Life Expectancy Essay Example | Topics and Well Written Essays - 500 words

Life Expectancy - Essay Example Statistics reveal that life expectancy at birth, presently, has increased so much that on an average, it â€Å"exceeds 79 years† across the OECD, with a â€Å"nine year gap† between Japan and Turkey, the countries with highest and lowest life expectancy respectively (OECD, 2011, p. 78). This difference in the level of increase in life expectancy in developed and developing countries is a result of the varied factors and conditions present in both categories of countries. However, extensive studies that have been conducted over the past several years have identified that medical innovation, with respect to advancements in medicines and treatment, is the main reason behind increase in life expectancy in both developed and developing countries. Contrary to popular notion that growth in income level or income inequality affects life expectancy, OECD social indicators have evidenced that between the â€Å"mid-80s and mid-2000s,† there is â€Å"no relationship† between increasing life expectancy and income growth or between â€Å"rising† life expectancy and income inequality changes (OECD, 2011, p. 79). Furthermore, lower â€Å"infant mortality rates† and the fact of older people being able to live â€Å"longer† have characterized the increase in life expectancy, and this has been possible only due to the various medical innovations that took place over the past decades. Thus, this underlines the fact that medical innovation is directly responsible for the increase in life expectancy not only by decreasing infant mortality rates, but also by prolonging life of aged people. For instance, death rates arising from â€Å"coronary heart diseases† in the US have declined by â€Å"three-fou rths† since the 1960s, cancer survival rate has increased from â€Å"49%† to â€Å"67%† and deaths from HIV/AIDS have decreased by an astounding â€Å"80%† (Lilly USA, LLC, 2012, p. 2). However, in order to

U can choose a topic by urself Essay Example | Topics and Well Written Essays - 1500 words - 1

U can choose a topic by urself - Essay Example In such cases, SMEs will always find it more affordable to let such processes be handled externally instead of them being handled within the business organisation at a higher cost. This paper aims at discussing the extent to which outsourcing enables entrepreneurs to be flexible. Outsourcing can be used by entrepreneurs in successfully handling various projects. In business management different projects usually require different resources. In any case a business organisation will decide to fully invest in a project independently, they will have to invest in all the resources that are needed for the project to be successful. However, things are different when a business organisation decides to use outsourcing. With outsourcing, they would not have to invest in all the processes that are involved in the project. They can find a third party to carry out some of the process that seems to be so costly that they can be able to reduce the general cost of the project. Therefore, it can be concluded that through outsourcing entrepreneurs can be able to undertake different types of project without having fears of whether or not they have the full capability of handling the project. If they choose to ignore outsourcing then they will have to stick to the projects that they are able to undertake independently. Outsourcing can also enable entrepreneurs to be flexible by reducing the risks involved in their undertaking. In business management the risks that require management include market, technologies, financial conditions, competition, government regulation, and many others. Through outsourcing business organisations are always able to relegate some of their functions to other business organisations with speciality is such areas (Corbett 101). When a business organisation delegates a certain function of their activities to another organisation, they also delegate the risks that are

Consensus and Conflict Theories of Education

Consensus and Conflict Theories of Education What are the principal differences between consensus and conflict approaches to the sociological analysis of education? The sociological study of education focuses upon the effects that social institutions and individual characters have upon the education system. Education is often seen as positive social practice which thrives to identify personal skills and talents, and subsequently build upon them. Consensus social theorists support this approach with structural functionalism claiming education to have many positive functions. Education is essential to maintain the modern workforce. This view, however, is not universal; with Marxists taking a contradictory view that education works to reproduce social inequalities, therefore providing negative functions for society. This conflict approach claims that the education system does not promote equality but instead transmits capitalist norms and values, benefitting the ruling class and leaving the working class at a disadvantage. One of the main purposes of education, according to the consensus approach of functionalism, is that of socialization. This is described by Bilton (1996: 12) as the process through which individuals ‘learn the ways of thought and behaviour considered appropriate in society. Primary socialization is administered informally by the family. This process is then continued with the provision of a more formal style of secondary socialization by other institutions within society. According to Durkheim (1925) and Parsons (1959), both key consensus theorists, education plays an essential role in this secondary socialization, albeit in different ways, by performing functions that the family is unable to. This is done through the teaching of specific skills for specialised occupations, but also, possibly more importantly in Durkheims eyes, through the socialization of the common norms and values of society. The teaching of religious and historical beliefs helps to create a child with a sen se of identity within the community. Fulcher and Scott (2007: 321) feel it was, however, the moral aspect of the secondary socialization provided by the education system that concerned Durkheim the most. Through discipline within school, children are taught morally acceptable behaviour. However, rather than simply being forced to obey, it is essential that they are made to understand and appreciate the moral code of wider society, causing them to go on to choose to behave in a moral way. Hargreaves (1982) commented on the idea that the education system should promote social solidarity, the concept of providing pupils with a sense of community. Aspects of school, such as all wearing the same uniform and participating in group charity or sporting events help to provide pupils with a sense of belonging within the school, but also provide links with the wider community, and society as a whole. The moral significance of education is also recognised by Parsons; however it is the value of individual achievement which he focuses upon. This sense of achievement was the central aspect to a functioning industrial society in mid-twentieth-century America, where Parsons was studying. Although their approaches differed, both Durkheim and Parsons focused upon the positive functions of education for society. Another key concept in the consensus approach to the sociological study of education is that of meritocracy. That is the idea, endorsed by Parsons, of a social system in which rewards are gained for individual hard work, talent and ability. In such a situation, people would be rewarded for their effort, and not on the basis of other characteristics such as age, gender, ethnicity, class. Thus giving all children within the education system an equal opportunity to succeed. An example of an attempt to create a meritocratic school system is that of the tripartite system put in place by the 1944 Butler Act. By the creation of Grammar, Secondary and Secondary Technical schools the government was recognising the need for equality of opportunities, and therefore attempting to suit the abilities of children to right type of schooling. It also provided free education for all children between the ages of 5 and 15, regardless of their class background, emphasising this attempt to create equal op portunity. This system has been criticised, however, as even though it did mean that the 11+ was open to all, the test itself was said to be written in middle class language, therefore meaning that the working class were still left at a disadvantage. This led to it being said that the system was actually leaning towards Marxism, rather than functionalist ideas, as it appeared to reproduce social class inequalities. On the other hand, the conflict approach of Marxism opposes the view that we should assume that the education system serves to meet the needs of society as an entirety. Within society there is a significant conflict of interests, and therefore needs, between capital and labour. This demonstrates a capitalist society in which the ruling class owns the means of production, bringing them power over the working class. We should therefore, according to Marxists, not view education as meeting the needs of society as w hole, but instead as meeting the needs of the bourgeoisie. In order to maintain a state of false class consciousness, capitalism requires a workforce that is obedient, passive and motivated who are prepared to work hard at the benefit of the ruling class without question. According to Bowles and Gintis, the education system was the main means used by capitalism to produce such workers. The correspondence principle (1976: 131) claims that what working class students are taught in schools mirrors that of what goes in the workplace. The qualities that the workforce are required to have are taught to students in schools. This is done through the curriculum and the hidden curriculum (Illich, 1973 in Fulcher and Scott, 2007). Aside from the formal curriculum, the subjects which provide students with academic knowledge, vocational skills and qualifications, Illich identified a hidden curriculum. This hidden curriculum teaches pupils patterns of behaviour such as punctuality, meeting deadlines and accepting authority. The working class are unaware of this covert curriculum that is being imposed upon them. Along with the acceptance of hierarchy, the hidden curriculum also leads the working class to believe that they are part of a meritocratic society; in they will gain the rewards for working hard. Therefore meaning that they will conform in the hope of long term gratification, however it is just another way for the ruling class to keep them passive. It is also helps to justify inequality, as the working class are led to believe that everyone is equal, however, in reality; the middle class are receiving more encouragement. Another way in which the correspondence theory works is by connecting levels reached within the education system to that of occupational levels (Fulcher and Scott: 327). When in the lower levels of the education system, obedience is emphasized, as it is in low-level occupations. This pattern continued with intermediate levels in education when more independent work is encouraged. Once a student reaches higher education they are expected to be both self-motivated and self-disciplines, essentially a completely independent worker, just as those in senior levels of occupation. Therefore, the level a student reaches in education determines the occupational level they will stay at. This is another way in which education reproduces social inequalities. Bowles and Gintis, like the Marxist perspective in general, have however been criticised for being too deterministic. It is too presumptuous to claim that everyone is going to conform to the rules and remain passive. The education system, also, could not produce complete conformity of the working class without the support of the family. As can be seen there are a number of differences and varying ideas between the consensus and conflict approaches to the sociology of education, however they are all based on the idea that functionalism (a consensus approach) identifies education as providing society with positive functions, however the conflict approach recognises the education system as a negative body which reproduces social inequalities and is detrimental to the masses. Where functionalism sees education as meeting the needs of society as a whole, capitalism instead claims for it to serve the needs of the ruling class and ignore those of the rest of society. References Banks, O. 1978. The Sociology of Education. London: Batsford. Barton, L. And Walker, S. 2007. Sociological perspectives and the study of education. In: Meighan, R. and Harber, C. A Sociology of Educating. (Fifth Edition), London: Continuum. pp. 282-298. Bilton, T. et al. 1996. Introduction to Sociology. (Third edition), London: Palgrave Macmillan. Bowles, S. and Gintis, H. 1976. Schooling in Capitalist America: educational reform and the contradictions of economic life. London: Routledge and Kegan Paul. Fulcher, J. and Scott, J. 2007. Sociology. (Third Edition), New York: Oxford University Press. Trowler, P. 2003. Education Policy. (Second Edition), London: Routledge.

My Philosophy Statement Essays -- Progressivism Teaching Education Ess

My Philosophy Statement Education is a very important aspect of our lives. It is our education that makes us who we are and determines what we become. Therefore, education is not something to be taken lightly. As a teacher, my goal will be to provide the best possible education for my students. Every student is unique. I must see students for who they are individually and respect their ideas and opinions. Each student has a different learning style. I must take this into consideration because I want to provide a constructive learning opportunity for every student. I believe that every student has the potential to learn. My philosophy at this point is progressivism. William James and John Dewey are accredited for developing the characteristically American philosophy that is progressivism. Progressivism relies on the theory that the student should be the focal point. By adjusting the curriculum and teaching techniques to reflect the student’s needs and interests, the teacher is encouraging the student’s desire to learn. Another theory of progressivism is that of a democratic system. Students will fare better in life if they are exposed to the ideas and cultures of different ethnicities and personalities early. By encouraging group work, instead of solo work that will lead to competitions, the students will be more open minded and will be better prepared for the diverse world. A branch of progressivism is logic and it is one that the students will come to know by the progressivist ideal that what is learned in the classroom has relevance to the real world. Progressivists believe that education should mirror life. Education often uses past experiences to gain more knowledge, much like life. Therefore, e... ...book. The teaching methods used in a progressivism classroom supports the idea of problem-based learning wherein the students are required to develop original solutions to existing or potential societal problems. Together with the teacher and classmates, students are given the opportunity to speculate and question the world around them and the world awaiting them. Within small peer groups, for instance, students are encouraged to discuss, share and compromise. The teacher is there to encourage this process rather than to provide prescribed solutions. Similarly, the learning environment is collaborative and democratic, giving opportunity for all to speak their minds and receive feedback from peers as well as the teacher. This continuous loop of feedback, potentially positive or negative, serves as the means of assessment for problem-solving based instruction.

Arranged marriages Essay

I find it difficult to see how anyone could possibly approve of arranged marriages. In an arranged marriage, the bride and groom are selected by a third party rather than each other. Arranged marriages are most common in the Middle East and parts of Africa and Asia – however with 55% of marriages in the world being arranged- you would be likely to find cases of arranged marriages anywhere you go. There are many different types of arranged marriages which follow all different rules and traditions to ensure it goes smoothly, but none of these allow you to pick the right partner yourself. I intend to put my personal views across, my view that arranged marriages are – and always will be –a violation against human rights. The main formula for life goes something like: have a childhood, get an education, get a job, have children, and grow old. However, many people following that formula tend to do something extreme, involuntary perhaps – fall in love. People in love will want to spend the rest of their life with the person they love, and the most logical way of ensuring this is through marriage. Marriage is a commitment shared between two people, a legal contract binding them together for life. How can people want to partake in such commitment with someone, they hardly know, let alone love? If a marriage is arranged by someone else, then it isn’t based on the grounds of which most marriages take place – love. Call me a romantic, but a marriage without love sounds like a very troublesome, difficult thing. By having your wedding arranged by someone else, this is taking away your free will – and furthermore denying you of the natural emotion of love. This is one of life’s many rare experiences, and I think every human should be guaranteed the free ability to get to know someone, fall in love, and as a result, get married. Through arranged marriage, you are agreeing to commit your life to someone whom you don’t know much about, by doing this, you are choosing to dedicate your whole entire life to a person – who may turn out to be nothing like you expect. Furthermore, not everyone in the world is genuine, and a lot of people would arrange a marriage for their children or someone close to them with their own selfish concerns in mind. In under-developed countries, where lots of people live in poverty, some parents will choose to marry off their children to people of a higher social status – increasing their own honour and wealth, and the happiness of the parents may overshadow the children’s. As much as this could be an easy escape from a hard life – we must consider the effects this could have on the people getting married. Their spouse isn’t being picked to suit them – so without common interest’s etc- there is a poor chance the couple will get on, which will then lead to an unhappy marriage and perhaps a hard life, taking the person in a broken marriage back to square one. Subsequently, arranged marriages can have a massive impact on someone’s life before, during, and after the marriage takes place. Perhaps you may be the unlucky one – and because you don’t truly know the person you are marrying – will be exposed to a variety of problems which may be hard to escape. Some of these problems range from abuse, violence and forced sexual relationships, to name just a few. A case in the media not too long ago bears witness to a twelve year old bride (her wedding arranged) who died after struggling for three days in labour to give birth. This type of marriage is appalling, and disgusting within itself – but exposing girls to this at such a young age is absolutely repulsive and I have no idea how this can be legal. A Nationwide survey in 2005 showed that half of marriages in rural India involved brides younger than 18 – the age of consent. This lifestyle is leaving so many young girls with no real hope for life outside of marriage, with a lot of cases contracting life-threatening diseases such as HIV and aids. Also most of these young girls have to give up their education to enter a lifestyle they are not ready for, leaving them neglected with deprivation of choice. How can they escape this living nightmare? How could their parents be so cruel? However, many people would choose to disagree with me. Especially if you’re brought up in a culture where having your marriage arranged is a common procedure, and this is all you have ever known. Despite the points I made earlier, there may be some parents who want what’s best for their children and providing they are older and wiser, less likely be impulsive in the decisions they make. Also, this may decrease any risk of family problems or struggles. Our family’s opinions matter very dearly to us, and if they are choosing that you marry a specific person, this must mean they approve of them. This means keeping your family, community, culture and tradition happy, whilst bringing two families together as one. Also, we must remember that much of modern day arranged marriages are different from traditional arranged marriages, where the participants have no say at all. Many of the arranged marriages these days allow the couple to have unsupervised dates and get to know one another before the marriage –some aren’t so strict. Even so, many disapproved arranged marriages still take place – through blackmail or worse – and this needs to stop. The divorce rate for arranged marriages is also much lower (around 4-6%, 10 times less than normal marriages) but whether this is due to happy marriages or more to do with the fact that they aren’t allowed to get divorced- remains unseen. To come to a conclusion, the cons of arranged marriages overweigh the pros by miles for me. I think they are an unnatural disgrace to this life, which we are supposed to be allowed free will in. Marriage is supposed to be based on commitment, love, affection and attraction – this being impossible to achieve without the chance to choose the person you want all this with. â€Å"Don’t marry the person you think you can live with; marry the individual you can’t live without.† – this quote from James C Dobson highlights the purpose of marriage, being not just a chance to live with eac h other, but a chance to ensure your love is secure for life. People are selfish, it’s a part of our nature – we can’t escape it. Our self-centred nature is the type that means our own purposes come before others, perhaps even our children’s. Making people enter a marriage with the wrong person will leave them feeling suffocated in a relationship that might, not even, make their lives worth living. A case brought into the press has recently brought forward an 8 year old child bride that boldly went by herself to court and demanded a judge to dissolve her marriage to a man in his thirties. If that doesn’t show how disgraceful and sick arranged marriages are, then this earth surely has so sympathy or care for anyone more unfortunate than us. If an 8 year old girl can stand up for herself to defend her rights of marriage, surely the rest of us can at least have the heart to disagree with such a horrific, shameful matter – which is all arranged marriages are. Shelley Bruce, Fraserburgh Academy Word Count – 1259 Bibliography http://www.indiabix.com/group-discussion/love-marriages-vs-arranged-marriages/ http://www.womensweb.in/articles/love-marriage-vs-arranged-marriage/ http://www.goodtherapy.org/blog/burdens-and-benefits-of-arranged-marriages-0412137 http://www.statisticbrain.com/arranged-marriage-statistics/ http://www.debate.org/opinions/are-arranged-marriages-better-than-marrying-for-love (Un)arranged Marriage – Bali Rai http://www.nytimes.com/2013/01/20/fashion/weddings/parental-involvement-can-help-in-choosing-marriage-partners-experts-say.html?pagewanted=all&_r=0 http://www.rljewels.com/home/love-marriage-arrange-marriage.html

Demonstrative Communication Essay

Communication is often defined as the transmission of sending and receiving messages; connecting with individuals through the exchange of messages, thoughts, speech, signals, behavior, or writing. Communication can be verbal or nonverbal, written or visual. Oral communication includes spoken words and writing dialogues. Not involving or using words of speech is known as nonverbal communication. Facial expressions, body posture, eye contact, or gestures are part of nonverbal communication. Written communication can be through e-mails, reports, articles and many other ways. Facial expressions are a form of demonstrative communication. Communicating includes different facial expressions, tone of voice, or body language to deliver the message. A smile is an example of a positive facial expression, and a frown will be viewed in a more negative manner. Some interpret a grin as arrogance, which obviously would have a negative effect. The audience could take this in the wrong manner and create an isolated situation. Depending on the subject that is being discussed it is up to the lecturer to bring out the right facial expressions. If the subject relies on a more serious matter, the lecturer should not frown but instead maintain a serious face to get the point across. If there is a sense of comedy in the discussion or presentation, the lecturer needs to maintain some laughter as well as smiling during the presentation. Body language is another form of demonstrative communication. Body language can push to be very successful in many situations including social interaction and communication with people. A negative type of body language would be someone crossing their arms. Even if the intention and words are still good, the body language over powers that and the audience still views this as a negative vibe. Another important and effective part of body language is eye contact. When lecturing to an audience, direct eye contact with the audience indicates confidence and a vast knowledge of the topic of discussion. Hand gestures and moving back and forth in front of an audience during a lecture can be helpful to keep the attention of the audience. These nonverbal forms of communication add to the message the lecturer is trying to get across. However, moving too much can cause a negative affect because it can cause a distraction. Nonverbal communication is very important to our communication process. Included in nonverbal communication are things such as facial expressions, gestures, eye contact, posture and even the tone of one’s voice. During a lecture, the speaker will use different methods to get with the audience, playing a big role as well will be one’s voice and how it is used to relay the message. One can change the tone and tempo of talking; and can connect with the audience more effectively. When we speak, other people can â€Å"read† our voices in addition to listening to our words. These nonverbal speech sounds provide subtle but powerful clues into our true feelings and intentions. When speaking to an audience maintaining the focus of the group is important. Raising our voice when losing the attention of the audience is a technique used to emphasize a particular point during a lecture. When a speaker talks in a monotone voice there is a chance of quickly losing the attention of the group the lecturer is speaking too and can cause to miss important parts of the lecture. Demonstrative communication as a sender means showing and saying what we want them to hear. By saying to the audience that the lecturer needs them to listen better, as the lecturer is looking at the phone is like saying one thing and showing the audience another, proving the distractions are not good for either side. Also it would be important not to have a big smile on one’s face or to look as if they are laughing. In contrast, by the lecturer telling the audience that they need them to listen better while looking them in the eye and being firm with the tone of voice and holding a straight and focused look, the lecturer is communicating to them via mouth, eyes, and tone of voice that the audience needs to listen and pay attention. Also during this communication, it would be good to expect feedback from the audience. This would show the audience that one is serious, and could show the lecturer if the audience is truly paying attention and show how well the audience will receive the information being communicated to them. The receiver would need to hold eye contact to show that they understand the information. In conclusion, creating the ability to understand and use nonverbal communication is very effective. Using body language to carry out positive feelings would help you express one’s thought out to the public a little easier. Therefore, being able to communicate send and receive a massage thoroughly with the audience being able to understand. Using facial expressing such as body movement, eye contact is a very effective way to demonstrative communication. REFERENCES Cheesebro, T., O’Connor, L., & Rios, F. (2010). Communicating in the workplace.

Aftermath by Wilfred Owen Essays

Aftermath by Wilfred Owen Essays Aftermath by Wilfred Owen Essay Aftermath by Wilfred Owen Essay Analysis of Aftermath by Swanson Aftermath was written after the war In 1920. While other war poems composed by Swanson, such as Base Details and Wirers, which were written from the point of view of a soldier during war, Swanson sets the readers of Aftermath as post-war civilians, and uses many dark images of the battlefield to emphasize the Importance of no forgetting what has happened in the past. From the very beginning of the poem, Swanson demands for the readers attention with the rhetorical question: Have you forgotten yet? Which is italicized with the first rod written in capital letters, which puts even more emphasis on the question. The ellipsis that follows leads to a pause or a caesura that forces the readers to stop and contemplate about what the speaker had Just said. The first stanza is mainly focused on the minds of the soldiers at present (post- war). Swanson uses a simile to compare post-war life to the traffic on city roads. Traffic checked while at the crossing of city-ways (line 3), which shows that the days have passed busily and repetitively with no big excitement, similar to the cars passing on the busy streets. However, the war has obviously left Its Imprint on the soldiers mentality, as there Is a haunted gap (line 4) In the soldiers mind, a void that he will have to fill with fluffy light thoughts in order to avoid the painful memories of the past. The capitalization of Time (line 6) emphasizes the time wasted on war which accomplished nothing but destroyed the innocence of youth and countless lives. In reality, the soldiers who have survived the war have to now spend more time to fill their minds with things irrelevant in order to recover the traumatizing experience in war. This contrasts with the fact that the soldiers now eave time and Joy to spare (line 6) whereas the dead soldiers did not. Swanson describes the war as a bloody game (line 7), a Juxtaposition that shows how the soldiers were being used as pawns, sacrificing their lives all for a game. In the last line of the first stanza, Swanson commands the readers to look down (line 9), to show the remembrance and respect associated with the action of looking down and swear to never forget what happened in the past. Images in the second stanza illustrate experiences in the chaotic war zone. Swanson uses the repetition of the word remember, which contrasts with the word forgotten used in the rhetorical questions, to remind the soldiers of the constant struggles and bad conditions of the battlefield. The conjunction word and is used consecutively to show the monotonous and endless exhaustion of the continuous warfare. The unpleasant imagery of rats and hopeless rain (line 14) serve as a strong reminder for the readers to remember the past, as the speaker fears that if the lesson from the past Is not learned, history will soon repeat itself. The third stanza brings In the idea of the unknown chaos of war, where each solider lives by the moment, since each moment could be their last. Swanson brings the soldiers back to the past by the Imagery of the doomed and haggard faces (line 18) of their comrades. He is asking us as the readers to imagine the strong emotions AT anger Ana compassion Tanat ten soldiers nave Tell at Tanat moment, Ana to never forget it so it will not happen again. Swanson also shows what the war has taken away from the young men as he contrasts the lads who were once keen and kind and gay (line 21) to the dying men with dying eyes and lolling heads and ashen-grey masks (line 20-21). This not only demonstrates the gory and graphic part of the war, UT also represent the lost of individuality of the soldiers, as each of them have the same mask of death. Swanson ends the poem with the command of look up (line 23), which is the opposite of the look down in line 9. The action of looking up symbolize the motion of moving forwards, as the speaker hopes that people will remember the past mistakes and move on with life with a brighter future (as indicated by the green of spring in line 23). Throughout the poem, Swanson address to the readers as you, which establishes a personal connection between the readers and the speakers, as Swanson is speaking erectly to them. The readers are able to take a part in this poem, as the speaker asks many questions that start with do you remember? , which involves the readers in Seasons past memories. This makes the images much more realistic for the readers as they can image themselves going through the same thing as the speaker. The repetition of the rhetorical questions throughout the poem sends a strong message to the readers. By asking Have you forgotten yet? , Swanson emphasized the need for everyone to remember the most difficult times, so that the sacrifices of the soldiers lives will not be wasted.

How to Master Expository Writing

How to Master Expository Writing Expository writing sounds formal and exacting (it is), but never fear, you already use it every day. Instruction manuals, textbooks, voter guides, research papers, news articles, posters, game directions, recipe books, movie reviews, furniture assembly instructions, city guides, white pages, certain blogs, and the academic essay are all examples of expository writing. Its the documentary film of the writing world.Expository writing informs readers by explaining, describing or exposing truth with a supporting set of facts. The goal is to enlighten your audience by presenting information in a clear and organized way. Think creatively, but expository writing is not creative writing. Support your argument, but expository writing is not persuasive writing.Straightforward expository writing builds your credibility. Its essential for writing winning proposals and grant applications, and informed decision definition essay titles could be Attributes of a Superhero, The Official Meaning of Fam ily, and Define Laziness: A Portrait of My Younger Brother.The Descriptive Essay – Describes an event, person, place, thing or idea with supporting details. This could be writing about a travel destination, an admirable or villainous character, your first cooking experience, or how you imagine the world without borders. Generously use vivid language, adjectives and adverbs, and imagery that involves all the senses to paint a picture for readers.The Explanatory Essay – Explains how something works or how to do something. Use this model to clarify unfamiliar terms or special vocabulary. Form comparisons or analogies if appropriate, connecting new information to knowledge the reader already has, or give a new perspective or insight. Possible explanatory essay titles might include: What Exactly is Bit Coin?, Latin Declensions: A Primer, and Understanding the Allegory of Animal Farm. A subs include how to make a soufflà ©, or how to clear a scuba mask underwater. Use direc tional verbs like rotate, mix, or blow when describing each step. Present a materials list, if applicable. Avoid lengthy phrasing, but be sure to include all information needed to get the job done.Fourth, outline to create an organized structure that flows logically.An outline deconstructs a complex subject into small, understandable components. The conventional outline form helps organize your points in a logical order. Sequence is especially important when explaining steps in a process. You neednt be a slave to the form. Make the outline work for you.Now, structure the essay into paragraphs: the introductory paragraph, the body, and the concluding paragraph. The introductory paragraph must hook the readers and hold their attention. A hook could be a scintillating fact, an astounding statistic, a fitting simile, a stirring quote or a joke. A narrative opening introduces the topic with a riveting anecdote or story. The reader feels she must know what happens next. Rhetorical questio ns as opening hooks might engage some readers, but may be considered inappropriate for academic essays. Place the thesis statement around the middle or end of the introductory paragraph.The body is usually formed by two to five paragraphs. Each paragraph in the body has a topic sentence that directly relates to the thesis. Support each topic sentence with evidence. Use facts, examples or anecdotes that your readers will understand. Put your most important messages in the first paragraphs, and in the first sentences of those paragraphs. Fill in the paragraphs by providing readers with all the necessary information. Check that the transition from one body paragraph to the next seems logical and natural.The concluding paragraph closes the essay by restating the main idea and salient points in a new way. Beyond summarizing, give the audience a final thought or call to action. Avoid digressing into new issues. Explain why your reader should care about your idea. You may end with a quote that sums up the essence of the essay.Check again for a logical connection between the introduction, body paragraphs and the conclusion.Finally, transform the outline into proseSelect a point-of-view (i.e. a first-, second-, or third-person narrator). Journalists write effective exposition using all perspectives.Write the paragraphs, smoothly incorporating your supporting evidence, and integrating quotations or paraphrasing.Expository prose is objective. Present the facts, even if you do not like them.Cite your sources according to conventions appropriate to your audience, be it MLA or APA, newspaper-style attribution, or the Web protocol of linking to source information.Accuracy and objectivity build your credibility. Dont call something a fact unless it is verifiable. Refrain from superlatives, such as best or most unless they can be quantified. Provide a date instead of writing recently. State 73% instead of writing many or more.Delete any word that does not add anything crucial to the meaning of a sentence. Discard information that seems interesting, but is not germane to the immediate topic. Less is more.Fact-check, proofread and review. Check spelling and grammar. Ask someone who understands your topic to check for accuracy. Ask someone unfamiliar with your topic to check for clarity. Consider any suggested edits, ultimately relying on your own judgment. Polish the final draft.You, the expository writer, are the most important figure in your essay. The reader will gain understanding of a topic important to you, through the clarity, integrity and knowledge of your author-voice. At the same time, you gain credibility and a reputation for fair, accurate analysis. When trust is paramount, issues are complex, and the stakes of decision-making are high, do employ industry experts and professional writers to help you inform your audience.

Agency And Liability In The B.C. Partnership Act †Free Samples

It can be stated that a relationship of agency is established between two people when one of the two acts as a principal and the other as the agent. The agent derives the authority to perform his function from the principal[1]. Such authority to be derived may be express or implied. In cases where the agent is involved in any wrongful act, it has been held that the principal is not required to expressly order his agent to commit such wrongful act. However the principal is held liable in some circumstances for the wrongful acts of his agent.   Vicarious liability in the context of a principal agent relationship is referred to as the liability imposed on the principal for the wrongful act committed by the agent of such principal[2]. It is to be mentioned that according to section 7 of the British Columbia Partnership Act that a firm or a company’s partner will be considered to be the agent of such firm or company when conducting business in the name of the firm or company. Further in accordance with section 7 it can be stated that any act of a partner of a firm which is done for the purpose of carrying on the business of the firm will be binding on all the partners. However there are two exceptions to the aforementioned rule as contained in section 7(2) which states â€Å"(a) the partner so acting has in fact no authority to act for the firm in the particular matter (b) the person with whom he or she is dealing either knows that the partner has no authority, or does not know or believe him or her to be a partner†. According to section 8 of the British Columbia Partnership Act any act done in the name of the firm with the intention to leally bind the firm by any authorized person will be legally binding upon the firm and all its partners. However as quoted in subsection 8(2) it can be said â€Å"This section does not affect any general rule of law relating to the execution of deeds or negotiable instruments.† Thus in light of the above provisions of the British Columbia Partnership act it can be stated that liability is imposed on the principal for the tortuous acts of the agent primarily for the following reasons[3]. Thus after analyzing the legal provisions of the principal agent relationships in accordance with the British Columbia Partnership Act it can be said that the all the partners of the firms act as agents of the firm while conducting business in the name of the firm. Therefore by the application of the principle of vicarious liability it is to be stated that the firm acts as the principal will therefore be liable for the acts of the partners. 'Partnership Act' (Bclaws.ca, 2018) accessed 25 February 2018 Chamallas, Martha. "Two Very Different Stories: Vicarious Liability Under Tort and Title VII Law."  Ohio St. LJ  75 (2014): 1315. Cole, Jeffrey. "Agency-Vicarious Liability-Abrogation of the Both Ways Rule."  DePaul Law Review  16.2 (2015): 478. West, Henry. "Vicarious Liability."  American Legal Encyclopedia  (2017).

Affect of Global Trends on Leadership at McDonalds and the Fast Food Research Paper - 2

Affect of Global Trends on Leadership at McDonalds and the Fast Food Industry - Research Paper Example The US-based retail store, McDonald’s has made its entrance in the foreign markets for expanding its market in fast food globally. It has 30,000 restaurants in at least 119 countries with a serving capacity to near about 50 million on a daily basis. It has been leading in the global market with its renowned and valuable brand. They focus on high-quality customer service in order to earn trust from their stakeholders (Centre for Responsible Business, 2005). Fast food has a great demand in the global world. It has a great influence on our lifestyle and culture. According to ‘US Fast Food Market Outlook 2010’, the trend of fast food is growing; as a result, it leads to the development of overall restaurant industry. The US fast food industry is growing dynamically despite being struck by the economic turmoil. Fast food has a detrimental effect on the health of the people especially children and the younger generation. (PRLog, 2009). Obesity is growing globally and is causing health problems among every generation. It has been observed that the percentage of obesity is rising among the young children and as a result, it brings risk to their health. In this present world, fast food is growing rapidly for its cheap price level and easy availability. But they contain the high percentage of salt, fats or sugars. When it becomes a part of a daily lifestyle, then it certainly increases the chance of obesity (Currie & Et. Al., 2009). People suffering from overweight along with obesity have increased considerably in the United States. Obesity has nowadays turned out to be a disease of epidemic proportions. Due to the fact that maximum people are obese, it can be estimated that in the United States 1 out of 3 people is obese. Excessive fast-food accessibility results in obesity and overweight. According to the Center for Disease Control (CDC), approximately 64% of the U.S adults and 15% of children and  youngsters are overweight.  

Clark v. McDaniel, 546 N.W. 2d 590 Essay Example | Topics and Well Written Essays - 1000 words

Clark v. McDaniel, 546 N.W. 2d 590 - Essay Example Believing they were misled, the Appellees sued the Appellants for fraudulent misrepresentation and Defendants for breach of contract. The trial court ruled in favor of the Appellees against the Appellant, but dismissed actions against the Defendant. The Appellees sued against the Appellant and the Defendants for fraudulent misrepresentation and breach of contract. The trial court, however, ruled in favor of the Appellees against the Appellant for fraudulent misrepresentation but dismissed actions against the Defendant for breach of contract. The said case gave rise to the appeal by the Appellant and cross-appeal by the Appellees. The foundation of the Appellant’s appeal is threefold. First, the Appellant alleges that no actual false statement, misrepresenting the car’s true condition, was made to the Pierces such that there was no â€Å"affirmative misstatement†. Second, he argues that the Appellees, as third-parties to his transaction with the Defendant, â€Å"[could] not justifiably rely on his statements† since no actual contact happened between them. Lastly, he argues that regardless of the falsity of his statements, the Appellees failed to adequately prove damages. The Appellees, on the other hand, is asking the Supreme Court to reconsider the trial court’s dismissal of the breach of contract claim against the Defendants, seeking the court to order a rescission of the purchase agreement, instead. The Supreme Court affirmed the trial court’s decision on both appeals, defeating the appeal and cross-appeal. The Appellant’s fraudulent misrepresentation was upheld, with damages awarded to the Appellees modified to reflect correct trade-in values. In addition, the dismissal against the Defendants was also upheld, denying Appellees the availability of rescission. First, should the Appellant be relieved of the fraudulent misrepresentation judgment because no active misstatement happened?  

Victorian America Essay Example | Topics and Well Written Essays - 4500 words

Victorian America - Essay Example The country gained 12 new states, doubling its geographical area, voted on 10 new amendments to their constitution and increased its population by more than twice its number at the beginning of this period. â€Å"Americans were becoming more diverse, more urban, and more mobile.†2 Slavery had legally come to an end and an entirely new population was struggling to redefine itself and find a home. Social norms were questioned and the preconceptions of the elders were no longer automatically assumed honorable. Technology had changed too, bringing with it the mechanized tools of the factory, enabling large groups of workers to earn living wages within a single location rather than struggle to grow crops out on the farm. With the advent of the machine and the production line, more and more Americans were moving to the cities to seek work, bringing the women in from the fields on the farms to the kitchens and family rooms of the middle class. This emerging middle class gave birth to what has since been referred to as the Cult of the True Woman, coined first by Barbara Welter in the mid-1960s3, a set of ideas and beliefs regarding the proper structure of the quintessential American family. However, through this ideology, women were brought into closer contact with one another, gaining power and voice enough to finally give rise to the feminist movements that marked the tremendous strides toward equal rights that were accomplished in the early part of the twentieth century. Through this process of growth and change, moving from the True Woman to the New Woman, the feminist movement was seen primarily as a masculine movement with very little to suggest the ‘feminisation of American culture’, with its emphasis on compassion, consideration, and control that would emerge in the twenty-first century. In leaving the farms for the cities with the new modernization of the cities and factories, Welter and others hypothesized that it became necessary for women to uphold the traditional ideologies the family had held dear while in a rural setting, thereby restricting them to a single idealized image of what embodies the True Woman.

MJ refleection week 7 Essay Example | Topics and Well Written Essays - 250 words

MJ refleection week 7 - Essay Example With my positive attitude towards genetics, I have an intrinsic motivation to understand information about Becker muscular dystrophy, its genetic cause, and possible management. I am even motivated to cross reference for clarity of some information in the text that appeared challending (The New York Times 1). Based on my positive attitude towards genetics, seeing the DNA artwork captured my attention and I sought and succeeded in understanding the artist’s motivation and achievement in developing the art. I also understood, based on the artist’s success, that local researchers can used people’s preferences for DNA patterns to understand behavioral orientations, and I plan to implement this in future (The Telegraph 1). The text, ‘a hidden genetic code,’ is however less attractive due to its lack of graphics, but the desire to figure out genetic information and configure involved patterns motivates me to read though it and I have managed to synthesize the contents (Reuell 1). The Telegraph. â€Å"DNA artwork created by German university student.† The Telegraph. September 7, 2008. Web. March 10, 2015.

The effect of drying process in Micro Brushes Case Study - 1

The effect of drying process in Micro Brushes - Case Study Example This implies that the surface tension is not strong enough to accommodate the increase in the pillar elasticity (Tresco 350). The elastic modulus of the pillars can also be altered by adding a softener to the original polymer so as to decrease the stiffness of the pillars or mixing the polymers with Si nanoparticles to increase stiffness of the pillars. The result that the number of posts per assembly is inversely proportional to the modulus. When either the diameter or the modulus increases, the observed range of assembly size decreases, showing that the range is proportional to the maximum assembly size (Decker 620). Figures a, b and c above shows the effect of the pillar modulus concerning the size and arrangement of accumulated clusters. Figure d shows the plot of the number of posts per assembly as a function of the modulus for a certain given diameter (Kang et al. 6325). Evaporation-induced self-assembly in the micro brushes is due to the competition that exists between the capillary and the Van Der Waals forces. The inter pillar adhesion is also important in determining the nature of the final assembly of the micro bristles. The assembly is normally biphasic. The second phase is very much observable when the pillar stiffness is relatively high as observed in SEM image S2G. A large assembly forms under the influence of the capillary force but as the liquid dries, it breaks into smaller clusters that are equal to the immediate precursors. Given the fact that adhesion alone balances the elastic deformation in the dry system, it is observable that adhesion is not sufficient to maintain the last storage of the assembly. The balance between the adhesion and the elasticity determines the number of hierarchical stages that will be preserved in the micro bristles in the micro brushes. The balance between the elasticity and the capillary will determine the m aximum size that the micro

Victorian America Essay Example | Topics and Well Written Essays - 4500 words

Victorian America - Essay Example The country gained 12 new states, doubling its geographical area, voted on 10 new amendments to their constitution and increased its population by more than twice its number at the beginning of this period. â€Å"Americans were becoming more diverse, more urban, and more mobile.†2 Slavery had legally come to an end and an entirely new population was struggling to redefine itself and find a home. Social norms were questioned and the preconceptions of the elders were no longer automatically assumed honorable. Technology had changed too, bringing with it the mechanized tools of the factory, enabling large groups of workers to earn living wages within a single location rather than struggle to grow crops out on the farm. With the advent of the machine and the production line, more and more Americans were moving to the cities to seek work, bringing the women in from the fields on the farms to the kitchens and family rooms of the middle class. This emerging middle class gave birth to what has since been referred to as the Cult of the True Woman, coined first by Barbara Welter in the mid-1960s3, a set of ideas and beliefs regarding the proper structure of the quintessential American family. However, through this ideology, women were brought into closer contact with one another, gaining power and voice enough to finally give rise to the feminist movements that marked the tremendous strides toward equal rights that were accomplished in the early part of the twentieth century. Through this process of growth and change, moving from the True Woman to the New Woman, the feminist movement was seen primarily as a masculine movement with very little to suggest the ‘feminisation of American culture’, with its emphasis on compassion, consideration, and control that would emerge in the twenty-first century. In leaving the farms for the cities with the new modernization of the cities and factories, Welter and others hypothesized that it became necessary for women to uphold the traditional ideologies the family had held dear while in a rural setting, thereby restricting them to a single idealized image of what embodies the True Woman.

The effect of drying process in Micro Brushes Case Study - 1

The effect of drying process in Micro Brushes - Case Study Example This implies that the surface tension is not strong enough to accommodate the increase in the pillar elasticity (Tresco 350). The elastic modulus of the pillars can also be altered by adding a softener to the original polymer so as to decrease the stiffness of the pillars or mixing the polymers with Si nanoparticles to increase stiffness of the pillars. The result that the number of posts per assembly is inversely proportional to the modulus. When either the diameter or the modulus increases, the observed range of assembly size decreases, showing that the range is proportional to the maximum assembly size (Decker 620). Figures a, b and c above shows the effect of the pillar modulus concerning the size and arrangement of accumulated clusters. Figure d shows the plot of the number of posts per assembly as a function of the modulus for a certain given diameter (Kang et al. 6325). Evaporation-induced self-assembly in the micro brushes is due to the competition that exists between the capillary and the Van Der Waals forces. The inter pillar adhesion is also important in determining the nature of the final assembly of the micro bristles. The assembly is normally biphasic. The second phase is very much observable when the pillar stiffness is relatively high as observed in SEM image S2G. A large assembly forms under the influence of the capillary force but as the liquid dries, it breaks into smaller clusters that are equal to the immediate precursors. Given the fact that adhesion alone balances the elastic deformation in the dry system, it is observable that adhesion is not sufficient to maintain the last storage of the assembly. The balance between the adhesion and the elasticity determines the number of hierarchical stages that will be preserved in the micro bristles in the micro brushes. The balance between the elasticity and the capillary will determine the m aximum size that the micro

Ethnocentrism and Stereotypes Essay Example for Free

Ethnocentrism and Stereotypes Essay Introduction. Social stereotyping has become a widespread phenomenon nowadays. This topic has been actively investigated in social psychology and it is still one of the most controversial issues in this science as there are many opposite points of view on the process of stereotyping. In our trivial understanding stereotypes are negative phenomena and we should escape them but this is just mundane awareness, which has no common with scientific vision of it. In fact, avoidance of different stereotypes is impossible because they are natural for human beings. They surround us everywhere in our life and sometimes we can be unconscious that we are under their influence. One more thing is that stereotypes are confused with prejudice. It is a common but serious mistake because there is Ð ° vital difference between them. The former should be considered, as psychological phenomenon that can be both positive and negative while prejudice is an adverse one by its nature. This essay is about the mechanisms of stereotyping, their place in our life, how they manifest in modern society and their importance for us. 1. Social stereotyping within Social Psychology. Social stereotypes- simplified schematized images of social objects that are shared by most of members of social groups. The first man who used this definition was Walter Lippmann. He submitted his work â€Å"Public Opinion† in 1922 where he describes stereotypes as â€Å"pictures in our heads†. Lippmann thought that these â€Å"pictures† were inevitable and made the process of perception easier but also were the foundation of social misunderstanding and intension. â€Å"For the most part we do not see first, and then define, we define first and then see†. It should be noted that at first researches of stereotypes were devoted to the images of ethnic communities, but with the development of our society and as a result of it with the growth of social mobility and people’s involvement in the great amount of social groups, the researches spread on various types of groups and communities like religious, political, professional, cultural, economical, age-related, sexual and so on. Stereotypes usually appear in the setting of the shortage of information when your own experience interacts with the subsisting in the society representations. It often happens that the latter is erroneous and biased. That is why they say that stereotyping is inaccurate and can lead to distortion of people’s notions and knowledge and can seriously spoilt interindividual interplay. But it should be taken into consideration that stereotypes can be not only negative, too generalized, too simplified and approximate but also positive, accurate and neutral. To estimate whether stereotype is true or false they have to analyze the situation because depending on the circumstances one stereotype can be both right and wrong. 1. 1. Levels and functions of stereotyping. Social stereotypes should be considered as the system of its three components: cognitive, in other words informative, which includes the information about real objects and phenomena; affective or evaluative part that consists of experiences; social (behavioral)- the way of behavior to different objects of surrounding world. People adopt stereotypes since their childhood and use them before the constitution of their own images. Scientists detach two fundamental levels of stereotyping: group and individual. The difference lies in functions that they execute: on the group level they are ideological and identifying functions and on the other there are cognitive and value-protective ones. But this division is conventional as one function can be realized on both levels. Cognitive function consists of systematization of incoming information, its selection and simplification. Due to this stereotyping helps to acquire maximum of the data involving minimum of brainwork. In fact, it is one of the forms of perception of social reality that allows us cope with the information space of modern world and which is used when more accurate and full information is not available. In short it can be said that it helps people to react quickly on social events and to foresee people’s actions. But it should be appreciated that it does not serve for facilitation of the cognition but for social understanding of the information. Another function of the individual level directs to the creation and protection of the positive self-image. The same goals realized the identifying one on the social level but there we have we-image of the group. It is very important for human beings and social groups to follow standards in order to support their identity and to occupy their places in the social structure. So, it is seen that stereotyping leads to the social categorization and sometimes to social prejudice and so called in-groups and out-groups. And finally the ideological function, as it is not hard to guess, consists in the shaping of the group ideology and also in its preservation. The ideology in turn is one of the crucial components as it explains and substantiates the behavior of the group members and their characteristics. 1. 2. Attributes of stereotypes. One of the key characteristics of the considering process is that stereotyping largely based on emotions and has estimative side. It is normal because people generate stereotypes and it can be hardly argued that the latter is not under subjective evaluation and opinions. That is why stereotypes are very unreliable and inaccurate sometimes and following them can lead to serious consequences, for example, when they affect on making decisions. It happens very often when people behave in a very illogical ways just because of being under the stereotypes. One more crucial peculiarity is the stability. Its fixity was proved by many researches but scientists also claim that it has relative nature because changes of relationships between groups and individuals can veer contents of stereotypes. They emphasize some reasons of the stability. Firstly, people deny changing their images even when they come in contact with a person that disconfirm social image and tend to think that it is an exception but not a mistake in the system of stereotyping. For instance, it is a common idea that men never cry, so when we face with weeping man it corners us and we are disposed to think that it is an abnormal situation. Second one follows herefrom and lie in the fact that it is common for people to forget about the failure of stereotypes and remember only the instances that confirm them. And thirdly, our expectations affect on the perception. Finally, stereotypes possess the coherence or consensus. But it is a very controversial issue because some psychologists do not acknowledge it as an attribute because stereotypes should be explored as individual phenomena because they are produced in people’s heads. 1. 3 â€Å"Grain of truth†. After 1950s years in social psychology appeared a new hypothesis â€Å"grain of truth† according to which the volume of true knowledge is much more bigger than the volume of false in stereotypes. Scientists that support this new view claim that stereotyping is not a scheme of fabulous opinions but is a total of real images of group characteristics and relationships that may be deformed but still reflect social reality. In other words they should understand this as that stereotypes base upon the reality and what is more the conceptualization of a group usually shapes from the interaction with its representative. So, stereotypes include truthful information that can be spoilt by corrupted data. As social stereotypes to a large extent reflect real features of groups, there is no doubt that the principles of contacts between groups have an effect on the stereotypes: depending on it the latter may conclude less or more positive constituent. One more key factor is the criterion of verity of the stereotyping. If more than two groups support a stereotype and self-assessment of the group is the same, the stereotype is estimated as true. But they should add that self-assessment is a very doubtful aspect because group can be mistaken and estimate itself subjectively in a wrong way. 2. Manifestation of social stereotypes in the modern society. 2. 1. Stereotypes in every day. As stated before we face social stereotypes every day of our lives. In some cases we consciously use them but it often happens that we do not realize how and when they appear. The brightest examples are ethnic stereotypes. We get used to think that Frenchmen are full of love and French women are always well groomed and elegant, Jews are crafty and always look for profit, British men are prim, conservative, traditionalist, very patriotic and drink tea the whole day, Germans are punctual and like order, Americans are mad about their country, have dull sense of humour, hardworking and chase American dream and as for the Russian people the whole world thinks that we are crazy, drink alcohol instead of tea and Russian women are the most beautiful. As it is seen, these stereotypes in most cases are neutral and have confirmation in the reality but some of them are absurd and have no common with the objective state of things. So, for instance, while travelling we prepare to see something that we expect according to gained stereotypes. Sometimes it happens that they help us as we are ready to changes of social environment but in other cases we have culture shock (f. e. Americans can joke well and are not too mad about money and work; a fair number of Russians do not drink alcohol at all). Gender stereotypes are also very widespread. Women are called as the softer sex, are thought to be fools and as a result cannot occupy high posts, they are bad drivers, blondes are silly, clever ones cannot be happy in their interior lives. As for males, they never cry, have to direct and are unfaithful to their wives. These lists are enormous and can be continued endlessly. We use them constantly and even submit their influence voluntarily. There are a lot of jokes about blondes, sometimes it is hard for women to get prestigious job and we do not expect of men to indulge weaknesses. Generally speaking, the amount of stereotypes is immense and it is impossible to list them all. In most instances we employ them willingly and rarely deny them. Some of them enter our lives so strongly that control our actions, goings and decisions. 2. 2. Stereotypes in management. Managers work with people permanently, so it is important for them to know about the mechanism of stereotyping and know, how to make the best use of it. As a leader, manager should abstract from any of stereotypes and behave with subordinates equally independently of their gender, nation, age and so on. If he or she does not do it, it can lead to conflicts, decrease of working capacity of a collective and even to his/her dismissal because of professional incompetence. Moreover, Chief Human Resources Officer while recruitment should also control his/her personal stereotypes as he/she can miss good professional or otherwise make a mistake employing undesirable person just because of the sympathy or other factors that stereotypes generate. Finally, professional manager has to know how stereotyping may affect on his/her staffs and know how to prevent negative backwashes of it to organize staffs well and to increase the effectiveness and working efficiency of a collective. Conclusion. To make a conclusion it is necessary to say that stereotyping is an important process and it cannot be ignored. Stereotypes carry positive functions such as facilitation of perception but also can negatively affect on us. So people should distinguish where adventitious impact of them finishes and adverse begins as stereotypes affect on us and only people by themselves can control the power of their influence. Although stereotypes includes some truth, people should remember that it is much better to check a stereotype in the reality than to rely on it surely, as it can turn against them. Now scientists are working on the system of the suppression of stereotypes as they are in favor of their substitution to personal persuasion. It is a hard thing to control and mortify stereotypes in your own consciousness, as it needs from you to realize the prepossession and ignore it proceeding from the equality of men and from the feeling of compunction because you know nothing of people but judge them in advance.

Techniques to Increase Student Enrolment

Techniques to Increase Student Enrolment International Student Recruitment at University of Wales (Positioning, Target Market, Services  and Advantages) ABSTRACT: The higher education market globally is becoming increasingly dynamic and competitive. Options for students have increased at a dramatic rate. The education industry is regarded no less then any other business, prospecting and attracting students from around the world. Consequently, we can say with utmost confidence that it is misleading to separate the word marketing from education industry. Students have been over loaded with information due to globalization, and realize that to survive in this competitive market, they need to equip themselves with the best knowledge. INTRODUCTION: The university once established can serve as an efficient self recruitment tool for students. Universities have been spending so much on recruitment activities but not on the right track. It is essential for universities to help, identify and clarify what their name in particular means and how it is different from other alternatives.  The role of a university is to widen horizons and challenge existing paradigms. This university will pursue these goals in their more traditional sense. However, the uniqueness of the institution means that special focus will be placed upon widening the horizons of its students and raising their own confidence to achieve their full potential.   The title of the University underscores our commitment to the region within which its campuses are located whilst reaffirming its responsibility, as a university, to the wider academic and international community. Mazarrol (1998) suggested that higher education is a considerable marketable service and it possess all the necessary characteristics of services identified earlier by Zeithaml et al (1985). Among the characteristics, difficulty in marketing intangibility of services prevails more in education industry as it is difficult to define (Mazzarol, 1998). Marketing of educational institutions in UK started in 1980’s (Brown and Oplatka, 2006) and due to increasing competitive environment, nationally and internationally, universities are sensing the need to market themselves aggressively and after careful situational analysis, they carefully need to adapt strategies to effectively position their in the mind of students (Ivy, 2001). Higher education has become a positional good in the sense that students, parents and employers view some institutions as offering better social life and future prospects and vice versa, institutes seek for the best students (Hirsch, 1976; Maringe, 2006).   University of Wales is already enormously diverse on any number of dimensions, including ethnicity and nationality. The University celebrates this diversity and looks further to widen its international reputation and appeal. Any firm, no matter which business they are in, works in vacuum. You need to observe actively which environment you are working in, considering all the external factors which might influence your business. Competitors, especially, have a massive impact on company’s profitability. Rivalry among existing competitors takes the familiar form of jockeying for a better position, pushing companies to adapt tactics such as price cuts, product innovation etc in order to have competitive advantage. All these devices one way or the other, affect the overall profitability of the firm. BACKGROUND: University of Wales is s a confederal  Pontypridd. It also accredits courses abroad and has over 100,000 students. The Chancellor of the University of Wales is  Archbishop of Wales, Dr. Barry Morgan. The Vice-Chancellor is Professor Marc Clement The University was composed of  Privy Council  to change its name to the University of Wales, Newpo Cardiff University and the University Of Wales College Of Medicine (UWCM) merged on  2005  to study other subjects are awarded Cardiff University degrees The University has a clear mission as a regional institution which aims to extend opportunity and widen participation in further and higher education and, to that end, commits itself primarily to teaching and learning rather than research. It is a relatively large institution, with some 31,000 registered students in 1996 97, of whom 65 per cent were studying part-time, 64 per cent were women and 59 per cent were aged over 25. 48 per cent of students described themselves as non-white. 11 per cent of students were from non-UK EU countries, and 22 per cent were from countries outside the EU. An important feature of the University is that some 22 per cent of its students are seeking further education qualifications, for which the University is not the awarding body, and for which it bears no formal responsibility for the standards of the awards. Similarly, many of the vocationally-based undergraduate and postgraduate programmed are accredited by professional or statutory bodies, whose standards and quality criteria the University is obliged to meet. In some of these cases, however, the University itself has been accredited by the awarding body (for BTEC courses, for example) and thus has effective sole control of quality and standards. A further important feature of the University is the strength of commitment of its staff to the institutional mission. We were constantly struck by the way in which this permeated many of our meetings with staff at all levels, from the Vice-Chancellor to the most junior support staff. The mission is ambitious: given the remarkable variety of the student body, the University has set itself a very demanding objective in seeking to provide higher and further educational opportunities which are comparable in standard of outcome, as well as quality of experience, with the generality of higher education institutions in the UK. It is a tribute to the Universitys staff that its mission remains a source of inspiration despite the difficulties that many of them have experienced in recent years. Briefs of Aims and Objectives: Research Aim: University of Wales  was established long time back providing services to facilitate students in attaining better education at different levels. It is facing fierce competition from other universities in London. Preliminary research has indicated that students fail to make associations about the positioning about key benefits of the University over its competitors and cannot identify a unified identity. Therefore, the University clearly needs to position itself against competitors in order to remain attractive in the domestic and international market. Research Objectives: In order to satisfy the aim for which this research is being undertaken, following objectives need to be accomplished which will lead to provide us the clear view of current position of  University of Wales. To systematically collect data from current students about perception of University in relation to their competitors. To identify the needs and expectations of students from the University. To identify the current positioning of  University of Wales. To critically analyze the findings about current positioning. Depending on the analysis, to reinforce the current image of its brand. OR, to re-position the  University of Wales  image. Finding developments necessary for university to make in order to meet gaps in provision. Key Words:  Positioning; Target Market, Service; Higher Education; Research Question: Q1) what are the perceptions of students about the  University of Wales  in relation to competitors? Q2) what is the current positioning of the  University of Wales? Hypothesis Perception HO1:  University of Wales  has no effect on perception of students. H11:  University of Wales  has positive effect on student’s perception. Positioning H02:  University of Wales  has no effect on to attracting students. H12:  University of Wales  has positive effects on attracting students. Research Methodology: In order to accomplish the end objectives for which this research is being conducted, both qualitative and quantitative techniques will be used, which are discussed further. Data collection, both primary and secondary has been divided into two phases. Phase 1 constitutes exploratory research aiming to look for secondary data from different sources as well as qualitative method of conducting focus groups in order to gather primary data necessary for the next step. Phase 2 accompanies quantitative techniques in the form of survey to gather finalized results to be analyzed. Data Collection (Phase 1): Exploratory research is investigation informal studies to provide background information. It is not intended to provide conclusive evidence from which to follow a concrete direction, rather it provides a basis that subsequent research will be a requirement to achieve final results. The basic purpose behind exploratory research is to exhaust inexpensive readily available data which may help to prevent mistakes like rushing into expensive detailed surveys (Zikmund, 1997). Exploratory research can be conducted using various techniques. For our research objectives, and considering the mind in limitations, the most suitable are secondary data and focus groups. Secondary Data:  Also termed as holistic data previously collected for some project other than the one at hand. It is relatively inexpensive and readily available, but we need to make sure it is consistent with the problem definition as they are not designed for the purpose to serve research needs (Zikmund, 1997). External sources where we can gather secondary data for this research includes Libraries (Huge source of information including databases, books and periodicals, journal articles) British Library,  University of Wales  library , EBSCO database, Emerald Management full text database, Athens DA Resources etc. The Internet (Provides secondary data, authenticity is a bit doubtful but in many cases huge information can be acquired). Focus Groups:  The second step of phase 1 is conducting focus group which is a qualitative method of data gathering. It is an unstructured, free flowing interview with a small group of people. Focus groups are not rigidly structured; rather they are of a flexible discussion format. The moderator introduces the topic to the participants who in turn carry out the discussion and as this discussion progresses, new topics emerge. It freely allows the participants to truly reflect their feelings and emotions in their own words (Zikmund, 1997). The role of the moderator is to ensure that all members participate in the session and none dominates it. Though focus groups are the least expensive ways of gathering information; it should be kept in mind that data gathered from focus groups only provide qualitative information. Another limitation to them is that since the members are not selected scientifically, they may not truly reflect the opinions of the whole population at large. However, t he exploratory information collected through focus groups can be a basis for further scientific research. We will be conducting two focus groups of 6 students each. One group will contain a random sample from the international students and other from the domestic students. The objective of the focus groups is to generate further insights about students and the factors they might feel important to them in their ultimate decision of selecting a University. We may or may not come up with factors other than discussed earlier. There is no scientific method to analyze qualitative data. Therefore recording of the whole focus group discussion will be carried out which will help to reduce any risk of biases. Face expressions is a short coming, and it solely based on moderators interpretation. Data Collection (Phase 2): The second phase of collecting data is by gathering quantitative data by asking respondents to fill in the finalized self administered questionnaire. We have selected a sample size of 200 students purely based on judgment and keeping in mind the limitations of the study. However, if further we might feel that the sample size is not justified; further alterations may be carried out. Non probability sampling technique is one in which sample is selected on personal judgment or experience and the probability of any member from the population is not known and within that framework, we will be using Quota Sampling (Zikmund, 1997). Quota sampling is a procedure which ensures that all the sub groups present in the population will represent the sample to the extent on the desire of investigator. A logical drawback of quota sample is it tends to select people which are easily available therefore careful supervision is required in order to gather a true representative sample of the population. Obviously, the logic for using quota sampling for questionnaires is that we want student representing  University of Wales  from different geographical backgrounds and level of education to be part of the sample. Quota allocation is explained below: Total Sample = 200 100 International Students 100 Domestic Students 50 Post Graduate Students 50 Graduate Students 50 Post Graduate Students 50 Graduate Students 10 Students from each geographic division America’s Asia Europe Australia Africa’s 10 Students from each geographic division America’s Asia Europe Australia Africa’s Data Analysis: The number of questions in the final questionnaire is not known as yet since they will depend on the findings from the primary data from focus groups. However, a few sample questions are listed below (not necessarily the part of final questionnaire): Q: The achievements of the institution for you? Q: The  University of Wales  avenues for religious practices? Q: Stable political economy of the host country is important? The most appropriate technique for measuring the attitude of students’ for this research is through Likert scale which is a type on an ordinal scale. It is a bipolar attitude measurement technique most widely used which allows respondents to rate how strongly they agree or disagree with these carefully constructed statement. Therefore, for our research we will construct a 5 point Likert Scale ranging from Strongly Disagree to Strongly Agree and weights are assigned to answers accordingly. An example is shown below: Q: The achievements of the institution for you? Each dimension as mentioned will contain certain questions which will reflect the attitude towards the overall dimension. Therefore in order to achieve this, we will use the method of cross-tabulation. It is a technique for organizing data by groups, categories or classes facilitating comparison between them). For individual question, calculation of confidence interval will be conducted using the t distribution. This will help us in finding out attitude of students that how many respond favorably or unfavorably to a certain question. The results will be measured and analyzed with the help of most extensively used statistical software called SPSS. Once data is input, immediate reports are generated and there is no probability of human calculation error. Conclusion: The aspect of positioning university brands in students mind is an increasingly growing phenomenon and now a pre requisite for institutions to effectively compete in domestic and international markets. Options for students have proliferated at a progressive rate. Globalization and competitive employment environment at the same time have lead students to treat education as a return on investment in order to safeguard their careers. The research will help the  University of Wales  establish a unique position in relation to its competitor which is favorable to students. By doing so, it can develop an enhanced image and also attract more students for a higher market share. Also, as mentioned before there are not many studies providing positioning dimensions for universities. Therefore, our exploratory research might lead us to come up with additional dimensions which can be helpful for universities in future to use as a base for positioning strategy. Once a positioning strategy has been identified and adopted by  University of Wales  based on this research, future research may be conducted about its validity and may serve as a case study for future work. References: Aaker, D. A. Shansby, G. J (1982), ‘Positioning Your Product’  Business Horizon, May/Jun, 56-62. Blankson, C. and Kalafatis S. (1999), ‘Issues and challenges in the positioning of service brands: a review’,  Journal of Product and Brand Management, Vol. 8, No 2, p 106 -118 Brown, J., Oplatka, I., (2006) ‘Universities in a competitive global marketplace: A systematic review of the literature on higher education marketing’, International Journal of Public Sector Management,  Vol. 19/4, 316-338 Cowell. D., (1989), ‘The Marketing of Services’, Heinemann, London. Gray. J, Fam. S, Llanes. A, (2003), ‘Branding Universities in Asian Markets’,  Journal of Product and Brand Management’, Vol. 12, No 2, p 108-120. Hirsch, R. (1976), ‘Social Limits to Growth, Harvard University Press’, Cambridge, MA Hooley, G.; Broderick, A.; Moller, K. (1998),  Ã¢â‚¬ËœCompetitive positioning and the resource-based view of the firm’,  Journal of Strategic Marketing, June, Vol. 6 Issue 2, p97-115 Ivy, J. (2001), â€Å"Higher education institution image: a correspondence analysis approach†,  International Journal of Educational Management, Vol. 15 No. 6, pp. 276-82 James, R., Baldwin, G. and McInnis. C, (1999), ‘Which University? The Factors Influencing Choices of Prospective  Undergraduates’, Evaluation and Investigations Programme, Higher Education Division, Australia. Kalafatis S., Tsogas M., and Blankson C., (2000), ‘Positioning Strategies in Business Markets’,  Journal of Business and Industrial Marketing, Vol. 5, No 6, p 416-437. Kotler, P. (2000), ‘Marketing management’, 10th ed., London: Prentice Hall Levitt T., (1981), ‘Marketing Intangible Products and Products Intangible’,  Harvard Business Review, May-June, p 94- 102 Maringe. F, (2006), ‘University and course choice Implications for positioning, recruitment and Marketing’,  International Journal of Educational Management, Vol. 20, No. 6, pp. 466-479 Mazzarol T., (1998), ‘Critical success factors for international education Marketing’,  International Journal of Educational Management, 12/4, 163–175 Naude P., and Ivy J., (1999) ‘The Marketing Strategies of Universities of in the United Kingdom’,  The International Journal of Educational Management, 13/3, p 126-134 Nguyen N. and Leblanc G. (2001), ‘Image and reputation of higher education institutions in students’ retention decisions’,  International Journal of Educational Management,  Volume 15, Issue 6, p 303 – 311 Porter, M. E. (1996), ‘What is Strategy?’  Harvard Business Review,  Nov-Dec, p61-78 Ries, A., Trout, J. (1986), ‘The Battle for your Mind’,  McGraw-Hill, Singapore Sekaran, U. (2003), ‘Research Methods for Business: A skill building approach’, John Wiley Sons, USA. University for Jobs (2007), extracted from University of Surrey Mission statement, available at: www.surrey.ac.uk (accessed 20 May 2007).

What Price Freedom? :: American America History

What Price Freedom? No country allows as much personal freedoms like the United States of America. The Supreme Court has passed laws which allow more freedom of expression than ever before. By hearing this, you may think that everyone is happy in the U.S. Well, a lot are, but to gain these freedoms, there was once a price to pay. Several people have been beaten, verbally assaulted, and killed for others to gain freedom that they deserve. I ask: At what price should freedom come? In December or 1965, in Des Moines, Iowa, a 15 year old girl and her brother wore black armbands to protest the Vietnam War. The Principal then decided that no student should be allowed to do such demonstrations, and after a warning, he suspended anyone wearing the bands. Later that day both wearers of the bands were suspended until January. The 2 students too it to federal court where they said that they had the right to wear the bands under the First Amendment right. They ended up loosing because the armbands would "disturb school discipline". About 4 years later, the decision was changed in favor of the students. Soon after, in the 1970's, more and more court battles about the First Amendment appeared. Without the help of the 2 students getting suspended, the First Amendment may have still been limited. Ever since dated history in the U.S. has begun, slavery had always gone on. Africans were forced to do the work and labor of the Americans. Black females were forced to do work in the kitchen such as cook and clean the house. Black men worked in the farm, picking cotton, and loading wagons with the crops. Slaves were often beaten by their owners and slave traders. Some were killed or mutilated for doing a "wrong" deed such as learning to read. If the slaves tried to escape from their home to the north, they would be beaten and brought back immediately. The blacks coming from Africa had to rights whatsoever. Slavery went on in the United States until the mid 1800's. The Emancipation Proclamation, which was issued in 1863 made slavery illegal in all the states in the U.S. It took the hard work and determination that one day the blacks of America would be free. A severe price of freedom, but one that stands out and may be worth while.

Charles Lindbergh :: essays research papers

Charles Lindbergh Shortly after Charles Lindbergh landed, he was swarmed by 25,000 Parisians who carried the wearied pilot on their shoulders. They were rejoicing that Charles Lindbergh, the American aviator who flew the first transatlantic flight, had just landed at Le Bourget field in France. Having just completed what some people called an impossible feat, he was instantly a well-known international hero. Despite his pro-German stance during World War II, Charles Lindbergh is also an American hero. A record of his happiness and success exists in the material form of his plane hanging in the Smithsonian Institute; however, much of Lindbergh's life was clouded by turmoil. The life of Charles Lindbergh though best remembered for his heroic flight across the Atlantic, was marred by the kidnapping of his baby and his fall from favor with the American public following his pro-German stance during the 1930's. Charles Lindbergh, the famous American aviator, was born February 4, 1902 in Detroit, Michigan. As a boy he loved the outdoors and frequently hunted. He maintained a good relationship with his parents "who trusted him and viewed him as a very responsible child". His father, for whom young Charles chauffeured as a child, served in the U.S. Congress from 1907 to 1917. Lindbergh's love of machinery was evident by the age of 14; "He could take apart a automobile engine and repair it". Attending the University of Wisconsin, Lindbergh studied engineering for two years. Although he was an excellent student, his real interest was in flying. As a result, in 1922 he switched to aviation school. Planes became a center of his life after his first flight. His early flying career involved flying stunt planes at fair and air shows. Later, in 1925 he piloted the U. S. Mail route from St. Louis to Chicago. On one occasion while flying this route his engine failed and he did a nosedive towards the ground. Recovering from the nosedive he straightened the plane successfully and landed the plane unharmed. This skill would later be invaluable when he was forced to skim ten feet above the waves during his famous transatlantic flight. As early as 1919 Lindbergh was aware of a prize being offered by the Franco-American philanthropist Raymond B. Orteig of New York City. Orteig offered 25, 000 dollars to the individual who completed the first non-stop transatlantic flight from New York to Paris. Ryan Air manufactured his single engine monoplane, the Spirit of St. Louis, so named because many of his investors were from that city. In preparation for the flight, Lindbergh flew the Spirit of St.

Freudian Allegory Lord of the Flies Essay

The way a person behaves can be analyzed by psychoanalysis showing that there is a structural model of personality; this model was created by Freud. There are three parts of personality: Id which contains primitive instincts, Superego which contains the conscience and Ego which maintains a balance. The Id is based on the principle of self pleasure and has no regard for the consequence their actions may have on others. The Superego is very moral and in control of what is right and what is wrong. The Ego is based on the principle of reality and is able to have needs and desires but also considers others in their decisions. In the novel, The Lord of the Flies by William Golding, these parts of the personality are represented by the three main characters and it shows that the contrast in their personalities and the lack of an authoritative ego leads to the breakdown of civilization. Jack, Ralph, and Piggy all represent this Freudian model and it is the conflict between these behaviors that causes the breakdown. The part of the personality known as the Id is represented primarily by Jack. This part of the personality allows for the basic needs of a person to be met but all actions are very primitive and are not morally correct. Jack is focused on instant gratification and does not seem to be very concerned about long term survival or being rescued. Superego, another part of the personality, is represented by Piggy. This part represents the conscience and the moral part of all human beings. Piggy is usually able to remind some of the boys what is right and what is wrong. The final part of the personality is known as the Ego and is considered to be the balance between the other two boys. Ralph is the representation of the Ego in this novel. This part of the personality understands that being impulsive can inevitably be harmful. Ralph sees the reality of the situation that they are in but is also able to think on a realistic level to try and meet the needs of the boys. Since he is the Ego, he is able to gain control over the boys and he makes his stance known when he says â€Å"We’ve got to have rules and obey them. After all, we’re not savages† (Golding 46). Like the Ego, Ralph thinks realistically and wants everyone to think before they act so no rash actions occur and their chance of surviving and being rescued is higher. Ralph gains control of the boys on the island in the beginning of the novel, because of this he is made responsible for dealing with their survival and well being. One of the main things that he cares about for their survival is the building of shelters and he makes this clear when he says â€Å"If it rains like when we dropped in we’ll need shelters all right† (52). Ralph would like to swim and hunt but he knows that building a shelter would be more beneficial to their survival. He also says that the fire is the most important thing on the island (80) and doesn’t believe that they can be rescued by luck if they do not keep the fire going . The fire is also a symbol of how the boys were still civilized. As the fire starts to go out, the boys become less civilized and start to become more primitive, like the Id personality type. Ralph begins to lose his power as he and all the other boys start to become more irrational. Even though Ralph is the representation of t he Ego, he allowed the Id personality to take over him, â€Å"The desire to squeeze and hurt was over-mastering† (116), when he attacked Simon. When Ralph begins to lose his control, Jack becomes the leader of they boys. With the Id being in control, there is no authoritative ego and the civilization on the island begins to break down. Jack is only concerned about power and instant gratification; he doesn’t feel anything for other people and feels only a need to hunt and nothing else. He causes constant disorder on the island by tempting the rest of the boys with the lure of meat and hunting while throwing survival and the chance of being rescued aside. His desire for power is overwhelming and he has no accord for Ralph’s authority. When Piggy is killed, Jack says to Ralph â€Å"That’s what you’ll get! I meant that! There isn’t a tribe for you anymore! The conch is gone-† (181). He feels nothing when Piggy is he killed and would do anything for the power he obtains. Once the conch is destroyed and the boys begin to become uncivilized, the Id becomes the prominent personality type. Piggy tries to stand up for the rules that he was taught to believe in and to the Id as the Superego. Piggy sees the conch as order on the island and believes it should be respected, he shows this when he says â€Å"I got the conch†¦You let me speak† (42). When the boys let the fire go out of control, he makes an effort to tell everyone that they were wrong for letting that happen and that they also let one of the little’ uns get away. He constantly challenges the Id and tries to stand up for what he believes to be right. The balance between his ideas and Jack’s also helped to keep the island stable but when Piggy was killed, the Id becomes dominant and the boys begin to lose control. With Ralph being the balance between Jack and Piggy, he is identified as the leader when the boys first arrive on the island but as time passes the boys begin to become more uncivilized. The lack of a real authoritative figure or an adult figure causes the boys to lean more towards the Id. When this happens, the boys begin to follow Jack because he offers instant gratification in the form of hunting and meat. Jack seems to be able to do anything for his power. Jack’s resistance to morals and control lead to Piggy’s death and the destruction of the conch. When Piggy dies, there no longer is a Superego on the island and the balance between them is broken. Ralph is not dominant enough as an Ego to keep the island civilized. This allows Jack and the Id to take control of the boys and the island, and this causes the breakdown of civilization.