Marketing Communications Plan Case Study Example | Topics and Well Written Essays - 3750 words

Marketing Communications Plan - Case Study Example Once Zara have carefully analysed the internal and external business environment and critically examined the industry in general the most suitable marketing strategies will be selected and these strategies will be administered by effectively and continually monitoring external threats and opportunities and revising internal efficiency procedures. The market analysis investigates both the internal and external business environment. It is vital that Zara carefully monitor both the internal and external aspects regarding its business as both the internal and external environment and their respective influences will be decisive traits in relation to its success and survival in the industry. The internal business environment and its influence is that which is to some extent within the business's control. The main attributes in the internal environment include efficiency in the production process, through management skills and effective communication channels. To effectively control and monitor the internal business environment, Zara must conduct continual appraisals of the business's operations and readily act upon any factors, which cause inefficiencies in any phase of the production and consumer process (Tremblay and Martins-Filho, 2001). The External business environment and it... Changes in the external environment will create opportunities or threats in the market place Zara must be aware of. Fluctuations in the economy, changing customer attitudes and values, and demographic patterns heavily influence the success of Zara products in the market and the reception they receive from the consumers. SWOT Analysis: SWOT stands for Strengths Weakness Opportunities Threats. SWOT analysis is a technique much used in much general management as well as marketing scenarios. SWOT consists of examining the current activities of the organisation- its Strengths and Weakness- and then using this and external research data to set out the Opportunities and Threats that exist. Strengths: Zara has been a complex part of UK culture since almost a decade. The product's image is loaded with over-romanticizing, and this is an image many people have taken deeply to heart. The Zara image is displayed on T-shirts, hats, and collectible memorabilia. This extremely recognizable branding is one of Zara's greatest strengths. Additionally, decreased expenditure on advertising is one of their greatest strengths. It allows them to conduct business on a global scale while at the same time maintain a local approach. Weaknesses: Weaknesses for any business need to be both minimised and monitored in order to effectively achieve productivity and efficiency in their business's activities, Zara is no exception. Although domestic business as well as many international markets are thriving but Zara has recently reported some declines in unit case volumes in different markets of the world. Opportunities: Brand recognition is the significant factor affecting Zara's competitive position. Zara's brand name is known well throughout the world today. The primary concern

Evaluate the idea that gender and sexuality are socially constructed Essay Example for Free

Evaluate the idea that gender and sexuality are socially constructed Essay In recent years sociologists have been studying the great extent to which gender roles are learned. Many behaviors that have traditionally been thought to be genetically determined male or female behaviors turn out to be learned behaviors and therefore subject to change in future generations. In a summary of gender role socialization studies, David Shaffer (1979) points out that by the age of two, children have generally learned to recognize â€Å"maleness† and â€Å"femaleness† on the basis of clothing and hair styles. By the age of three, children usually have learned to prefer sex-typed toys and recognize that girls become â€Å"mommies† and boys become â€Å"daddies†. By school-age, children realized that they are expected to engage in appropriate gender behavior and if they do not, they will meet with disapproval from other children and adults. Many sociologists have personally questioned the value of such early gender-role learning and raised questions about how this learning can inhibit later opportunities in terms of education and career selection (Howe, 1979). To understand how gender and sexuality are socially constructed we must look at the adaptive and functional nature of socialization. One can look at the content of socialization as adaptive for the individual and functional for the society. As adaptive for the individual, the content of socialization involves knowledge necessary for individual to adapt to the changing situation of their daily lives, while, as a function for society, the content of socialization involves the knowledge necessary for its members to maintain a society as an ongoing entity. Knowledge of social rules, appropriate emotional behavior, social situations, technical knowledge, one’s self-identity, and communicative abilities give individuals an ability to adjust their behaviors to one another in the different groups and situations in which they encounter each other. Such adjustments are necessary for the ongoing existence of a society. Only people know how to adjust their behaviors to each other can the group activities and relationships which make up a society be maintained. Only with a socialized adult population can anything such as a society be said to exist. The particular content of socialization becomes highly important in terms of the make-up of the society that one is observing. If the content of socialization were to change, people’s activities and motivations would change, and clearly the society would change. So, on a sociological quest the content of socialization is something to which the sociologist should and must pay attention (O’Brien, 2001). Charles H. Cooley (1964), a pioneer of American socialization studies, referred to an individual’s self-concept as a â€Å"looking-glass self†. Cooley implied that our self-conceptions reflect our interpretation of the relations to our behavior of those around us with whom we interact. According to Cooley, we not how others respond to our actions, which produces in us a feeling about ourselves, which influences how we perceive ourselves. For instance a person who drops something and overhears another’s remark about how clumsy he is, may come to think of himself as a clumsy individual. We come to think of ourselves in terms of our understanding of how others think about us. It is through interaction that we come to apply to ourselves such labels as â€Å"kind† or â€Å"mean†, â€Å"awkward† or â€Å"graceful†. To see oneself as beautiful is to interact with persons who see you as meeting the criteria of beauty. Whether one sees oneself as an ugly duckling or a beautiful swan depends upon the flock with which one swims. As a naturalistic and empirical quest for understanding the various aspects of social reality is that everyone both influences and is influenced by society, sociology is ultimately a quest for self understanding. Humans beings are not isolated entities; we are not hermits who live apart uninfluenced by one another. Rather, we are social beings who can only be fully understood when the social context of our actions are taken into account and carefully studied. In order to carry out the quest for sociological knowledge it is necessary to have an understanding of the types, uses and limitations of the various sociological tools or methods. The sociological quest can be the appropriate sociological map or theory (Shaffer, 1979). Now I want to look at social life as a process and structure in the social construction of gender and sexuality. Social life involves processes of socialization, culture, and deviance. Learning how to act in society via socialization, developing and sharing of orientations toward social life via culture, and the negative sanctioning of inappropriate behaviors via the labeling process of deviance are universal processes, which are necessary to social life, and found in all societies. Although their particular make-up will vary from society to society, these three processes exist in all human societies. But, in addition to these processes, there also exists in all societies some relatively permanent patterns of organized social life that sociologists refer to as social structures. It is within and through social structures that the processes of socialization, culture and deviance take place. Just as the processes of human life take place in the structure of the human body so, too, the processes of society take place within and are influenced by social structures (Macionis, 1997). The most basic social structure around and through which social life takes place are groups; groups range in size from relatively small informal groups such as families, to large bureaucracies and formal organizations such as businesses and governmental agencies. All groups are composed of members who have met certain criteria for membership, who play certain understood roles in the group, and who have a sense of group belonging, which is sometimes termed a â€Å"we-feeling† or a â€Å"consciousness-of –kind†. Groups, related to one another in terms of their performing similar social activities, together from the social structures called social institutions. For example all the groups primarily involved in educational activities together form a society’s educational institution. It is through and in groups, and the institutions that they compose that the basic social processes of a society take place. It is in social groups that the learning of socialization takes place that cultural roles are shared and acted upon, and that deviance is ascertained and punished. People know how to perform roles in groups because they have knowledge of how to act which they developed in the process of socialization, because they share cultural understandings with other group members with whom they interact, because they have an understanding of what is considered deviant and unacceptable behavior in the various groups to which they belong (O’Brien, 2001). When we consider how females and males differ, the first thing that usually comes to mind is sex, the biological characteristics that distinguish males and females. Primary sex characteristics consist of a vagina or a penis and other organs related to reproduction, secondary sex characteristics are the physical distinctions between males and females that are not directly connected with reproduction. Secondary sex characteristics become clearly evident at puberty, when males develop more muscles, a lower voice, and more hair and height while females form more fatty tissue, broader hips, and larger breasts. Gender is a social and not a biological characteristic. Gender consists of whatever traits a group considers proper for its males and females. This is what makes gender vary from one society to another. Sex refers to male or female, gender refers to masculinity or femininity, so sex you inherit and you learn your gender as you are socialized into specific behaviors and attitudes (Gilmore, 1990). The sociological significance of gender is that it is a device by which society controls its members. Gender sorts us on the basis of sex, into different life experiences. It open and closes doors to power, property, and even prestige. Like social class, gender is a structural feature of society. Biology plays a significant role in our lives. Each of us begins as a fertilized egg. The egg, or ovum, is contributed by our mother, the sperm that fertilizes the egg by our father. At the very moment the egg is fertilized, our sex is determined. Each of us receives twenty-three pairs of chromosomes from the ovum and twenty-three from the sperm. The egg has an X chromosome. If the sperm that fertilized the egg also has an X chromosome, we become female. If the sperm has a Y chromosome we become male. That’s the biology. Now the sociological question is, does this biological difference control our behavior? Does it make females more nurturing and submissive and males more aggressive and domineering? (Macionis, 1997) Almost all sociologists take the side of â€Å"nurture† in this â€Å"nature vs. nurture† controversy. The dominant sociological position is represented by the symbolic interactionists. They stress that the visible differences of sex do not come with meanings built into them. Rather each human group determines what these physical differences mean for them and on that basis assigns males and females to separate groups. It is here that people learn what is expected of them and are given different access to their society’s privileges. Most sociologists find compelling argument that if biology were the principal factor in human behavior all around the world we would find women to be one sort of person and men another. In fact, ideals of gender vary greatly from one culture to another and as a result, so do male-female behaviors. For example the Tahitians in the South Pacific show a remarkable contrast to our usual expectations of gender. They don’t give their children names that are identifiable as male or female, and they don’t divide their labor on the basis of gender. They expect both men and women to be passive, yielding and to ignore slights. Neither male nor females are competitive in trying to attain material possessions (Gilmore, 1990). Society also channels our behavior through gender socialization. By expecting different attitudes and behaviors from us because we are male or female, the human group nudges boys and girls in separate directions in life. This foundation of contrasting attitudes and behaviors is so thorough that, as adults most of us think, act and even feel according to our culture’s guidelines of what is appropriate for our sex. Our parents are the first significant others who teaches us our part in this symbolic division of the world. Their own gender orientations are so firmly established that they do much of this teaching without even being aware of what they are doing. This is illustrated by a classic study done by psychologists Susan Goldberg and Michael Lewis (1969). They asked mothers to bring their 6 month old infants into their laboratory to supposedly observe the infant’s development. Secretly these researchers also observed the mothers. They found that the mothers kept their daughters closer to them. They also touch and spoke more to their daughters. By the time the children were 13 months old, the girls stayed closer to their mothers during play, and they returned to them sooner and more often than did the boys. When they set up barriers to separate the children from their mothers, who were hiding toys, the girls were more likely to cry and motion for help, the boys ere likely to try to climb over the barrier. Goldberg and Lewis (1969) were able to conclude that in our society mothers unconsciously reward their daughters for being passive and dependent, their sons for being active and independent. These lessons continue throughout childhood. On the basis of their sex, children are given different kinds of toys. Preschool boys are allowed to roam farther from home than their preschool sisters, and they are subtly encouraged to participate in more rough and tumble play. Even get dirtier and to me more defiant. Such experiences in socialization lie at the heart of the sociological explanation of male/female differences (O’Brien, 2001). In today’s society mass media plays a vital role in gender and sexuality roles. Sociologist stress how this sorting process that begins in the family is reinforced as the child is exposed to other aspects of society. Especially important today are the mass media, forms of communication that are directed to large audiences. Powerful images of both sexes on television, music and the internet reinforce society’s expectation of gender. Television reinforces stereotypes of the sexes. On prime time television, male characters outnumber female characters by two to one. They also are more likely to be portrayed in higher status positions. Viewers get the message, for the more television that people watch; the more they tend to have restrictive ideas about women’s role in society. The expectations to the stereotypes are notable and a sign of changing times. Video games have some youths spending countless hours playing games. Even college students, especially males, relieve stress by escaping into video games. But more studies into the affect of these games on the ideas of gender are needed. Because the games are the cutting edge of society, they sometimes also reflect cutting edge changes in sex roles (Macionis, 1997). As women change their roles in society, the mass media reflects those changes. Although media images of women are passive, subordinate, or as mere background objects remain and still predominate, a new image has broken through. Exaggerating changes in society, this new image nonetheless reflects a changing role of women, from passive to active in life outside the home, from acquiescent to dominate in social relations. Books, magazines, DVD’s and video games are made available to a mass audience. And with new digital advances they have crossed the line form what we traditionally think of as games to something that more closely resembles interactive movies. Sociologically, what is significant is that the content of video games socializes their users. Gamers are exposed not only to action, but also to ideas as they play. Especially significant are gender images that communicate powerful messages, just as they do in other forms of mass media (O’Brien, 2001). Lara Croft, an adventure seeking archeologist and star of Tomb Raider and Tomb Raider 2, is the essence of the new gender image. Lara is smart, strong, and able to utterly vanquish foes. With both guns blazing, she is the cowboy of the twenty-first century, the term cowboy being purposely chosen, as Lara breaks gender roles and assumes what previously was the domain of men. The old remains powerfully encapsulated in the new. Lara is a fantasy girl for young men of the digital generation. No matter her foe, no matter her predicament, Lara always is outfitted in form fitting outfits, which reflect the mental images of the men who created this digital character. Their efforts have been so successful that boys and young men have bombarded corporate headquarters with questions about Lara’s personal life. Lara had caught young men’s fancy to such an extent that more than 100 web sites are devoted to her. The final reward of the game is to see Lara in a nightie one can question that regardless of tough girl images just how far stereotypes have been left behind (Macionis, 1997). Gender stratification gives males and females unequal access to power and prestige and property on the basis of sex. It is closely associated with class and caste stratification and is a related phenomenon of gender stratification. Some but not all societies have men and women as unequal with the latter being more seen. Sexual in equality is characteristic of societies that are stratified in other ways as well. Women have historically occupied a position of inferiority to men in the class structured societies of the Western world. Sexual inequality may sometimes be seen in societies that are not otherwise stratified, in such instances men and women are always physically as well as conceptually separated from one another. The rise of gender stratification often seems to be associated with the development of strongly centralized states. Because social stratification of any kind tends to make life oppressive for large segments of a population, the lower classes are usually placated by means of religion, which promises them a better existence in the hereafter. Gender inequality is not some accident; instead it is the institutions of each society that work together to maintain the group’s particular forms of inequality. Customs throughout history both justify and maintain these arrangements. Although men have resisted sharing their privileged positions with women, change has come (O’Brien, 2001). By playing a fuller role in the decision making processes of our social institutions, women are going against the stereotypes and role models that lock males into exclusively male activities and push females into roles that re considered feminine. As structural barriers fall and more activities are engendered, both males and females will be free to pursue activities that are more compatible with their abilities and desires as individuals. As they develop a new consciousness of themselves and their own potential, relationships between females and males will change. Certainly distinctions between the sexes will not disappear. There is no reason for biological differences to be translated into social inequalities. The reasonable goal is appreciation of sexual differences coupled with equality of opportunity which may lead to a transformed society.

Burger Kings Diverse Culture Of Employees Commerce Essay

Burger Kings Diverse Culture Of Employees Commerce Essay I have chosen this business as a report. Moreover the main thing to choose this is that I am also working there from last 8 month ago. So thats why these area very well. It is also provide lots of education skills which are useful in my study. So in this is a good ideal business to do the report writing. I like to do work there. Different types of culture people working in burger king so I learn lots of things in store. Firstly we learn how to communicate with others whoever they are customers or staff. If we b honest or in patience then we will success in future. It provides verity of food to people of their taste. Like in burger king we can get also vegetable burger which is most like Indians. McDonald and others do not provide vegetables burgers. So this why I like this is well. People also get cheaper food in burger king as compare to others. Its start just burger from $2.50. Which is cheaper than others and lots of enjoy this. It is provide play grounds for children where child plays and enjoy their meals. INTRODUCTION: Burger King, is known as  BK .It is a industry of fast food   restaurants. The company began in 1953 as Insta-Burger King, After Insta-Burger King ran into financial difficulties in 1955, its two Miami-based franchisees,  David Edgerton  and  James McLamore, purchased the company and renamed it Burger King. Over the next half century the company would change hands four times, with its third set of owners, a partnership of  TPG Capital,  Bain Capital, and  Goldman Sachs Capital Partners, taking it public in 2002. Main features of burger king Chicken burgers Beef burgers Chicken salad Kids meals Onion rings Desserts Services: Drive thru Lobby Take away Play ground Dining outside History of burger king The burger found in 1953. After purchase the civil civil liberties to two pieces of tools called Insta technology, the two opened their first stores around a cooking device known as the Insta-Broiler. The Insta-Broiler oven proved so successful at cooking burgers, they required all of their franchises to carry the device.  Ã‚  The firms strategy for turning the chain around incorporated a new advertising agency and new ad campaigns, a revamp menu strategy. This franchise also open their web site .which is also beneficial for the people to update their meals. Communication in burger king In burger king employees does their work as a group and in every shifts there is shift manager in store to look after all the staff. More over for takes order on drive thru there are head set to listen the orders of customer and gives them response. When the company launches any new meal then they provide posters to all stores and from store managers put that on wall or on glass in lobby to see the special offers .they also put new meals poster on drive thru menu. Service I think burger king provides good service than others because on drive thru they have to give meals in 45 second after takes money. If they does not gives the orders then according to rules they have to give free big burger to customer. Furthermore they provide some specials meals such as just few months ago they provide 5 dollars meal. In that meal they gives 1 beef burger.1 desert.1 fries and1 drink. Findings 1.1Organizational culture Cultures plays very vital role in the organization. No doubt it is multicultural organization. As I have seen in burger king different employees works from different cultures. It also helps to communicate, as in new Zealand employees from different part of world comes and works in burger king .more over burger king also teach their employees about their social and professional ethics . Like in burger king each crew member communicate with the manager and by this he affected by this. Organizational explain how an organization intends to go about achieving its mission. Company must identify its mission as increasing market share and making a profit. Goals of burger king World largest quick restaurant Company makes different commitments for the for safety Sales increase threw the promotions 1.2 Business demographics Training period teach more everyone in burger king. Seniors always shared their knowledge with juniors, which is very helpful for juniors. It gives experience to the new crews. When the any person starts work then have little bit nervous. Manager should conclude that so they work in simple mode. Any business can run when it is well prepared like burger king. Because burger king has own rules which every one of staff are follows. Training period teach more everyone in burger king Senior always shared their knowledge with the junior worker .it gives lots of experience to the new worker. Manager depends upon the capacity and how much busy of it. Manager is that person who teaches next lesson to the crew members. 1.2.1 Crew Trainer Crew trainer is person who trains the crew member and gives his experience and basic knowledge of workplace to the crew person. So trainer gives the basic knowledge like how to make burgers, how to clean workplace etc. crew trainer need to give good skills of their workers so they learn good in begging. 1.2.2. Managers The number of managers depends on capacity of burger king as how much busy it is. After passing crew training stage crew become crew trainer and he will be able to give training to other trainees. Therefore training manager is a person who teaches next lesson to crew trainers. He also shares his knowledge and experience with trainees. 1.2.3. Organizations Manager He is the person who has all responsibilities of restaurants like in our group there are five restaurants he is the big boss of all restaurants. He is most experienced person in the restaurant and he had all knowledge about restaurants. He manage all the staff and the store for good work . 1.3 Group dynamics As we know in each and every organization works with the help of groups. it improves the communication skills of employees due to work place. Such as when a crew member takes the orders of customer they must have good English speaking and listening skills. Which impress the customers? 1.4 Meeting management The communication which we use in meetings of organization related to our profession. It is good for us in future. Every Organization plan meeting to do something good for company. So when doing a meeting it is important every member who is attending meetings must follow some rules. Sometime meeting not goes well because of not planned well. So every meeting should have some time, when its necessary. I saw our store manager accent is very different for others and he speaks so fast. Some time we could not understand well what he spoke. It was big communication barrier in the working place. 1.5 Purpose: The purpose of communication should clear for all the meeting attainders. In that we get the knowledge about different skills and good work. Burger king providing good services to their customers and give them happiness. The purpose of communication should clear for all the meeting attended. In that we get the knowledge about different skill and good work. Company use some these methods to be in touch with all type of people like customer, employees, investors, etc. from Australia to all over in new Zealand they follow these methods. 1.6 Networks: The organization is connected with internet for everyone and they use emails, letters, posters and other advertising material to connect with people. The internal network of the organization is connected by LAN, WAN. 1.7 Stakeholders: The basic definition of the stakeholders is any group or individual that can be affecting the organization or affected by the organizational progress. Stakeholder is the person that has any type of interest in an origination by direct or indirect way. The organization should have proper communication with the stakeholders to development of the organization. Stakeholder is that person who takes stake in organization because it can be affected by the organization, action, objectives and policies. Key stakeholders in a business organization include creditors, customers, directors, employees and government etc. 1.8Recommendation: According to me crew members need to get all information about store like which does managers. So with the help of that they would not be getting any confusion. Moreover is also increase their motivation skills and their experience .company need to place rubbish bins outside in parking because lots of people put rubbish in the parking. So maintained person need to do lots of things in morning. Company need to give more chances to their crews and as well as give them chance for promotions. According to me they have to add reward consumer and they should provide specials days like birthday or others days which are necessary in every person life. Interact with stakeholders using appropriate communication channels. If they have a preference for email, use email to contact them. If the goal is to change behavior two ways communication may be required, such as in person or telephone contact with stakeholders.

Flame of Hope :: Description Essays

Flame of Hope I was walking along Michigan Ave., in Grant Park, when I saw it across the street. I couldn’t take my eyes off it. It was a sculpture entitled Flame of Hope, by Leonardo Nierman. I know I’ve passed by this sculpture before, but I never really paid any attention to it. I don’t know why, but it caught my eye today. Maybe it was the break in the buildings, or the way the sun was reflecting off of it, but for whatever reason I was fixated. The sculpture is in between three buildings, right next to another sculpture. It seems as though the sculptures were placed there to give the people of Chicago something to look at other than buildings. The sculpture is made of shiny, silver, metal and has a very smooth surface. Because of the time of day and the way the sun has been reflecting off the sculpture, its surface is hot to touch. Some parts are hidden from the sun though, and no matter how hard the sun tries, it will never reach those areas. It’s like an unending game of tag where the sun is always it. Standing next to the sculpture, I’m reminded of how little I actually am. It’s a very humbling experience whenever one realizes how little a person really is when compared to the big picture. For some reason, that’s the feeling I got as I looked up at this shiny piece of metal. The flame is made up of several distorted shapes, both large and small, but in some way, they all fit together, like a j igsaw puzzle. All the shapes are not connected though, and there are places where you can look through and see the sky. It’s as if someone took a picture, and for one brief moment, the sky is frozen in time. There are so many angles and curves to this sculpture. It looks as though it's in continual motion; it intertwines within itself. Depending on where you stand, it can take on different shapes and personalities. From across the street, I could see a dancer. Her arms and legs flailing about to the ever-changing beat of the music that has captured her soul. The beautiful dancer is in continual movement; never stopping for a breath, she just keeps dancing. In between the buildings she moves, allowing anyone who wants to stop, to enjoy the show. Flame of Hope :: Description Essays Flame of Hope I was walking along Michigan Ave., in Grant Park, when I saw it across the street. I couldn’t take my eyes off it. It was a sculpture entitled Flame of Hope, by Leonardo Nierman. I know I’ve passed by this sculpture before, but I never really paid any attention to it. I don’t know why, but it caught my eye today. Maybe it was the break in the buildings, or the way the sun was reflecting off of it, but for whatever reason I was fixated. The sculpture is in between three buildings, right next to another sculpture. It seems as though the sculptures were placed there to give the people of Chicago something to look at other than buildings. The sculpture is made of shiny, silver, metal and has a very smooth surface. Because of the time of day and the way the sun has been reflecting off the sculpture, its surface is hot to touch. Some parts are hidden from the sun though, and no matter how hard the sun tries, it will never reach those areas. It’s like an unending game of tag where the sun is always it. Standing next to the sculpture, I’m reminded of how little I actually am. It’s a very humbling experience whenever one realizes how little a person really is when compared to the big picture. For some reason, that’s the feeling I got as I looked up at this shiny piece of metal. The flame is made up of several distorted shapes, both large and small, but in some way, they all fit together, like a j igsaw puzzle. All the shapes are not connected though, and there are places where you can look through and see the sky. It’s as if someone took a picture, and for one brief moment, the sky is frozen in time. There are so many angles and curves to this sculpture. It looks as though it's in continual motion; it intertwines within itself. Depending on where you stand, it can take on different shapes and personalities. From across the street, I could see a dancer. Her arms and legs flailing about to the ever-changing beat of the music that has captured her soul. The beautiful dancer is in continual movement; never stopping for a breath, she just keeps dancing. In between the buildings she moves, allowing anyone who wants to stop, to enjoy the show.

In the play Hamlet by William Shakespeare Essay

In the play ‘Hamlet’ by William Shakespeare, one of the main themes is the discrepancy between appearance and reality. The development of this theme through the plot, soliloquy and imagery help to reinforce the player’s role in the play and directs the audience to where their allegiances should lie for the climax of the play. The theme appearance versus reality is clearly evident throughout this Shakespearean play; it is introduced at the very beginning through Claudius’ speech to the court. The structure and rhythm of this blank verse carries him through but the imagery that Shakespeare uses signals to the audience the corruption in Denmark – he uses phrases such as ‘defeated joy’, ‘one auspicious and one drooping eye’ and ‘wisest sorrow’. These opposing images and hollow phrases reveal the hypocrisy of the diplomat’s words; how can a person have ‘one auspicious and one drooping eye’ unless they are duplicitous? Claudius’ opening speech is also eloquent, relaxed and so carefully structured that it appears rehearsed – he deals with three items of business before confronting his black-suited nephew: Old King Hamlet’s death; the threat from Fortinbras’ army; Laertes’ impending departure to France. Shakespeare here signals to the audience that Claudius is uneasier than he appears by leaving his nephew and son-in-law to deal with last. In my opinion, the exposition of Claudius’ Machiavellian mature at the beginning through the theme appearance versus reality is very effective as it reveals to the audience the corruption in Elsinore which essentially instigates Hamlet’s revenge and also exposes Claudius at the beginning of the play as the antagonist, aligning the audience’s sympathies. Furthermore, this main theme is developed through the soliloquies – in particular Claudius’. During his agonised soliloquy, Claudius puts on the appearance of praying but he is pseudo-sincere in this: ‘Pray can I not, though inclination be as sharp as will. ‘ This reveals Claudius confessing to the murder of his brother but not repenting for his sins. As he is not sincere in this, he believes that he will not go to heaven: ‘My words fly up, my thoughts remain below, words without thoughts never to heaven go. ‘ This rhyming couplet not only reveals the theme appearance versus reality, but is also richly ironic as this ‘prayer’ actually saves his life. Shakespeare also employs the transferred epithet ‘stubborn knees’ to further emphasise Claudius’ reluctance to repent for his sins and how he is putting on the appearance of praying, albeit mendaciously. In my opinion, the development of the main theme through Claudius’ soliloquy successfully polarises Claudius from the protagonists and reinforces him as the villain in the play, directing the audience to where their allegiances should lie for the climax of the play. In addition, Shakespeare conveys the theme appearance versus reality through Hamlet’s ‘antic disposition’. This is illustrated particularly well through Hamlet’s exchanges with Polonius: ‘Let her not walk i’th’sun. Conception is a blessing. But as your daughter may conceive – friend, look to’t. ‘ Although these words sound like nonsense to Polonius and the audience, there is a thread of bitter satire running through them. Hamlet reveals his witty sarcasm here as he is aware that Ophelia has been prevented from seeing him and tells Polonius that he should not let her walk in the sun if he wishes to prevent her becoming pregnant. Hamlet’s ‘antic disposition’ is reinforced throughout the play but particularly through his exchanges with Claudius: ‘Excellent i’faith – of the chameleon’s dish. I eat the air, promised crammed. You cannot feed capons so. ‘ Hamlet here is trying to make Claudius think that he is frustrated at not being the King; Claudius pretends not to understand him. In my opinion, Shakespeare effectively polarises Hamlet from Claudius through his ‘antic disposition’ and wit which in turn successfully aligns the audience with the protagonist for the denouement. Furthermore, it could be argued that the theme of surveillance intertwines with the main theme appearance versus reality which helps to further develop the audience’s awareness of the conflict between reality and appearance. For example, Hamlet’s conversations with the two people he loved, Gertrude and Ophelia, were eaves-dropped by Polonius. As a result of the spying, Ophelia and Gertrude spoke to Hamlet with constrained formality: ‘How does your honour for this many a day? ‘. This heated exchange between the eponymous prince and Ophelia during ‘the nunnery scene’ recapitulates arguably the main theme of the play; appearance versus reality which is exposed at the very beginning and is reiterated through Hamlet’s exchanges with Rosencrantz and Guildenstern – they also spy on Hamlet for Claudius: ‘they did make love to this employment! ‘. In my opinion, Shakespeare effectively evokes sympathy for Hamlet and his little allies through dramatic irony and further polarises Hamlet and Claudius through the development of this main theme hence reinforcing Hamlet as the tragic hero of the play. In conclusion, the development of the theme appearance versus reality is essential in augmenting the audience’s understanding and appreciation of the play as a whole. In my opinion, Shakespeare effectively develops this main theme through the plot, soliloquy, imagery and dramatic irony which successfully reinforces the player’s role in the play and also directs the audience to where their sympathies should lie for the denouement.

Slope Formula to Find Rise over Run

Slope Formula to Find Rise over Run The slope formula is sometimes called rise over run. The simple way to think of the formula is: Mrise/run. M stands for slope. Your goal is to find the change in the height of the line over the horizontal distance of the line. First, look at a graph of a line and find two points, 1 and 2. You can use any two points on a line. The slope will be the same between any two points on a straight line.Note the X and Y value for each of the points.Now well designate the X and Y value for points 1 and 2. Well use subscripts to identify them in the slope formula. The formula for the slope of the straight line going through the points (X1, Y1) and (X2, Y2) is given by M (Y2 - Y1) / (X2 - X1) The answer, M is the slope of the line. It can be a positive or negative value. The subscripts are only used to identify the two points. They are not values or exponents. If you find this confusing, you could give the points names instead. How about Bert and Ernie? Point 1 is now Bert and Point 2 is now ErnieLook at the graph and note their X and Y values:(XBert, YBert) and (XErnie, YErnie)The slope formula is now: M (YErnie - YBert) / (XErnie - XBert) Slope Formula Tips and Tricks The slope formula can give a positive or a negative number as a result. In the case of vertical and horizontal lines, it can also give no answer or the number zero. If the slope is a positive value, the line is rising. The technical term is increasing.If the slope is a negative value, the line is descending. The technical term is decreasing.You can check your math by eyeballing the graph. If you got a negative slope but the line is clearly rising, you made an error. If the line is clearly going down and you got a positive slope, you made an error. It could be you mixed up X and Y and points 1 and 2.Vertical lines have no slope. In the equation, you are dividing by zero, which does not produce a number. If a quiz asks the slope of a vertical line, dont say zero. Say it has no slope.Horizontal lines have a zero slope. Zero is a number. In the equation, you are dividing zero by a number and the result is zero. If a quiz asks the slope of a horizontal line, say zero.Parallel lines have equal slopes. If you find the slope of one line, you dont have to run the formula for the other line. They will be the same. This can save you some time and effort.Pe rpendicular lines have negative reciprocal slopes. If two lines cross at a right angle, you can find the slope of one and then change the value for the other to negative or positive.

Dwight D. Eisenhower essays

Dwight D. Eisenhower essays Dwight D. Eisenhower, a small town boy who grew up to the be the five-star general of the United States military force and the 34th president was an accomplished man. He was born on October 14, 1890 in Denison, Texas. He died in Walter Reed Army Hospital on March 28, 1969 from a heart attack. Eisenhower was one of 7 kids in his family. He was an average student in school. After he graduated from high school, he received an invitation to attend West Point, a military school. When he was finished with his military education, he received a military post in the Philippines where he met Mamie Geneva Doud. He married her in 1916. They had a son once Eisenhower was in office. In 1918, he served in the army during ww1. He was called to war again in 1944 to direct British and American forces in Africa. Then he directed D-day the invasion of Normandy. In 1953, he ran for president on the Republicans side against adlai Stevenson. He won with more than 3 times the votes. During his first term, Eisenhower created the Interstate Highway Act. The program provided a 41,000 mile interstate highway system that helped Americas economy. He is more known for his roles in foreign affairs though. Eisenhower went to Korea to find an end to the war. He wasnt entirely successful but he managed to get a cease-fire that divided Korea basically back to where things were in 1950. Eisenhower attended talks with the Soviet leader Nikita Khrushchev to stop all nuclear testing. The talks failed though when the Soviets shot down a American spy plane and Eisenhower refused to apologize. Eisenhower used the CIA to create revolutions in countries such as Guatemala, Iran, and Cuba to help stop communism from spreading. The operation in Cuba failed to remove Fidel Castro from power but was successful in Guatemala and Iran. What impressed me about Eisenhower was his ability to manage crises which could have lead to nuclear war with the Soviets. "We are going to ...

Suzhou River essays

Suzhou River essays Suzhou River is the second film of Lou Ye, who is the sixth generation directors in Chinese mainland. However, he directs this film in a different direction from the works of his Beijing Film Academy contemporaries Zhang Yuan (Beijing Bastards/Beijing Zazhong, 1993) and Wang Xiaoshuai (The Days/Dong-Chun De Rizi, 1993). There are some obvious similarities between this film and Wong Kaiweis ChungKing Express/Chongqing Senlin. The story is about four people: Meimei, Mudan, Mada and a videographer. Meimei, a performing mermaid at a nightclub, illuminates the life of the videographer. However, she slips in and out of his life. Her bouts of unexplained silence and periods of absence deeply trouble him. One day a man called Mada claims that Meimei is his long-lost love. He keeps convincing Meimei that she was his girlfriend before. Here, points of view begin to shift to Mada and Mudan. Mada, a motorcycle courier, was once asked to deliver Mudan, the daughter of a local alcohol merchant, to her aunt. When Mudans father entertains prostitutes, she must be delivered to a relative. Then Mada and Mudan fall in love. But their tender happiness is disrupted. Mada involves with a plan to kidnap Mudan for ransom. This heavily hurts Mudans feelings. She jumps into the Suzhou River, promising to haunt Mada forever as a mermaid. So, Mada is convinced that Mudan is still alive and keeps seeking her for years after he has been released from the jail. He believes that Meimei must be Mudan and keeps seeing Meimei. Finally Mada finds Mudan by chance but soon their bodies are hauled out of the Suzhou River after a drunken motorcycle crash. Here Suzhou River becomes a place for the exchange of birth and death. Meimei is stunned by such a love story when she finds out what Mada told her is true. She leaves the videographer at last with a question: if I leave you someday, would you look for me, like Mada looking for Mudan? ...

Islamic Art Essay Example | Topics and Well Written Essays - 2750 words

Islamic Art - Essay Example The wealth and material opulence enjoyed by Fatimid Egypt and Syria during this epoch are also reflected in the magnificence of the art. The Fatimids palpably had a taste for scrupulously made-up gold work and intricately engraved vessels of rock crystal, a type of transparent, colorless quartz whose surface can be brilliantly burnished. Islamic art is often defined in art books as being an art whose borders are not geographical but theological. This style of art called Islamic was formed in many diverse geographic regions whose different cultures were amalgamated through the religion of Islam. Under the Fatimids ceramics and glass working were also highly developed art forms. Artisans of this period revitalized or sustained earlier techniques but gave them their own distinguishing stamp. Islamic pottery from has a long folklore, its establishment is in Prehistoric Iran. The early ceramics, though not as complicated as they would afterward become, replicate a magnificent feeling for design, with a folk art quality. The merchandise during this time consisted largely of bowls, plates and dishes made of soft reddish pottery that was enclosed in a white slip and painted in bright colors. Another attribute of Islamic ceramics from Persia are the Nishapur bowls decorated in yellow, black, green and purple, with delightful Persian motifs. Proof of the depiction of human and animal figures materialize in frescoes, metalwork and miniature painting all the way through the Islamic period, but as a statute they were not allowed in religious buildings. The Islamic world experienced many changes and shifts of supremacy, as different groups fought for domination. The different authorities and foundations included Greek, Roman, Egyptian, Mesopotamian and Chinese. Chinese earthenware and porcelain arrived at the Near East as early as 800 A.D and their various merchandise continued to stir and sway Islamic potters. The white glaze used by the Islamic potters was initiated as an outcome of their aspiration to replicate the Chinese white porcelain. Regardless of the many alterations, the immense diversity and ingenuity of ideas helped Islamic arts to prosper. The Abbasid reign and the Fatimids During the Abbasid reign, Iranian potters achieved amazing accomplishment in their art and their products revealed such affluence of pattern, affection of color, and beauty of design as were never seen earlier. Generally designs were painted under a translucent glaze or over an opaque one. In the earlier case, the work of art was typically over white or dark slips. The Abbasid pottery techniques were further transferred to the Fatimids. Fatimids have indeed put great effort in their art work thereby under the Fatimids ceramics and glass working was highly developed art form. Artisans of this period revived or continued earlier techniques but gave them their own distinctive stamp. The art of painted ceramics was likely introduced in Egypt at least by the early eleventh century and from there on it excelled to the European world. Fatimid ceramics are typically garlanded with figures, both human and animal, as for illustration a bowl with four golden fish alternating with a caption repe ating the word prosperity, on an opaque turquoise ground2. Lustre

Effective Supervision Can Minimize Staff Turnover from Burn-Out in Thesis

Effective Supervision Can Minimize Staff Turnover from Burn-Out in Direct Care Staff in Adolescent Residential Settings - Thesis Example Contemporary studies are now offering new insights regarding turnover problem with regards to direct care workers. Most of the studies which can be found can give data taken from interviews with employees and employers, in a study that I have found, the author looked at the problem from a bigger perspective. In the study conducted by Brannon (2002), he examined factors that looked at health facilities with very high and very low direct care worker turnover rates from a middle referent group. From there, he explored the possibility that high turnover and low turnover are distinct occurrences having different originators. The findings in the study suggest that researchers must avoid using a linear function of a single set of predictor model when looking at facility turnover. The study revealed that a relationship between supervisory staff and the home health aide is a significant contributor to worker satisfaction and turnover. In another study which focused on direct care worker-supervisory relationships in the context of hierarchy, it was found out that supervisory staff often blame the cause of recruitment and retention problems to the worker’s personal problems, dysfunctional family structure, and lack of respect for the job (Bowers 2003). It is rarely recognized by supervisors that organizational structure, or mistreatment or poor management by higher employees as a reason for turnover. Most of these top level staff often complain about the long hours of work they spend on paperwork which according to them causes less communication and contact with residents and direct care workers (Bowers 2003). Another study conducted by the California Association of Homes and Services for the Adolescents found unswerving complaints from direct care staff that they feel that they themselves and the work that they do are not given due importance. Using in-depth interviews, it was known that many of the reasons previously

Sleepwalking Research Paper Example | Topics and Well Written Essays - 1000 words

Sleepwalking - Research Paper Example Sometimes it may also lead to nonsensical talking while a person is sleepwalking. The sleepwalker’s eyes are also known to be open but have no recognition to be really seeing, as they have a glassy unfocused look in them. This kind of activity is most commonly observed during either middle childhood or young adolescence. Fifteen percent of the children from the ages of 4-12 experience sleepwalking. It is noted that most of these children resolve this behavior during late adolescence. Moreover, 10% of these sleepwalkers start their sleepwalking behavior as teenagers. It is also noted that some sleepwalkers may inherit this behavior genetically (Moorcroft 228). Every person experiences non-rapid eye movement (NREM) sleep, and rapid eye movement (REM) sleep. NREM has four stages and begins when a person starts to sleep. After the fourth stage, it goes to the REM sleep, which is when a person’s eyes are rapidly moving inside their closed eyes and so is experiencing dreams. The REM cycle is an important cycle as it is associated with producing hormones which aid in proper metabolism and growth of a person. Each of these cycles, that is the NREM’s four stages and REM, last for 90-100 minutes and then repeats all over till a person is awake (Coon, Mitterer, Talbot, and Vanchella 190). Sleepwalking however, occurs at some point in the third or fourth stage in either cycle. As this is a time when a person is deeply asleep, sleepwalking is barely witnessed in naps or when a person sleeps for a short amount of time. No memory of having experienced any particular behavior is remembered by the sleepwalker (Butkov and Teofilo 141). There are several causes of sleepwalking some of which can be associated with genetics. Sleepwalking is observed to be more frequent within identical twins. It also has a ten times increased probability to occur in someone whose first-degree relative has experienced sleepwalking. Then, there are psychological factors as well. It is more common in children as they experience greater amount of slow deep sleep and so makes them increasingly likely to suffer sleepwalking as compared to adults or teens. Different environmental factors can be associated with sleepwalking such as sleep deprivation, stress, fever, disorganized sleep schedules, magnesium deficiency, alcohol intoxication, or the usage of different drugs such as specific sedatives (medicines that trigger sleep), minor tranquilizers, stimulants, neuroleptics, antihistamines etc. Also, sleepwalking frequency is increased during menstruation or pregnancy. Certain medical conditions are associated with sleepwalking sometimes such as fever, Arrhythmias, Gastroesophageal reflux, night time seizures, night time asthma, obstructive sleep apneas, etc. Different psychiatric disorders, such as posttraumatic stress disorder, multiple personality disorder, panic attacks are also connected to sleepwalking (Porth 596). There are some major symptoms of sleepwalkin g. Patients appear to be dazed and clumsy during their episodes and may appear to either be running around agitatedly or walking quietly around the room. Most often the sleepwalker’s eyes are noted to be open, with an unfocused glassy look as the person roams about the area. Prior to contrary belief, they do not extend their arms while sleepwalking. If questioned during the state, the responses are either slow ones with thoughts which are

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

Epistemologies - Essay Example In addition, the manifestation in this epistemology that knowledge relates with our history and social lives is arguably true since knowledge may originate from such quarters. Nevertheless, we cannot rely on historical knowledge alone to operate in today’s world. Hence, this epistemology significantly confirms that we must accommodate societal and developmental changes to define today’s knowledge. Similarly, the notion in this epistemology that realism correlates with empiricism to suggest that we can use our consciousness to establish the reality of things that exist outside our realms of knowledge is very fundamental. Hence, I agree with the fact that consciousness and reality are not distinct in establishing knowledge but rely on each other because humans have no capacity to establish all the truth but their consciousness can help them to establish some reality. Indeed, consciousness is a component of the absolute reality. Actually, reality involves more than our per ception and thus to establish adequate knowledge, there is need to apply consciousness. However, I partly agree with the notion that total knowledge exists outside our consciousness since I doubt whether we can realistically detect that knowledge as knowledge is always in motion. In addressing interpretivism, I partly concur with the fact that the knower seemingly constructs the reality. However, I concur with the idea that what we know is ultimate and that our consciousness only consults itself and not objective reality to establish the absolute reality. Indeed, we cannot use objectivity presume knowledge as our consciousness equally has limits. Nevertheless, the idea in this epistemology that the knower plays a noble part in establishing knowledge is very true in that one cannot claim to obtain knowledge in absentia. In addition, this epistemology

Buddha teachings..... anything you want that is relavent Essay

Buddha teachings..... anything you want that is relavent - Essay Example These are ‘suffering of suffering’, suffering of change and persuasive. Firstly, ‘suffering of suffering’ is ordinary suffering that result from pain and associated by lower realms of existence such as in the human world. Secondly, suffering of change on the other hand encompasses sadness that results from loss of a happy condition, or that that arises when unhappy condition develops. Lastly, persuasive suffering refers to the internal frustrations. This suffering causes unrest and therefore an individual cannot enjoy any pleasant situations. Every living thing in the universe has desires that it would wish to be quenched. These desires for and attachments to worldly things if not accomplished lead to suffering. Therefore, the entire existence is surrounded by suffering that leads to pain. This is not just the pain of life but rather the uncertainty that exists at the center of the common universe, which arises from a person's intention to keep his life and achieving the true enlightenment. Gods are inclined to be proud and are considered to have a higher status in existence because they have very long life times which seem eternal i.e. they generally occupy the highest realms of existence. ... t origination" All things in the universe arise, abide and cease to exist through numerous causes that exist with the infinite web or interconnection in the universe. As consequence, the chain of interdependence stipulates that everything in the universe is interconnected and interacts with or affects other things in the universe. This chain can also take a perspective that objects have a context for which they are inseparable, or everything that exists is because of other causes or conditions in the universe. In this chain, nothing is absolute because all effects produced in the universe were caused by other effects, and they themselves cause other effects. This is mainly the principle behind the law of cause and effect. For example, for a table to exist seed of a tree must have grown somewhere, sunlight, water and carbon dioxide must have been used in growth of the tree. People had to exist who are a result of people having sex, saw mill and machines had to be designed to convert t he logs to timber etc. This is chain is infinite because each event that contributes to the final product is part of another infinite chain. In addition, the making of the table was as result of another cause and effect The chain of interdependent origination has twelve links or nidanas that explain how a chain of causes leads to other causes. These links are circular in nature as described in the Buddhist wheel of life. The Buddhist wheel of life provides an illustration of the Buddhist teaching. These links are: ignorance which is form of spiritual blindness or the lack of understanding in the teaching of Buddha; volitional formation or karma formation dictates the formation of action, thought process and speech which are essential in determining an individual’s fate; consciousness

ART THROUGH THE AGES Essay Example | Topics and Well Written Essays - 500 words

ART THROUGH THE AGES - Essay Example An artisan suitably applies these elements to ensure that intended information is passed to an audience. Gaultier (2012) observes that understanding functions of arts calls for analysis of various forms of art. This paper explores various aspects of arts. In particular, the paper explains my exposure to various forms of arts and relationship between arts and society. As a way of learning importance of forms of arts, I have visited various museums, attended different theatrical demonstrations, and acquired different films and photos. I have also interacted with artisans of specific forms of arts. In other words, I consider my exposure to various forms of arts as comprehensive. By visiting museums, I have learnt various techniques involved in sculpture. All carvings and sculptured products preserved in museums have also enabled me to understand how sculpture is an important mechanism of communication to humans. By sampling objects where filming, painting, and photographic skills are displayed, I have understood how artisans hybridize various elements of arts to effectively pass a message. In addition, listening to different music and attending movies and other theatrical have enabled me to understand functions of visual and performing arts. Visual and performing arts are valuable and interesting than other forms of arts. Gaultier (2012) supports the claim by asserting that visual and performing arts play crucial roles in human life. Components of visual and performing arts include: movies and cinemas, dance, music, and other theatrical demonstrations. According to Pooke & Newall (2007), the forms of arts are effective means of communication because a large audience is reached easily. Unlike sculptural works, which are mostly preserved in museums, visual and performing arts are easily displayed in several public and/or social facilities. Visual and performing arts enables an audience to easily

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

Epistemologies - Essay Example In addition, the manifestation in this epistemology that knowledge relates with our history and social lives is arguably true since knowledge may originate from such quarters. Nevertheless, we cannot rely on historical knowledge alone to operate in today’s world. Hence, this epistemology significantly confirms that we must accommodate societal and developmental changes to define today’s knowledge. Similarly, the notion in this epistemology that realism correlates with empiricism to suggest that we can use our consciousness to establish the reality of things that exist outside our realms of knowledge is very fundamental. Hence, I agree with the fact that consciousness and reality are not distinct in establishing knowledge but rely on each other because humans have no capacity to establish all the truth but their consciousness can help them to establish some reality. Indeed, consciousness is a component of the absolute reality. Actually, reality involves more than our per ception and thus to establish adequate knowledge, there is need to apply consciousness. However, I partly agree with the notion that total knowledge exists outside our consciousness since I doubt whether we can realistically detect that knowledge as knowledge is always in motion. In addressing interpretivism, I partly concur with the fact that the knower seemingly constructs the reality. However, I concur with the idea that what we know is ultimate and that our consciousness only consults itself and not objective reality to establish the absolute reality. Indeed, we cannot use objectivity presume knowledge as our consciousness equally has limits. Nevertheless, the idea in this epistemology that the knower plays a noble part in establishing knowledge is very true in that one cannot claim to obtain knowledge in absentia. In addition, this epistemology

ART THROUGH THE AGES Essay Example | Topics and Well Written Essays - 500 words

ART THROUGH THE AGES - Essay Example An artisan suitably applies these elements to ensure that intended information is passed to an audience. Gaultier (2012) observes that understanding functions of arts calls for analysis of various forms of art. This paper explores various aspects of arts. In particular, the paper explains my exposure to various forms of arts and relationship between arts and society. As a way of learning importance of forms of arts, I have visited various museums, attended different theatrical demonstrations, and acquired different films and photos. I have also interacted with artisans of specific forms of arts. In other words, I consider my exposure to various forms of arts as comprehensive. By visiting museums, I have learnt various techniques involved in sculpture. All carvings and sculptured products preserved in museums have also enabled me to understand how sculpture is an important mechanism of communication to humans. By sampling objects where filming, painting, and photographic skills are displayed, I have understood how artisans hybridize various elements of arts to effectively pass a message. In addition, listening to different music and attending movies and other theatrical have enabled me to understand functions of visual and performing arts. Visual and performing arts are valuable and interesting than other forms of arts. Gaultier (2012) supports the claim by asserting that visual and performing arts play crucial roles in human life. Components of visual and performing arts include: movies and cinemas, dance, music, and other theatrical demonstrations. According to Pooke & Newall (2007), the forms of arts are effective means of communication because a large audience is reached easily. Unlike sculptural works, which are mostly preserved in museums, visual and performing arts are easily displayed in several public and/or social facilities. Visual and performing arts enables an audience to easily

Effects of Commercialization Essay Example for Free

Effects of Commercialization Essay Effects of Commercialization Commercialization is often confused with sales, marketing, or business development. â€Å"The rise of commercialization is an artifact of the growth of corporate power† (Gray Ruskin and Juliet Schor 487). Ruskin and Schor states that â€Å"corporations fostered the anti-tax movement and support for corporate welfare, which helped create funding crises in state and local governments and schools, and made them more willing to carry commercial adverting (487). Open-source communities have learned over time to integrate commercial interests into their development ranks without capitulating to those commercial interests. â€Å"Economists often assume that markets are inert, they do not affect the goods being exchange (Michael J. Sandel 492). Commercialization process has three key aspects: The Funnel it is essential to look at many ideas to get one or two products or businesses that can be sustained long-term, stage-wise process, and each stage has its own key goals and milestones, and vital to involve key stakeholders early, including customers. There are so many outlooks of commercialization. The effects of commercialization are black Friday, attack on family values, and environment. The rise of commercialization is an artifact of the growth of corporate power† (Ruskin and Schor 487). Black Friday is one of the biggest shopping days of the year. Black Friday is the following Thanksgiving Day in the United States. Black Friday is not a holiday. Black Friday has become popular. Better than last minute Christmas sales. Retailers put their items on sale on Thanksgiving Morning. We realize the importance of Black Friday to retailers. It’s the day that the yearly sales finally move from the red deficit column into black profit. But its impetus, the blood sport of bargaining hunting, overshadows the meaning and the reason for Thanksgiving. Instead of giving thanks for what we have, too many salivate over what can be acquired. â€Å"Economics was becoming an imperial domain. Today, the logical of buying and selling no longer applies to material goods alone† (Michael J. Sandel 494). The family is the most  fundamental of society’s institutions, for it is within the family setting that lifetime behaviors and beliefs are established and values nurtured best in children including adolescent behavior. â€Å"The mother of the household says having less means her family appreciates p ossessions more† (Anna Quindlen 502). One key form of capitalist attack on the family lies in a process called commodification, in which capital seeks to undermine the natural forms of human interaction in all spheres of life and exchange them with commercial relations. In particular, capital strives to turn loving family relations. Healthy families are a challenge to capitalism. Family values and family ties are important institutions which, among others, affect numerous economic decisions. An historical perspective reveals that the conflict over the family may only be beginning and that we may be on the verge of a wider confrontation that will decide not only the survival of the family but fundamental questions about the scope and nature of the modern state. Political attacks on our families involve so many issues, there are many ways you can begin to talk to your child about them. â€Å"We did not arrive at this condition through any deliberate choice. It is almost as if it came upon us† (492). There is a massive environmental impact just in the sheer activity level of the community. The commercialization environment, the microeconomic and strategic conditions facing a firm that is translating an idea to a product, determines the most effective commercialization strategy, the process for bringing innov ation to the marketplace. â€Å"As corporations consolidate their control over governments and culture, we don’t expect an outright reversal of commercialization in the near future† (491). The crucial element of a firm’s commercialization strategy is whether it competes or cooperates with established firms. Commercialization strategy is thus one of the most crucial decisions a firm makes in terms of its ability to profit from technologies developed within the firm. Effective commercialization strategy results from careful analysis of the commercialization environment. Considering the benefits and costs of other strategies for securing profits and competitive advantage through innovation. â€Å"We live in a time when almost everything can be bought and sold (492). In conclusion, commercialization is often tangled with sales, marketing, or business development. Black Friday is one of the largest shopping days of the year. Black Friday is the following Thanksgiving Day in  the United States. The family is the most fundamental of society’s institutions, for it is within the family setting that lifetime behaviors and beliefs. There is a considerable environ mental impact just in the complete activity level of the community. Many technologies begin in the laboratory and are not practical for commercial use in their infancy. Works Cited Quindlen, Anna. â€Å"Stuff is Not Salvation.† Perspective on Contemporary Issues: Reading Across the Disciplines. Rd. Katherine Anne Ackley 7th ed. Stamford, CT: Cengage Learning. 2015 502-04. Print. Ruskin, Gray, and Schor, Juliet. Every Nook and Cranny: â€Å"The Dangerous Spread of Commercialized Culture.† Perspective on Contemporary Issues: Reading Across the Disciplines. Rd. Katherine Anne Ackley 7th ed. Stamford, CT: Cengage Learning. 2015 487-91. Print. Sandel, Michael. â€Å"What Isn’t for Sale?† Perspective on Contemporary Issues: Reading Across the Disciplines. Rd. Katherine Anne Ackley 7th ed. Stamford, CT: Cengage Learning. 2015 492-97. Print.

Code Switching Linguistic Activity English Language Essay

Code Switching Linguistic Activity English Language Essay Code-switching is the linguistic activity when bilingual speakers use more than one language within one, and the same conversational context (Appel Muysken, 1987:117; Grosjean ,1982; Romaine, 1989). Researchers have come up with various reasons for what motivates bilingual speakers to code-switch. Two areas which have attracted widespread research are code-switching as a result of linguistic motivations, and the socially or psychologically motivated code-switching. Sometimes Bilingual speakers deliberately use words or lexis from another of the known languages when they lack a particular word in the language being spoken, to compensate for a linguistic need. In other words the easier accessibility of a word lexicon in the other language motivates them to use it. This is what is referred to as the most available word phenomenon (Grosjean 1982:151), as speakers consciously or unconsciously fall back to the easily accessible lexicon . Studies of second language speakers (L2) use of communication strategies have shown that bilinguals often resort to their first language (L1) intentionally to solve lexical communication problems in the L2 (Bialystok, 1983; Poulisse 1990). Olsen (1999) cites several instances where Norwegian children learning English unconsciously code-switch to Norwegian as a compensatory strategy due to lack of appropriate words. In line with this argument are models of some speech production that categorise bilingual languages in terms of their structural constraints within the speakers lexicon. Myers-Scotton (1992) makes a distinction between languages within what she referred to us matrix language frame model. In this model the language providing more morphemes for the relevant interaction type than the other languages used in the same conversation is the matrix language'(ML)( Myers-Scotton 1992:105). The matrix language plays the more dominant role in the conversation between bilinguals. The other language(s), which by comparison to ML have relatively fewer morphemes for that particular interaction are known as embedded language (EL). Myers-Scotton (1982) argues that the speaker always accesses ML lemmas and builds the morpho-syntactic frames on the basis of the relevant information contained in those lemmas. However, it is really difficult to pinpoint whether the matrix language framework consciously or unconsciously comes into play when a speaker switches codes. Socially Motivated Code-switching The socially motivated code switching, which is the most widely researched area has exposed numerous references. Socially or psychologically motivated code-switching may be practised when a speaker aims, in some instances, to emphasise their identity or group membership, or it may be that they want to mark a change of subject, to specify a particular addressee, to draw attention to a particular part of the message, to express certain emotions or to mark asides from the ongoing discourse (Grosjean 1982: 149-57; Appel and Muysken 1987: 118-20; Giesbers 1989:28). Some scholars have argued that most code-switching is intentional behaviour albeit without the speakers awareness ( Nortier 1989:4). There are cases, however, where unintended code-switching occur as a result of language interference . These may be referred to as incidental language switches, slips of the tongue or accidental speech errors ( Poulisse Bongaerts 1994: 37). As mentioned already, L2 speakers often resort to L1 intentionally to solve lexical communication problems in the L2 (Bialystock 1983). They may switch unintentionally, however, when L1 words are easily accessible in the place of the appropriate L2 ones . It would appear that there is an intersection between the linguistic and social motivations for code-switching. Myers-Scottons (1982) matrix language (ML) model imply that some languages are more dominant than others within a conversational context and, she also claims that language codes are indexical of social relationships (1989). In the latter case, through language code, a speaker is established as a certain kind of person in relation to others. She claims that language code specifically indexes a particular set of rights and obligations that will hold between participants in an interaction. In this regard, a speaker will select a code that indexes the rights and obligations that he/she wishes to be in force between himself and others. Myers-Scotton has identified different patterns of code-switching based on the notion of markedness. An unmarkedchoice means an expected choice, one that is associated with the type of interaction in which it occurs. This is an attempt to redefine relationship (Myers-Scotton 1989:334). She describes recorded instances of marked and unmarked choices of code-switching . The two examples, recorded in Kenya involves two friends and four young office workers. In the first instance, a Principal visits a friend who works in a car sales company. The Principal speaks Swahili to a guard at the gate, but switches to English when talking to the receptionist at the same organisation. At the friends office the two friends, who speak one L1 switch codes unmarkedly from Luhya (L1) to Swahili and sometimes to English. She argues that language in this instance is a mark of social identity. In the first instance, the Principal speaks Swahili to the guard at the gate because he places the guard among th e social category of those who speak Swahili but are not educated enough to be able to speak English. The receptionist, on the other hand belongs to another social category, that of those who can speak English. Marked choices, on the other hand may serve different functions. Among in-group members marked choices may, for instance, encode solidarity among a small number within the group ( Myers-Scotton 1989 :336) as the case of the young office workers illustrates. Four young office workers in the same government ministry in Nairobi are chatting. Two are Kikuyu, one is a Kisii and one is a Kalenjin. Swahili-English switching has been the unmarked choice when suddenly the two Kikuyu persons switch to their language. The conversation which was about setting up a group emergency fund suddenly stops when the Kikuyu switch to their language to make a disparaging remark about what has been said. This is a marked choice communicating solidarity between the two Kikuyu but distancing them from others. This action motivates the Kisii to complain in Swahili and English, and the Kalenjin makes a switch from Swahili to English , a marked choice, to return the discussion to a more business-like plane (Mye rs-Scotton 1989: 336). In other examples, marked codes may result from switching which are associated with emotion, social status or authority . In those instances, switches often encode more social distance between participants, sometimes out of anger or a desire to lower the addressee or increase ones own status. Codes-witching in this category is related to and indicative of group membership in particular speech communities (Auer 1998). The extent and the regularity with which they use two or more languages within a conversation may vary to a considerable degree between speech communities. This marked choice is usually associated with authority, more commonly in former colonial regimes where the colonisers language such as English was a mark of power (Myers-Scotton 1989 ). In all these activities the interlocutors are undertaking communication strategy to compensate for a social or linguistic inadequacy. Code-switching as Contextualisation Code-switching studies have also looked at strategic activities of speakers in varying their communicative behaviour within a socially agreed matrix of conventions, which are used to alert participants in the course of the on-going interaction to the social and situational context of the convention. Conversation participants appear to exploit variable spoken language elements at all linguistic levels ( Local 1986; Local et al 1986) and at non-verbal level ( Duncan 1969, 1972; Kendon 1977) to contextualise their suppositions. According to Gumperz (1982:132-135) contextualisation conventions or contextualisation cues function to signal participants orientation to each other. As an example, Chinese/ English bilingual speakers switch languages to contextualise preference organisation and repairs ( Weir Milroy 1995: 296). By building a contrast in language choice for two stretches of conversation , the speakers are able to draw attention to details of the projected course of conversation and to check each others understandings. This is relevant, particularly in contextualisation preference organisation. Preference organisation refers to ranking of alternative second parts of the so-called adjacency pairs, such as acceptance or refusal of an offer or agreement or disagreement with an assessment (Levinson 1983; Pomeranz 1984). Wei Milroy (1995: 281-299) demonstrate this in their study of code-switching among three generations of a Chinese community in the North Eastern part of England. In one context B offers her assessment of As new dress- ho leng very pretty . As response to this consists first of a reflective question in Chinese leng me ? pretty ?. This type of question is formed by partial repetition plus question marker me and has discourse similar to English tags such as isnt it? really?, suggesting that the interaction functions as a hedge heralding a further dispreferred assessment of dress, and indicates only a qualified agreement with Bs original assessment ( Pomeranz 1984). When B asks for confirmation in the following turn gua a guai a? expensive or not? , As preferred response is in Chinese the same language as Bs question. Sometimes code-switching is used primarily to contextualise imminent completion of a turn or talk or topic shifts, but at other times they have the capacity to signal meanings such as irony or seriousness, and social identities and attitudes of the participants. Auer (1984, 1991) has argued that bilingual code-switching should be analysed as a contextualisation cue, because it works in many ways like other contextualisation cues. However, code-switching has some characteristics of its own in addition to those it shares with such elements as gestures, prosodies and phonological variables. In particular, the sequential organisation of alternative choices of language provides a frame of reference for the interpretation of functions or meanings of conversational code-switching. Code-switching for Political and Economic Reasons Language choice and shift may also be due to political and economic reasons. People recognise that the official language becomes the vehicle of political participation and socio-economic mobility (Myers-Cotton 1993a:28). The competition among groups for primacy of one language over others, or at least parity with others is based on the supposed superiority of a language. If ethnic groups language become official, its members have a head start , while others have to try and identify with it. On the other hand, many nations, particularly those which were formerly colonised have always opted for their former colonial language choice or shifts due to its diversity and the fear of domination by others (Myers-Scotton 1983a). Thus, as already been illustrated, code-switching to a language such as English, French or Portuguese, for example, installs the speaker to a position of authority, power or social superiority over others in those multilingual communities formerly colonised . The distribution and use of language choices in multilingual communities, therefore, can reveal not only the extent of stability of intergroup relationships, but also the ways in which the regulation of access to symbolic resources is tied to the regulation of access to material ones ( Heller 1992:123). Code switching in this instance, therefore, may or may not be conventional depending on the setting or context of the conversation. For instance, we have mentioned where code-switching is an unmarked expected behaviour , for example, among peer in-groups and where it is marked and intended to put down someone considered to be inferior. In socio-political terms code-switching may represent part of a range of linguistic resources upon which people can draw to define the value of resources they control and to regulate access to them. In line with this argument, resources are distributed by specific groups in specific situations through the provision and evaluation, among other things, of symbolic, including verbal, performances (Heller 1992:123). A good example of this use of language is the French-English code-switching in a variety of settings in Quebec and Ontario Canada ( Heller 1992), where code-switching is used as a means of drawing on symbolic resources and deploying them in order to gain or deny access to these symbolic or material resources. The understanding being developed above builds on Bourdieus concepts of symbolic capital and symbolic market places, and Gumperzs concepts of speech economies and verbal repertoires (Bourdieu 1977, 1982; Gumperz 1982). In these instances code-switching is a means of calling into play specific forms of linguistic and cultural knowledge, forms which conventionally possess certain kinds of value (Heller 1992: 124). The value is linked to the extent to which these forms facilitate access to situations where other kinds of symbolic and material resources are distributed, resources which themselves have value based on prevailing modes of organisation of social life in the community and who controls them. The resources in question are not just those with concrete functional value but those related in more indirect ways to the methods people have of not only acquiring the basic things they need to survive, but also of acquiring various forms of power and solidarity ( Heller 1992: 123). Finally, in relation to the linguistic motivation to codeswitching is the grammatical theory and how this structures and explains it. Muysken (1995:178) argues that formulation of this is crucial for research in linguistics as a scientific discipline. He thus poses a number of important questions that may help to explain how lexicon and grammar of a language structure code-switching. Some of the questions relate to the extent to which we can rely on properties of individual words, when we produce and comprehend utterances, and to what extent we can rely on general rules of the language we speak. Other important questions relate to whether we can reduce the differences between languages to lexical differences. Muysken (1995) proposes a universal explanation , for instance, when sentences are built up with items drawn from lexicons from two languages. He proposes a model that believes there is a general set of constraints on code-switching, constituted, for example, by structural equiv alence (Poplack 1980) or government (Discuiullo, Muysken and Singh 1986), or matrix language embedded asymmetry (Myers-Scotton 1993a). In conclusion, it is clear that code-switching is a vast and complex linguistic area of knowledge. For instance, this discussion has illustrated the general and less complex cases of the practice whereby learners in L2 code-switch to their L1 unconsciously to compensate their poor grasp of L2 ( Olsen 1999; Grosjean 1982). The discussion then delved in greater detail into the socially motivated code-switching, where the concept of a matrix language and the idea markedness is demonstrated in a conversation among bilingual speakers (Myers-Scotton 1982; 1989). Using Myers-Scotton (1982) explanation of how a matrix language (ML) dominates over embedded language within a conversation context , and the concept of markedness the essay demonstrates how code-switching becomes a deliberate tool for bilinguals to perform certain linguistic acts, for example, that of showing their social positions of power, education or even to discriminate others. More complex sociolinguistic aspects of code-switching such as contextualisation and its use for political and economic reasons have been discussed. We have discussed how contextualisation in code-switching help to complete a conversation turn or talk or topic shifts, but how at other times they have they signal meanings such as irony or seriousness, and attitudes of the participants ( Wei and Milroy 1995). An important sociolinguistic discussion of this essay has been how code-switching is practised for political reasons. We have seen how there is competition among groups for primacy of one language over others based on the supposed superiority of a particular language. This essay considered how when an ethnic groups language becomes official, its members are assumed to have a head start , thereby motivating others to try and identify with this language. Furthermore, many nations, particularly those which were formerly colonised have always opted for their former colonial language choice or shifts because it is believed that it is diverse, and they also fear being dominated by others (Myers-Scotton 1983a). Finally were discussions on research proposals on the relation between grammar and code-switching. In relation to the linguistic motivation to codeswitching is the grammatical theory and how this structures and explains it. Muysken (1995:178) proposes a formulation of a model structured within earlier research.

Affluenza- An unhappy relationship with money Essay -- science

Affluenza- An unhappy relationship with money Causes & Cures In this essay I plan to analyze a dangerous disease that is infecting people through the U.S. This disease is called affluenza it is very contagious and once infected with the disease it is difficult to unseat. Affluenza us characterized as an unhealthy relationship with money, swollen expectations and trying to keep up with the Joneses. Affluenza creates stress, bankruptcies, and causes problems in relationships. Although, there are some people who have a different definition for affluenza. Many people find affluenza to be a rich man's disease and have responded by suggesting that the world has bigger problems without have to feel sorry for the rich. I would contend that affluenza that affluenza can be cured and maybe prevented. In analyzing affluenza I hope to shed insight those possibilities. There is a disease that is sweeping the U.S. at an alarming pace. It is called affluenza it is very contagious and growing at frightening rates. In 1997, an amazing 1.1 million debt plagued spenders filed for personal bankruptcy that was a 28.6% increase from '96. Economists predict another 1.6 million to file by the end of this fiscal year, (Shop 'til We Drop [STWD], 1997). These are two vivid examples of the amazing rate at which affluenza is growing. These numbers are occurring despite the strong economy and perhaps because of it. With the economy in the U.S. going so well credit card companies are issuing more credit. Consumers are then using their new found credit to buy without even thinking of how they will pay for the products. They get the credit cards because of the appealingly low 5.9% introductory rate and go for it, but the credit card companies usually run those rates up to 18% or more in the first six months before the consumer pays off the purchase, (Insight into the News IIN, 1997). This in turn leads consumers into over extending themselves. Although 96% of all consumers are using credit cards responsibly according to American Bankers Association '97, the typical person who files for bankruptcy takes home less than $20,000 a year and has more than $17,000 in credit charges and of that's not overextending oneself what is. It seems that debt and affluenza go hand in hand and that combination can't be good for relationships. Affluenza causes hardship in all types of relationshi... ...ng mall. Or while contemplating a major purchase sleep on it for a few days and then decide whether the item is within ones means. In the end one has to remember that the Joneses aren't the co In concluding, because affluenza is so dangerous it is important to track and gather information about it and how one can become infected with this terrible disease. Informing and educating oneself is always at the heart of preventing anything bad from happening but with affluenza it takes precedence. Remember to always take time when making a major purchase, use common sense, and ask the question do your ends meet your needs. There are many things one can do to steer clear of affluenza, but overall the cure for affluenza lye's in the hands of each person and their spending choices. In the end I would warn that although affluenza can be prevented and even cured, it should not be underestimated it can do irreversible damage to families, and financial statements alike. I would also contend that society has an obligation to combat affluenza, but again the burden lye's with the individual to make the difference. In closing, one final question one should ask them selves is do I have affluenza?

Brainstem Injuries and the Neuropsychologist Essay -- Neuropsychology

Brainstem Injuries and the Neuropsychologist The Neuropsychologist plays an essential function in assessment and rehabilitation after an injury to the head. Neuropsychologists essentially bear responsibility for testing and tracking the patients thinking ability. Below are key functions provided by clinical neuropsychologists: - Carrying out detailed assessments of cognition, emotion, behavior, and social competence; - Devising and implementing training programs; - Liaising with educational agencies/ employers to advise on the resumption of educational/ vocational life; - Advising on the management cognitive deficits/ disabilities; - Advising and providing long term care; - Providing psychotherapeutic input to address the emotional impact of injury and disabilities; - Facilitating personal, family, and social adjustment (Halligan 2003). A screening for a neuropsychological evaluation should be done as soon as possible after an injury to the brain or in this case, brainstem. A comprehensive evaluation is necessary if complaints and or problems persist. In most cases, an evaluation is performed biannually for the first two years, and as necessary, depending on the subjectivity of the patients status. An exam by the neuropsychologist typically involves a wide variety of tasks, most of which are done sitting at a table or at bedside in a hospital (www.neuropsychologycentral.com, 2002). The examination is non-invasive, and usually is not painful. The evaluation often takes 6 to 8 hours of face-to-face contact, but can vary widely depending on what information is being sought (www.neuropsychologycentral.com, 2002). Test results are used, depending o... ...y 1, 2005 from http//www.neuropsychologycentral.com/interface/content/resources /resources_interface_frameset.html. University of Florida (2005). Medical Informatics: Introduction to Clinical Neurology. Retrieved May 1, 2005 from http://medinfo.ufl.edu/year2/neuro/review/bsc.html. Joseph Landolfi (2005). Brainstem Gliomas. Retrieved May 1, 2005 from http://www.emedicine.com/NEURO/topic40.htm. Spencer, Rick (2005). Brain Injury 101. Retrieved May 1, 2005 from http://www.rickspencer.com/Headinjurylaw/brain101.htm. Theodosopoulos, Philip; Burton, Lisa; Wagner, Becky; Splitt, Nancee (2005). Retrieved May 1, 2005 from http://www.mayfieldclinic.com/PE-BrainTumor.htm. Reiter, Jamie (2003). Journey Toward Recovery: A Brain Injury Guide For Families. Retrieved May 1, 2005 from http://www.sdbif.org/Guide/SDBIF_Guide_Eng.pdf.

Complan Foods Essay

Complan Foods is a British company that makes powdered milk energy drinks. It was acquired by Danone in 2011. In India the Complan brand is owned by the H. J. Heinz Company. Complan was launched by Glaxo in 1954. As part of Glaxo’s Farley Health Products subsidiary, the Complan UK brand was sold to Boots in 1988. In India, Complan remained with Glaxo until 1994, when it was acquired by Heinz, who also acquired the UK brand in the same year.[2][3] In 2002 a majority stake in the UK business (Complan Foods) was sold to the Saatchi brothers’ Saatchinvest BRIEF HISTORY The H.J. Heinz Company, headquartered in Pittsburgh, Pennsylvania, is the most global of all U.S.-based food companies. Famous for their iconic brands on five continents, Heinz provides delicious, nutritious and convenient foods for families in 200 countries around the world. In more than 50 of those countries, we enjoy the number-one or number-two market position. To learn more visit www.heinz.com. Heinz came to India in 1994 by taking over the Family Products Division of Glaxo. GlaxoSmithKline plc (GSK) is a British multinational pharmaceutical, biologics, vaccines and consumer healthcare company headquartered in London, United Kingdom. It is the world’s fourth-largest pharmaceutical company measured by 2009 prescription drug sales .It was established in 2000 by the merger of Glaxo Wellcome plc and SmithKline Beecham plc. with powerful brands such as Complan, Glucon-D, Nycil and Sampriti. Heinz India is fully integrated into the global Heinz operations employing high standards in quality at manufacturing facility at Aligarh in the State of Uttar Pradesh. This manufacturing facility is HACCP certified and follows GFMP (Good Food Manufacturing Practices) to deliver safe food products Heinz in India provides taste and nutrition through globally trusted products like Heinz Tomato Ketchup and strong local products like Complan energy drink, Nycil – the most effective prickly heat powder and Sampriti Ghee. BIBLIOGRAPHY AND REFERENCES: http://www.heinz.co.in/about_heinz/history.aspx

Physiological Education Essay

Harvard President Lawrence Summers caused quite a stir in January 2005 when he proposed that women are lagging behind in science and mathematics because of â€Å"innate differences between the sexes† (Angier and Chang, 2005). Angier and Chang at the New York Times agree. They write that research has found that there are a lot of discrepancies–the architecture of their brains, in quantitative test scores, attitudes toward math and science–between men and women (Angier and Chang, 2005). The New York Times report found that boys have outscored girls in the math part of the SATs by as much as 35 points, while verbal scores are very similar. On the other hand, the report notes that there are more boys with attention-deficit disorder, learning disabilities, and autism (Angier and Chang, 2005). Boys, on the other hand, fare rather poorly with reading and writing. NAEP writing tests results in 2003 showed that boys scored 24 points lower than girls. The trend can be seen as early as the fourth grade all the way through college (Connell and Gunzelmann, 2004). Kate Melville explains that girls mainly use a system that is involves more memorization and association of words, while boys rely on a system the deals with the rules of language. Melville, citing a study by Michael Ullman, adds that both boys and girls are using different neurocognitive brain processes in learning language, and information processing (Melville, 2006). Jasna Jovanovic and Candice Dreves sums it up in saying that over the years, the notion is that boys have superior spatial abilities, which helps them in math. While girls are better at language and writing (1995). Do girls learn differently from boys? This paper will provide proof that they indeed do, and will try to delve into why and how they learn differently. Lastly it looks into recommendations for addressing such learning disparities between the genders. Preferences in Learning Styles Erica Wehrwein and her fellow researchers identify the learning style preferences of students to include visual, auditory, read-write, and kinesthetic. They also found that a little more than half of the females preferred a single mode of presenting information, as opposed to only 12. 5% of males (Wehrwein, et. al. , 2007). More than a third of the females favored the kinesthetic mode, followed by the read-write mode at16. 7% (Wehrwein, et. al. , 2007). On the other hand, boys preferred auditory, read-write and kinesthetic evenly (Wehrwein, et. al. , 2007). The researchers conclude that there is a significance difference in learning style preferences between boys and girls. Brain-based Differences Nikhil Swaminathan at the Scientific American says that a growing body of studies over since the 1960s have documented that girls have superior language skills. Swaminathan cites a journal report from the Neuropsychologia that says that girls completing a linguistic-related task showed greater activity in the areas of the brain that are responsible for language encoding, and abstract deciphering of information. The boys showed more activities in the visual and auditory areas, depending on how the words were presented (Swaminathan, 2008). Swaminathan concludes that in a classroom, it implies that boys have to be taught visually and orally (through texts and lecture) to gain a full understanding of the lesson, while girls can pick up the concepts by using one of either (Swaminathan, 2008). The study monitored the brain activities of 62 kids (31 of each) from 9 to 15 years old (Swaminathan, 2008). CBS News correspondent Elizabeth Kaledin cites a study conducted by University of California at Irvine psychologist Richard Haire, which shows that at the very least, men’s and women’s brains work differently (Kaledin, 2005). Kaledin also cites Dr. Jay Geidd’s studies showing that boys and girls have different brain development, with girls’ brains maturing faster than boy’s, except in the area involved in mechanical skills (Kaledin, 2005). Dr. Leonard Sax offers a much more empirical example, saying that at 12, the geometry area in a girl’s brain is equal to that of an 8 year old boy, while the language area of a boy’s brain is three or four years behind that of a girl’s brain. Dr. Sax concludes that boys and girls see, hear and respond differently (Kaledin, 2005). The Environment’s Role In an interview Parent News, Jasna Jovanovic stresses that there are no genetically-based differences between girls and boys. Jovanovic, however, says that girls will benefit more from teaching methods that include performance-based assessments, hands-on, active approaches, and cooperative learning. Jovanovic also reiterated that the difference might lie in the child’s environment. Jovanovic laments that societal expectations and stereotypes tell girls that they are not good in math or science, so they shouldn’t be very interested in it (Understanding Gender†¦ , undated). Jovanovic participated in a single-sex education in grades K-12 roundtable discussion sponsored by the American Association of University Women Educational Foundation. Jovanovic’s view is shared by Barnard President Judith Shapiro who adding that while nature may form part of the loss of interest among girls in science, there is also the nurture part (Kaledin, 2005). Donna Milgram, expounding on the gender differences in math, science, engineering and technology, says that the reason why many girls are floundering in these areas is that they have less experience in the hands-on application of learning principles than boys. Milgram says that the studies show that gender differences, most likely, stems out of nurture, not nature (Milgram, undated). Milgram adds that another important area of concern is that of perception and confidence. Females are most likely to succeed in science, engineering, technology and math if they feel confident that they could master it (Milgram, undated). Recommendations Jovanovic and Dreves recommends that child care providers and teachers give every child the chance to learn math and science. Staff should be trained on the equal treatment of boys and girls in the classroom, as well as be given the necessary resources and materials to give the children hands-on experiences in both subjects (Jovanovic and Dreves, 1995). Jovanovic, in the Parents News interview, also suggests a smaller class size, a core curriculum approach, more personal relationships between teahcers, students and administrators, more higher-order thinking-related activities (Understanding Gender†¦ , undated). Teachers, as well as students, need to be aware of learning style preferences. That way, they can tailor-fit their instruction, activities and tasks to optimize learning. Dr. Leonard Sax says that it’s very important to understand and pay more attention to the learning differences between girls and boys, and even in the differences in the way they develop. Dr. Sax points out that if we continue to ignore these differences, chances are at age 13, we’d have girls who think they can’t do math and boys who think that poetry is a waste of time (Kaledin, 2005). * * * The body of evidence, the growing of research, the viewpoints held by various authorities may differ, at the very least, and contrasting and confusing at the most. What’s clear, however, is the fact that girls and boys differ in they ways that they learn something. It may be attributed to physiological factors, or it may stem from the child’s environment. The debate, however, is important not because we need to determine whether boys are more intelligent than girls. That is way beside the point. Our role as educators is to make sure that our students learn, in a manner that’s easy for them. While suggestions have been brought to extremes like a single-sex classroom setting, the bulk of the responsibility rests on our shoulders. We need to understand these differences, be it physiological, or environmental. We need to understand our students. We need to understand their learning patterns. Having understood their strengths, and the innate differences, we can tap it to make it easier for them to learn. We need to find out the proper and optimal mix of instruction, of lectures, of the use of materials and resources. We need to be creative, innovative in the classrooms and outside it, in order to capture our students and interests in they way they were wired to appreciate it. Lastly, and perhaps, most importantly, we need to create a supportive classroom environment where boys and girls can be themselves, and make both understand that each of them are there to learn in his or her own style and pace. It’s the only way we can safeguard their self-confidence and esteem. References Angier, Natalie and Chang, Kenneth. (2005). Gray Matter and Sexes: A Gray Area Scientifically. New York Times. Retrieved on 15 April 2008. Connell, Diane and Gunzelmann, Betsy. (2004). The New Gender Gap. The Instructor, March 2004. Retrieved on 15 April 2008. Kaledin, Elizabeth. (2005). Intellectual Gender Gap? CBS News. Retrieved on 15 April 2008. Jovanovic, J. and Dreves C. (1995). Math, science, and girls: Can we close the gender gap? University of Illinois at Urbana-Champaign. Retrieved on 15 April 2008. Melville, Kate. (2006). Big Gender Differences In Language Learning. Georgetown University Medical Center. Retrieved on 15 April 2008. Milgram, Donna. Gender Differences in Learning Style Specific to Science, Technology, Engineering and Math. Retrieved on 15 April 2008. Swaminathan, Nikhil. (2008). Girl Talk: Are Women Really Better at Language? Scientific American. Retrieved on 15 April 2008. Understanding Gender Differences that May Occur in Classroom Settings. Adoption. Com. Retrieved on 15 April 2008. Wehrwein, Erica, Lujan Heidi and DiCarlo, Stephen. (2007). Gender differences in learning style preferences among undergraduate physiology students. Advances in Physiological Education. Retrieved on 15 April 2008.