The Success Of Any Business - 1409 Words

The success of any business can be traced back to management. For this reason, managers need to be able to adapt to and address the changing needs of not only their customs, but even more importantly, their employees. Change is always occurring, and the manner in which an employee’s needs are attended to in present day society, is rather different from that of 100 years ago. The development from the 19th and early 20th century management strategies, to the current management understanding, was not a change that occurred overnight. It was a gradual movement from the earliest management philosophy, the Classical Perspective, to the Scientific Management Approach, to today’s Humanistic Perspective. Developed in the 19th century, the Classical Perspective addressed the issue of maximizing efficiency. Historically, during this time period, a majority of people in the workforce were immigrants with no previous training or knowledge of the jobs they were set to perform. Thus, managers were burdened with the task of converting these unskilled workers into employees who performed their jobs correctly and in a timely manner, despite cultural barriers, in attempt to turn businesses into efficient operating machines. The problems in industry during this time, such as managing huge unskilled labor forces in factories, dealing with complex production systems, and managing an expansive manufacturing operation, were the sole focus of the Classical Perspective. This perspective did notShow MoreRelatedIn The Present Time For Any Business To Be A Success, There1243 Words   |  5 PagesIn the present time for any business to be a success, there are two pressures that must be handled with much attention. The two main forces experienced are the development of strategy in international business and expanding market. The strategy is most believed to be keen on the identification and taking actions that will make the goals of the firm be achieved. Strategy in business i dentifies the primary target of a given company. It is up to firms to apply strategies that work for profitabilityRead MoreWhy Customer Relationships Is A Key Factor On The Overall Success Of Any Business2143 Words   |  9 PagesAbstract This paper discusses why building customer relationships is a key factor in the overall success of any business. The objective of developing customer relationships is to enable a business to learn who its customers are and what value they can bring to the business. As businesses look for new ways to strategically build their customers retention, a determined customer-oriented staff is imperative. It will increase customer satisfaction and loyalty because the entire service experience willRead MoreBusiness Model Innovation : Opportunities And Barriers1352 Words   |  6 Pages Business Model Innovation: Opportunities and barriers (Chesbrough, H. 2010) Introduction The title is about the business Model and is more focused on innovation in Business Model and how this strategy is helpful in boosting up the business and economic outputs of a company. This article illustrates that if two companies have same inputs and capabilities the economic outcomes will be dependent on the business strategy adopted. This article was written by the author â€Å"Henry Chesbrough† who is a theoristRead MoreThe Purpose Of This Paper Will Be Identifying The Steps1417 Words   |  6 Pagesstep plays in the success of a business. Plus, further discussion will be how omission of a step could impact the success of a business, and what strategies could be used to avoid this. Finally, the major financial statements that come out of the accounting will be discussed, as well as their importance. The accounting cycle report will provide an overview of the accounting cycle steps, their role, omission of a step, and financial statements. The most important part of any business is making sure financialRead MoreMy Business : An Entrepreneur1641 Words   |  7 PagesMy business concerns In order to flourish a new business an entrepreneur has to face various hurdles. He has to maintain different aspects of his business that he is running. The entrepreneur starts to launch a business on hope that the business will flourish in a few days or in months. But the situation is entirely different. We have to first tackle different issues before starting a business. The following are the situations that an entrepreneur has to face. 1. Not having much business and marketingRead MoreCrafting and Executing Strategy1582 Words   |  7 Pagesthe importance of a strategic plan for the success of the defined business. For the success of the defined business, in this case for Whole Foods Market, the importance of a strategic plan is unquestionable. In Crafting Executing Strategy: The Quest for Competitive Advantage: Concepts and Cases Arthur A. Thompson, Jr., A.J. Strickland III, and John E. Gamble (2009) state that â€Å"a company’s strategy is management’s action plan for running the business and conducting operations† (p.6). They go onRead MoreOrganizational Structure And Management Process Essay1630 Words   |  7 PagesOne of the most important aspects of any organization is its structure and its management process. The success of any firm is directly related to how well it is organized and how effective it s managed. Organizational structure and management processes are interrelated and they provide a gauge as to how effective an overall business strategy is implemented. The measure of success in any business is how effectively it can compete in finding new opportu nities and having the internal structure necessaryRead MoreThe Key Points Aspiring Entrepreneurs Essay1472 Words   |  6 PagesMind Do you have what it takes to become an entrepreneur? Majority of people are more comfortable being employed than putting up their own business. This is not because they are contented and happy with their present job but the truth is; people are afraid of failure. Setting up and running a business is tough and risky. There s no guarantee of success. Chances are, you could be successful in this venture but there s also a great chance of failing. In short, entrepreneurial life is not for everyoneRead MoreBusiness- How Key Elements of Marketting Achieve Success1105 Words   |  5 Pagesâ€Å"Our success is a direct result of knowing how to market a brand and having the right people representing the brand† (Norman, 2009). Marketing is a key element in the success of any business. The elements of marketing incorporate: situational analysis, market objectives, the target market and marketing strategies. Most marketing plans begin with an executive summary, providing a brief summary of the current issues affecting a business. It is crucial in identifying key features of a marketing planRead MoreExamine the Key Influence on Operations Which Contributes to the Business Success1601 Words   |  7 PagesExecutive Summary This Report will examine how the major influences on Operations which contribute to the success of the business with focus all of the major eight influences, these include Globalisation, Technology, Environmental Sustainability, Legal Regulations, Corporate Social Responsibility, Quality Expectations, Government Policies and Cost based Competition. This report will also examine the impact of the influences on businesses such as Billabong, Westpac, Holden, Woolworth and Coca-Cola

Consumer Protection Act Free Essays

THE CONSUMER PROTECTION ACT, 1986 Though consumer is the purpose and most powerful motivating force of production, yet at the same time consumer is equally vulnerable segment of the whole marketing system. Attempts have been made to guard the interest of the consumer in a sporadic way till 1986, when Government of India enacted a comprehensive legislation-Consumer Protection Act, to safe guard the interest of the consumer than ever before. The Consumer Protection Act, 1986, applies to all goods and services, excluding goods for resale or for commercial purpose and services rendered free of charge and under a contract for personal service. We will write a custom essay sample on Consumer Protection Act or any similar topic only for you Order Now The provisions of the Act are compensatory in nature. It covers public, private, joint and cooperative sectors. The Act enshrines the rights of the consumer such as right to safety, right to be informed, right to be heard, and right to choose, right to seek redressal and right to consumer education. Consumer:  A consumer is any person who buys any goods for a consideration and user of such goods where the use is with the approval of buyer, any person who hires/avails of any service for a consideration and any beneficiary of such services, where such services are availed of with the approval of the person hiring the service. The consumer need not have made full payment. Goods:  Ã‚  Goods mean any movable property and also include shares, but do not include any auction able claims. Service:  Ã‚  Service of any description such as banking, insurance, transport, processing, housing construction, supply of electrical energy, entertainment, board or lodging. Nature of complaint: a)  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Any unfair trade practice or restrictive trade practice adopted; by the trader   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  b) Defective goods b)  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Deficiency in service c)  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Excess price charged ;by the trader d)  Ã‚  Unlawful goods sale, which is hazardous to life and safety when used Consumer Courts:  Ã‚  A three-tier-system a)  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  National Consumer Dispute Redressal Commission: claims above Rs. 0 lakh (a)  Ã‚  Ã‚  Consumer Dispute Redressal Commission or State Commission:  Claims from Rs 5 to 20 lakh. (a)  Ã‚  Ã‚  Ã‚  Consumer Dispute Redressal Forum or District Forum:  Claims upto Rs 5 Lakh Complaint:  A complaint, hand written or typed, can be filed by a consumer, a registered consumer organisation, cent ral or state Government and one or more consumers, where there are numerous consumers having the same interest. No stamp or court fee is needed. The nature of complaint must be clearly mentioned as well as the relief sought by the consumer. It must be in quadruplicate in district forum or state commission. Else, additional copies are required to be filed. Grant of relief: (a)  Ã‚  Ã‚  Ã‚  Repair of defective goods (b)  Ã‚  Ã‚  Replacement of defective goods (c)  Ã‚  Ã‚  Ã‚  Refund of the price paid  for the defective goods or service (d)  Ã‚  Ã‚  Removal of deficiency in service (e)  Ã‚  Ã‚  Ã‚  Refund of extra money charged (f)  Ã‚  Ã‚  Ã‚  Ã‚  Withdrawal of  goods hazardous to life and safety (g)  Ã‚  Ã‚  Ã‚  Compensation for the loss or injury suffered by the consumer due to negligence of the opposite party (h)  Ã‚  Ã‚  Ã‚  Adequate cost of filing and pursuing the complaint   Ã‚  Ã‚  Normally, complaints should be decided within 90 days from the date of notice issued to the opposite party. Where a sample of any goods is required to be tested, a complaint is required to be disposed of within 150 days; it may take more time due to practical problems. Consumer Protection Councils:  Councils have been setup in all states and at the center to promote and protect the rights and interest of consumers. These councils are advisory in nature and can play important role in recommending consumer oriented policies to the state and central Government. How to cite Consumer Protection Act, Papers

Galileo And The Telescope Essay Research Paper free essay sample

Galileo And The Telescope Essay, Research Paper Galileo was non the individual who invented the telescope, but he was the first one to utilize the telescope to analyze the celestial spheres. He made many observations utilizing the telescope that shocked the spiritual universe. In this short essay, I will merely concentrate on three observations and how an Aristotlean reacts to it. These observations played a really of import function on the development of uranology. The first object he observed was the Moon. Through his observations he concluded that the Moon s surface was really irregular and imperfect. He saw that the Moon s surface had mountains and vales. It besides consists of many other irregular forms. This was a really large contradiction to Aristotle s theory. To Aristotleans the universe was the centre of the existence and that it was perfect. This showed us the holes in the heavenly kingdom. It is non perfect like people believed it to be. We will write a custom essay sample on Galileo And The Telescope Essay Research Paper or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page If the Moon had all of these imperfectnesss, so any other member of the existence could besides be this manner. It besides showed the Earth to be merely a planet. Not the alone figure thought to be. It is non alone. In fact, it was regu lar because the Moon besides had the same belongingss. The 2nd observation was the four Moons of Jupiter. Galileo observed points of visible radiation that changed their places with clip around the Planet. These points he concluded were the four Moons that orbit Jupiter. It showed that there were things in the celestial spheres that Aristotle knew nil approximately. The was non alone any longer because it wasn t the lone planet to hold objects orbit it. And last but non least, Galileo saw that the Earth radiances on the Moon. It showed the Earth to be a small less heavenly. The Earth can reflect on another object like any regular object. It is non every bit particular as ab initio thought to be. Aristotleans around the universe did non desire to accept these observations. They had an alibi to every individual point. To ignore these new beliefs, they blamed it on the clearcutness of the telescope. They used to state that the telescope was non refined plenty. These observations of the celestial spheres got Galileo in a batch of problem with the church. In fact, it got him in so much problem, that the latter portion of his live was spent under house apprehension.

Signs Of Stress Essays - Stress, Posttraumatic Stress Disorder

Signs Of Stress In researching stress, one would learn about what stress is, the early warning signs of stress, the different types of stress, and how to build resistance to it. Stress is a combination of physical, mental, and emotional feelings that result from pressure, worry, and anxiety. The pressures from stress are called stressors. Some examples of common stressors are: divorce, death in the family, job change, pregnancy, a large mortgage, marriage, and retirement. In medicine, stress is, a physical, chemical, or emotional development that causes strains that can lead to physical illness. (Microsoft Encarta) Some of the most common symptoms of stress are emotional distress, muscular problems, and stomach problems. Emotional distress includes anger, irritability, and anxiety. Muscular problems such as tension headaches, upper and lower back pain, and jaw pain (TMJ), are symptoms of stress. Muscular tensions that lead to pulled muscles and tendon and ligament problems, are symptoms of stress as well. Other symptoms of stress are stomach, gut and bowel problems. Heartburn, acid stomach, ulcers, flatulence, diarrhea, constipation, and irritable bowel syndrome are examples of these problems. Symptoms like cold hands or feet, shortness of breath, and chest pain are also common. The early warning signs of stress include apathy, anxiety, irritability, mental fatigue, and overcompensation or denial. What is stressful for one person, may or may not be stressful for another; each person responds to stress in a different way. A person can plan their life so that stress doesn't overwhelm them. Managed stress makes people productive and happy. There are four types of stress. There is acute stress, episodic acute stress, chronic stress, and traumatic stress. Each type of stress has its own characteristics, symptoms, duration, and treatments. Acute stress is the common type of stress. Acute stress is exciting and thrilling in small amount, but too much is exhausting. Overdoing it on acute stress can lead to psychological distress, tension headaches, upset stomach, and other symptoms. Some examples of stressors that can cause acute stress are: an auto accident that crumpled the car fender; a child's occasional problems at school; and so on. Acute stress doesn't have enough time to do extensive damage that is associated with long-term stress. Episodic Acute stress is what people who suffer from acute stress frequently have. These people's lives are so disorderly that they are constantly in a state of chaos and crisis. There are always in a hurry, but they are always late. Another form of episodic acute stress comes from no-stop worry. These people tend to be over aroused and tense. The symptoms of episodic acute stress are the symptoms of extended over arousal: persistent tension headaches, migraines, hypertension, chest pain, and heart disease. Suffers are usually very resistant to change of any kind. Acute stress can come up in anyone's life but it is highly treatable and manageable. A more serious type of stress is chronic stress. Chronic stress is the grinding stress that wears people away day after day, year after year. (Battison, 1997 p. 19) It destroys minds, bodies, and lives. Chronic stress comes when a person doesn't see a way out of a miserable situation. The worst part of chronic stress is that people get used to it and forget that it's there. Chronic stress kills by means of suicide, violence, heart attack, stroke, and perhaps, even cancer. The symptoms of chronic stress are hard to treat and could require a lot of medical and behavioral treatment, therapy, and stress management . Traumatic stress is a special kind of chronic stress, known as post-traumatic stress disorder (PTSD). It is caused by trauma that is not handled correctly. Some example of traumatic experiences are: accidents, rape, verbal, physical, psychological, or sexual abuse, being in the presence of extreme violence, a brush with death, natural disasters, death of a loved one, and imprisonment. The symptoms of PTSD are flashbacks, over arousal, emotional numbness or loss of feeling, along with extreme emotional outbursts to minor things. People with PTSD suffer from problems with concentration, controlling impulses, and decision making, The long term consequences of PTSD are depression, anxiety, behavioral disorders, multiple personality disorder, and suicide. There are three basic strategies for dealing with stress. The first strategy is altering situations to make them less

Free Essays on The Sky Is Gray

â€Å"The Sky Is Gray† Deals With Racism and Offers a Courageous Solution That Challenges The Rules of Society. In a society that is divided by the polarities of black and white, all citizens must abide by the strict rules of separation. However, there are some, and usually only a few, who realize that this ominous society in which they live must not dictate such terms. Eight-year-old James from rural Louisiana travels with his mother to a white-dominated town, in order to visit the dentist: James narrates Ernest Gaines’ story â€Å"The Sky Is Gray.† The author proposes that those refusing to accept society’s rules on race relations may provide part of a solution to eradicate prejudices. He is able to accomplish this with a young black man who uses education and reasoning as support, and through an elderly couple who exercise compassion in the story. The young college man demands radical change in race relations when he suggests that educating oneself in a white-dominated society is part of the solution. The nameless young man quickly becomes alienated in the small waiting room of the dental office, when he confronts the black community’s status in society by asserting that, â€Å"We don’t question is exactly our problem.† He advocates to â€Å"Question everything. Every stripe, every star, every word spoken. Everything,† as he does not trust the symbols or the ideology of democracy. The young man stirs many emotions among his own people in the crowded room with his way of thinking, especially that of an outraged preacher and a baffled but amused elderly lady, when he challenges the very existence that they have learned to live within. While the reader is unsure whether the young man’s logic has been widely heard outside the dentist office, he/she can confidently presume that in time it will be, as the determined young man pursues a college education which will enable him â€Å"to read and to ask questions.† It quickly b... Free Essays on The Sky Is Gray Free Essays on The Sky Is Gray â€Å"The Sky Is Gray† Deals With Racism and Offers a Courageous Solution That Challenges The Rules of Society. In a society that is divided by the polarities of black and white, all citizens must abide by the strict rules of separation. However, there are some, and usually only a few, who realize that this ominous society in which they live must not dictate such terms. Eight-year-old James from rural Louisiana travels with his mother to a white-dominated town, in order to visit the dentist: James narrates Ernest Gaines’ story â€Å"The Sky Is Gray.† The author proposes that those refusing to accept society’s rules on race relations may provide part of a solution to eradicate prejudices. He is able to accomplish this with a young black man who uses education and reasoning as support, and through an elderly couple who exercise compassion in the story. The young college man demands radical change in race relations when he suggests that educating oneself in a white-dominated society is part of the solution. The nameless young man quickly becomes alienated in the small waiting room of the dental office, when he confronts the black community’s status in society by asserting that, â€Å"We don’t question is exactly our problem.† He advocates to â€Å"Question everything. Every stripe, every star, every word spoken. Everything,† as he does not trust the symbols or the ideology of democracy. The young man stirs many emotions among his own people in the crowded room with his way of thinking, especially that of an outraged preacher and a baffled but amused elderly lady, when he challenges the very existence that they have learned to live within. While the reader is unsure whether the young man’s logic has been widely heard outside the dentist office, he/she can confidently presume that in time it will be, as the determined young man pursues a college education which will enable him â€Å"to read and to ask questions.† It quickly b...

Language and Gender Definitions and Discussions

Language and Gender Definitions and Discussions Language and gender is an interdisciplinary field of research that studies varieties of speech (and, to a lesser extent, writing) in terms of gender, gender relations, gendered practices, and sexuality. In The Handbook of Language and Gender (2003), Janet Holmes and Miriam Meyerhoff discuss the shift that has occurred in the field since the early 1970sa movement away from essentialist and dichotomous conceptions of gender to a differentiated, contextualized, and performative model which questions generalized claims about gender. What Are Language and Gender Studies? Regarding gender, extensive research on language, culture, and identity has sought to uncover the logic of the encoding of sex differences in languages, to analyze the oppressive implications of ordinary speech, to explain miscommunication between men and women, to explore how gender is constructed and interacts with other identities, and to investigate the role of language in helping establish gender identity [as] part of a broader range of processes through which membership in particular groups is activated, imposed, and sometimes contested through the use of linguistic forms . . . that activate stances ([Alessandro] Duranti 2009: 30-31). Other work explores how language is used to reproduce, naturalize, and contest gender ideologies, drawing from many disciplinary perspectives . . .. Critical discourse, narrative, metaphor, and rhetorical analysis have been used to examine other gendered dimensions of processes of meaning making, such as gender bias in cell biology (Beldecos et al . 1988) and factory farm industry language used to conceal violence (Glenn 2004).(Christine Mallinson and Tyler Kendall, Interdisciplinary Approaches. The Oxford Handbook of Sociolinguistics, ed. by Robert Bayley, Richard Cameron, and Ceil Lucas. Oxford University Press, 2013) Doing Gender We act out gender roles from a continuum of masculine and feminine characteristics; we are therefore gendered and we are involved in the process of our own gendering and the gendering of others throughout our lives. In the field of  gender and language use, this performance of gender is referred to as doing gender. In many ways we are rehearsed into our gender roles, like being prepared for a part in a play: gender is something we do, not something we are (Bergvall, 1999; Butler, 1990). Over our lives and particularly in our early formative years, we are conditioned, prompted and prodded to behave in acceptable ways so that our gender, and our communitys acceptance of it, aligns with our ascribed sex. [S]ome scholars in the field question the distinction that sex is a biological property and gender is a cultural construct, and both terms continue to be contested . . ..(Allyson Julà ©, A Beginners Guide to Language and Gender. Multilingual Matters, 2008) The Dangers of Abstraction Our diagnosis is that gender and language studies suffer from the same problem as that confronting sociolinguistics and psycholinguistics more generally: too much abstraction. Abstracting gender and language from the social practices that produce their particular forms in given communities often obscures and sometimes distorts the ways they connect and how those connections are implicated in power relations, in social conflict, in the production and reproduction of values and plans. Too much abstraction is often symptomatic of too little theorizing: abstraction should not substitute for theorizing but be informed by and responsive to it. Theoretical insight into how language and gender interact requires a close look at social practices in which they are jointly produced. (Sally McConnell-Ginet, Gender, Sexuality, and Meaning: Linguistic Practice and Politics. Oxford University Press, 2011) Background and Evolution of Language and Gender Studies In the United States during the late 1960s and early 1970s, women began to examine and critique societal practices that supported gender discrimination in consciousness-raising groups, in feminist cells, in rallies and media events (see [Alice] Echols, 1989, for a history of the womens movement in the United States). In the academy, women and a few sympathetic men started to examine the practices and methods of their disciplines, subjecting them to similar critiques for similar ends: the elimination of societal inequities based upon gender. The study of language and gender was initiated in 1975 by three books, the latter two of which have continued to significantly influence sociolinguistic work: Male/Female Language (Mary Ritchie Key), Language and Womens Place (Robin Lakoff), and Language and Sex: Difference and Dominance (Barrie Thorne and Nancy Hedley, Eds.). . . . Overly dichotomous ideas of gender pervade Western society in ways that must be challenged. Because, however, it is important that challenging exaggerated notions of difference does not simply result in women assimilating to male, or mainstream, norms, feminist scholars must simultaneously document and describe the value of attitudes and behaviors long considered feminine. In doing so, feminist scholars challenge their exclusive association with women and point out their value for all people.(Rebecca Freeman and Bonnie McElhinny, Language and Gender. Sociolinguistics and Language Teaching, ed. by Sandra Lee McKay and Nacy H. Hornberger. Cambridge University Press, 1996) In the first phase of language/gender research, Many of us were eager to piece together an overall portrayal of differences in the speech of women and men. We invented notions like genderlect to provide overall characterizations of sex differences in speech (Kramer, 1974b; Thorne and Henley, 1975). The genderlect portrayal now seems too abstract and overdrawn, implying that there are differences in the basic codes used by women and men, rather than variably occurring differences, and similarities.(Barrie Thorne, Cheris Kramarae, and Nancy Henley, 1983; quoted by Mary Crawford in Talking Difference: On Gender and Language. SAGE, 1995)Interactional sociolinguistics [IS] serves as one of many theoretical orientations that have been drawn on to investigate gender and communication. The pioneering study of Maltz and Borker (1982) provided a starting point for [Deborah] Tannens (1990, 1994, 1996, 1999) writing on language and gender in which Tannen investigates interactions between women a nd men as a kind of cross-cultural communication and firmly establishes IS as a useful approach to gendered interaction. Her general audience book You Just Dont Understand (Tannen, 1990) offers insights into everyday communication rituals of speakers of both genders. Much like Lakoffs (1975) Language and Womens Place, Tannens work has fueled both academic and popular interest in the topic. In fact, language and gender research exploded in the 1990s and continues to be a topic receiving a great deal of attention from researchers using various theoretical and methodological perspectives (Kendall and Tannen, 2001).(Cynthia Gordon, Gumperz and Interactional Sociolinguistics. The SAGE Handbook of Sociolinguistics, ed. by Ruth Wodak, Barbara Johnstone, and Paul Kerswill. SAGE, 2011) Language and gender studies have seen significant expansion to encompass sexual orientation, ethnicity and multilingualism, and, to some extent, class, involving analyses of spoken, written, and signed gendered identities.(Mary Talbot, Language and Gender, 2nd ed. Polity Press, 2010)

Citizen Kane review Essay Example | Topics and Well Written Essays - 500 words

Citizen Kane review - Essay Example As he utters his last word, â€Å"Rosebud†, a journalist sets out on a journey of investigation to discover the meaning of Kane’s last word. It is through this exploration, including interviews with family members and associates, that we are told the life story of Kane, from childhood as a member of a poverty stricken family, through to his move into the newspaper industry as he develops a position of huge and influential power within the medium as his personal life disintegrates. One of the most innovative and important aspects of the movie is its narrative techniques, which I greatly admire. The story is told through a series of flashbacks, and not necessarily in chronological order. In addition to this, the story is entirely non-linear in that it is told through the perspective and points of view of multiple characters (Cook, 2004). Such characters include much older individuals who have different interpretations and opposing descriptions of the protagonist. This non-linear storytelling technique which incorporates multiple narrators, including unreliable narrators, was extremely innovative of the time. Though a few previous movies had attempted this to some degree, â€Å"Citizen Kane† exploited this technique and based the structure of the entire movie upon this strategy. This is an extremely effective device and very appropriate for this particular movie. Another aspect of the movie which has garnered much well deserved acclaim is the cinematography. Welles apparently attempted to create a new style of making films, by trying to combine several such techniques into one cohesive method. This resulted in many new and innovative aspects to the movies cinematography. For example, the director employed several low-angle shots and used deep focus extensively (Cook 96). This was extremely modern and new for the time period, as the limitations and typical settings of movies

APPLY THE LEARNING CURVE THEORY Research Paper Example | Topics and Well Written Essays - 500 words - 1

APPLY THE LEARNING CURVE THEORY - Research Paper Example The curve helps an organization to tune it finely from all directions. If an organization has the knowledge of handling the entire process, it can make informed decisions. The simulation describes the opening of a Pizza store by Mario in Palm Springs which was situated I a mall where there was potentiality to succeed and make profits as there was traffic of customers. Mario although faced many challenges of customer dissatisfaction. The dissatisfaction moved to an extent that most customers left the store without purchasing due to waiting for a very long time. What Mario should therefore aim is the retention of the old customers and getting more new consumers of his product. For the goals to be achieved there are changes or alternatives that should be employed by Mario. Mario is required to reduce the time customers use in waiting. The time should be cut down from nine minutes. Mario also have to balance their demand of service and provide appropriate service to the clients. If this can be rectified Mario’s business would be profitable. As Mario has a small business the learning curve can be very profitable and helpful to him. The process they use can adapt concepts of the learning curve in very many ways. The learning curve has been removed from the chronological observation that people who do recurring roles exhibit a development in task performance in many times. The empirical studies of this occurrence give rise to three conclusions based on current practice and theory. The period required to carry out a role diminishes with the repeat of the task. The quantity of development has adequate consistency to let its function as a tool of prediction (Hugh J. R et al, 2012) In the simulation a process data of performance was compiled. There was the choice to change cooks, staff, 4 person and 2 person tables to have to give the maximum service without interfering with the profits. The table above shows how the profit goes up every time

Gender roles in language acquisition Essay Example for Free

Gender roles in language acquisition Essay We reprimand our daughters for being bossy and praise our sons for showing such assertiveness. These were the sentiments expressed during Sheryl Sandburg book promotion tour in early 2013. Mrs Sandberg is largely accepted as one of the most successful female businessperson in modern society. During her many lectures and academic interviews she essentially cited her success as the result of going against the gender norm for women. Although specifically referring to the business world, does Sheryl have a point? Are we reinforcing gender roles in the words we promote and discourage our children to use? It is largely accepted across both linguistic and psychology fields that girls develop their language skill in: understands, quantity, quality and range of vocabulary acquired at an earlier age and faster rate than their male counterparts. A very recent study by Rikard Bauman in 2010 (Stockholm University Press) explored vocabulary growth and language production in pre-school children. It is suggested that at 22 months girls have a more extensive vocabulary than boys due to capacity differences; however, at 34 months such a pattern cannot be found. Furthermore it is suggested that gender affects language production in the sense that male and female speakers will prefer to produce words that are associated with their culture’s definition of masculinity and femininity. The study on vocabulary growth is based on the assumption that TTR (type/token ratio) reflects vocabulary size and it proves that, at 22 months, girls have a more extensive vocabulary than boys; however, at 34 months such a pattern is less obvious, if any conclusion can be drawn it is that boys have a slightly larger vocabulary than girls. The study on language production is focused on verb production and it shows that boys and girls prefer verbs that are associated with common stereotypes of masculinity and femininity. It seems that these gender distinctions are not unique to the English language or the Western world as Found when examining the Japanese language. according to Eleanor Harz Jorden, when learning language in Japan children learn that there are some words and some grammatical constructions that are associated explicitly with men or boys, while others are associated with women or girls. Such differences are sometimes called gendered language. In Japanese, speech patterns associated with women are referred to as onna kotoba (womens words) or joseigo , womens language). In general, the words and speech patterns associated with men are seen as rough, vulgar, or abrupt, while those associated with women are considered more polite, more deferential, or softer. Some linguists consider the rough/soft continuum more accurate than the male/female continuum. For example, Eleanor Harz Jorden in Japanese: The Spoken Language refers to the styles as blunt/gentle, rather than male/female. There are no gender differences in written Japanese (except in quoted speech), and almost no differences in polite speech (teineigo), since males take on softer speech, except for the fact that women may be more likely to use polite speech in the first place. The word onnarashii , which is usually translated as ladylike or feminine, refers to the behaviour expected of a typical Japanese woman. As well as behaving in particular ways, being onnarashii means conforming to particular styles of speech. Some of the features of women’s speech include speaking in a higher register, using more polite forms and using polite speech or honorifics in more situations, and referring to themselves and those they address more formally. Some linguistic features commonly associated with women include omission of the copula da, the use of personal pronouns such as watashi or atashi among others, use of feminine sentence-final particles such as wa, na no, kashira, and mashoo, and the more frequent use of the honorific prefixes o and go. According to Katsue Akiba Reynolds, ladylike speech is instrumental in keeping Japanese women in traditional roles and reflects Japanese society’s concept of the difference between women and men.[4] For example, there is the potential for conflict for women in the workplace in that, to be onnarashii, a woman must speak politely, submissively and humbly, yet to command respect as a superior, she must be assertive, self-assured, and direct, even when dealing with male subordinates. Actual language used by Japanese-speaking women differs from these ideals. Such onnarashii speech is a norm that institutions such as education and media encourage women to adopt. Similarly, these forms may be prescribed for women learners by Japanese textbooks and other materials. There are, however various deviations from these norms in conversation. Although Japanese women may not follow the gender norm in speech, some linguistic studies indicate that Japanese women tend to use more honorific language than men do, which reinforces the idea of onnarashii and traditional gender roles.[5] Traditional characteristics of Japanese mens speech [edit] Just as there are modes of speaking and behaviour that are considered intrinsically feminine, there are also those that are considered intrinsically masculine. In speech, being otokorashii (manly or masculine) means speaking in a lower register, using fewer polite forms and using them in fewer situations, and using intrinsically masculine words. Research on Japanese mens speech shows greater use of neutral forms, forms not strongly associated with masculine or feminine speech, than is seen in Japanese womens speech. Scholars argue that men use typically masculine forms to assert their own authority and knowledge of themselves. Some studies of conversation between Japanese men and women show neither gender taking a more dominant position in interaction. Men, however, tend to show a self-oriented conversation style, telling stories and expressing their expertise on topics being discussed, than is typical of women in these studies. Gender differences in modern society :- As women gain an increasing leadership role in Japanese society, notions of onnarashisa and otokorashisa, that is, what is deemed appropriate behaviour for men and women, have evolved over time. Although comparatively more extreme movements call for the elimination of gender differences in the Japanese language (gender-neutral language), convergence in usage is considered unlikely and may not even be desirable. Instead, trends in actual usage indicate that women are feeling more comfortable using traditional characteristics of female speech (such as wa) while still maintaining an assertive attitude on par with men. In other words, there is a gradual decoupling of language forms and traditional cultural expectations. Although the characteristics of Japanese male speech have been largely unaffected, there has been an increasing sensitivity regarding certain usages (such as changing the terms used to refer to mature women -chan) that may be considered offensive. Regional dialect may often play a role in the expression and perception masculinity or femininity of speech in Japanese. Another recent phenomenon influencing established femininity in speech is the popularity of Okama, very feminine men as popular Geinoujin (television personalities). While homosexuality and transgenderism is still a fairly taboo subject in Japan, lesbians with male traits, or cross-dressers, are referred to as onabe or tachi. Problems for Japanese learners [edit] Without the proper instruction by fluent Japanese speakers and/or teachers, non-native persons risk learning and expressing themselves inappropriately to native Japanese. Compounding the difficulty of language acquisition, formal instruction may emphasise learning the polite forms of expression (that favour female students) while glossing over informal expression (that favour male students) and honorifics (distinguishes natives from foreigners). It is important for non-natives to be instructed by members of the same sex or be aware that mere mimicry may not have the expected results. In addition to the use of pronouns to refer to oneself and others, the use of titles also is strongly influenced by gender-based overtones and is another source of potential problems for the non-native speaker. The situation is further complicated by regional variation. For example, in many regions of Japan it is common for older men to refer to themselves as boku or older women to refer to themselves as ore. How does this relate to language spoken in the Western world? Opinion is, as is often the case, divided. AGAINST 1) other major influences Mahsa Saligheh Revisiting Age and GenderInfluence in Second Language Acquisition 2012 states, There is no doubt that language acquisition process is a complex process which involves several factors, and that this process is highly influenced due to plasticity of the brain. Furthermore, the types of memory systems involved in females and males are also have a pivotal role that makes the genders distinct. The researchers claim, age and gender, are among the factors that run in parallel with other factors that deeply influence language acquisition process such as motivation, personality, styles, strategies, gender and age. The present study attempts to investigate the last two factors: age and gender. Given the importance placed on the role on age and gender, the researchers hold they are not the necessary conditions for second language acquisition. However, the writers claim that genetically there are some benefits that can be reaped for those who begin L2 acquisition early. Furthermore, both males and females are equipped with some predetermined tendencies that would be helpful for them to acquire some aspects of language much faster and easier. 2) biological basis Mar. 5, 2008 — Although researchers have long agreed that girls have superior language abilities than boys, until now no one has clearly provided a biological basis that may account for their differences. For the first time and in unambiguous findings researchers from Northwestern University and the University of Haifa show both that, areas of the brain associated with language work harder in girls than in boys during language tasks, and that boys and girls rely on different parts of the brain when performing these tasks. Our findings which suggest that language processing is more sensory in boys and more abstract in girls could have major implications for teaching children and even provide support for advocates of single sex classrooms, said Douglas D. Burman, research associate in Northwesterns Roxelyn and Richard Pepper Department of Communication Sciences The researchers measured brain activity (using functional magnetic resonance imaging) in 31 boys and in 31 girls aged 9 to 15 as they performed spelling and writing language tasks. The tasks were delivered in two sensory modalities visual and auditory. When visually presented, the children read certain words without hearing them. Presented in an auditory mode, they heard words aloud but did not see them. Using a complex statistical model, Burman and Pepper accounted for differences associated with age, gender, type of linguistic judgment, performance accuracy and the method (written or spoken) in which words were presented. The researchers found that girls still showed significantly greater activation in language areas of the brain than boys. The information in the tasks got through to girls language areas of the brain (areas associated with abstract thinking through language). And their performance accuracy correlated with the degree of activation in some of these language areas. To their astonishment, however, this was not the case for boys. Boys accurate performance when reading words depended on how hard visual areas of the brain worked. In hearing words, boys performance depended on how hard auditory areas of the brain worked. If that pattern extends to language processing that occurs in the classroom, it could inform teaching and testing methods. Given boys sensory approach, boys might be more effectively evaluated on knowledge gained from lectures via oral tests and on knowledge gained by reading via written tests. For girls, whose language processing appears more abstract in approach, these different testing methods would appear unnecessary. One possibility is that boys have some kind of bottleneck in their sensory processes that can hold up visual or auditory information and keep it from being fed into the language areas of the brain, Burman said. This could result simply from girls developing faster than boys, in which case the differences between the sexes might disappear by adulthood. Or, an alternative explanation is that boys create visual and auditory associations such that meanings associated with a word are brought to mind simply from seeing or hearing the word. While the second explanation puts males at a disadvantage in more abstract language function, those kinds of sensory associations may have provided an evolutionary advantage for primitive men whose survival required them to quickly recognise danger-associated sights and sounds. If the pattern of females relying on an abstract language network and of males relying on sensory areas of the brain extends into adulthood (a still unresolved question) it could explain why women often provide more context and abstract representation than men. Ask a woman for directions and you may hear something like: Turn left on Main Street, go one block past the drug store, and then turn right, where theres a flower shop on one corner and a cafe across the street. Such information-laden directions may be helpful for women because all information is relevant to the abstract concept of where to turn; however, men may require only one cue and be distracted by additional information. Conclusion Alongside most if not all empirical and theoretical evidence involving human beings it is impossible to make concrete and definite conclusions. Having extrapolated the information the most obvious conclusion can only deduce Is this only evident in childhood, does the distinction disappear by adulthood or was Sandberg right in stating that the division in language between the sexes continues through life. References Burman is primary author of Sex Differences in Neural Processing of Language Among Children. Co-authored by James R. Booth (Northwestern University) and Tali Bitan (University of Haifa). Jorden, Eleanor Harz; Noda, Mari (1987). Japanese: The Spoken Language. New Haven: Yale University Press. ISBN 978-0-300-03834-7. Siegal, Meryl; Okamoto, Shigeko (2003). Toward reconceptualizing the teaching and learning of gendered speech styles in Japanese as a Foreign Language. Japanese Language and Literature 37 (1): 49–66. Retrieved 2013-4-26. Kazuko, Ashizawa (1998). Mangajins Basic Japanese Through Comics. Weatherhill. ISBN 0-8348-0452-2. Reynolds, Katsue Akiba (1990). Female Speakers of Japanese in Transition. Aspects of Japanese Womens Language (Tokyo: Kurosio). Tanaka, Lidia (2004). Gender, Language and Culture: A Study of Japanese Television Interview Discourse. John Benjamins Publishing. ISBN 978-90-272-3079-9. Sreetharan, Cindi Sturtz (2004). Students, sarariiman (pl.), and seniors: Japanese mens use of †²manly†² speech register. Language in Society 33 (01). doi:10.1017/S0047404504031045. ISSN 0047-4045. ^ Itakura, Hiroko; Tsui, Amy B. M. (2004). Gender and conversational dominance in Japanese conversation. Language in Society 33 (02). doi:10.1017/S0047404504332033. ISSN 0047-4045.

Acting Black and Acting White in Racist America :: Racism Race Essays

Acting Black and Acting White in Racist America Several years ago, four New York City police officers were acquitted after their trial for the murder of an African immigrant. Bill Bradley is quoted in Newsweek (March 6, 2000): "I think that it shows that when racial profiling seeps so deeply into somebody's mind, a wallet in the hand of a white man looks like a wallet, but a wallet in the hand of a black man looks like a gun." My nephew, David, who is African American, is beginning to expereince teasing about doing well in school and "acting white." He will end up, as have his mother and our other two African American siblings, learning to act black in certain situations and white in others. People live in quite similar and yet vastly different Umwelten. In this reflexive paper I intend to explore for myself some ideas about the Umwelten of inner city, lower SES African American families (I taught in inner city Washington, D.C.) and white American suburban middle class families. Different Umwelten can lead to vastly different ways of thinking about what it means to be successful in life and, thus, how parents raise and what they desire for their children. The conversation my sister and I were having did not end with thoughts about David and his hardships in school. We discussed reasons children would tease other children for valuing schooling, and what the teasing says about parents' and culture's educational beliefs. My sister decided that she could not imagine any parents who would not want their child to get an education and, if they had the opportunity, to go to college. (Implied in this sentence is, of course, the assumption that every person has the opportunity to go get that "education.") I was aghast. Aren't we both liberal people brought up together in the same liberal household? Yet my sister seems to have some limiting views that I do not share (at least not consciously). First, "education" means graduating from high school and the opportunity to go on to college. Second, every parent would want and value this education for their children. Third, this would mean that the opportunity for this education was available to all children and their parents know it. Here I saw a glimpse through a slice of the rhizome that is my sister's mind, where her interpretants for the signs of "opportunity" and "education" are different from mine, and where they lead to different connections than these interpretants do for me. Acting Black and Acting White in Racist America :: Racism Race Essays Acting Black and Acting White in Racist America Several years ago, four New York City police officers were acquitted after their trial for the murder of an African immigrant. Bill Bradley is quoted in Newsweek (March 6, 2000): "I think that it shows that when racial profiling seeps so deeply into somebody's mind, a wallet in the hand of a white man looks like a wallet, but a wallet in the hand of a black man looks like a gun." My nephew, David, who is African American, is beginning to expereince teasing about doing well in school and "acting white." He will end up, as have his mother and our other two African American siblings, learning to act black in certain situations and white in others. People live in quite similar and yet vastly different Umwelten. In this reflexive paper I intend to explore for myself some ideas about the Umwelten of inner city, lower SES African American families (I taught in inner city Washington, D.C.) and white American suburban middle class families. Different Umwelten can lead to vastly different ways of thinking about what it means to be successful in life and, thus, how parents raise and what they desire for their children. The conversation my sister and I were having did not end with thoughts about David and his hardships in school. We discussed reasons children would tease other children for valuing schooling, and what the teasing says about parents' and culture's educational beliefs. My sister decided that she could not imagine any parents who would not want their child to get an education and, if they had the opportunity, to go to college. (Implied in this sentence is, of course, the assumption that every person has the opportunity to go get that "education.") I was aghast. Aren't we both liberal people brought up together in the same liberal household? Yet my sister seems to have some limiting views that I do not share (at least not consciously). First, "education" means graduating from high school and the opportunity to go on to college. Second, every parent would want and value this education for their children. Third, this would mean that the opportunity for this education was available to all children and their parents know it. Here I saw a glimpse through a slice of the rhizome that is my sister's mind, where her interpretants for the signs of "opportunity" and "education" are different from mine, and where they lead to different connections than these interpretants do for me.

Lord of the Flies †Darkness of a Man’s Heart Essay

Originally published in 1954, William Golding’s _Lord of the Flies_ has become one of the classics of contemporary literature. The novel is about a group of young boys stranded alone on an island and left to fend for themselves. In an attempt to model their previous world without the influence of adults, the order that had once existed soon decays and is replaced by the chaos that destroys their ordered and civilised cultures. Though fictional, _Lord of the Flies_ deals with deep moral questions of how humans are essentially barbaric in their most primitive state. Golding conveys his idea of the ‘darkness of a man’s heart’ successfully through effective use of allegory, symbolism, and his perception of a dystopian society. _Lord of the Flies_ can be viewed as a political allegory of the Cold War. Golding served in the Royal Navy and recalling later his war experiences, he remarked that â€Å"man produces evil, as a bee produces honey.† The Cold War was a struggle between two super power ideologies – Democracy and Communism, signified by Ralph and Jack respectively. Near the close of the novel, the boys are rescued by a naval commander who came ashore in his boat whilst the boys were playing savages. The irony is that after he brings the boys home, the naval commander will return to sea and engage in a far larger game of violence called war. Thus, Golding makes a point that the island is a microcosmic representation of the conflict between democracy and communism in the war. When the boys are first deserted on the island, they behave like children, alternating between enjoying their freedom and expressing profound homesickness and fear. By the end of the novel, however, they mirror the warlike behaviour of the Home Counties, attacking, torturing and murdering one another without hesitation or regret due to the lack of government and order. Ralph weeps â€Å"for the end of innocence† and the â€Å"darkness of a man’s heart† (p 248) upon reunification with the real world and realisation that evil lurks within all human beings. Symbolism plays a major role in _Lord of the Flies_. Through the rich use of symbolism, Golding reveals that humans detached from society’s rules allow themselves to be dominated by the evil within them. The Lord of the Flies and the Beast are two major symbols that enforce the Golding’s idea of ‘the darkness in a man’s heart’. They are not really physical characters, but rather the evil in every human being.Simon is the first one on the island to realise and thus makes a proposal. â€Å"†What I mean is†¦maybe it’s only us.†Ã¢â‚¬  (p 111)Simon speaks these words in Chapter 5, during the meeting in which the boys discuss the existence of the beast. Although the other boys laugh off Simon’s suggestion that the beast may be â€Å"only us†, Simon’s words are central to Golding’s point that innate human evil exists. Simon’s idea of the darkness of a man’s heart is reinforced in Chapter 8, when he confronts the Lord of the Flies. â€Å"†There isn’t anyone to help you. Only me. And I’m he Beast.†Ã¢â‚¬  (p 177) These words spoken by the Lord of the Flies confirm Simon’s speculation that perhaps the beast is only the boys themselves and acknowledges that it exists in all human beings. This is backed up further with The Lord of the Flies’ adoption of the boys’ rather colloquial language, â€Å"I’m the reason why it’s no go?† (p 177) As the story progresses, the boys begin to worship the beast and make offerings to it. The appreciation for the beast is paralleled by the amount of savagery in the group. Through the use of symbolism, Golding successfully illustrates his theme of natural savagery within humans. The concept of a dystopian society can be seen clearly through _Lord of the Flies._ Golding sees moral behaviour as something that civilisation forces upon the individual rather than being a natural element. The novel implies that the instinct of savagery is far more primal and fundamental to human beings than the instinct of civilisation.The impression of a dystopian society within _Lord of the Flies_ is enhanced by Golding’s rich and dark writing style. During the early chapters of the novel, the setting was depicted as almost a utopia, â€Å"Ralph stood, one hand against a grey trunk, and screwed up his eyes against the shimmering water† (p 14), yet however is juxtaposed with dystopian qualities, â€Å"Behind this was the darkness of the forest proper and the open space of the scar.† This creates a sense of  foreshadowing which eventually leads on to the corruption and deterioration of the boys’ civilisation. With the absence of civilisation, the boys are left to fend on their own with minimal resources andtherefore naturally reverting cruelty, savagery, and barbarism. _Lord of the Flies_ still holds relevance to readers in this day as it addresses issues regarding the human condition and society. These issues will be as relevant today as they were hundreds of years ago and will still be relevant in the future. As for allegory, the novel represents the differences in political systems, systems that are still part of our lives today. If we scrape off the cover of civilisation, we are all beasts within.Through use of allegory, symbolism and a concept of dystopia, Golding conveys that the absence of a civilisation is able to reduce humanity to a natural state of barbarism.In conclusion, _Lord of the Flies_ thoroughly explores ‘the darkness of a man’s heart’.

The Merchant of Venice-Shylock Analysis

In Shakespeare’s edgy and suspenseful play, â€Å"The Merchant of Venice†, the character of Shylock may evoke complex feelings within the reader. Shylock is clearly a villain in the sense that he takes repeatedly takes advantage of people in vulnerable economic situations and makes a handsome living in this way. He is not an inherently likeable character throughout   Ã¢â‚¬Å"The Merchant of Venice† by Shakespeare; he avoids friendships, he is cranky, and he is steadfast in his beliefs to the point of being rigid.Any character analysis of Shylock in â€Å"The Merchant of Venice† should note his tendency for selfish behavior and thinking. Shylock is also a man who is unreasonable and self-thinking, demanding, as one of the important quotes in â€Å"The Merchant of Venice† goes, â€Å"a weight of carrion flesh† (IV. i. 41) from a man he suspects will not be able to repay him simply because it is his â€Å"humour† to do so (IV. i. 43). Bec ause he is the villain of this play, justice can only be served if Shakespeare’s Shylock is punished in a manner that is congruent with his violations of social norms and laws.At the same time, though, his punishment is problematic for it seems to mimic the very crime of which Shylock is really being accused, and that crime is absolutism. By insisting that Shylock must be punished in the way that he is in ‘The Merchant of Venice†, Shakespeare raises doubts about the purity of Christian love and mercy, which certainly creates implications for the very notions of both punishment and villainy.Shylock is a man who is hardly likeable in all aspects throughout   Ã¢â‚¬Å"The Merchant of Venice†. Already a marginalized member of Venetian society because he is a Jew and occupies the stereotypical profession of the money-grubbing guarantor, Shylock ensures that his peers and the audience will not like him because of his unreasonableness and unwillingness to let go of his tendencies to be greedy, even in a situation that seems to warrant mercy and pity.In several instances in   Ã¢â‚¬Å"The Merchant of Venice† he takes a perverse pleasure in what he refers to in one of the important quotes from â€Å"The Merchant of Venice† by Shakespeare, â€Å"a merry sport† of exacting â€Å"an equal pound/Of†¦fair flesh to be cut off and taken/In what part of [the] body pleaseth me† as the terms of a loan agreement (I. iii. 151-146), terms which he refuses to justify. At the same time, though, the reader, when performing even a basic character analysis of Shylock, can feel a curious compassion for this character, who is so clearly disliked.Although he has imposed isolation on himself by declaring that he will not â€Å"eat/ with you, drink with you, nor pray with you. † ( I. iii/ ll. 33-34), one begins to understand why he has withdrawn from social life when he makes his moving speech in Act III, in which it is asked by Shylock who is the victim of racism, â€Å"Hath not a Jew eyes? Hath not a Jew hands, organs, dimensions, senses, affections, passions? † (III. i. 54).The reader begins to understand how Shylock has never been understood because no one has ever seen him for anything other than his Jewishness. Again, this complicates the reader’s relationship with his character and the subsequent punishment he receives because although he is not likable, one cannot help but sympathize with his plight as an outcast. It is Shylock himself who teaches the reader and his own peers the most about Christian love and mercy in   Ã¢â‚¬ The Merchant of Venice†.As he continues his Act III speech, he muses about the similarities between Jews and Christians   in one of the meaningful quotes, saying, â€Å"Fed†¦ the same food, hurt with the same weapons, subject to the same diseases, healed by the same means†¦ as a Christian is†¦. ,† and then confronts his Christian accusers and judges with three profound questions that invoke these themes in â€Å"Merchant of Venice†: â€Å"If you prick us, do we not bleed? † If you tickle us do we not laugh? If you poison us, do we not die? † (III. . 54-62). The cycle of strange violence that Shylock has set into motion will not end once his punishment has been meted out to him, as he goes on to warn in the remainder of the speech. Rather than learn this lesson—namely, that revenge in the guise of justice will never result in anything other than more revenge—Shylock receives his punishment. Years later, we see the same kinds of issues played out in society, proving that we have learned little about what Shakespeare hoped to teach us through Shylock.

Free Essays on Kids Need Gym Class

The benefits of physical activity on a child’s health are well documented. According to several studies, children engaged in physical education show superior motor fitness, academic performance, and attitude toward school when compared to those who do not participate in daily physical education. Children who are active and physically fit have fewer cardiovascular risk factors than less active children, they encounter lower rates of coronary heart disease, lower blood pressure, and lower body fat. Active adolescents also tend to feel less lonely, shy, and hopeless than do their physically inactive peers (Acalogic). In addition, one study which used physical activity as treatment for hyperactive behavior showed that an increase in exercise was an efficient means for reducing rates of aggression and hyperactivity: â€Å"It is well documented in both Exercise and Physiology literature that chemical changes occur in the brain after it is exposed to exercise†¦a regular aerobic intervention at 75% of maximum respiration would indeed be an increase over the child’s daily activity schedule. This change in physiological activity has the potential to change daily behavior. If children, who are exhibiting the early symptoms of inattention and hyperactivity can be exposed to a high incidence of frequent aerobics on a regular basis, then the affects of muscle exhaustion and increased body chemistry changes may combine to curb unwanted disruptive behavior† (Acalogic). In spite of all the positive results exercise provides, many schools, due to budget problems, are cutting back on physical educationmuch to the detriment of our children. More children are overweight or obese than ever before. The term â€Å"overweight† refers to a child that weighs more than is recommended for a given height; and when this excess weight is in the form of fat, health problems may develop. â€Å"Obesity† is an excess of body fat. Children are consid... Free Essays on Kids Need Gym Class Free Essays on Kids Need Gym Class The benefits of physical activity on a child’s health are well documented. According to several studies, children engaged in physical education show superior motor fitness, academic performance, and attitude toward school when compared to those who do not participate in daily physical education. Children who are active and physically fit have fewer cardiovascular risk factors than less active children, they encounter lower rates of coronary heart disease, lower blood pressure, and lower body fat. Active adolescents also tend to feel less lonely, shy, and hopeless than do their physically inactive peers (Acalogic). In addition, one study which used physical activity as treatment for hyperactive behavior showed that an increase in exercise was an efficient means for reducing rates of aggression and hyperactivity: â€Å"It is well documented in both Exercise and Physiology literature that chemical changes occur in the brain after it is exposed to exercise†¦a regular aerobic intervention at 75% of maximum respiration would indeed be an increase over the child’s daily activity schedule. This change in physiological activity has the potential to change daily behavior. If children, who are exhibiting the early symptoms of inattention and hyperactivity can be exposed to a high incidence of frequent aerobics on a regular basis, then the affects of muscle exhaustion and increased body chemistry changes may combine to curb unwanted disruptive behavior† (Acalogic). In spite of all the positive results exercise provides, many schools, due to budget problems, are cutting back on physical educationmuch to the detriment of our children. More children are overweight or obese than ever before. The term â€Å"overweight† refers to a child that weighs more than is recommended for a given height; and when this excess weight is in the form of fat, health problems may develop. â€Å"Obesity† is an excess of body fat. Children are consid...

How to Write the Duke University Essays 2018-2019

Duke is a selective, private university located in Durham, â€Å"Bull City,† North Carolina. Founded by Methodists and Quakers in the present-day town of Trinity in 1838, the school moved to Durham in 1892 and has since risen to consideration as one of the top academic institutions in the world. For the Class of 2022,   Duke admitted 6.4% of applicants, and it currently sits at #8 in the U.S. News National University Rankings . A medium-sized university, Duke’s undergraduate population totals at roughly 6,600 students. The institution utilizes a semester-based calendar and is organized into the two schools: the Trinity School of Arts and Sciences, and the Pratt School of Engineering. Duke boasts a diverse, global student body, cutting-edge research opportunities, and top-tier athletics programs. Duke students are often distinguished by their entrepreneurial, energetic, and driven personalities. A collaborative and social environment, Duke offers many extracurricular opportunities, including its annual tradition of â€Å"Tenting† for the UNC basketball rivalry game. In addition, incoming first-year students are housed together on East Campus, building a tight-knit sense of community early on in the undergraduate experience. This prompt allows you to elaborate on your sexual orientation, if you so choose. On campus, Duke strives to create an inclusive environment in which everyone is empowered and able to express themselves. When writing this essay, be as truthful and authentic as possible. If your sexuality is an important or defining facet of your life, then be confident and explain why. Perhaps your sexuality has only recently caused you to question how you perceive the world, and you would like to expound upon the nature of that development. A misconception about the LGBTQ community is that its experience is a completely collective one. All over the world, there are countless individuals — athletes, musicians, scientists, professors, politicians — who identify with the LGBTQ community. The point is, sexual orientation isn’t an all-encompassing way of characterizing any single individual, and everyone’s experience is different. In line with this idea, you can approach this essay by describing how your sexual orientation folds into your specific, overall identity, how it compliments your passions, influences your perspective, and impacts your values. While optional, we at highly recommend that you respond to this prompt. At first glance, the prompt can seem complex and intimidating, but it ultimately boils down to one question: What is your personal perspective and experience? Before writing, let’s take a look at recent developments at Duke. Newly-minted president Vince Price has made it the institution’s initiative to foster a diversity of views and knowledge within its student body. Diversity is not relegated solely to student body demographics or race; it is characterized by the variety of thoughts, opinions, and perspectives embodied by individuals. Duke wants to better understand how your background, ideas, etc., will contribute to its increasingly diverse community. Duke’s most recent book selections for its first-year student summer reading program reflect what the institution values about diversity. These texts encompass a range of divergent authorial experiences and often spur readers to think more critically about how backgrounds shape and mold individuals’ perspectives. Consider reading or researching Duke’s past selected texts to gain a better understanding of how you can share your own experiences. The following have been Duke’s selected texts: As an exercise for brainstorming, try sitting down with a blank sheet of paper and writing detailed, specific answers to these following questions: When you’re finished with this exercise, ask yourself if the responses encapsulate your identity or whether you’re missing any important details. You can also talk to friends and family who, in some capacities, might know you better than you know yourself. Submit your essay and we’ll get back to you with helpful edits. This is a combination of traditional â€Å"Why this Major?† and â€Å"Why X School?† prompts. Note that 150 words is not a lot of space, so you will need to be both articulate and comprehensive in your approach. For this reason, you must be very careful to avoid sweeping generalizations. Generalized sentences like â€Å"studying engineering will allow me to be creative, collaborate on real inventions, and impact the world† may seem okay upon first inspection; but to be quite frank, almost every single Pratt applicant will be saying something along these lines, so don’t fall into that trap. What Duke, and the Pratt School of Engineering, really wants to understand is your motivations, inventive personality, and interest in problem-solving. The best way to deliver this message isn’t to tell them that you’re a problem-solver but to prove it. This prompt is slightly more general than the engineering supplement, but don’t be fooled — you still have to be very direct with only 150 words. Again, avoid sweeping generalizations and hone in on a few compelling examples about why you are not only a match for Duke but a person who will make actual contributions. If you would like more inspiration for ideas or opportunities at Duke, we recommend that you check out this list of resources. The following are excellent clubs, programs, and projects at Duke that can be used as examples throughout your all of your essays : As you work on your Duke supplement essays, remember to consider how they work in tandem to reflect your identity. Read through the essays and ask yourself if they convey what you want them to about yourself. Be your own skeptic. If you get stuck, we at recommend that you review the previously mentioned strategies and examples in this guide in order to reaffirm what Duke is looking for. Be creative, expressive, confident, and authentic! Don’t be afraid to challenge perceptions and explain your ideas. Want help on your Duke application or essays? Learn about our College Apps Program and Essay Editing Program . Want us to quickly edit your college essay? Submit it to our Rapid Review Program , and we’ll get it back to you quickly with comments from our expert team.

Gender and sex Essay Example | Topics and Well Written Essays - 1750 words

Gender and sex - Essay Example A term associated with describing gender roles is androgyny- denoting the display of both male and female behaviour. A number of terms have emerged portraying behaviors arising in this context. For instance, the "sensitive new age guy" is described as a traditional male gender role with a more typically "female" empathy and correlated emotional qualities. The "metrosexual male" adopts or claims to be born with similarly "female" grooming habits. This have given rise to arguments in various quarters that such new roles are mere rebellion against tradition and hence do not form a distinct role. Sociological research points out that the conventional feminine gender roles have become less relevant in Western societies. This trend is attributed to the starting of industrialization. Indeed, the notion that women do not follow a career no more valid in a majority of Western and many of the Oriental societies.For a long time now, gender roles have occupied a central place in the nature-nurture debate. Traditional theories argue that a person's gender identity, and thus gender role, is a product of nature. For instance, in patriarchal societies it is often claimed that women are naturally better placed to nurture children. Various circles in the scientific community have come to support the concept that differences in gender roles originate in differences in biology. Many nineteenth century anthropologists refer to the life of primitive hunter- gatherer societies for evolutionary explanations for gender differences. For instance, they assert that the need to take care of offspring may have limited the females' freedom to hunt and hence assume the role of the gatherer. Current trends in...Crises demand the kinds of strength and intelligence associated with hunting. Fleeing a natural disaster or fighting a band of attackers requires strength, speed, and strategic thinking. In wake of such situations, people naturally follow and rely on those who are physically strong and strategically intelligent. These leaders are usually males. Repeated and frequent crises have a severe impact on the social organization of communities. There are anthropological and archaeological evidence, which indicate that in times of prosperity hunting-gathering communities tended to organize around groups of related females. Egalitarian collaboration was the norm in such communities. Frequent crises resulted in organization around strong and strategically intelligent males not only during the crises, but also at other times. This hierarchical organization tended to exist side by side with, be overlaid on, and to intertwine wi th the egalitarian one. Thus, for instance, in villages, most casual everyday encounters were egalitarian, but people made formal decisions affecting the whole tribe only in meetings ruled over by a male leader and in which elite males exercised more power than do females. It may be inferred that gender roles are mainly conditioned by social value systems. Men and women are made to behave the way they are. Right from childhood, men are expected to grow up to be powerful, encouraged better for careers. They are expected to be tough, independent, demanding, aggressive, good problem-solvers, and so on.