G-Star Visual Merchandising Store Directive Essay

G-Star Visual Merchandising Store Directive - Essay Example Geographic Segmentation†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦...4 SWOT Analysis †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..4 Designers †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.5 Trends and Fashion†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..6 Visual Merchandising...†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦...6 References †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â ‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..10 Executive Summary Christmas season is considered to be the busiest season in terms of shopping. Bardot Retail Store of garments and clothing has planned to launch a new range of designer collection under the brand name of G-Star especially for Christmas season. This collection encompasses products such as apparels, accessories, shoes and other related items for men, women and children. The launch is being commenced particularly for the season of Christmas and will be off in other seasons. By doing the cost-benefit analysis, it is expected that like all previous subdivisions and clothing lines of Bardot, G-star will also prove to be a successful retail business in the fashion industry. It is catering not only current market but is also pre-planned of tapping into the future generation’s choice. ... The store will serve both adults and young. Fresh and new collection prepared and organized by renowned designers will be exhibited. G-star is pursuing for established clothing line business, striving to give tough competition to other retail clothing stores. In addition to local consumers, tourists will also be benefited by the wide variety of garments offered by G-star. Urban clothing line has always been of great interest to consumers and they never hesitate in buying and trying new style of clothes. Target Market Target Market for G-star Apparel brand is selected on the basis of demographic, psychographic, behavioral and geographic features. Normally, in the season of Christmas there comes no major classification of target market as Christmas is an equal opportunity to celebrate for everyone especially in European countries. Further description of target market is given in the subsequent paragraphs i. Demographic Segmentation Demographics cover the variables such as income, gende r, age group, occupation etc. G-star is mainly focusing people who come from an average income group. Individuals who can afford to spend 20% of their income on clothing, accessorizing and personal care are selected as the primary target market. Both the gender, male and female will be part of selected target market. Age groupings that are mainly focused consist of age bracket of 15 to 40 years in order to cater the maximum number of customers. However, special segment of kids’ garments will also be available under this brand. Demographics also cover the type of occupation of the potential customers. This section is covered under the head of income level. ii. Psychographic Segmentation Psychographic segmentation is based upon the psychological aspects

The Political Philosophy of the Constitution Essay Example for Free

The Political Philosophy of the Constitution Essay From my own perspective I feel that the major ideas of the political philosophy of the constitution are to mandate non-partisan redistricting for elections to enhance electoral competition. For example: To reduce the role that legislative politics might play, five states (Arizona, Hawaii, Idaho, New Jersey and Washington), carry out congressional redistricting by an independent or bipartisan commission. Two states, Iowa and Maine, give independent bodies authority to propose redistricting plans, but preserve the role of legislatures to approve them. Seven states have only a single representative for the entire state because of their low populations; these are Alaska, Delaware, Montana, North Dakota, South Dakota, Vermont and Wyoming. Redistricting is also necessary within school districts, where attendance zones have grown (or occasionally shrunk) disproportionately to the occupancy capacity of each public school in the system. This always occurs when a new school is built or one is closed, but may also occur due to other shifts in population. These districts are necessary not only to balance enrollment, but also to coordinate school bus routes. Separate maps are usually kept for each level: elementary school, middle school, and high school, for example. This is not an inherently political process, however parents can become very upset when their children are moved from a school they like (or to one they dont), and occasionally elected school boards have been forced to change plans after protests. 2nd Eliminate lifetime tenure for federal judges in favor of non-renewable 15 years term for all federal judges. Judges and certain members of some senates or upper chambers (senator for life) most commonly have life tenure. The primary goal of life tenure is to insulate the officeholder from external pressures. And last a Political meeting which we know as a constitutional convention is a gathering for the purpose of writing a new constitution or revising an existing constitution. A general constitutional convention is called to create the first constitution of a political unit or to entirely replace an existing constitution. An unlimited constitutional convention is called to revise an existing constitution to the extent that it deems to be proper, whereas a limited constitutional convention is restricted to revising only the areas of the current constitution named in the conventions call, the legal mandate establishing the convention. Constitutional conventions have also been used by constituent states of federations such as the individual states of the United States to create, replace, or revise their own Constitutions though several states have never held a national constitutional convention for the purpose of proposing amendments, the 21st Amendment to the US Constitution was ratified not by the state legislatures, but by state level conventions after it was passed by Congress, as described as an alternate method of ratification in Article V of the US Constitution. Furthermore, The systematic elaboration of the consequences for politics of suggested resolutions of philosophical dilemmas (or of the intractability of those dilemmas). The greatest works of political philosophy try to present those consequences in relation to fundamental cosmological, ontological, and epistemological issues. They articulate a view of human nature which links the cosmological with the political. On a less grand scale, political philosophy explores the political implications of particular disputes, for example about the nature of the self (see communitarianism; freedom; liberalism; and autonomy), or about the notion of moral responsibility (see punishment). There is obviously a close connection between political philosophy and moral philosophy, because both involve exploring the nature of judgments we make about our values; consequently, when it was thought on epistemological grounds that it was not the place of philosophy to explore these normative matters, political philosophy was declared to be dead. Contemporary political philosophy flourishes because the epistemological argument once thought fatal to it has Do we need a Constitution. Yes! we need a Constitution because The founding principles behind the Constitution, were values created by men enduring the stress and pressure of creating a new union aside from the rule of Great Britain. Much debate and thought about human values and the rights of a free people were instituted in the writing of this famous document that has endured in the United States for nearly 232 years. Although there have been a variety of amendments, the basic content has been respected and used to govern in the USA throughout history up to the present. The majority of citizens believe in this document to govern our country as its tradition is valued still by many. Just like the Bible is a guide to many religious denominations, the constitution is a guide to the structure, laws and behaviors influencing the culture in America. In conclusion I hope that my ideology on major ideas of the political philosophy of the constitution are true and not of opinionated facts. I obtained my REFERENCES from: Hampton, Jean (1997). Political philosophy. p. xiii. ISBN 0813308586. http://books. google. com/books? id=-. Political philosophy is about political societies. ^ Sahakian, Mabel Lewis (1993). Ideas of the great philosophers. Barnes Noble Publishing. p. 59. ISBN 1566192712. Kraut, Richard (2002). Aristotle: political philosophy. Oxford University Press. p. 3. ISBN 0198782001. (Cicero: a study in the origins of republican philosophy. .http://books. google. com/books. By the ninth and tenth centuries ^ Gellner, Ernest (1992). Plough, Sword, and Book. University of Chicago Press. p. 239. ISBN 0226287027. Natural Law and Calvinist Political Theory. Trafford Publishing. p. 19. ISBN 1412007382.

Sentential Falsehood Logic FL4 :: Philosophy Philosophical Logical Papers

Sentential Falsehood Logic FL4 ABSTRACT: In some philosophical conceptions, statements are valued as true, false, senseless (neither true nor false), or inconsistent. Falsehood logic FL4 makes it possible to operate correctly by such statements. Logic with falsehood operator FL4 is formulated. For FL4 metatheorems of consistency, deduction and completeness are fulfilled. Correlation between falsehood logic FL4 and four-valued Belnap’s logic and von Wright’s truth logic T"LM is considered. In FL4, the implication for Belnap’s logic is defined so that the truth-valued matrix of it is characterized for logic of tautological consequences Efde. Correlation between three-valued falsehood sublogic FL3N of FL4 and three-valued Kleene’s logic and Lukasiewicz’s logic is considered. Lukasiewicz’s three-valued logic is functionally equivalent to FL3N logic. Correlation between three-valued falsehood sublogic FL3B of FL4 and three-valued paraconsistent Priest’s logic is also con sidered. The construction of falsehood logic FL4 (1) and its analysis answer the question about the use of truth and falsehood notions. In some philosophical conceptions statements are valued as true, false, senseless (neither true nor false), inconsistent. Falsehood logic FL4 makes it possible to operate correctly by such statements. The main principles of falsehood logic FL4 are as follows: 1. The notion of falsehood will be considered as applied only to sentences of the following form: "Sentence 'S' is false" (in symbols: '(- S)' ). The proposition '(- S)' is a proposition about falsehood of the sentence 'S' and it is a proposition in a metalanguage related to the language in which a sentence 'S' is formulated. The set of propositions of language, metalanguage, metametalanguage and so on is considered as a whole. And one can operate with these propositions (viz. 'S', '(- S)', '(- S(- S))', ...) simultaneously in the language of FL4. 2. We shall consider the notion of falsehood as a primitive one which will be used as a logical operator in this formal system. 3. The sentence '(- S)' is always either true or false, while the sentence 'S' may have other truth-values than true or false. In other words, the laws of classical logic are valid for sentence '(- S)', but need not to be valid for sentence 'S'. 4. Sentences with the implication will be evaluated in standard way. Let '(S1 Â ® S2) ' stands for 'S1 implies S2'. '(S1 Â ® S2)' is true iff 'S1' is false or 'S2' is true. '(S1 Â ® S2)' is false iff 'S1' is true and 'S2' is false.

FISH! Philosophy of Teamwork Essay

FISH! is a philosophy people around the world are implementing in workplaces and educational facilities to help foster fun and teamwork in their business. This philosophy is interesting and has been successful. The founders Stephen C. Lundin, Harry Paul, and John Christensen pulled together to create three books on teamwork which are named _Fish!, Fish! Sticks and Fish! Tales._ In these books they give pointers and tell stories of how making work fun and working as a team creates success. (Lundin, Paul, & Christensen, 2000) The idea of this philosophy emerged in 1998 from a film produced by John Christensen. The film is about Seattle’s World Famous Pike Place Market. John translated and depicted through his film that â€Å"even in a workplace where fishmongers spent smelly 12 hour shifts stocking, selling, and packing fish that amazing things can happen when people accept the invitation to: 1) Be There for their co-workers and customers, 2) Play, 3) Make someone’s day and 4) Choose their attitude about how they show up for work.† (Christensen, 2007, p. 1) After the film appeared the book _Fish!,_ this has been on the best seller’s list and translated into 17 different languages. Today the Fish! Philosophy has flourished among corporate and educational markets throughout the world. â€Å"We are not afraid to use words like love, soul, and spirit because those are an essential part of our humanity. But these values are just as important to businesses†¦We are on a journey together.† (Christensen, 2007, p. 1) Lundin, Paul, and Christensen believe that there are four secrets and strategies for a better way to create fun and teamwork in businesses. First, be there for co-workers. The biggest ways to do this is by smiling and acknowledging people while walking by them. Say hello, converse with co-workers, be friendly and help co-workers laugh. Take the time to listen to people around the workplace. When seeing a co-worker not happy, go up to them and give them a pat on the back and a compliment. Make an effort and try to get to know everyone. Show up for work to help the team. A team is not a team with people missing. These are all some of the things we can do to be there for co-workers. These strategies are used worldwide and seem to help. The second strategy is to play at work. Playing helps energize the workplace. Some examples of play are telling jokes to co-workers, maybe even pass around appropriate jokes (no personal jokes), saying things throughout the day to help people laugh. Have theme days where everybody dresses up differently. Having office parties helps unite play and team because everyone gets together. Create bulletin boards and decorate the office with fun stuff ensuring everyone’s involvement. Making work fun helps work to get done and makes people want to participate in a team. Third, make someone’s day which is easy to do and makes the team run smoother. Several ways to make someone’s day are as easy as saying hello, complimenting their looks, bringing baked goods to work, having a candy bowl out for others to enjoy, thanking people for the small and often overlooked things they do for us, acknowledging others’ accomplishments, being nice, and by simply volunteering our time. When working as a team it is very important to remember team means â€Å"we† not â€Å"I† that is why it is so important to help the team work easier. (Morton, 2007) Fourth, choose your attitude. Attitude plays an important role in teamwork as well. The good thing about attitude is you can choose a new one. Some ways to keep a positive attitude and help support the team are start each day with a personal positive thought, go to work with a positive attitude, put on a smile, start the day with a laugh or by being helpful, think positive. If you feel yourself getting a bad attitude change it so it does not affect others, be pleasant even if your day is not going well,  leave home at home and last walk around, speak to co-workers and wish them a good day. Successful teams all over the world are using these strategies and making them work. Some of these teams are Ford Motor Company, Wells Fargo, Sprint, the U.S. Army, the May O Clinic, Harley-Davison, the National Weather Service and Verizon Wireless. (Lundin, Paul, & Christensen, 2000) An article about Verizon Wireless struck an interest to me. It tells about how the Fish! Philosophy has helped the Southfield Verizon Wireless’ office. Call centers can be tough. Upset and angry customers call with billing and service questions, even problems. They chew up whoever answers the phone and results can hurt the company. They could have loss of customers, revenue, and employees. In a Southfield Verizon office receiving approximately 5,000 calls a day, you would probably expect it to be a stressful and frustrating place to work but due to them applying the Fish! Philosophy they say no. Instead the cubicles are decorated with cartoon fish and lessons for employees are taped on construction paper, employees can look forward to special days such as Mardi Gras, Black History and many others. Not only are they just all around happy, out of 273 employees, most appear happy. Verizon started using _Fish!_ in 2002 and reported results have been excellent. There was a signific ant decline in the call center’s complaints. The Southfield Verizon center that uses this philosophy ranks top amongst the company’s other 24 four call centers for solving customer problems on the first call. (Morath, 2005) How amazing that a philosophy developed from watching quaky workers at Seattle’s Pike Place Fish Market have fun, interact with customers and become a tourist attraction even though very smelly and not the cleanest place, tends to inspire, motivate, and engage employees through a system that makes work fun by rewarding creativity empowering employees. Most of all they keep employees and even more important they work as a team. (Morath, 2005) These are just some of the many successful companies using the Fish! Principles and this philosophy continue to grow. Teamwork is a vital part of life and we apply it everyday. We use it all over the place,  why not have fun while doing it. (Tucker, 2007) Doing this research on _Fish!_ not only interested me but has taught me a great deal. I have learned some very helpful tips in just this little time and if applied might truly help me not only in my job but with life and life’s struggles. Being part of a team is better than trying to accomplish tasks by oneself. I plan to keep learning and applying the Fish! Philosophy and the four principles; Be There, Play, Make Their Day, and Choose the right attitude to enhance my life and work. References Christensen, J. (2007). _FISH! Philosophy: What is FISH!._ Retrieved August 15, 2007, from http://www.charthouse.com. Lundin, S. C., Paul, H., & Christensen, J. (2000). _FISH_! New York, NY: Hyperion. Morath, E. (2005). Fish Philosophy catches on_._ _Michigan Live, 2005_, Retrieved August 15, 2007, from http://www.mlive.com. Morton, B. (2007, August 11, 2007). Team big concept in today’s workplace; (Final Edition). _Star – Phoenix, Saskatoon, Sask, 2007, August_, Pg. F.20. Retrieved August 13, 2007, from ProQuest database. (Document ID: 1319529891). Tucker, C. (2007, March 21). Having fun at work †¦and play; Fish followers; Fish! Philosophy helps workers have fun. _York Daily Record,_ p. 6. Retrieved September 5, 2007, from ProQuest database. (Document ID: 1240070001).

Impact of online shopping on shopping centres in Australia Essay

Module 2 How would you define the industry to be analysed? Is the industry global? Is the organization mentioned Australian or overseas based? Can you make any inferences about the industry value chain from the article? What are the key product and services segments in the industry that are mentioned in the article? Are you able to identify the stage of the industry life-cycle from the facts in the article? What have been the remote environment trends that have driven the industry to its current state? Are these factors changing? What will be their impact on future growth in the industry? Remember an article may only make reference to some of the factors in the remote environment. What are the forces within the industry that determine the current profitability of the industry? Are these forces changing? What will be their impact on the future profitability of the industry? Again, remember an article may only make reference to some of the forces in the external industry environment. Does the article make any reference to the different customer market segments in the industry, and can you make an assessment of what drives customer demand in them? Given your remote and industry environment analyses, and your customer and market analysis, are you able to assess the basis of competition in the industry? What are the key factors that are critical for the organisation to do well in order to be successful? Are there any strategic groups that organisations in the industry compete in? Analyse the competitors if mentioned in the article, to gain a clear and specific profile of each major competitor in the industry. Module 3 Who are the key stakeholders of the organisation, and what are their  expectations from the organisation? What is the current business strategy of the organisation? Are you able to assess how the organisation has performed to date in meeting its objectives based on the given facts? Identify the capabilities of the organisation in the context of the competitive environment, and analyse them to determine whether these capabilities are strategic capabilities. Determine whether there are any inconsistencies (gaps) between the current business strategy and the remote environment, the industry environment and the performance of the organisation compared to its key competitors. Review the current business strategy against the expectations of the key stakeholders, the organisation s performance and the capabilities of the organisation. A review of these gaps, and an extended SWOT analysis, may reveal some possible alternatives and strategies that the organisation could pursue. These will often relate to improving the operational side of the organisation, while strategic growth options usually fall into the category of new products and/or new markets, which is discussed in Module 4. Module 4 Consider whether the organisation has leveraged its existing capabilities to its maximum market position and market penetration. Does the article indicate any strategy regarding development of new products or expanding its markets to remain competitive and/or to grow? Or is it possible that the company is taking another approach to growth (e.g. vertical integration)? If the organisation is considering new product development, review the important aspects to consider, including the key success factors for new product development. If the organisation is considering new market development, is the organisation trying to enter a new customer or geographic market, or both? Review the important considerations for new market development, including the strategic objectives for new market entry, evaluating the attractiveness of new markets, the key success factors for new market development and the advantages and disadvantages of different modes of market entry. Consider the accounting challenges that moving into new products or markets are likely to bring. Module 5 Evaluate each of the strategic options, such as different product and market options, on the basis of appropriate criteria, having regard for effective management of the organisation’s portfolio of projects. What are the risks assessed for each of the strategic options? Scenario planning should be undertaken in order to quantify and compare the variation in their potential outcomes. Evaluate each of the strategic options in terms of their consistency with the organisation’s external and internal environments, the feasibility of successfully undertaking the option and the competitive advantage it will give the organisation. Make the recommendations to key decision makers of which strategic options to adopt, demonstrating the alignment of the options to the business strategy and providing information on the benefits, risks and key steps in implementing the options. Module 6 What challenges is the organisation likely to face, or is currently experiencing, in implementing its strategies? How has the organisation performed in its implementation of the strategy? Determine the fit between the desired strategy and the business systems of the organisation, the organisational structure and the internal politics of the organisation. Is there a good fit between the desired strategy and the organisational culture? Consider any cross-cultural issues for the organisation. How is and/or should the process of change be implemented in the organisation? Module 7 Has the organisation considered any misalignments with all the interconnected 7- aspects of the implementation plan? Review the nature and the scale of change required to gain an understanding of the type of leadership required to lead it. How has, or should have, the leader performed in their strategic analysis, selection and implementation role?

Initial and Current Museum Policies of Istanbul Archaeology Museum

Initial and Current Museum Policies of Istanbul Archaeology Museum Free Online Research Papers Founded in efforts of Westernization, in the most difficult times of the Empire politically and economically, Istanbul Archaeological Museum (IAM) was the first museum of the Ottoman Empire. As an imperial museum, IAM had different connotations for the West and the public, implying sovereignty of the state over the historical artifacts in its territory as well as underscoring ‘being modern’ through the collections. As the state’s policy, regarding economic and political issues, both domestic and international changed, so did the collection and regulations of the museum. With the ending era of Osman Hamdi Bey, the museum had taken its current form in respect of museum premises and strict regulations on historical artifacts which were going to be in practice for long time even after the end of the Empire, had been enacted. Therefore, the process between the establishment of IAM in a time when there was not even a well constituted policy on cultural issues and the ending of the era of Osman Hamdi Bey is aimed to be studied with references to the State’s practices in respect of historical artifacts and implementations on IAM, whereby the museum policies of the time are aimed to be propounded. After the millennium, modern Turkey, in efforts of harmonization process to the EU, has faced certain changes in the perception of the role of the state in culture area, which has been under the strict authority of the state. According to this, Turkey has adopted an approach, which suggests that the state should assume a regulative, not determinative, role in respect of culture policies. Upon the accession to power of AKP (Justice and Development Party), several amendments to the legal framework were introduced as well as the enactment of several new regulations. IAM has been experiencing some changes accordingly in administrative issues and a new approach to the museum’s policy has been adopted. In this context, initial and current role of the museum for the state and people aimed to be studied. IAM was officially founded as an imperial museum in 1869, as a part of the westernization efforts in the Ottoman Empire, which had been going through a disintegration period, in an era when interest in archaeology was at the height in Europe. Although the impetus lying beneath establishment of the museum was to protect the antiques within the Ottoman territory, the museum was more than just for the protection and the exhibition of the antiques. Moreover, having adapted museum, along with other Western institutions, the state was not only implying the modernity, but also proclaiming sovereignty over the antiques as a symbol of the power of the state, through the museum. On the other hand; even though the museum expressed sovereignty and modernity in respect of foreign policy concerns, it was not attributed with any social roles, unlike its contemporary peers. Although some parallels between the museum and education was apparent initially, the museum was not been welcomed by the Islami c population of the Empire, who were skeptical about everything related to Christianity. The bad practices, regarding economic and political issues which were enforced by the Western powers during Tanzimat era, had resulted national riots and class conflict within the Ottoman Territory. Thus, Muslim population had generated a dislike, as a reaction often resulting to reject everything related to the West. Moreover, people remained distant to the museum as they did not consider the Greco-Roman artifacts as a part of their identity. However, the public’s lack of interest in the museum cannot be explained solely by identity matters. In addition to that, the museum had not been publicized enough and the public had not much idea about the artifacts in the museum. As we can see from the newspapers of the time, such as Malumat dated 1899, the museum had been criticized for being close on Fridays , off day for students and workers, and admission fee (5 kurus) considered too expensive discouraging people to visit the museum. Apparently, the museum remained as a result of strong political will in an era of conflict between west and east was at its height. The Ottoman and Islamic artifacts, which had not been included to the collection of the museum in the early times, were added to the collection as of 1889, whereby the Islamic and Ottoman heritage and culture had been utilized as an instrument to integrate the Empire through the museum. However, Islamic artifacts were also declared to be considered as the state’s property in 1906. The development of the museum had been primarily dependent on the ideological backgrounds and concerns of the statesmen. When enlightened men were in office the museum improved. The term of office of Osman Hamdi Bey was breakthrough for the museum. The devoted efforts and commitment of Osman Hamdi Bey enabled the collection of the museum to expand in a short period of time and the museum became known worldwide as one of the leading museums of the time. It is seen that the importance of the museum and the museology studies was appreciated upon the proven consequence of the Osman Hamdi Bey’s efforts. The museum started to be attached importance for its collection artifacts beyond the political motives, and the history of humanity started to be studied through the artifacts to obtain knowledge about the history. Even though the significance represented was fairly appreciated by the state; the museology activities could not be performed to the desired extent due to the lack of ade quate budget and allowances. . Although the museum was established as a reflex to the smuggling of antiques outside the Ottoman territory, no substantial improvement had been achieved due to weakness of the laws, if not the implementations of the state in order to provide political gain due to long-lasting wars and economic difficulties. The protection regulations which were enacted in 1906, the successor of 1884 regulations of Osman Hamdi Bey, had remained the sole regulation of Turkey until 1973. Although the regulation were revised and updated as necessary, the prevention of smuggling is still the most important issue in the Minister’s agenda today. Currently, Turkey has been undergoing a regulatory transformation in numerous fields including the field of culture as a part of the process of harmonization with the EU norms. Therefore, the role of the government in cultural activities tends to be reduced progressively as the policies devoted to the provision of the cultural institutions with an autonomous structure are on the rise within the EU. In this context, the museums aim at being effective actors as the institutions operating in the culture sector characterized by the free market conditions. On the other hand, the museums also assume an important social mission; according to which, urbanization related social problems such as, increasing crime rate, alienation and isolation from society are associated with culture policy and aimed to be tackled through museums in order to attain positive social change. Thus, museums currently act as the very centers for the accomplishment of social transformation as they have historically b een doing since the 19th century. Throughout the harmonization process, the role and the significance of the state in the culture sector in Turkey has changed on the basis of the laws enacted as of 2004. According to the current legal framework; the state has assumed an encouraging role for the evaluation of the cultural properties to contribute to the national economy and rendering of culture accessible by all of the social segments. To this end, actions in cooperation with NGOs and the private sector has become a part of Turkey’s culture policies. Besides, social matters such as the strengthening of the social dialogue have been associated with the culture. Several practices on the matter have started to be exercised with IAM, and actions have started to be taken for the provision of IAM with a rather autonomous financial structure as the museum, now, aims at generating visitors through the pursuit of customer-oriented policies as its peers in the EU do. In this context, the museum aims at becoming a ‘soliciting, welcoming and entertaining’ museum. Focusing on museum services, IAM’s statement implies that its values are hospitality and confidence. According the emphasis given, IAM seems to position itself as an establishment of service, attaching the priority to hospitality, in order to generate visitors. IAM, sharing the same yard as Topkapi Palace, a museum visited by 2 million visitors a year, should indisputably be customer-oriented in order to gain share of visitors. However; IAM, which has one of the most precious field-specific collections in the world and has become even more important upon the addition of the Marmaray foundlings to its collection, cannot properly communicate its holding to its target audience. According to the museum’s development plan, the museum professionals call people to communicate the ‘museum’ in order to create an idea about the ‘place’, yet do not mention a word about the significance of its collections. The said discourse leads to the considerations that IAM specifically avoids of putting its collections up on the wall in order to attract local visitors, who do not consider the museum’s collection ‘as a part of their identity’ and still perceive archaeology as an elitist discipline. Today, as in the past, collections are perceived as an expression of identity and Turkish people consider the collection of Topkapi Palace as a part of their identity, while the collection of IAM remains distant to them. Undoubtedly, IAM is a significant actor in the field culture in Turkey not only for its extremely valuable collection but also for being the first museum of the Ottoman Empire and therefore, it aims at attracting local visitors by putting emphasis to its strong links to Ottoman history, a rather familiar concept for Turkish people. The discovery of the Marmaray foundlings, which have literally changed the history of Istanbul and drawn the attention of all archaeologists worldwide to the city, is a historical turning point for IAM. Nonetheless, given the fact that the most highlighted artifacts are considered as the most important ones; it would be safe to claim that the museum does not deem the Marmaray foundlings as most favorite items of its collection. Unlike its contemporary peers with similar collections in the EU, the museum does not seem to have rather socio-cultural concerns such as raising awareness for being a fellow local of Istanbul through the information of a greater mass of people on the history of the city by means of the collection and creating a platform for the discussion of the very issues of Istanbul. Despite the differences in the experience with the EU; in today’s conjuncture, the social policy issues stand at the heart of cultural policy and museums are the very places to actualize social change for the good of the society. Museums have been drawn into the center of the culture policies as a tool to form a participative community and raise the level of cohesiveness through their collections. It’s through community oriented policies that museums generate visitors and touch people’s lives. Therefore, even though IAM may manage to increase the number of its visitors through customer oriented policies, it still requires pursuing community oriented policies in order to get closer to the people. Research Papers on Initial and Current Museum Policies of Istanbul Archaeology MuseumBringing Democracy to AfricaHip-Hop is ArtAppeasement Policy Towards the Outbreak of World War 2PETSTEL analysis of IndiaAssess the importance of Nationalism 1815-1850 EuropeCanaanite Influence on the Early Israelite ReligionRelationship between Media Coverage and Social andMoral and Ethical Issues in Hiring New EmployeesComparison: Letter from Birmingham and CritoDefinition of Export Quotas

Neuro Lab Report Essay Example

Neuro Lab Report Essay Example Neuro Lab Report Paper Neuro Lab Report Paper We no longer observed an increase in peak of action potential trace at the 3. 5 Voltage. Activity 2-4: 1. What did you observe when the glass rod contacted the nerve? The glass rod contacted the nerve there was an instant deflection of the line. There was action potential on the oscilloscope. When 1. How does this tracing compare with the other tracings you have generated? The tracing was the exact same outcome as the other tracings except there was no added voltage only the addition of the glass rod. 3. What did you observe when the heated glass rod contacted the nerve? There was an instant deflection of the line similar to the line caused by the heated glass rod. Non- 4. How does this trace compare to the trace that we generated with the unheated glass rod? The tracing of the heated glass rod on the nerve was slightly a bit higher at tracing of its maximum peak and slightly lower at the lowest peak than the of the non heated glass rod. Acid 5. What did you observe when you added sodium chloride and hydrochloric solutions to the nerve? Once sodium chloride and hydrochloric acid solutions were added to the nerve there was a deflection of the line and caused action potential. Summarize your experimental results: What kinds of stimuli can elicit an action potential? Any stimuli that can reach above the 3 Voltage can elicit an action potential . Activity 5: 1. What are the effects of ether on the nerve? The effects of the ether on the nerve is that it causes the nerve to have no action potential. 1. How long did it take for the nerve to return to normal ? It took the nerve 6 minutes to return back to normal. Activity 6: 1. What effect did adding curare have on the action potential? Effect of adding curare was that it created action potential to the nerve. 1. Explain this effect. The It The effect of curare is paralyzing the action potential of the nerve. Interferes with the neuromuscular junction, it interferes with the Acetic Cooling and it depilatories it. 1. What do you think would be the overall effect of curare on the organism The overall effect of the curare on the organism is that it prevents the flow neuron impulses from neuron to neuron. Activity 7: 1. Does adding loading to the nerve generate an action potential? Adding loading does not generate action potential. 1. Explain why loading has this effect on nerve fiber transmission.

Abortion Issues - How They Affect American Politics

Abortion Issues - How They Affect American Politics Abortion issues surface in almost every American election, whether its a local race for school board, a statewide race for governor or a federal contest for Congress or the White House. Abortion issues have polarized American society since the U.S. Supreme Court legalized the procedure. On one side are those who believe women are not entitled to end the life of an unborn child. On the other are those who believe women have the right to decide what happens to their body. Often there is no room for debate between the side. Related Story: Is Abortion the Right Thing to Do? In general, most Democrats support a womans right to have an abortion and most Republicans oppose it. There are notable exceptions, though, including some politicians who have waffled on the issue. Some Democrats who are conservative when it comes to social issues such oppose abortion rights, and some moderate Republicans are open to allowing women to have the procedure. A 2016 Pew Research Survey  found that 59 percent of Republicans believe abortion should be illegal, and 70 percent of Democrats believe the procure should be allowed. Overall, though, a narrow majority of Americans - 56 percent in the Pew poll  -   support legalized abortion and 41 percent oppose it.  In both cases, these figures have remained relatively stable for at least two decades, the Pew Researchers found. When Abortion Is Legal In the United States Abortion refers to the voluntary termination of a pregnancy, resulting in the death of the fetus or embryo. Abortions performed prior to the third trimester are legal in the United States.Abortion-rights advocates believe a woman should have access to whatever health care she needs and that she should have control over her own body. Opponents of abortion rights believe an embryo or fetus is alive and thus abortion is tantamount to murder.   Current Status The most controversial of abortion issues is the so-called partial birth abortion, a rare procedure. Beginning in the mid-90s, Republicans in the U.S. House of Representatives and U.S. Senate introduced legislation to ban partial birth abortions. In late 2003, Congress passed and President George W. Bush signed the Partial-Birth Abortion Ban Act.This law was drafted after the Supreme Court ruled Nebraskas partial birth abortion law unconstitutional because it did not allow a doctor to use the procedure even if it were the best method to preserve the health of the mother. Congress attempted to circumvent this ruling by declaring that the procedure is never medically necessary. History Abortion has existed in almost every society and was legal under Roman law, which also condoned infanticide. Today, almost two-thirds of the women in the world may obtain a legal abortion.When America was founded, abortion was legal. Laws prohibiting abortion were introduced in the mid-1800s, and, by 1900, most had been outlawed. Outlawing abortion did nothing to prevent pregnancy, and some estimates put the number of annual illegal abortions from 200,000 to 1.2 million in the 1950s and 1960s.States began liberalizing abortion laws in the 1960s, reflecting changed societal mores and, perhaps, the number of illegal abortions.  In 1965, the Supreme Court introduced the idea of a right to privacy in Griswold v. Connecticut as it struck down laws that banned the sale of condoms to married people.Abortion was legalized in 1973 when the U.S.Supreme Court ruled in Roe v. Wade that during the first trimester, a woman has the right to decide what happens to her body. This landmark decision rested on the right to privacy which was introduced in 1965. In addition, the Court ruled that the state could intervene in the second trimester and could ban abortions in the third trimester. However, a central issue, which the Court declined to address, is whether human life begins at conception, at birth, or at some point in between.In 1992, in Planned Parenthood v. Casey, the court overturned Roes trimester approach and introduced the concept of viability. Today, approximately 90% of all abortions occur in the first 12 weeks.In the 1980s and 1990s, anti-abortion activism spurred on by opposition from Roman Catholics and conservative Christian groups turned from legal challenges to the streets. The organization Operation Rescue organized blockades and protests around abortion clinics. Many of these techniques were prohibited by the 1994 Freedom of Access to Clinic Entrances (FACE) Act. Pros Most polls suggest that Americans, by a slim majority, call themselves pro-choice rather than pro-life. That does not mean, however, that everyone who is pro-choice believes that abortion is acceptable under any circumstance. A majority support at least minor restrictions, which the Court found reasonable as well under Roe.Thus the pro-choice faction contains a range of beliefs from no restrictions (the classic position) to restrictions for minors (parental consent) ... from support when a womans life is endangered or when the pregnancy is the result of rape to opposition just because a woman is poor or unmarried.Principle organizations include the Center for Reproductive Rights, The National Organization for Women (NOW), National Abortion Rights Action League (NARAL), Planned Parenthood, and the Religious Coalition for Reproductive Choice. Cons The pro-life movement is thought of as more black-and-white in its range of opinions than the pro-choice faction. Those who support life are more concerned with the embryo or fetus and believe that abortion is murder. Gallup polls starting in 1975 consistently show that only a minority of Americans (12-19 percent) believe that all abortions should be banned.Nevertheless, pro-life groups have taken a strategic approach to their mission, lobbying for mandated waiting periods, prohibitions on public funding and denial of public facilities.In addition, some sociologists suggest that abortion has become a symbol of the changing status of women in society and of changing sexual mores. In this context, pro-life supporters may reflect a backlash against the womens movement.Principle organizations include the Catholic Church, Concerned Women for America, Focus on the Family, and National Right to Life Committee. Where It Stands President George W. Bush supported and signed the constitutionally questionable partial-birth abortion ban and, as Governor of Texas, vowed to put an end to abortion. Immediately after taking office, Bush eliminated U.S. funding to any international family planning organization that provided abortion counseling or services even if they did so with private funds.There was no easily-accessed issue statement about abortion on the 2004 candidate web site. However, in an editorial entitled The War Against Women the New York Times wrote: The lengthening string of anti-choice executive orders, regulations, legal briefs, legislative maneuvers, and key appointments emanating from his administration suggests that undermining the reproductive freedom essential to womens health, privacy and equality is a major preoccupation of his administration - second only, perhaps, to the war on terrorism.

Obstacles in the Facilitation of Critical Thinking in Nursing students Research Paper

Obstacles in the Facilitation of Critical Thinking in Nursing students in Jeddah - Research Paper Example Nursing students need to be trained and exposed adequately to the critical thinking process as part of nursing syllabi and pedagogy. A literature review of the works in the area of critical thinking has thrown up many issues. This paper examines: what Is critical thinking; critical thinking as needed in the nursing profession; strategies to facilitate critical thinking; techniques that can be used by teachers to help the students identify and challenge their assumptions and barriers to critical thinking. This paper also seeks to address the various obstacles to critical thinking process being faced by a population of nursing profession students at King Abul Aziz University in Jeddah. This is done by triangulation method deploying the quantitative analysis and qualitative analysis of the collected data. Quantitative data has been collected via a structured questionnaire administered to nursing students and qualitative data is collected from smaller subgroups of both nursing students a nd faculty. The results of the analyses are used to form findings and recommendations. Enhancing critical thinking amongst student nurses is a common concern of nursing education. At least one previous study is known which ventured into probing the strategies to overcome obstacles in the facilitation of critical thinking in nursing education (Mangena & Chabeli, 2005). The findings of this study indicated that there is a need for nurse educators to model critical thinking in all aspects of nursing education. Recommendations suggested an entire paradigm shift in nursing education from the traditional teacher-centered methods to a more learner-centered approach that will facilitate critical thinking of student nurses. Drawing from this study this research project would test the hypothesis that a paradigm shift in nursing education from the traditional teacher-centered methods to a more learner-centered approach.

Social intelligence Case Study Example | Topics and Well Written Essays - 1000 words

Social intelligence - Case Study Example There are several ways to keep staff motivated, confident and happy while working, for instance, using rewards or incentives for every job well done. It is suitable for me as the employer to align my own personal economic interests with those of the business (Albrecht, 2006). This will automatically boost my employee’s motivational factor to work even harder with the intention of getting more rewards. This is despite how small or simple a reward may appear similar to a star on the wall or a greater reward. This prompts an employee to work even hard while in quest of competing with fellow peers, hence increase one’s morale and influences the entire workforce (Albrecht, 2006). Another way is by being a leader who leads his employees by example. As the head of the business, I should be true to the business ethics and uphold its brand (Albrecht, 2006). Employees should view me as a role model and put as much effort as I do in successfully running the business. I should show enthusiasm in new projects, display love for the job and ready to take new challenges (Albrecht, 2006). This makes the staff think positively of me and feel secure while working for the business to realize its targets. In addition, I will keep an open working relationship with my employees and let them know their ideas are all important for the business (Albrecht, 2006). I will also offer privileges and few benefits to the workers to know I mind about their welfare and keep them motivated (Albrecht, 2006). These kinds of motivators no matter how small they may appear to them create a big impact where in turn redirect their motivation back to the business. This is through diverse ways like offering breaks for watching television in the office, ordering various supply of fruits for the staff or a half price discount for workers interested in purchasing products from the business. It is also important to motivate employees independently besides motivating them as a group. There are di verse approaches to raising the morale of staff members in a business, for example, by taking an interest in the employees’ future career plans and their balance between work as well as private life. All employees feel appreciated and motivated when they know their leader is mindful of their career plans. I would only achieve this by offering advice to the staff, mentoring them and offering additional training to them for better skills. In addition, I would also assist them in balancing their work and private lives through diverse strategies. For instance, creating a flexible and friendly schedule for all staff and being considerate in personal as well as family commitments incase they arise, for instance, doctor appointments. All employees require public praise. For a job well performed, I praise and commend on the task in front of all the stuff members. Besides, I would run a â€Å"no blame culture† among all the employees. When any worker does not get something righ t, I recommend that they should not blame the person but analyze the issue and establish a solution prior to the business failing. The latter encourages initiative and innovation among the staff, which is extremely essential step of a successful enterprise. 2. Responses or feedbacks are fundamental in changing someone believes and points of view towards a particular issue. In addition, conversation

Geography of Desire Essay Example | Topics and Well Written Essays - 1000 words

Geography of Desire - Essay Example With this on hand, it is then essential to analyze the relationship of Silicon Valley, which is the San Francisco Bay Area, to its culture with the influence of technology. Prior to discussing the relationship of the geographical location and culture in Silicon Valley, it is vital to gain an overview of technology and its importance. In essence, technology is defined as the manner of constructing machines and attributing to it their capabilities and efficiency while being used by an individual (McLoughlin 6-7). With this on hand, it can be inferred that the importance of technology can be determined in perspective of the user of the said technological machinery. Moreover, technology then can be considered as a great influencing factor to the user and even the environment of the user, which had occurred in Silicon Valley. Silicon Valley, in the past 40 years, has been considered as the â€Å"birthplace of many of the largest and fastest growing electronics firms in the world† ( Garud and Karnoe 127). In the past, there have been many technological experiments conducted in Silicon Valley, but one of the most crucial deciding factors for the technological hub was the establishment of the IBM laboratory in San Jose. With this action done, Silicon Valley was able to open its doors to the different technological firms, including Zilog, a semiconductor fir, and the Xerox Palo Alto Research Center (Garud and Karnoe). These fostered the beginning and the continuous of the technological innovation in the Valley. In addition, as the firms have been increasing in the Valley, it had also influenced the cultural activity in the area. As industrialization paved its way to Silicon Valley, it had also changed, and eventually broke the barrier between managers, employees, and function of corporations in the different technological sector present in the valley. The culture of start-ups became the trend in Silicon Valley, which was anchored on the â€Å"trust in individual a high degree of professional autonomy, and generous benefits† (Saxenian 50). This type of corporate culture allowed the managers, supervisors, and the heads of the department to create a normal working environment in the organizational system. This meant that employees can easily approach their managers in an informal manner in the hallway, and even have a small lunch time with their coworkers and bosses. The culture in Silicon Valley mostly anchored in the abolishment of organizational hierarchy in order to foster teamwork, camaraderie, and creativity (Saxenian 50-51). Aside from this, according to Martin Kenney â€Å"the Silicon Valley culture is based on establishing a company and then selling it to either public or a corporate acquirer† (â€Å"Lessons from the Development† 58). Therefore, aside from the non-hierarchical culture, Silicon Valley also became a breeding ground for entrepreneurs in the industry or technology. The culture born from the economic ac tivities in Silicon Valley is not considered as a unique one, but it is considered by many as â€Å"extreme entrepreneurship† (Kenney, â€Å"Lessons from the Development† 59). Looking back, in the beginning of the Silicon Valley, most of the employees were riskful and was able to pull through by transferring from one job to another. However, as the start-up

Consumer Behavior Analysis Essay Example | Topics and Well Written Essays - 1500 words - 1

Consumer Behavior Analysis - Essay Example The first and foremost thing, of course, is to do market fragmentation; it is a necessary early step while making a marketing plan. To know who the product is for is probably the most important factor to determine before any anything. Another vital factor is to develop the need recognition of the product in the customers’ eye. It is the psychology of humans to recognize something as ‘need’ or ‘want’ before a purchase. Even if it is a ‘want’, the desire to experience it in order to feel better is often subconsciously camouflaged as a ‘need’ as well. This is also referred to as customer’s value perception of the product. (Kotler, P., & Armstrong, G., 1991). Hence, the products should be marketed in a way that the consumers can recognize and acknowledge the need of those items for themselves. It is important to identify what benefit and value are the customers deriving from the products vis-Ã  -vis what the products are offering. For the advertising campaign of the product line, the main proposition can be protection against the harshness of outdoor lifestyle. This proposition creates much value for males considering a common man’s outdoor routine and sun and dust exposure to the skin. Since the product line is only chosen for men, the marketing strategy needs to revolve around the lifestyle of men. This means that the outdoor roughness and rugged routines for men need to be utilized as key factors during marketing. Moreover, the target market of the personal care product line is bracketed for young males who are aged from 18-35. Considering these factors as framework, it is important to distribute focus on each product according to their specific offerings. For instance, the hair-styling gel needs to address its firm nature, wet look, allowing young males to use the gel for any hairstyle - from causal to formal. The face wash and shampoo will address their own offerings, while staying in the same age group of 18-35, along with a

Leadership question 1 Essay Example | Topics and Well Written Essays - 750 words

Leadership question 1 - Essay Example , portrays a strong personality and makes effective decisions at the time of conflict, among his key influencers are pertinent beliefs in proportionality, not being rational and empathizing with his enemy. He explains that rationality is inconsequential in a time of conflict and a leader must therefore make decisions based on their judgments of the situations. Most conflicts are always irrational; he thus explains that making rational decisions at such times may only cost a leader his or her subjects. Proportionality is his guiding principles as he employs the resources he had. The resources often range from the human resources to financial and material resource among many others. Leaders must portray strong personalities capable of making judgments that safeguard the interests of their resources. Robert McNamara’s success arose from his ability to budget for the resources at his disposal appropriately. This way, he made decisions that protected the interests of both the country and his subjects. Additionally, he explains that empathizing with the enemy is a sure way of making functional decisions especially in times of conflicts. Such is a rational philosophy owing to the fact that in conflicts only the two parties exit. Each party thus makes decisions based on the prevailing circumstances of the other. By empathizing with the enemy, it becomes possible either to end the conflict or to compel the enemy to act in a particular manner thus solving the conflict amicably as he did in most of his time as the secretary of defense (James, Langan and Sarah 6). The film portrays Robert McNamara as a strong and independent mined individual who control an entire government department at a time of conflict successfully. Among his strengths are independent personality which enabled him make and take responsibility of his decisions. As a government secretary, Robert McNamara would have taken instructions from the government through the president. Instead, he often consulted

Compare and contrast the beliefs separating the two sides in the Irish Essay

Compare and contrast the beliefs separating the two sides in the Irish Civil War (1922-23) - Essay Example As a matter of fact, even the new parliamentarians of the Free State were entailed to swear their loyalty to the British King/Queen. (1) The Country was divided into two halves owing to the issues resulting from the Treaty – one side arguing that this Pact conforms to the long-term interests of Ireland and the other strongly disagreeing with it. Despite best efforts of both the sides, mainly from the Pro-Pact one, to bring about an amicable solution to the issue, the Civil War could not be avoided. The War was eventually won by the group favoring the Treaty. It (War) led to severe bloodshed and devastation, the likes of which were without a precedent at that point of time of Ireland’s history. Additionally, the strong repercussions of the Civil War can be seen exercising their impact on the political scenario of even the present-day Ireland. (1) It needs to be noted that the root cause for the origin of any conflict leading to a large scale war is the varying ideology and diverse beliefs of various groups, with the Irish Civil War being no exception to this thumb rule. The respective beliefs of both the sides involved in this battle were diametrically opposite to each other. At this juncture, it would be worthwhile to be briefly analyzing these ideologies, so as to develop an apt understanding about the reasons triggering such a big war. For the group abiding by the Treaty, it (Treaty) was considered to be supporting the form of democracy where citizens have the right to vote, while the opposing side viewed the pact as a collective conspiracy designed to further strengthen the British presence in Ireland. From the viewpoint of the anti-Treaty faction, the democracy that the supporters claimed to be resulting (from the Treaty), was a weak system relying heavily on the protection offered by the UK. (2) The opponents were primarily driven by their firm conviction that it is solely their political ideology, which would pave the way for

Leadership question 1 Essay Example | Topics and Well Written Essays - 750 words

Leadership question 1 - Essay Example , portrays a strong personality and makes effective decisions at the time of conflict, among his key influencers are pertinent beliefs in proportionality, not being rational and empathizing with his enemy. He explains that rationality is inconsequential in a time of conflict and a leader must therefore make decisions based on their judgments of the situations. Most conflicts are always irrational; he thus explains that making rational decisions at such times may only cost a leader his or her subjects. Proportionality is his guiding principles as he employs the resources he had. The resources often range from the human resources to financial and material resource among many others. Leaders must portray strong personalities capable of making judgments that safeguard the interests of their resources. Robert McNamara’s success arose from his ability to budget for the resources at his disposal appropriately. This way, he made decisions that protected the interests of both the country and his subjects. Additionally, he explains that empathizing with the enemy is a sure way of making functional decisions especially in times of conflicts. Such is a rational philosophy owing to the fact that in conflicts only the two parties exit. Each party thus makes decisions based on the prevailing circumstances of the other. By empathizing with the enemy, it becomes possible either to end the conflict or to compel the enemy to act in a particular manner thus solving the conflict amicably as he did in most of his time as the secretary of defense (James, Langan and Sarah 6). The film portrays Robert McNamara as a strong and independent mined individual who control an entire government department at a time of conflict successfully. Among his strengths are independent personality which enabled him make and take responsibility of his decisions. As a government secretary, Robert McNamara would have taken instructions from the government through the president. Instead, he often consulted

Integrated Approaches to Working With Children and Young People Essay

Integrated Approaches to Working With Children and Young People - Essay Example Moreover, these programmes are formulated with the intention of improving the quality of life of every children as well as young people. The Children Act 2004 provides legal support to all these programmes that are broadly initiated. Furthermore, this Act offers significant duties as well as determines the responsibilities for providing better services to children [1] (Crown, 2012). Every Child Matters ‘Every Child Matters’ is fundamentally considered to be the national framework for the programmes which are initiated in order to comply with the requirements of the youths and the children. This framework is initiated with the motive of increasing opportunities as well as decreasing risks that experience by the children or the young people. Moreover, the services which are to be rendered by the professional of these programmes are required to identify the risks that are associated with children as well as young people. The risks which are identified are required to be sor ted out in an efficient manner. The integrated working services can be rendered effectively with the assistance of local leaders and collaboration with local communities. Moreover, this framework determines the actions that are required to be undertaken by the local authorities and the support that is to be provided to the local authorities for carrying out these activities effectively (North Yorkshire County Council, 2013). The valuable outcomes of the ‘Every Child Matters’ that are mostly desired by the young people and the children have been portrayed hereunder. Being Healthy The children as well as the young people must possess better mental as well as physical health. Moreover, the young... This paper approves that integrated working is a process of involving every individuals as well as professionals who are included in welfare activities for the youths and the children. The children as well as the youths are required to be provided with better assistance as well as additional support in order to improve their life and growth. Risks as well as problems pertaining among children as well as young people are required to be identified at an early stage. Moreover, on identification of risks, measures must be undertaken to eliminate all these risks to children in an efficient manner. This report makes a conclusion that the government of the UK has initiated a programme named ‘Every Child Matters’ with the objective of providing additional requirement to children as well as young people in an effective manner. There are certain crucial outcomes that are mostly desired by children for better health as well as growth. Moreover, there are professionals as well as individuals who are entitled with the responsibility of meeting the needs as well as requirements of children as well as young people. Moreover, the government has also initiated that there should be lead practitioners who will be responsible for providing all the requisite packages of service effectively. In accordance with the scenario, Jordan is provided with SEN as well as SENCO decided that she will be offered with educational plan in order to provide enhanced educational facilities. These educational facilities will be provided to Jordan free of cost. All these will facilitate Jordan and h er family with better healthcare services.

Hong Kong Education Essay Example for Free

Hong Kong Education Essay The pre-school education voucher scheme was launched by the government of Hong Kong Special Administrative Region in September 2007. The scheme was meant to introduce reforms in education in efforts to promote good early childhood education as the foundation for a child’s lifelong learning (Education Department, 2000). Based on this scheme, every parent who has a child aged between 3 and 6 years should be given a voucher worth $13,000 every year (HKU Faculty of Education, 2008). Out of the $13,000, $10,000 can be used by the parents to pay tuition fees in the kindergartens. The remaining $ 3000 should then be used for the professional development of the teachers in pre-school institutions. The pre-school education voucher should be used under certain conditions. These conditions are, that the voucher should not be used for generating profit, pre-school institutions such as kindergartens must make sure their accounts are open for inspection, the school must attain the set Education Bureau benchmarks within 5 years based on the pre-school quality of education, and tuition fees need to be under $24,000 for half day and $42,000 for full day programs per student, per annum. Due to the restrictions that accompany the pre-school education voucher scheme in Hong Kong, stakeholders in the education sector have shown concern for the impact of the imposed restrictions. This has resulted to a debate that has involved the government and the stakeholders. Since its introduction in the 2007/2008 years, the voucher scheme has been very important for parents with children attending kindergartens. The scheme has provided parents with direct fee subsidy and this has eased their financial burden. It is estimated that a total of 820 kindergartens which represents 85 per cent of the total number of kindergartens in Hong Kong have joined the scheme. In addition, 117,000 pupils are enjoying the benefits from the pre-school education voucher scheme fee subsidy. Since 1997, pre-school institutions in Hong Kong experienced reforms that considered internal effectiveness in schools to be important (Vickers, 2003). According to the Hong Kong government, the implementation of the voucher scheme is an indication of its commitment and support to pre-school education. In addition, the schemes are a positive response to the demands that have been made by the kindergarten principals and teachers. This has become possible through the financial support that the schemes provide for the professional development of the teachers and the principals. It is very important to note that the primary objective of the pre-school education voucher scheme in Hong Kong is to provide parents with direct fee subsidy. It is estimated that over 80 percent of the total number of kindergarten teachers have managed to obtain the Certificate of Early Childhood Education(C (ECE)). Some teachers have enrolled in the courses or have managed to obtain qualifications equivalent to (C (ECE)). To evaluate whether the voucher scheme has been successful in achieving its objectives, the Education Bureau (EDB) in Hong Kong continues to conduct Quality Review studies. By May 2009, the Education Bureau is estimated to have conducted survey on more than 320 kindergartens. The government of Hong Kong acknowledges that pre school teachers experience pressure at work and they need to develop in their profession. The scheme is considered to be one of the ways through which the teachers’ professional development can be promoted. Impact of the Pre-school education voucher scheme on teacher’s professional development Teachers at pre-school institutions have shown their full commitment and dedication to education in Hong Kong . One of the ways through which the pre-school education voucher scheme has impacted positively on the teacher’s professional development is by trying to reduce the workload of the teachers and the principals. Since one of the primary objectives of the scheme is to promote professional development of the teachers, the Education Bureau has continued to enhance communication between the school administration, teachers and other stakeholders in the sector (Andrew, 2008). This has resulted to efficient and continuous implementation of programs that are aimed at improving the teachers’ professional development. The quality review mechanism that has been adopted by the Education Bureau ensures that school self evaluation is done to encourage continuous improvement in education and the teachers professional development. Teachers have been concerned about the pressure at work that results from the quality review done by the Education Bureau as well as the work load at school. However, the quality reviews that are supported due to the implementation of the pre-school education voucher scheme have promoted professional collaboration between teachers. Pre-school education in Hong Kong has for a long time been provided by the private sector and non-profit making institutions. This demands that all pre-school institutions such as kindergartens to be well placed in a manner that the market forces are used to determine the teachers’ salaries at discretion. The launch of the pre-school voucher schemes has increased financial resources for the kindergartens and schools’ management activities (Hong Kong Special Administrative Region Government, 2007). In addition, these resources have been used to finance efforts that aim at providing a working environment that attracts and retains qualified and well performing teachers. The financial resources injected by the voucher scheme have also been very vital in facilitating the payment of good salaries to the teachers. These benefits have acted as a motivation for the teachers to improve their skills and abilities hence their professional development (The Education Bureau, 2009). The Hong Kong government has reaffirmed its commitment in promoting high quality education at the pre-school level by encouraging schools or kindergartens to provide the teachers with qualification allowances. Research studies that have been conducted to determine the impact of pre-school voucher schemes in Hong Kong show that over 52 per cent of parents, principals and teachers agree that the scheme is a fair policy that promotes excellence in early childhood education. The teachers satisfaction with the scheme has been due to the opportunities the schemes have offered to them to improve their professional skills. Teachers consider the voucher scheme to have a positive influence on the schools and their staff. By improving the quality of education offered at the kindergarten, it has become necessary for teachers qualifications to be improved. This has played an important role in the teachers’ professional development. A large number of parents with children in pre-school institutions assert that the schemes have promoted the qualifications of the teachers as well as the improvement made on the school facilities. The schemes have encouraged teachers to pursue higher education or to undertake more education courses. At the pre-school level, extra curricular activities are very critical for children development and learning (Sweeting, 1990). Teachers compliment learning in class by extra curriculum activities. By participating in the coordination and implementation of extra curricular programs in school, the teachers’ ability to lead and teach is improved. The voucher scheme has increased financial resources to be spent for the extra curricular activities in school. By being involved in the activities, the teachers’ professional ability to use the activities in educating the children is improved. By September 2008, about 30% of teachers at the pre-school level had enrolled and attained good qualifications after enrolling for (C (ECE)) courses which are recommended and supported by the Education Bureau. The pre-school principals who are also teachers have had an opportunity to pursue higher education . For example, about 61 per cent or a large number of principals have been enrolled to undertake the Bachelor of Education in Early Childhood Education (B Ed (ECE). A program to certify the qualification of the principals were put into place in January 2008 . By March 2009, about 300 principals who served in the pre-schools had taken a certification course. For continuous professional development in the teachers, many kindergartens have adopted teacher development subsidy (TDC) to offer the teachers’ school based training programs. The pre-school education voucher scheme provides support services that are offered to develop language skills, cognitive abilities and physical development in children. Teachers gain from this by being engaged in creating a good learning environment, proper children learning, portfolio planning as well as curriculum planning and organization. Being engaged in these activities has been vital in improving the professional skills of the teachers when it comes to planning for good learning at school (Bray and Koo, 2005). The Hong Kong Education Bureau participates in promoting the teachers professional development under the voucher scheme by commissioning a professional training course for their principals. By improving the principals’ leadership and management skills, the teachers are able to get good guidance and effective leadership that relate to the teacher’s work (Ranson, 2003). The principal training course is characterized by an offshore programme and provides an on-spot consultative visit to the principal who participates in the course. About 130 principals are estimated to join the training programme. The principals have given positive feedback about the benefits of the programmes. To support the implementation of the pre-school curriculum revised guide, the Education Bureau organizes professional development programmes which relate to school based curriculum knowledge, leadership, curriculum management and pedagogical knowledge in various areas of learning. This effort has promoted the professional development of the teachers through capacity building. Transparency in pre-school institutions has been promoted by the requirements set by the Education Bureau when it comes to the management of the financial resources . The resources provided by the scheme promote the smooth running of the schools, good remuneration for the teachers and provide a good learning environment. These have gone a long way to increase accountability of the principals and the teachers and this has motivated teachers to embrace good values that are important in professional development. Some of the questions that have been raised about pre-school voucher schemes in Hong Kong is whether the schemes can minimize the overall work pressure on the teachers and improve the staff ratio. The pre –school education voucher schemes have promoted professional upgrading for both the principals and the teachers. For those who serve at PEVs-NPM-KGs, a teacher development subsidy is provided in each voucher. The subsidy is utilized for teacher training and development courses. Furthermore, the teachers and the principals who serve in non PEVs-NMP-KGs can claim a reimbursement from the Education Bureau to cater for up to 50 percent of the fees for a degree or diploma course that has been approved in early childhood education. By the year 2011/2012, all teachers serving at pre-school level are expected to have obtained a certificate in Early Childhood Education (LegCo panel on education, 2009). This together with the demand by the scheme that all kindergarten principals who are appointed from 2009 to have a BEd (ECE) have encouraged teachers to pursue higher education. In addition, the requirement for principals to have a one year post qualification experience and a certification course has encouraged principals and teachers to get engaged in professional development activities and programs. All kindergartens under the scheme have put into place measures that ensure there is continuous professional development by providing school based training programmes under the teacher development subsidy program. Areas of school work that are covered include children’s’ development, learning and teaching, management and organization, and children and school culture support. The quality reviews carried out by the Education Bureau assists the teachers to invest their energy and time in professional development as a way of promoting sustainable school improvement. For example, local non-profit making schools starting 2012-2013 will be able to redeem the education voucher if they are able to meet the prescribed standards of the Quality Review framework (Education Department, 2007). The requirements specified in the Education ordinance (Cap 279) ensures that teachers’ professional development can occur when they meet the set educational standards. The first batch pf 130 Quality Review planned visits began in the 2007-2008 school year (Legislative Council of the Hong Kong Special Administrative Region Government, 2008b) and an increase in ratio of graduate teachers in 2008/2009 has raised the professional standards and status of the teachers. The Quality Review Framework promotes transparency and accountability in schools which promotes a culture that is good for professional development of teachers. The Hong Kong government is committed and dedicated to the improvements made in education and the professional development of teachers. The development and implementation of the Pre-school Education Voucher Scheme in Hong Kong is one of the ways through which the government has managed to improve the quality of education and to promote professional development in teachers and principals. High quality education at the pre-school level can be attributed to the pre-school education voucher scheme, classroom inspection and quality reviews in schools. In conclusion, the pre-school education voucher scheme has been promoted through the 2007/08 school year Training Activity, Teacher Development plan for 2008/09 school year, Four-year Teacher Development plan and the professional upgrading of Kindergarten principals and teachers.

Components and functions of the complement system

Components and functions of the complement system The complement system found in the blood of mammals is composed of heat labile substances (proteins) that combine with antibodies or cell surfaces. This complex, multicomponent system is composed of about 26 proteins. The complement cascade is constitutive and non-specific but it must be activated in order to function. The functions of complement include: making bacteria more susceptible to phagocytosis directly lysing some bacteria and foreign cells producing chemotactic substances increasing vascular permeability causing smooth muscle contraction promoting mast cell degranulation The complement system can be activated via two distinct pathways; the classical pathway and the alternate pathway. Once initiated, a cascade of events (the complement cascade) ensues, providing the functions listed above. Most of the complement components are numbered (e.g. C1, C2, C3, etc.) but some are simply referred to as Factors. Some of the components must be enzymatically cleaved to activate their function; others simply combine to form complexes that are active. The following table lists these components and their functions. Components of the Classical Pathway Native component Active component(s) Function(s) C1(q,r,s) C1q Binds to antibody that has bound antigen, activates C1r. C1r Cleaves C1s to activate protease function. C1s Cleaves C2 and C4. C2 C2a Unknown. C2b Active enzyme of classical pathway; cleaves C3 and C5. C3 C3a Mediates inflammation; anaphylatoxin. C3b Binds C5 for cleavage by C2b. Binds cell surfaces for opsonization and activation of alternate pathway. C4 C4a Mediates inflammation. C4b Binds C2 for cleavage by C1s. Binds cell surfaces for opsonization. Components of the Alternate Pathway Native component Active component(s) Function(s) C3 C3a Mediates inflammation; anaphylatoxin. C3b Binds cell surfaces for opsonization and activation of alternate pathway. Factor B B Binds membrane bound C3b. Cleaved by Factor D. Ba Unknown. Bb Cleaved form stabilized by P produces C3 convertase. Factor D D Cleaves Factor B when bound to C3b. Properdin P Binds and stabilizes membrane bound C3bBb. Components of the Membrane-Attack Complex Native component Active component(s) Function(s) C5 C5a Mediates inflammation; anaphylatoxin, chemotaxin. C5b Initiates assembly of the membrane-attack complex (MAC). C6 C6 Binds C5b, forms acceptor for C7. C7 C7 Binds C5b6, inserts into membrane, forms acceptor for C8. C8 C8 Binds C5b67, initiates C9 polymerization. C9 C9n Polymerizes around C5b678 to form channel that causes cell lysis. ACTIVATION OF THE COMPLEMENT CASCADE Classical Pathway The classical pathway starts with C1; C1 binds to immunoglobulin Fc (primarily IgM and IgG); C1 is recognition complex composed of 22 polypeptide chains in 3 subunits; C1q, C1r, C1s. C1q is the actual recognition portion, a glycoprotein containing hydroxyproline and hydroxylysine that looks like a tulip flower. Upon binding via C1q, C1r is activated to become a protease that cleaves C1s to a form that activates (cleaves) both C2 and C4 to C2a/b and C4a/b. C2b and C4b combine to produce C3 convertase (C3 activating enzyme). C4a has anaphylactic activity (inflammatory response). C3 is central to both the classical and alternative pathways. In classical, C4b2b convertase cleaves C3 into C3a/b. C3a is a potent anaphylatoxin. C3b combines with C4b2b to form C4b2b3b complex that is a C5 convertase. C3b can also bind directly to cells making them susceptible to phagocytosis. C5 is converted by C5 convertase (i.e. C4b2b3b) to C5a/b. C5a has potent anaphylatoxic and chemotaxic activities. C5b functions as an anchor on the target cell surface to which the lytic membrane-attack complex (MAC) forms. MAC includes C5b, C6, C7, C8 and C9. Once C9 polymerizes to form a hole in the cell wall, lysis ensues. Classical Pathway Component cleavage Enzymatic activity Component assembly Alternate Pathway The alternate pathway may be initiated by immunologic (e.g. IgA or IgE) or non-immunologic (e.g. LPS) means. The cascade begins with C3. A small amount of C3b is always found in circulation as a result of spontaneous cleavage of C3 but the concentrations are generally kept very low (see below). However, when C3b binds covalently to sugars on a cell surface, it can become protected. Then Factor B binds to C3b. In the presence of Factor D, bound Factor B is cleaved to Ba and Bb; Bb contains the active site for a C3 convertase. Next. properdin binds to C3bBb to stabilize the C3bBb convertase on cell surface leading to cleavage of C3. Finally, a C3bBb3b complex forms and this is a C5 convertase, cleaving C5 to C5a/b. Once formed, C5b initiates formation of the membrane attack complex as described above. Generally, only Gram-negative cells can be directly lysed by antibody plus complement; Gram-positive cells are mostly resistant. However, phagocytosis is greatly enhanced by C3b binding (phagocytes have C3b receptors on their surface) and antibody is not always required. In addition, complement can neutralize virus particles either by direct lysis or by preventing viral penetration of host cells. Alternate Pathway Component cleavage Enzymatic activity Component assembly REGULATION OF THE COMPLEMENT CASCADE Because both the classical and alternate pathways depend upon C3b, regulation of the complement cascade is mediated via 3 proteins that affect the levels and activities of this component. C1 Inhibitor inhibits the production of C3b by combining with and inactivating C1r and C1s. This prevents formation of the C3 convertase, C4b2b. Protein H inhibits the production of C3b by inhibiting the binding of Factor B to membrane-bound C3b, thereby preventing cleavage of B to Bb and production of the C3 convertase, C3bBb. Factor I inhibits the production of C3b by cleaving C3b into C3c and C3d, which are inactive. Factor I only works on cell membrane bound C3b, mostly on red blood cells (i.e. non-activator surfaces).

Analysis of Emily Brontes Wuthering Heights :: Wuthering Heights Essays

Analysis of Wuthering Heights  Ã‚   â€Å"Wuthering Heights is a strange, inartistic story†(Atlas, WH p. 299).   â€Å"Wuthering Heights is a strange sort of book† (Douglas, WH p.301).   â€Å"This is a strange book† (Examiner, WH p.302).   â€Å"His work [Wuthering Heights] is strangely original† (Britannia, WH p.305).   These brief quotes show that early critics of Emily Bronte’s first edition of Wuthering Heights, found the novel baffling in its meaning - they each agreed separately, that no moral existed within the story therefore it was deemed to have no real literary value.  Ã‚   The original critical reviews had very little in the way of praise for the unknown author or the novel.   The critics begrudgingly acknowledged elements of Wuthering Heights that could be considered strengths – such as, â€Å"rugged power† and â€Å"unconscious strength† (Atlas, WH p.299), â€Å"purposeless power† (Douglas, WH p.301), â€Å"evidences of considera ble power† (Examiner), â€Å"power and originality† (Britannia, WH p.305).   Strange and Powerful are two recurring critical interpretations of the novel.  Ã‚   The critics did not attempt to provide in depth analysis of the work, simply because they felt that the meaning or moral of the story was either entirely absent or seriously confused.      The authorship of Wuthering Heights was an element of much discussion by critics.   They believed the work to be the efforts of an inexperienced and unpracticed writer.   The critical reviews, in my opinion, would have expressed even harsher judgments had it been commonly known that the author was in fact a young woman.   â€Å"In Wuthering Heights, the reader is shocked, disgusted, almost sickened by details of cruelty, inhumanity, and the most diabolical hate and vengeance†¦Ã¢â‚¬ (Douglas, WH p. 302).   Had this particular critic been aware of the author’s true identity, his barely concealed dislike for the work would have had no constraint. Charlotte Bronte assumed the role of intermediary between her late sister and the perplexed and hostile readers of Wuthering Heights (Sale and Dunn, WH p. 267). Charlotte attempted to provide Emily’s readers with a more complete perspective of her sister and her works.   She selectively included biographical information and critical commentary into the revised 1850 edition of Wuthering Heights, which gave the reader a fuller appreciation of the works of Emily Bronte.   Charlotte championed the efforts of her younger sister and believed that Emily’s inexperience and unpracticed hand were her only shortcomings.   Charlotte explains much of Emily’s character to the readers through the disclosure of biographical information.

In view of what we know of Beatrice and Benedick from Act I and Act II, Scene I, how realistic is Don Pedro’s aim to bring them together?

Beatrice and Benedick are the two major characters in ‘Much Ado About Nothing' that provide comic relief. Their ‘merry wars' of words and phrases as described by Leonato, are frequently throughout the play examples of Shakespeare's magnificent ability to bring about amusement in his plays. In Act I and Act II scene I, Beatrice and Benedick are reunited after Benedick and the other soldiers return from war. Beatrice almost instantly jumps into a frenzy of lyrically punishing Benedick, who after a war of men begins a war of words. From the beginning of the play even before Beatrice and Benedick begin their battle of wit, it is evident to the audience that she has some kind of strong feelings for him, whether they are feelings of hate or of lust or of something in between or that they. Thought their insults are biting, their ability to maintain such clever, interconnected sparring seems to illustrate the existence of a strong bond between them. This is shown when the messenger arrives to bring the news that the war is won and the heroes are soon to return. The conversation focuses on Count Claudio and his bravery, ‘the figure of a lamb, the feats of a lion,' however Beatrice almost instantly changes the subject by asking the messenger if ‘Signior Mountanto returned from the wars or no?' Although this is an insult, it is evident that Beatrice could not wait to find out how Benedick was. The audience are instantly given the impression that she disguises her feelings for him. She continues talking about Benedick with the messenger and Leonato, who states that ‘There is a kind of merry war betwixt Signior Benedick and her; they never meet, but there's a skirmish of wit between them'. Beatrice argues back that ‘in our last conflict, four of his five wits went halting off†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.He hath every month a new sworn brother†¦.he wears his faith but as the fashion of his hat,' meaning that he has no true friends and he changes his faith as often as he changes his hat. To add to this, the other soldiers who return from battle, who bear prominence in the play are Don Pedro and Claudio. Claudio is instantly paired up with Hero, although this does not officially happen until the party later that night, on stage and in films they stare at each other as if love struck. The same goes to Beatrice and Benedick at the reunion, except they do not stare at each other as if love struck but moreover as if they cannot wait to resume their ‘merry war'. This feeling becomes quite obvious when Beatrice speaks almost instantly after Benedick enters the conversation, it is as if he cannot be part of something without her being part of it as well, even if she is bullying him. Shortly after everyone leaves the stage apart from Benedick and Claudio. Claudio expresses how Hero has caught his eye and Benedick dismisses her as ‘too short'. From this conversation we learn that Benedick thinks he will never fall in love and does not believe in marriage. ‘I will do myself the right to trust none; and the fine is, for the which I may go the finer, I will live a bachelor', in turn this casts a shadow of doubt over any forecasts that members of the audience could have made about Beatrice and Benedick being paired up. However, from the beginning it is obvious that Benedick is an entertaining character and unlike his counterparts Don Pedro and Claudio, what he says is not taken especially seriously. Furthermore, at the beginning of Act II Scene I Beatrice also reveals herself as anti-marriage, ‘Just if he send me no husband; for which I am upon my knees every morning and evening.' She adds to this statement by stating that she imagines married people go to hell and single people do not, however in addition to this she says, ‘he shows me where the bachelors sit, and there live we as merry as the day is long,' this suggests that she hopes to have some kind of fun with bachelors in the future which brings us back to Benedick's belief that he will always remain a bachelor. From the end of Act I and the beginning of Act II Scene I we have learnt that both Beatrice and Benedick possess anti-marriage views, but given that they are both histrionic and insecure characters, nothing can be taken for granted. It is noticeable that Beatrice talks about Benedick a lot and often in conversations about subjects that bear no relation to him, she finds a way of interpreting the conversation to make him the fundament – usually criticising him of course. For example at the very beginning of Act II when Leonato and Antonio are having a conversation about Don John's absence at supper, she compares him with Benedick abruptly. This furthers the readers/ members of audience beliefs that she has an interest in Ben. Beatrice and Benedick are perhaps Shakespeare's most famously witty characters, neither ever lets the other say something without countering it with a pun or criticism. One notable characteristic of their attacks upon each other is their ability to extend a metaphor throughout lines of dialogue. When Benedick calls Beatrice a ‘rare parrot-teacher,' Beatrice responds, ‘a bird of my tongue is better than a beast of yours'. Benedick continues the reference to animals in his response saying, ‘I would my horse had the speed of your tongue'. It is as if each anticipates the other's response. It is suggested in Act I Scene I that Beatrice and Benedick have previously been lovers, but Benedick led Beatrice on, perhaps this is where her viciousness towards him stems from. This is suggested in this quotation: ‘Benedick set up his bills here in Messina and challenged Cupid at the flight, and my uncles fool, reading the challenge, subscribed for Cupid,' she describes a battle of love between herself and Benedick which she has lost. At the masked ball later that night Beatrice dances with Benedick, the audience is unsure whether she simply does not recognise him due to his mask, or pretends not to recognise him. Nonetheless, she cleverly insults him, leaving him a nervous wreck as he cannot reveal himself to be Benedick. ‘Why, he is the prince's jester: a very dull fool; only his gift is in devising slanders†¦..and the commendation is not in his wit, but in his villainy.' She is mocking him and saying that his jokes are boring and nobody finds them amusing. I believe that Don Pedro's aim to bring together Beatrice and Benedick is reasonably realistic. There are many times in Act I and Act II Scene I that the thought of the two of them marrying seems almost impossible. For example when Benedick swears he will ‘live a bachelor', and when Beatrice is on her knees every morning and evening thanking God that she does not have a husband. However, Beatrice and Benedick are both very melodramatic and provide most of the comedy in the play, this gives the reader the view that what they swear cannot be taken as seriously as for example Claudio. From the beginning of the play, it is obvious that there is a strong bond between them. It appears that the ‘skirmish of wit' between them is a cover up for what is a strong bond underneath all the exchanging of criticisms. In act I, Beatrice shows that she thinks about Benedick a lot, by asking the messenger if he has returned from war and by talking almost every time he says something. This also shows in the first scene of Act II when she brings him into the conversation at the masked ball out of the blue. In the end, Don Pedro's plan was a success.

Team Concept, Human Behavior, Persuasion & Diversity

1. The role of the leader in the team concept is very important. Research shows that success is enhanced, if an organization understands and effectively manages five team processes. List and discuss these five team processes in Chapter 17. The five team processes are: 1. Buy-in: how the work of the team is legitimized and goals are set. 2. Accountability: how individual and team performance is managed and rewarded. 3. Learning: how performance is improved and skills developed. 4. Infrastructure: how the work of the team is systemized and resources accessed. 5.Partnering: how people interact and work together to achieve success on the team and across organizational units (Manning & Curtis, 2009). 2. Physical and emotional needs are important determinants of human behavior, helping to explain why people work, why they have certain personal goals, and what they want in their relationships with others. Psychologist Abraham Maslow divides human needs into five categories, progressing from basic needs to complex needs. Discuss Maslow’s five â€Å"Hierarchy of Human Needs. † List and discuss each one. Maslow’s five Hierarchy of Human Needs are: . Survival. The needs that are taken as the starting point for motivation theory are the physiological, or basic body tissue, needs. Taking a breath of air and acting in self-defense are normal expressions of such needs. Survival needs are strong and natural forces within the person. 2. Security. Once survival needs are satisfied, security needs become important. Freedom from threat and protection from loss are major security goals, helping explain our interest in savings accounts, medical insurance, seniority rights, and burglar alarms. 3. Belonging.When survival and security needs are satisfied, the need for belonging emerges. This is true for people in all cultures, whether aggressive or peaceful, primitive or advanced. Every individual makes a distinct effort to belong to some aspired social group. 4. R espect. Once survival, security, and belonging needs are satisfied, people are motivated by the need for respect the need to be considered favorably by self and others. The pursuit of fame, regardless of the field business, government, and the arts can be explained only by the powerful need for respect. 5. Fulfillment.After physical and social needs are satisfied, people are motivated by the need for fulfillment, which Maslow referred to as â€Å"self-actualization. † These people may or may not please others by what they do, and their efforts may or may not result in the attainment of intended goals (Manning & Curtis, 2009). 3. Chapter 18 discusses â€Å"why people do what they do. † There are nine points to remember about human motivation. With these in mind, you will better understand why people do what they do. These points can also explain the complicated relationship between personal goals and work behavior.List and discuss these nine points for human motivation. The nine points for human motivation are: a. A satisfied need is not a motivator. It is not what people have that motivates behavior; it is what they do not have, or what they have done without. b. Employee motivation and company success are related. c. Psychological needs and social values are not the same. d. The same act can satisfy any of the five motivation levels. e. All people have the same needs, but to different degrees and accompanied by different wants. What it takes to satisfy motivational needs and how much is required are unique to each person. . A person can be deficiency-motivated, bringing harm to self or others. It is possible to have an extreme fixation on a natural need, so strong that it can lead to neurotic and even destructive behavior. g. Unsatisfied needs can harm your health, as surely as if you were physically stricken. If you feel the need for recognition, but no one respects you; if you feel the need for love, but no one cares; if you feel the need for self-expression, but have no outlets, you can develop a motivation condition as harmful as physical illness. h.Leadership is important in meeting employee needs and preventing motivation problems. What a leader does will vary with the circumstances. Sample actions include improving job safety (survival needs), clarifying job assignments (security needs), offering a word of encouragement (belonging needs), providing praise for a job well done (respect needs), and offering new skills development (fulfillment needs). i. The ideal is to integrate the needs of the individual with the goals of the organization. If the needs of the individual can be satisfied while advancing the goals of the organization, he ultimate in employee morale and organization effectiveness will be achieved (Manning & Curtis, 2009). 4. Managing diversity is very important for both the leader and organizational survival. List and discuss strategies and techniques that can help both individuals and organizations man age diversity effectively. What can individuals do:  ¦ Connect with and value your own culture.  ¦ Think about how it feels to be different by remembering times when you felt that you were in the minority.  ¦ Try to understand each person as an individual, rather than seeing the person as a representative of a group. Participate in educational programs that focus on learning about and valuing different cultures, races, religions, ethnic backgrounds, and political ideologies.  ¦ Make a list of heroes in music, sports, theater, politics, business, science, and so forth.  ¦ Learn about the contributions of older people and people with visual, hearing, or other impairments.  ¦ Learn more about other cultures and their values through travel, books, and films, and by attending local cultural events and celebrations.  ¦ Continually examine your thoughts and language for unexamined assumptions and stereotypical responses. Include people who are different from you in social con versations, and invite them to be part of informal work-related activities, such as going to lunch or attending company social events.  ¦ When dealing with people, try to keep in mind how you would feel if your positions were reversed. What can organizations do:  ¦ Include employees from a variety of backgrounds in decision-making and problem solving processes.  ¦ Develop strategies to increase the flow of applicants from a variety of backgrounds. Look for opportunities to develop employees from diverse backgrounds and prepare them for positions of responsibility  ¦ Show sensitivity in the physical work environment.  ¦ Form a group to address issues of diversity.  ¦ Implement training programs that focus on diversity in the workplace programs designed to develop a greater awareness and respect for differences.  ¦ Pay attention to company publications such as employee newsletters.  ¦ Evaluate official rules, policies, and procedures of the organization to be sure all employees are treated fairly. Develop mentoring and partnering programs that cross traditional social and cultural boundaries.  ¦ Talk openly about diversity issues, respect all points of view, and work cooperatively to solve problems (Manning & Curtis, 2009). 5. Historically, women in high leadership positions have come from nonprofit organizations, educational institutions, and public office. However, over the last few years, they are starting to come from the business world. The Center for Creative Leadership has identified six success factors for women in high leadership positions. List and discuss these six success factors for women.The Center for Creative Leadership has identified six success factors for women in high leadership positions: 1. Help from above. Women in high levels of leadership have typically received the support of influential mentors. 2. A superior track record. Held to high standards, executive-level women have usually managed effectively and have develope d an excellent record of performance. 3. A passion for success. Senior-level women have been determined to succeed. They worked hard, seized responsibility, and achieved their objectives. 4. Outstanding people skills.Successful women executives typically utilize participative leadership, employee empowerment, and open communication to foster trust and high levels of morale among subordinates. 5. Career courage. Successful women leaders have demonstrated courage to take risks, such as taking on huge responsibilities. 6. Mental toughness. Senior-level women are seen as tenacious, demanding, and willing to make difficult decisions (Manning & Curtis, 2009). Applications Exercise 19. 2 1. 4 2. 4 3. 2 4. 3 5. 3 6. 3 7. 4 8. 3 9. 2 10. 3 11. 4 12. 4 13. 2 14. 4 15. 4 Domination = 12 Collaboration = 8 Compromise = 8 Avoidance = 11 Accommodation = 11