stanhope feels towards Hibbert and also Raleigh, could also show us how he feels and acts in battle situations. Unlike Journey’s End in Birdsong we are able to follow Stephen as he goes out into No-man’s land, fighting for his life but we also get violence in the trenches too ‘Fuck off, Weir, fuck off out of my way’. The use of the word ‘fuck’ is a powerful one; we can understand Wraysford’s fear just through that one word, all his fear for the battle ahead builds up the tension. In Journey’s End Stanhope is worried about what Raleigh would write home in his letter, I believe that maybe another matter that Stanhope uses to redirect his thoughts away from memories, it gives him something else to think about. Which again leads to more violence ‘D’you understand an order? Give me that letter!’ Despite these small areas of conflict there is a strong theme in both Journey’s End and Birdsong, of comradeship. Men on the front line were often forced into forming new relationships with people and often because of this gained extraordinarily strong bonds with men they were fighting alongside with. This is shown by the example of Stanhope and Osborne, and shown to the audience in many scenes but mostly through the touching goodbye scene before the fatal raid and right at the end Stanhope and Raleigh final bond over his death, ‘Stanhope sits with one hand on Raleigh’s arm’ they had fought together in the same battles and known what the other men had seen, they understood. In Birdsong the strong relationship between Wraysford and Weir grew throughout the novel and like many soldiers on the frontline Wraysford needed Weir for company and to help his sanity, ‘Weir alone had made the war bearable’ friendships like Weir’s and Wraysford’s meant that soldiers could get through the war together. They did not need to be alone. Although Raleigh in Journey’s End believed he needed to distance himself when Osborne dies, Raleigh who is first seen as this innocent character in the beginning of the play is opened to this horror after the death of Osborne, he now knows truly just how hard . He eats away from the officers with the other men, he finds it disrespectful that the others are eating and drinking. Maybe some may believe distancing themselves would mean when or if it came to them dying it would not be as hard. Many soldiers needed to be friends, to join together because even though loss is hard the sharing of jokes in such a situation as terrible as this one may have helped. In Journey’s End many of the characters particularly Trotter’s main form of escapism is in making jokes about the war and the Germans ‘I expect a nasty old German’ll cop out of it and say, ‘Ock der Kaiser’ in doing this they are able to cover up their fear and make light of the situation. In Birdsong the use of comedy is more subtle, the soldiers go down to the pub and watch entertainment and laugh with each other as friends rather than making obvious jokes. Jack performing for the soldiers gave some time for the men to relax and enjoy themselves. ‘If they could shout loud enough, they might bring the world back to its senses; they might laugh loud enough to raise the dead’ although raising the dead was not possible, the idea that in laughing and having as good a time as you can they could remember their losses and keep them alive in their thoughts. In Journey’s End some of the soldiers liked to talk about home and familiar things like rugby and cricket to take their minds of the horrors of trench warfare. Thinking about home would help them to remember how their life was before the war; it would make them want to get out and gave them something to live for. Another thing they might think about is their girlfriends, wives or just women in general, ‘I just prayed to come through the war – and – and do things – and keep absolutely fit for her’. Jack Firebrace wanted to survive for his family, dealt with the struggle with the belief he had his wife and child to return to ‘His endurance was for them; the care he took to try to stay alive was so that he would see the boy again’. As for Stephen he did not have a family or anyone really he wanted to go home for, he kept on fighting and wanting to survive for the men who had died before, he wanted to win, to continue for their benefit. The idea and hope that the men he had lost had not died in vain. With trench conditions as foul as they were; rats, lice and illnesses such as trench foot one thing that could keep the men going was the idea and the relief of getting food. The importance of food in Journey’s End is shown by how many times the men talk about it and bring it up in general conversation. Complaining about inconsequential things like chunks of pineapple instead of apricots take their minds of the war ‘I say, Stanhope, it’s a terrible business. We thought we’d got a tin of pineapple chunks; it turns out to be apricots’. The men on the front lines wouldn’t very often have the nicest of food, and when Stanhope has to visit the Colonel and is given really expensive foods he immediately thinks of his men but he will eat the food as it is the one thing that he can gain pleasure from ‘A thin stew followed, then ripe cheese and fresh bread. Lunch went on past three o’clock†¦Stephen smiled to himself, aware that his bri ef flight from reality would soon be ended’. Birdsong touches on the idea of religion and how this can be affected by war. Many soldiers lost their faith due to the mass slaughter or even the loss of a son at home like Jack Firebrace however Stephen seemed to gain a belief in God, the idea that nothing this cruel can be the end. He hoped that when Weir or any other Soldier died they had a better world to escape to and maybe this idea kept him going helped him deal with the death of his friends. Journey’s End doesn’t really touch on the men’s faith or religion, however the idea of hero worshipping used by Raleigh could be linked. The belief in a God and a higher being could also be like Raleigh looking up to Stanhope ‘I believe Raleigh will go on liking you – and looking up to you – through everything. There’s something very deep, and rather fine, about hero worship.’ Many soldiers may have used the method of positive thinking like Osborne to cover up just how scared and fearful they were ‘I never knew the sun could rise in so many ways till I came out here’. Each soldier on the front line had to choose their own way of escaping and dealing with the horrors of trench warfare. The putrid living conditions and the everyday horror of death meant that it was necessary for them to break out of the truth they were living. Many of the methods used in both Journey’s End and Birdsong are similar but their methods were carried out in different ways. Others didn’t use methods at all, they just didn’t cope; like Hibbert in Journey’s End faking an illness to get away. Each character in either Journey’s End or Birdsong took on different methods of dealing with their long hardships and suffering. The true horrors of the war however could not be forgotten, the sight of death and the stench in the trenches would not be quickly removed from their thoughts. These literary texts both play and book give us, today, just a brief insight into the lives of men on the western front, the challenges faced by these men were truly horrific and just surviving must have been a hardship. No one now or then on the home front could ever know the true extent of the struggle and the effects it had both mentally and physically, ‘If they could see the way these men live they would not believe their eyes. This is not a war; this is an exploration of how far men can be degraded.’ Characters of Journeys End by R.C. Sherriff and Birdsong by Sebastian Faulks. 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Two questions related to Public Budget and Finance Essay

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Strategic management of Tesco Essay Example | Topics and Well Written Essays - 4750 words

Strategic management of Tesco - Essay Example Inbound logistics include the receiving, warehousing, and inventory control of input materials. Superior supply chain management has always been Tesco's core strength. Stockholding and distribution costs were minimized by constantly replenishing stocks. The new Tesco stores were built so as to facilitate reconfiguration (for e.g. walls in the warehousing area could dismantled to make for additional selling space) and minimum warehousing space. Operations are the value-creating activities that transform the inputs into the final product. Outbound logistics are the activities required to get the finished product to the customer, including warehousing, order fulfilments, etc. Marketing & Sales are those activities associated with getting buyers to purchase the product, including channel selection, advertising, pricing, etc. Service activities are those that maintain and enhance the product's value including customer support, repair services, etc. The elements of the value chain describe d here have been dealt with in the earlier discussion. 1.2. Antecedents: The first three letters 'Tes' that form the name Tesco come from the founder Jack Cohen's first tea supplier, T. E. Stockwell and the 'co' from his surname - supply chain management has always been prominent in the company's scheme of things. ... They were; direct delivery of the supplier to the retail store; centralised distribution system for ambient goods to be supplied to regional centres, which began in the 1970s but continued to evolve over the years; a composite distribution system developed in 1989 and vertical collaboration in the supply chain to achieve better operational efficiencies. The 'reconfiguration of distribution and operational strategies' helped the company to achieve sustainable competitive advantage. The company's fortunes changed dramatically during the 1992-2002 decade. The top six retailers in the UK up to 2002 were Tesco, Sainsbury's, Gateway (now Somerfield), Argyll (now Safeway), Asda (acquired by Wal-Mart) and Kwik Save. Tesco was far ahead of its competitors in 2002 with sales worth ' 15.6 billion - her nearest rival Sainsbury's had sales of ' 6.4 billion. In 2002 W. M. Morrison arrived as a new entrant to the top six claiming a place above Safeway with sales of ' 3 billion in that year and in the process dislodging Kwik Save. 1.3. Strategic challenges: The strategic issues that the food retailing industry faced in the last decade of the twentieth century were challenging. As all of them offered - more or less - the same goods it was difficult to create a sustainable competitive advantage over an extended period. The differentiator was to be service and to beat competition businesses had to constantly evolve a process of innovation in their service offering. One of the consequences of this evolving process of innovation was to diversify product offerings that made food retailers move into non-food businesses like clothing, electrical goods, petrol, financial products and insurance apart from

Hajj Essay Example | Topics and Well Written Essays - 500 words

Hajj - Essay Example The Hajj is believed to have originated from the Prophet Abraham, and serves as a penance, intense sanctity, dedication, and ultimate clemency for sins. According to the Koran, Ibrahim, Arabic for Abraham, was instructed by Allah to take Hagar his wife and their child Ishmael to Arabia from Palestine, to protect them from the jealousy of Ibrahim’s first wife, Sarah (Kamil N.p). Faced with famishment and thirst, Muslims believe that Hagar prayed to Allah in the desert to which Ishmael struck the ground with his foot causing a spring of water to form. The spring is known as the Zamzam well and the water that is believed to have saved Hagar and Ishmael’s life is called the Zamzam water, where after Hajj, the Hajjis take home a permitted amount of the Zamzam. The Koran later says Ibrahim built a shrine at the well, a stone structure; cube also known as the Kaaba, which is designed to be the gathering site for all believers. Therefore, each year during the month of Dhul Hijjah, the 12th month of the Muslim calendar, between the 8th and the 13th dates, believers or pilgrims perform the Hajj (Kamil N.p). One must first enter into a purity state, ihram where men don two white sheets wrapped around the body. After which the pilgrim proceeds to Mecca to await the start of Hajj. On the 7th of Dhul Hajjah, pilgrims are reminded of their duties and the rituals commence on the 8th. The pilgrim then goes to the valley of Arafat to stand in the open praising Allah. It is believed that the Prophet Muhammad delivered his last sermon at mount Arafat, and it also symbolizes judgment day, standing in the midday sun of Arabia at the valley. Next is returning to another valley, Mina valley, where pilgrims throw stones at pillars called Jamraat, a symbolic ritual symbolizing the stoning of Satan prior to which one has to collect 49 or 70 small pebbles. A sacrifice called Qurbani is made in which a lamb or sheep is slaughtered, and the meat is distributed to the poor. That is

INTERNATIONAL STUDIES IN BUSINESS Assignment Example | Topics and Well Written Essays - 250 words - 2

INTERNATIONAL STUDIES IN BUSINESS - Assignment Example My classmate does not show clearly whether the point on U.S restricting trade explains hurting or helping the auto industry. Although from the example given, one can conclude that he or she was talking about hurting the auto industry because the example shows that restricting imports would reduce innovativeness of auto industry. My classmates second answer is partly correct and partly out of context in addressing the question. He or she is correct by saying that autoworkers will be helped by the US’s efforts to restrict imports. The fact that foreign auto companies have branches in the US means that employment is made available to the US citizens. I do not agree with the idea that foreign companies such as Honda and Toyota hire only Japanese workers. The point on sales in Honda and Toyota cars going down and influencing the industry is out of context because it does not relate to government restricting imports. The point on government influencing auto industry is also not clear by not mentioning whether the policies created regard imports and exports according to the question. The point on manufacturers being forced to build safer and fuel efficient cars is also out of context. I think my classmate misinterpreted the

Child Study Paper Essay Example for Free

Child Study Paper Essay The Child Study data I have gathered comes from the observation I have completed at Mission Bell Elementary School. Mission Bell Elementary School is a local school in Riverside. In the P. M preschool class there are 24 students, one teacher, and one assistant. The child I decided to observe is names Zoe. Zoe is 4 years and 10 months old. I immediately was drawn to Zoe because she had such a big personality, was very social, and smart. I am glad that I choose to observe Zoe because she was able to make my observation process smooth and easy. While observing her I had to pay close attention to her biosocial development, motor skills, cognitive skills, communication skills, emotional development, social interaction, and her self-esteem. As I share my observation data, I will give examples of Zoe’s skills and overall development thus far in her life. Biosocial Development: Physical Description According to biosocial development norms Zoe is average. She is just the size she is suppose to be according the growth chart and development norms. Zoe is tall and lean. She is on the skinny side and has long arms and legs and a flat stomach. Zoe weighs 36 pounds and is 39. 75 inches tall. On the growth chart Zoe is in the 50th percentile (CDC 2000) when it comes to her weight and is in the 25th percentile (CDC 200) when it comes to her height. From these percentages on the growth chart Zoe is falling right in the middle when it comes to her physical development, showing that she is growing at a normal expected rate. Zoe displays an above average activity level in comparison to her peers. She has such a high activity level compared to the other children because out of them all she is the one that keeps busy. When indoor play time comes around Zoe is sure to play at as many play stations as she can. Zoe averages about 5 to 6 play stations. Zoe chooses to play at a number of different areas, whereas, many of the other children just get around to two different play stations. At each station Zoe spends 41/2 to 5 minutes playing, showing that Zoe’s ratio of active running around periods out weight the inactive sitting and playing periods. Motor Skills Zoe does a does a good job at controlling her gross-motor skills as well as her fine motor skills. Zoe has good balance and speed for a 4 year old. When Zoe’s gross-motor skills are compared to her classmates you notice her advancement. She does not stumble over her feet or object such as the carpet, as much as her peers do. When Zoe is outside her favorite activity is to play on the jungle gym. This activity is able to show Zoe’s good development of gross-motor skills because of how she is able to climb up and down the stairs of the jungle gym and with such speed. â€Å"Many children by age 2 become smooth and rhythmic – secure enough that soon they leave the ground. (Berk, 2007, P. 224). Zoe has mastered her fine motor skills. Zoe is able to correctly hold writing objects such as markers and crayons; she also holds glue sticks in the writing position. She holds the maker or writing object in between her thumb and her middle finger and allows her index to help support her writing tool. By having this technique down Zoe is able to control the lines that she makes on her paper as well as how dark her lines will be. She is also able to manipulate how much glue is going to go onto her paper and where it will go. In comparison to Hayliegh (3-8), who is still holding her writing tool with her palm, Zoe shows she is more advance in her fine motor skill. While playing at one of her favorite indoor play stations, which is play dough, Zoe uses her hands to manipulate the play dough into various shapes and objects. The way she is able to grasp and squeeze the play dough shows her sensatory skills, which are in connection to her fine motor skills. These two examples show that Zoe has master over her hands and how they will work to her advantage. As Zoe continues to play her favorite activity, the jungle gym, with such balance and speed she shows that she is comfortable with her movements. This is one of her favorite activities because it allows her to run around and get out her energy. Zoe favorite game, and only game she plays, are the computer games. Zoe will avoid such games as board games but will go and play on the computer when she can. The games on the computer help her to learn how to control an object such as the mouse and pointer. This helps Zoe in the development of her fine motor skills. Zoe’s favorite table game is play dough. The play dough station is always the first station that Zoe goes to if she is picked to go their. At this station Zoe again uses her fine motor skills to create all different types of objects with her play dough. Cognitive Skills While closely observing Zoe’s cognitive skills she showed evidence of Piaget’s preoperational stage. Zoe’s cognitive development is shown through her make-believe play. â€Å"Piaget believed that through pretending, young children practice and strengthen newly acquired representational schemes. † (Berk, 2007, P 227). When Zoe plays with her play dough she pretend that she is making pizza. She begins by taking a handful of play dough and placing it on the table, she then get a small rolling pin to roll the play dough out flat. Once the play dough is rolled out completely flat she uses little Lego’s to represent the pepperoni that tops most pizzas. Next she takes the finished pizza and puts it on the side of the table and pretends to heat it in an oven. The takes the play dough and begins to feed her friends. When Zoe decides to not just feed herself but her friends as well she is showing development of no longer being self-centered. This whole make believe shows how far Zoe’s Cognitive skills have developed. She is able to take something she see and act it out and think about the order in which she acts out each piece. Zoe has knowledge of classification and seriation along with her representation skills. Zoe shows that she is capable of classifying objects as well as putting them in sequence. She shows evidence of classification during clean up time. When it is time to clean up each toy has its own space and toys that are a like go into spaces next to each other. Zoe is able to identify objects and according to the likely ness of one to the other she can tell weather or not the go in the same area. For example Zoe is able to identify that the blocks and the Lego’s go into the same area but that they are different. She is also able to recognize that the entire book are books but able to classify them according to their size. She put away all the big books on one side of the bookshelf where they belong and all of the smaller books on the oppsite side where they belong. Zoe also knows sequence of numbers. She shows this when she is called up to be the calendar girl for he day. Zoe takes down all the numbers from one to 15 off of the calendar. Then one by one puts them back up in sequence. She also recognizes the patter of the numbers. Each number is written on an insect. As she puts up the numbers she realizes that the patters of insects are caterpillar, lady bug, butterfly, caterpillar, lady bug, butterfly and so on. Zoe shows the ability to imitate real life through her play. When she creates pizza with play dough and Lego’s she is showing that she understands how to create something from what she has seen and experienced. She shows that she understands how something that is not the original object can symbolize or represent the original. Zoe also shows role play during her play. She does show by pretending to be the baby while her friend Savanna (3-11) plays the mother. This type of role play shows that Zoe understands the various roles that people play in life. Through this role play you are able to see her ideas on life. Zoe shows her perception of how a baby is to act and how they should respond to their mother. By Zoe crawls around on the floor and talks baby talk shows how she views babies. Lastly Zoe shows special interest in activities that involve imitation play. She likes to create things that she sees and experiences in her life. This ability to imitate reality shows her cognitive growth. Communication Zoe uses wide variations of communication. Zoe uses her body language, facial expressions, and verbal communication all at once when she is explaining or expressing herself. All these combined show off Zoes personality. When Zoe hurt her foot on the table Zoe used her body language to show that she was in pain. She immediately bends down to rub her foot in try to make it feel better. Then her wincing face showed that it was not helping. As Zoe dragged her body over to the teacher she then verbalized the pain that she was in. She expressed the teacher, â€Å"I hurt my foot†. Zoe is very good at exaggerating her expressions and really showing how she feels on her face. If she is happy she has a big simile, if she is shad she is frowning, and if she is hurt she is wincing and showing pain on her face. Her facial expressions do a lot of the verbal communication she might not do or it tells her feelings before her words do. When Zoe interacts with her friends she is very animated and humorous. She is very big in her movements and throws up her arms and puts out her hands as gestures when she is speaking. When she is very excited about what it is she is telling her peers she is very big in her gestures and when she is calm she uses one hand when gesturing. Zoe has a very good vocabulary and is the talkative one of the group. She is also known for her slang vocabulary. Sometimes this slang that she uses from time to time goes a little too far and she can get into trouble. Hector (3-5) did jus that told on Zoe and got her into trouble. Hector told the teacher that Zoe told him, â€Å"What the heck. † Zoe was then told that she should not use that word. Zoe is also very descriptive in her speech. She once told the teacher, â€Å"Mrs. Contreras, I made a red strawberry†. Zoe is extremely talkative and this helps aid her in learning and broadening her vocabulary, as well as learning how to express her self. Emotions Zoe is at the Initiative versus Guilt stage according to Erikson’s personality development theory (Berk, 2007). Evidence of this is show when Zoe is eager to join her class peers in various activities. In particular when it is library time Zoe likes to thumb through her book initially by herself like she is told to do but it excited when she is able to share her book with a few surrounding friends, or listen to a surrounding friend share their book with others. When it comes to creating a new picture or trying a new activity Zoe becomes excited to participate and learn something new. This took place when she had the opportunity to create a caterpillar. She learned how many circles she needed to make the caterpillar and where to glue on the legs of the caterpillar. Zoe also shows evidence of autonomy because she is able to use her mental development and sense to determine and recognize that she has to use the restroom. When it comes to Zoe’s Temperament she is not moody. She consistently is happy and friendly unless she gets hurt or someone copies her. She is usually very approachable and social with everyone. Her response positively when it comes to playing with someone new at each play station that she goes to. She also is good at sharing. For example, when Zoe goes to play on the computer she shares the mouse with the other student and takes turns clicking on the computer. She works together with her peer to find the right answer to the question on the computer. Since Zoe is good at sharing this makes her approachable and fun to play with. When it comes to Zoe’s intensity of her reactions she is directly in the middle. She is not a loud child but also not quiet. She also is good at having self control and not having tantrums. She does have very out there over the top facial expressions and gestures but not so much to make her an intense child. Zoe is also positive in her mood. If she is hurt or irritated she will tend to come down from her usually happy smiley mood. Zoe is usually happy and playful. Zoe is just about always in a very positive mood and a pleasure to be around. However, Zoe does show a broad range of emotions during her observation. She showed happiness while she was interacting with her peers, and she also displayed the feeling of being hurt, when she stubbed her toe on the table. Zoe displays knowledge of how to express herself emotionally. Social Interaction Zoe is very social and interacts with everyone. Zoe is always interacting with new peers when she is indoors going from one play station to the other. Zoe is a little different from the other girls in that she has no problem interacting with the boys. Around lunch time Zoe joins in when Dillon (4-7) is pretending to be a superhero. Zoe joins in and pretends to be a super cat. When Zoe does interact with her peers it is in a small group of maybe 3 at the most. Zoe never tends to be around large groups. Mostly you will see Zoe one on one with another peer. Zoe tends to go towards the sensatory play then the make believe play. When Zoe has a choice of an indoor play station she always goes for the play dough first. After that Zoe will do arts and crafts that involve gluing or draw a picture. By the end Zoe always ends up at the Sand table. These three types of play that Zoe consistently participates in are all dealing with her sensatory skills or fine motor skills. These are Zoe’s favorite types of play because she enjoys playing with things that involve her hands, since she is good at them. Zoe has a secure attachment to her mother, teachers, and peers. When Zoe’s mother came to visit the class she did not attach herself to her mother while she was present. Zoe recognized she was there and called on her if she needed help but she did not play at the table that her mom was at just because she wanted to be next to her. Zoe continued to do her own thing. Zoe is also not attached to any particular peer in the classroom. She demonstrates this by sitting at a new lunch table with someone new with each observation. She also plays with someone new at each play station. Some of the other children especially girls are attached to one another each observation. They will always sit together at lunch and play together in both indoor and outdoor play time, but not Zoe. Self Esteem Zoe displays confidence and high self-esteem. She indicates that she has a very positive outlook of herself through her expressions. When Zoe does something correct she wants everyone to know. For example when Zoe did a good job of cleaning up her mess and helping her peers pick up wooden blocks she went to the teacher Mrs. Contreras to show her what she had done. Zoe will not shy away form getting others to acknowledge her feelings weather positive or negative. This shows that Zoe is confident and knows when she is doing good and not doing well. Zoe is confident enough to speek up when she wants to. Zoe is her own motivation. She is a self starter and needs little direction. When it is reading time Zoe will get her book and begin reading. While most of her other peers need a reminder to sit quietly and look at their book, Zoe doesn’t. Zoe will also do things when she is asked and will not need a motivation to do it, like and incentive or a reason. Zoe might need some help with staying focused for more than five minutes on one task, but when it comes to starting a task Zoe will not waste time getting to it and starting it. Zoe usually needs little direction and makes up her mind fairly quick when it comes to deciding where she wants to play and what she wants to do. She needs little self direction and Zoe tends to play at areas where she will receive as less direction as possible. Zoe is independent and is able to handle her own. She has no problem with playing alone and being by herself. She enjoys the company from her peers but she is able to entertain herself. She doesn’t need to have other peers around her in order for her to have fun. She also is more of a leader and to be a leader you have to have an independent sprit. Zoe has other peers who follow her around and does what she wants to do. Since Zoe is not a follower she is showing she is not dependent on other but is independent. Conclusion Zoe displays a number of strengths as well as areas that she can improve. Zoe is strong in her fine motor skills. The way she is able to control her writing tool and where her lines will go on her paper and how dark they will be. She is also able to stay inside of the lines. These examples show that Zoe has done a good job of developing her fine motor skills. Zoe is also very good with her communication skills. She knows how to express herself correctly and clearly. She is able to not only use her body language and facial features to let show one know what she is feeling but she is able to verbalize it. Zoe can afford to improve on her attention span. Zoe tends to be easily distracted by the idea of moving on to something else. She needs to learn how to focus on one thing instead of trying them all. She needs to learn how to relax and be persistent in what she is working on. Overall I have enjoyed the opportunity of observing Zoe. She has taught me various things about the development of a preschooler. I plan on remembering this observation and using it as I go on to my future career working with children.

Understanding Marketing Activities Essay Example for Free

Understanding Marketing Activities Essay Birkenhead Point Outlet Centre at Drummoyne, is the only place in Sydney where you can shop whilst enjoying the spectacular views of Sydney Harbour and browse through a huge range of your favorite fashion, food and lifestyle brands. Birkenhead Point is Sydney’s original factory outlet centre, a site rich with heritage: the development of Birkenhead Point can be dated back to the early 1800’s. More recently, Birkenhead Point is renowned for offering top designer labels at up to 70% off regular retail prices. Direct Factory Outlet (DFO) : is the name for a economy group of discount shopping centres in Australia. They are large-floor warehouse buildings containing partitioned stores where retail outlets sell excess or previous seasons stocks at reduced prices. Introduction of Birkenhead Point Outlet Centre: Birkenhead is an awesome place to go shopping on a sunny day. You know those days which are just too gorgeous to spend inside a concrete box, but you just have to go shopping for something? Well Birkenhead is the place. Birkenhead Point Outlet Centre at Drummoyne, is the only place in Sydney where you can shop whilst enjoying the spectacular views of Sydney Harbour and browse through a huge range of your favorite fashion, food and lifestyle brands. Birkenhead Point is Sydneys original factory outlet centre, a site rich with heritage; the development of Birkenhead Point can be dated back to the early 1800s. More recently, Birkenhead Point is renowned for offering top designer labels at up to 70% off regular retail prices. Increasingly expanded, Birkenhead has a great range of clothes and general goods stores. Marketing Activities undertaken by â€Å"Birkenhead Point Outlet Centre† These projects will complement the ground floor works that were completed in late 2012 with expanded walkways, increased store sizes, easier mall access, and integrated connectivity for ease of navigation around the centre, new bathrooms, new flooring, along with a host of new tenants opening their doors. These improvements created new interest with local shoppers returning to Birkenhead Point for their everyday shopping needs and personal services. With over 120 retailers on board and an increasing range of new dining options the new initiative at Birkenhead Point is raising the bar for outlet centre retailing, said Gerard McSpadden, National Asset Manager from Abacus Property Group. â€Å"Birkenhead Point is really paving the way forward with the third stage of redevelopment, exceeding the expectations of the modern day shopping experience,† continued Gerard. Promotional Activities of Birkenhead Point Outlet Centre Birkenhead shopping and leisure centre with new and deterring potential criminal activity. The bus station was . need to be clearly defined, namely: A developing interchange is a promotional .. †¢ Expanding and modernising the overall ambience of the existing food court balcony and marina promenade making way for a new waterfront restaurant and bar and improved food court dining facilities; †¢ The addition of a new major supermarket on the Marina Promenade level with new travelators to connect to this store from the Ground Floor; †¢ Increased open space and overall enhancements within the Endeavour Mall fashion precinct along with improved connectivity and access between level one and level two via dual pedestrian ramps; †¢ New sets of travelators from the ground floor entrance from the Coles car park which will connect to the mezzanine level car park above. Now at over 28,000m2 the redevelopment has also improved shoppers’ experience while visiting the c entre through increasing the amount of natural light and enhancing the sense of ‘space’. This clearly breaks away from the traditional retail setting seen in other centres which can be enclosed and dark. Marketing Concept does practice? The marketing concept relies upon marketing research to define market segments, their size, and their needs. To satisfy those needs, the marketing team makes decisions about the controllable parameters of the marketing mix. The concept of marketing has evolved over the time. 1. Production concept : this concept suggest to do mass production, in order to make the product cheap and easily available in the market. Base of this concept is that if the product is cheap and easily available then people will buy it. Potential competitors: In the area of Sydney, that is the place where you can find those top designer labels and signature clothing shops . Many of the top designer labels have been reduced up to 70% less than the regular retail price, so you’ll be sure to grab a bargain. There are plenty of high end labels here, including Alannah Hill, Witchery, Hugo Boss Factory Store and Mimco. As the Birkenhead Point Outlet Centre sells the designer and signature clothes as low as 70% percent that is why most of the consumers prefer to buy there because it is more cheaper. Does the factory outlet plays an important role in goods and retailing: Yes, I agree Some of the key features of the site that are worth noting include an easy-to navigate-store finder for the convenience of shoppers, and a store directory which allows patrons to easily find their favorite stores through types of category and a store map. This shows exactly where a particular store is located in the mall. And the VIP section gives users a sneak preview of some of the latest discounts that they can benefit from right through the mall. It also gives customers the opportunity to sign up to the email file in order to received special member-only discounts. To what extent does the factory outlet can pose a threat to conventional retailers? Nowadays, all the factory has been putting their lowest price to discount all the clothes they sell so that the consumers will buy it. It will be a big threat for those who franchise a store in their business with their regular price because instead of buying a regular price on the store,the consumer will find a factory sale choose the factory selling more discount instead at the conventional store who sells their regulars prices because it is more cheaper and more stocks. The advantages and disadvantages of selling a wide range of products in one shop against a shop selling only one line product? Businesses uses a range of different means to get their product/service to the customer. Obviously, it is important that you choose a means of distribution that is right for your market while at the same time being aware of alternatives that might gain you access to further markets.

Inequality Gap between the Global North and South

Inequality Gap between the Global North and South Introduction: The term Global South refers to â€Å"The Third World† which it colloquially replaced to describe the poorest countries in the world, countries particularly in the South Asia, Middle East, Central and South America, Africa and Oceania that were unaligned with either the Communist Soviet bloc or the Capitalist NATO bloc during the Cold War. There is an immense social, economic and political gap between the wealthy Global North and the poorer least developed countries of Global South. The Geographical division of the world differentiating the rich from the poor starting from the Global South includes all of Asia except Japan, Australia, New Zealand, Brunei, and the South East Asian ‘dragons of Hong Kong, South Korea, Malaysia, Singapore, Taiwan, and Thailand; all of Africa; the Middle East, except the oil-rich UAE, Qatar, Saudi Arabia, and Bahrain; and Central and South America. The North includes Europe; the USA, except Bermuda and the Bahamas; Canada; and the European republics of the former Soviet Union. Newly industrialized countries such as South Korea and Taiwan now have more in common with the industrialized North and fast-developing Argentina, Mexico, Brazil, Peru, and Chile than with other countries in the developing world. (http://www.talktalk.co.uk/reference/encyclopaedia/hutchinson/m0030871.html) The Third World or Global Souths persistent underdevelopment can be explained by analysing both the internal and the external factors that consistently contribute towards halting its progress. When Imperialism started in United States, which was a natural product of economic pressure due to sudden advance of capitalism which needed foreign markets for goods and investments. Europe was going through the same scenario, overproduction in the sense of excessive manufacturing plants and surplus capital which could not find stable investments within the countries, forced Great Britain, Holland, Germany and France to place large portions of their economic resources and capital outside their own political domain and stimulate a foreign policy of expansion to new regions and areas. Germany in the early 1900s was suffering severely from what is called a glut of capital and manufacturing power and had to move to new markets and trade settlements were forced upon Asia Minor, West Africa and other colonies. Improvements in method of production and industrial revolution boosted a machine economy with one nation after another adapting industrial methods, it became difficult for their mer chants, manufacturers and financiers to dispose profitably their economic resources, so they used their Governments in order to secure for their particular use, some distant underdeveloped countries by annexation or protection. These economic conditions of affairs form the taproot of Imperialism.(Hobson, 1954) Hence my point being that the developed world has used the developing world for its own gain and cheaper raw materials and labour. Due to the relationship of interdependence between world economies and world trade there are dominant countries which expand because they are self sufficient and there are dependent countries that can only do this only as a reflection of these dominant countries. The concept of dependence allows us to see the situation of these countries internally as a part of the world economy. In the Marxist tradition, the theory of imperialism has been developed as a study of this process of expansion of these imperial centres and their quest of world domination. Scholars following the Marxist tradition have presented the most extensive analysis of foreign economic policy. Karl Marx himself was primarily concerned with developments within national economies, although he did not ignore international and global problems. The international aspects of capitalism assumed a place of importance for Marxist scholars. Marxist theories can be divided into two basic types: instrumental and structural. (Laski, 2003) Instrumental Marxist theories view governmental behaviour as a product of direct social and societal pressure. In its sophisticated form, Marxist arguments analyze the general ties between the government officials and the capitalist sector. I would like to quote Mr. Harold Laski here who argued that ‘historically we always find that any system of government is dominated by those who at the time wield economic power; and what they mean by ‘good is, for the most part, the preservation of their own interests. (Laski, 2003) Structural Marxist have different arguments. They do not link the behaviour of the state to any capital class and see the state playing an independent role within the whole capitalist system. Analysing this from an economic perspective, we can see that capitalism is not self sustained towards general equilibrium in the long run profit because the labour cannot be exploited in the long run due to technological advancements which decrease the ratio of labour to capital in the long run. This process leads to more goods produced than its members can consume also known as under consumption and this drives the weaker firms out of the market and capital accumulation and greater power in the hands of owners or managers of capital. The relationship between giant multinationals, advanced capital societies and foreign activity has been emphasized by some recent Marxists like Harry Magdoff and James O Conner. Through the behavioural theory of the firm, Magdoff suggests that corporations are systems of power and each firm tries to control and capture its own market. This fact could not be realized at the beginning of capitalism because the level of competition was too high. Businesses seek to maximize control over actual and potential sources of raw material and foreign markets. The foreign investment by these multinational guarantees this control. And these corporations are the foundation of the American capitalist system and their political power is immensely great and for these reasons the United States, the leading capitalist nation in the world maintains an international economic system with minimum constraints on the functioning and operation of these giant multinationals. (Magdoff, 1960) Although another Marxist James OConner maintains that in modern capitalist systems, monopoly sector is the most important source of profits. However the monopoly sector can expand rather quickly than demand and employment and this leads to aggressive foreign policy. Thus overseas activity can create new opportunities of investment, sales and profit. Marxist analysts have also suggested a relationship between capitalist system, military expenditure and imperialism. This military power is important in direct sense because the use of force may be necessary to keep foreign areas open to investment and trade. (Connor, 1973) One of the main focuses of these capitalists was the supply of cheap raw materials and United States was itself dependent on foreign sources for some commodities that were essential for industrial operations and also military equipment. One author argues that all American foreign policy can be explained by the need â€Å"to insure that the flow of raw materials from the Third World is never interrupted.† (Dean, 1966) Marxist theories tend to explain the effect of imperialism and capitalism on underdeveloped countries. A famous quote of Karl Marx, â€Å"Capitalist production, therefore, develops technology, and the combining together of various processes into a social whole, only by sapping the original sources of all wealth the soil and the labourer.† Modernization Theory is another competing theory which tends to explain the underdevelopment of the Global South and also gives an essence of the internal factors involved in its causation. Modernization Theory suggests that the cause of underdevelopment in third world nations is their own policies and socio-economic structures that are based on feudalism, tribal system, family/cultural ties and primitive economic structures. The Third World society is lacking rules, regulations, law rule of jurisprudence and democracy and their underdevelopment is a product of their own slowness and failure to adapt to the modern worlds patterns of efficiency to modernize and develop themselves. While the modernization theory does recognize that the developed world has a role to play in the progress of the third world, the main focus of modernization theory is that the developed countries only have limited responsibility for the underdevelopment of the third world as the third world is largely respo nsible for its own poverty. They have a traditional societal approach and the new generation is expected to imitate their ancestors. In these societies there is hardly any belief of development and improved living conditions or the eagerness to engage in fundamental social changes such as a switch from subsistence economies to market economies. Traditional economies is where groups and individuals in position of immense power cause corruption and halt economic development and redistribute profits into their own hands. In order for underdeveloped countries to develop they have to abandon their traditional approach and their social and cultural models in replacement for the western traditions of free market system, good governance and stable economic planning. For capitalism to take hold and entrepreneurial environment with individual innovation and political freedom is required. (Isbister, 2003) A sound economic environment which will draw investment and prudent spending of public funds by officials for maintaining social infrastructure such as public safety and education is necessary for development. Disciplined monetary and fiscal policies are needed to create an investing environment for both domestic and foreign investors. Rule of law such as tort law and contract law should be enforced for businesses to expand from traditional family/tribal/cultural ties to person who will be trusting non-relative person, who will invest capital.    The benefit that the first world can give to the underdeveloped nations is the transfer of technological knowledge and assistance though enabling transnational corporations to introduce advance technology in their third world branch of plants. (Isbister, 2003) While the modernization theory implies that underdeveloped countries have to follow the same path of the first world , the dependency theory opposes the modernization theory and rather argues that impoverishment of the third world is caused by the economic well being of the first world. While contemporary dependency theory is largely Marxist in origin (Isbister, 2003), the foundation for the concept of dependency theory goes way far back to Adam Smith who acknowledged that the imperialist economic practices of the European nations had denied colonized peoples the benefits of socio-economic progress. The dependency theory argue that unfair economic practices and unequal trade conditions transfer the surplus generated in the dependent countries to dominant countries; financial relations are based on the viewpoint of the dominant countries based on export and loans of capital giving them interest in return and also control over the developing economy. Trade relations are based on monopolistic control of the market and the developing country are exporting their profits and interests out of their country but also bear the loss of control of their domestic resources. From colonial dependence in earlier times where the colonial countries of Europe economically dominated the colonized countries, to the financial-industrial dependence of the nineteenth century, where raw materials where supplied from these developing nations, each of the forms of dependence corresponds directly to the control that the first world had over the dependent world. Third world poverty is, therefore, not the result of tradition or accident but rather the direct result of plunder conducted by the first world for its own development and to sustain its economic position. As a result of first world actions in shaping the world order, in the eyes of dependency theorists, the third world has been impoverished and rendered incapable of balanced development. (Isbister, 2003) These two main theories discussed above (Modernization Theory Dependence Theory) are the primary theories of political science which try to explain the connection of Third World poverty and underdevelopment. The modernization theory adds value to these countries intrinsically and shares the fact that if the LDCs(less developed countries) do not change and move from their traditional socio-economic societal structures to the more modern and western style of governance, capitalism, democracy and rule of law. In my point of view the structure of dependence, by this I mean a situation in which one economy can only expand if another economies expansion in expected i.e. its own growth is dependent on a dominant countrys growth. The possibility of generating new investments depends on the existence of financial resources in foreign currency for the purchase of capital, machinery and raw materials that are not available domestically. The capital-industrial development depends on the amount of foreign currency a nation has to buy the raw materials and inputs for its industrial sector. The balance of trade in these countries is also less favourable and also the trade relations take place in a highly monopolistic international market which tends to lower prices of agricultural products, raw materials exported and raise the price of industrial capital equipment. Belonging to a Third World country myself and living majority of my life there in Pakistan, I personally think that the modernization theory goes beyond the dependency theory to explain the position of these LDCs as far as the internal factors are concerned where the more traditional society of the Third World like Pakistan need stability and change of reforms. Rule of law, democracy, equal distribution of wealth, human rights and openness in the mindset of a nation is very important for progress. However I do agree with the dependency theory in explaining the new world order which is purely market and capitalist. The true influence of external forces and world has been seen on developing nations and their economies. Foreign capital retains control over the most robust and dynamic centres of the economy and sends the profits back to the home country causing a highly unfavourable capital account in the LDCs Balance Of Payments thus ultimately limiting the supply of imported inputs. And the value of their export is usually very low and unfavourable terms of trade compared to the capital and technological export base of the First World. However the dependency theory criticises the modernization theory, both these theories tend to explain the economic gap between rich and poor countries. I tend to see the modernization theory with some bias as well because they suggest that the way of the western world is the only way towards development and progress but with development of nations such as China, whose export-manufacturing growth and totally different way of governance has proved the western philosophy wrong. However, in LDCs such as my country Pakistan, the feudal system has to be abolished. Feudalism halts the advancement of generations of workers and creates slavery and halts all kinds of advancement because of traditional ancestral approach unequal distribution of resources and wasting of what could actually be future human capital. I find parts of both these theories convincing for explaining the economic gap between the developed nations and the countries of Global South. External factors from the dependency theory and the internal factors of the modernization theory, together dissect completely the causes of the economic gap between the whole South/North divide. Bibliography: Connor, O. (1973). Fiscal Crisis. Dean, H. (1966). Scarce Resources. Gold, L. Recent Development in Marxists Theories Of the Capitalist State.(1975) Gold, L. W.(1975) Hobson, J. A. (1954). Imperialism. London: George Allen Unwin . http://www.talktalk.co.uk/reference/encyclopaedia/hutchinson/m0030871.html. (n.d.). Isbister, J. (2003). Promises Not Kept: Poverty and the Betrayal of Third. Laski. (2003). Foundations Of soverignity. Magdoff, H. (1960). Imperialism without Colonies.

C.S. Lewis on Misunderstanding Fantasy Essay -- Biography Biographies

C.S. Lewis on Misunderstanding Fantasy â€Å"Good stories often introduce the marvelous or supernatural and nothing about Story has been so often misunderstood as this.† On Stories—C.S. Lewis The early decades of the last century saw the loss of credibility of fantasy literature among the academic elite who ruled it a popular genre with little to no scholarly merit. Little that had had the misfortune of being dubbed fantasy had escaped the blacklist cast upon the field. Many critics had also labeled the fantasy genre as largely clichà ©, full of shallow characters, and as having no value beyond being purely escapist entertainment. These generic labels, applied wholesale to fantastic literature, had pushed it off the radar until readers of Fantasy had become literary lepers, lurking in the corners of accepted literary societies. Recent big screen blockbusters such as The Lord of the Rings: The Fellowship of the Ring and its sequel, The Two Towers, as well as the two Harry Potter films have restored much attention to the oft-ignored genre. Despite the commercial success of the two fantastical franchises, however, Fantasy has not regained much standing within the academia, as scholars continue to neglect contemporary fantasy literature when choosing curricula and fail to give the genre its due while unwittingly including much that is fantastic in classical literature courses. Although these classics have been accepted, they have often been held either as the exception to the rule or have not been labeled as Fantasy at all. Further, the lack of Fantasy in the curricula of colleges across the country has become so egregious as to ignore modern literary giants such as George R.R. Martin who competes e... ...ery dissimilarities than any other story could because of its similarities. Lewis said, â€Å"The value of the myth is that it takes all the things we know and restores to them the rich significance which has been hidden by the veil of familiarity† (On Stories 90). â€Å"By putting bread, gold, horse, apple, or the very roads into a myth, we do not retreat from reality; we rediscover it. As long as the story lingers in our mind, the real things are more themselves.† Bibliography Lewis, C.S. An Experiment in Criticism. Cambridge. Cambridge University Press, 1961. Lewis, C.S. On Stories and Other Essays on Literature. Ed. Walter Hooper. New York. Harcourt, Brace, Jovanovich Publishers, 1966. Tolkien, J.R.R. â€Å"On Fairy-Stories.† Tree and Leaf. Boston. Houghton Mifflin Company, 1965. Tolkien’s label â€Å"fairy-story† can be taken synonymously with fantasy literature.

Management :: Business Management

Management Past Structure Marks and Spencer used to be structured under a Functional or U-Form design which works by breaking the company into departments like operations, marketing, finance, human resources, and research and development. This design works well with smaller companies but with bigger companies there is too much information for the top manager to handle and deal with. This is exactly what happened to Marks and Spencer. In 1991, Sir Richard Greenbury took over Marks and Spencer for seven years and structured the company to fit the Functional design. He made the company very aristocratic and rigid where by â€Å"Head office knows best† (The Economist). This created an atmosphere where by the company focused on their products instead of focusing on their customers. Although Marks and Spencer grew and made huge profits within this time, in 1998 their profits fell very quickly and sharply. Marks and Spencer closed a chain of stores which they owned in Canada and rumours were spreading th at they would also close two chains of stores which they owned in the United States. The combination of Marks and Spencer’s quick expansions and the aristocratic rule had definite visible implications on Marks and Spencer’s well-being. The combination of Marks and Spencer’s aristocratic rule and structure just couldn’t handle everything that was going on. Another one of Marks and Spencer’s weaknesses stemmed from their heavy reliance on inside promotions. The company would hire college students and have them work their way up the ladder. Very rarely did the company hire outside candidate for senior positions. This prevented outside innovations from coming into the organisation. Reformed Structure In 1998 Marks and Spencer needed to do something drastic because it was losing out on its market share and their reputation was going down the tubes. The company decided it was time to restructure. The new structure of Marks and Spencer would be more like the Conglomerate or H-Form design. In this design the organisation is set up basically as a holding company comprised of unrelated products. The new Marks and Spencer would have seven different business units: women’s swear, men’s wear, lingerie, children’s wear, food, beauty, and home. This would allow the company to create a more flexible structure which could respond to the fast changing environment. This flexible structure would give autonomy to individual business units helping them tailor to their customers better.

Watson and Crick Essay -- essays research papers fc

WATSON & CRICK   Ã‚  Ã‚  Ã‚  Ã‚  The article, â€Å"Structure for Deoxyribose Nucleic Acid†, written by Watson and Crick, was a stepping stone on the path of discovery for the building blocks of life. In this article, Watson and Crick briefly state previous theories on the structure of DNA were incorrect in certain aspects but correct in others. Watson and Crick later went on to describe their version of a double helical structured DNA. They indirectly state the importance of their discovery which later them to winning the noble prize.   Ã‚  Ã‚  Ã‚  Ã‚  Previous to this publication, there were at least two other theories on the structure of deoxyribose nucleic acid. The first theory was that the structure â€Å"consisted of three intertwined chains, with the phosphates near the fiber axis, and the bases on the outside.† (Watson and Crick, 4/2/53) This theory had been proposed by Pauling and Corey. Later a second theory was mentioned, but not very dwelled upon, in Watson and Crick’s paper. Fraser had also suggested a triple wined chain. However, Fraser also suggested that â€Å"the phosphates are on the outside and the bases on the inside, linked together by hydrogen bonds.† (Watson and Crick, 4/2/53)   Ã‚  Ã‚  Ã‚  Ã‚  Watson and Crick developed a double chained helix with the bases inside and the phosphates outside. By studying the Pauling and Corey theory, they discovered that where they had the phosphates and the bases were incorrectly placed...

Examples of Ethical Dilemmas Accounting

Examples of Ethical Dilemmas Accounting: Your supervisor enters your office and asks you for a check for $150. 00 for expenses he tells you he incurred entertaining a client last night. He submits receipts from a restaurant and lounge. At lunch your supervisor’s girlfriend stops by to pick him up for lunch and you overhear her telling the receptionist what a great time she had at dinner and dancing with your supervisor the night before. What do you do?Bank Teller: You have worked as a bank teller for several months when one of the other tellers who has become a good friend tells you that her daughter is extremely ill and that se must have an operation to survive. She also tells you that she has no insurance and the operation will cost $10,000. Sometime later you ask her about her daughter and she tells you she is just fine now. She then confides in you that she took $10,000. 00 from a dormant account at the bank to pay for the operation. She assures you that she has already st arted paying it back and will continue to do so until it is all returned.What do you do? Computers: In your spare time at work, you have developed a new spreadsheet program on the personal computer in your office. It is even more powerful, yet easier to sue than anything on the market. You share your new program with a friend who encourages you to market it on your own because you could probably make an incredible profit in a very short time. This is a very attractive option, yet you developed it using company equipment and during time that you were at work. What do you do?Journalism/Advertising Your newspaper has published a report on a national study, which concluded that bottled water has virtually no health advantages over the tap water in more cities, including yours. The study included comments from local health storeowners and water distributors challenging the study. The AquaPure Bottled Water Company, advertising account worth over $75,000. a year, has threatened to pull it s account with your newspaper unless you run another story of equal prominence, focusing on the benefits of bottled water. What do you do? Read also Ethical Dilemma â€Å"Glengarry Glen Ross†Ã‚   by David MametLaw Enforcement You are a rookie officer assigned to a training officer for the first six months of your employment. The training officer is a 20-year veteran and is a close friend pf thee Assistant Chief of Police and the brother-in-law of the Watch Commander. The third day that you are working with him you respond to a burglary call at a local convenience store. It is 2:30 am and the manager has been notified. You are directed to wait 30-35 minutes for his arrival. A short time later you observe your partner take a soda, candy and a bag of chips. He consumes the soda and chips.When the manager arrives, the two of you depart. What, if anything, should you do? Personnel Your company has a firm policy regarding cases of theft of company property. Used company equipment is on a table to be sold by bid each month. You see a valued employee who is 2 months from retirement slip an electric drill from the table a nd put it in his car before the day of the sale. What so you do? Real Estate A lady from out of town calls you to list her deceased parent’s home in Liberty. She is not sure what it is worth, but says she will be happy to get $50,000. 0 for the home. You look at the home and feel it is worth at least $75,000, and re4laise it would be perfect for your brother. What do you do? Retailing You are the buyer for a retail-clothing store. Your store has a policy of not accepting gifts. However, over the years, salesmen have offered, and other employees have accepted lunch, theater and baseball tickets. You arrive home from the office and find a new TV and DVD player on you doorstep with a note that says: â€Å"A personal gift for out long standing friendship.Enjoy it with you family in good health. The Jones Clothing Company† What do you do? Teacher You have a student who is from a single parent family. The student must work to attend college. However, the job is interfering w ith the student’s performance and several assignments have not been turned in. You have determined that a â€Å"D† is all the student can make when a counselor informs you that the student need a â€Å"C† to qualify for an academic scholarship. ’ What do you do?

Education Between Indigenous and Non- Indigenous Australians. Essay

Discuss if and how the area of education can contribute to achieve relationships between Indigenous and non- Indigenous Australians. Education is among the most important factors in achieving relationships between Indigenous and non-Indigenous Australians. Through the incorporation of Indigenous Education in all schools, Australian children will have every opportunity to learn and understand Aboriginal issues and history, which will help eliminate naive and stereotypical perceptions of Aboriginal Australians in the future. For relationships between Indigenous and non-Indigenous Australians to become a true reality a quality Aboriginal Education curriculum must be developed within Australian schools through the National Curriculum that is to be implemented in 2012. Such a curriculum must promote reconciliation, which would mean giving all students the opportunity to develope and sustain relationships between Indigenous and non Australians on a mutual and respectful basis (Reconciliation Australia, 2005-2011). Through quality education, relationships can one day be achieved, with both Indigenous and non-Indigenous Australians working together cooperatively, to bridge the social and financial gaps that exist between the two. Education is paramount to this and will help to serve the best interest for all Australians. To be successful in building relationships, it is important for all to gain knowledge and understanding of the history of Indigenous Australians and their culture. Racism and misrepresentations are often bred by ignorance, yet with the right education, such attitudes can indeed be altered. For a quality curriculum to be successfully delivered in Australian schools, tertiary institutions must continue to focus on the education of future teachers in the field of Aboriginal Education. Mick Dodson stated that: ‘If like me, you believe education is the principle pathway to reconciliation, you need to act on that belief’ (Dodson, Reconciliation Australia, 2005-2011), meaning that education is the most important means of achieving relationships amongst Indigenous and non-Indigenous Australians. Therefore, it is crucial to include Aboriginal Education in all Australian schools, as it is such a significant part of Australia’s history as well as its present (Hunter & Schwab, Practical reconciliation and recent trends in Indigenous education, 2004). Many non-Indigenous people’s perceptions of Indigenous Australians are somewhat negative due to the fact that they have never truly been educated about Aboriginal history, issues and affairs. Such attitudes, which are generally bred from ignorance rather than experience, are able to be changed through education. If all children are educated about Aboriginal history and culture, they will grow up with positive perceptions of Indigenous Australians that they will be able to pass on to future generations. However, for relationships to become a reality there needs to be some substantial evidence of agreement in the area of education between Indigenous and non Indigenous Australians (Hunter & Schwab, 2004). This can be achieved through the National Curriculum, which is to be implemented throughout Australian schools in 2012, where Aboriginal perspectives will hopefully make up a significant part. The Australian Curriculum and Assessment Reporting Authority has acknowledged the importance of relationships and is currently writing Indigenous perspectives into the national curriculum ‘to make sure that all Australians have the chance to learn about, understand and respect the history and culture of Aboriginal people and Torres Strait Islanders’ (Greenfield & Harrison, Relationship To Place). It is of critical importance that Indigenous Australians continue to be involved in the development of an Aboriginal Education curriculum. Since 1982, Indigenous Australians have been active in the development of the NSW Department of Education Aboriginal Education Policy. The rationale for creating this policy was originally for people to recognise the significance in including Aboriginal Education into the school curriculum (Reconciliation, 2006). The policy was created in the hope that Indigenous Australians could share accurate knowledge and understandings with non-Indigenous Australians about their culture and history in contrast to the largely ignorant misunderstandings that have long been perceived (Reconciliation, 2006). Another important goal of the policy was to eliminate stereotypical assumptions, which often resulted in racist attitudes and behaviour by those who have not been properly educated or do not have a sound understanding of Aboriginal culture. Similar to the NSW Aboriginal Education Policy is The Melbourne Declaration on Educational Goals for Young Australians, which stresses the importance for every Australian student to ‘appreciate and recognize the significance of Indigenous cultures and enhance the knowledge, skills and understanding to contribute to, and gain from, relationships between Indigenous and non-Indigenous Australians’ (Greenfield & Harrison, Relationship To Place). Through persistence, continued development and the implementation into all Australian schools, a uniform Aboriginal Education curriculum that is developed with the assistance of Indigenous Australians can only work to assist in the achievement of relationships in this country. Those that already exist, such as the NSW Aboriginal Education Policy and the Melbourne Declaration on Educational Goals for Young Australians, can be used as a foundation for the further development of a successful, Australia-wide Aboriginal Education curriculum. In order for education to aid the process of relationships in Australia, a quality Aboriginal Education curriculum must be mandatory in all Australian schools. Such a curriculum would therefore need to be widely understood and embraced by both current and future educators. In order for this to become a reality, teacher training courses must enable all educators to understand that Australia has a significant Aboriginal history and Aboriginal view points on social, cultural and historical matters (Reconciliation, 2006). To be successful in achieving relationships between Indigenous and non-Indigenous Australians, it is important when teaching Indigenous studies to be able to understand and acknowledge reconciliation as a step into political restoration (Reconciliation, 2006). Delivering all Australian students an Aboriginal Education curriculum that incorporates this is an important way to gain a common understanding between Indigenous and non Indigenous people. A way to help achieve relationships is to include accurate and core information into Indigenous studies subjects, for student teachers involved in education courses (Reconciliation, 2006). A curriculum that incorporates these things would play a significant part in eliminating negative perceptions through properly educating non-Indigenous Australians about Indigenous Australians, their history and their current social and cultural view points. Through further educating our educators in Aboriginal history, culture and affairs, the message of reconciliation has the opportunity to become more widespread. Therefore, there is a need for educators to teach Aboriginal Education, including at a tertiary level because in the past, Australian schools and institutions have largely ignored Aboriginal studies (Teaching the Teachers Aboriginal Studies, 2005, p. 14). Over many years there have been government reports given to Australian teacher education institutions to include compulsory Indigenous Studies courses for teachers to assist in the cause for reconciliation between Indigenous and non-Indigenous people and to concentrate on Aboriginal educational disadvantage (Craven, 1998, Is the Dawn breaking?). Indigenous studies are vitally important for pre-service teachers to be taught, and learn how to teach, in order for this country to one day achieve reconciliation (Reconciliation, 2006). It has only been recently that changes in Australian teacher education institutions have provided student teachers with the opportunity to carry out Indigenous studies during their education courses (Teaching the Teachers Aboriginal Studies, 2005, p. 15). Within the 36 Australian tertiary institutions, there are 54 teacher education programs. It has been estimated that 48 percent of these include mandatory units of Indigenous studies. This is a massive increase considering that in 1992, there was no more than one university in Australia that made the topic of Indigenous studies mandatory for pre service teachers (Craven, 1998). However, this figure needs to be 100 percent in order for all future educators to suitably pass on their knowledge of Indigenous culture and history to their future students and do their part to promote reconciliation. In order to achieve relationships between Indigenous and non-Indigenous Australians, education must be a major focus. The delivery of a quality Aboriginal Education curriculum that has been developed with significant input from Indigenous Australians would provide Australian students with the opportunity to gain a true understanding of Aboriginal history and culture. This would aid the process of reconciliation substantially, as it would help to eliminate some of the preconceived misconceptions that some non-Indigenous Australians have towards Indigenous people and their culture. A quality curriculum for all Australian students would leave little room for ignorance and false judgements, as it would be providing them with truthful, accurate information, which would lay the foundation for reconciliation. Through educating our youth, relationships have a strong chance of becoming a reality because knowledge can be passed on through future generations. It is of great importance that both current and future educators become more and more exposed to teaching Aboriginal Education if relationships are to become a reality in Australia. References Author unknown, (2005-2011), Reconciliation Australia: Resources, http://www.reconciliation. org. au/home/resources, Viewed on 17/10/11 Mooney, J & Craven, R. G, (2006), Reconciliation: Why we need to teach Teacher’s to teach Aboriginal Studies to all Australian students, University of Western Sydney, , Viewed on 17/10/11 Craven, R. G, (2002),Is the Dawn Breaking? The First Empirical Investigations of the Impact of Mandatory Aboriginal Studies Teacher Education Courses on Teachers’ Self-concepts and Other Desirable Outcomes, University of Western Sydney, , Viewed on 17/10/2011 Dodson, M, (2005-2011), Reconciliation Australia: Mick Dodson speaks at the National Press Club, < http://www.reconciliation. org. au/home/latest/mick-dodson-speaks-at-the-national-press-club > Viewed on 19/10/11 Greenfield, M & Harrison, N, (date unknown), Relationship to place: Positioning aboriginal knowledge and perspectives in classroom pedagogies , Viewed on 18/10/11 Hunter, B. H. & Schwab, R. G. (2004), Practical reconciliation and recent trends in Indigenous education, The Australian National University , Viewed on 19/10/11 Author unknown, (2005), Teaching the Teachers Aboriginal Studies: Impact on Teaching, Australian Department of Education, Science and Training , p. 14 and 15, Viewed on 18/10/2011.