Methods of Teaching

Teachers are the main disseminators of knowledge in the schools and society. They occupy the enviable position of being the main interpreters of knowledge for the next generation and future leaders. In order to make this knowledge viable, it requires pedagogical skills that are capable to serve the minorities and all other populations equitably.Most people are locked out during the dissemination of knowledge not because they are not in the teaching venue at the right time, but because their way of knowing is not incorporated into the teaching styles and strategies (Karl, 1997).According to Lev Vygotskyas Social development theory we find that he states the cognitive development of a child is influenced by social interaction he says that while biological factors highly influence development, they just don’t occur in isolation. He says that the social environment in child’s life matters a lot in his development. He reasons that adult guidance and child’s problem so lving early in life are things that affect cognitive growth. He calls it proximal development zone.He says that this is the zone where learning takes place. This is also where the child learns from the peers. Children learn speech and writing from their immediate social environment. These are tools that develop from culture and they help children to communicate their needs (Gardner and Jerome, 2001). He reasoned that language and thought are co exist, none can happen without the other. The Neo –Vygotsian approach to child development is more effective than the radical approach.Which was used in the past didn’t provide students with an environment that encouraged learning where they play an active role in their learning and education. Through this they also influence their peers’ education. Both the teacher and students play untraditional roles together to enhance learning. Collaboration between the teacher and students in learning is better than where the teache r dictates to the students what to do. The students then just do the recitation, which is not good learning.Education or learning where the students and teachers share ideas to enhance learning is the best. According to Vygotsky classroom arrangement should enhance small groups of the students to discuss. This can be done by creating more workspace by having tables and tables clustered. This is where the students can easily interact. In such a case communal learning is encouraged in the class. Teachers develop an instruction set up that is above the students’ development level to help them develop to the next levelFrom the above theory I can therefore say that Teaching strategies can be defined as the means whereby teachers and instructors use diverse teaching methods or techniques in conveying information to a class of students or those people who are required to gain new knowledge. There are various forms of techniques that can be utilized which include expository teaching, interactive teaching, Small group teaching or discussion, inquiry teaching or problem solving, Individualization method of teaching and models of reality.This paper will focus on small group discussions and interactive methods of teaching (Gardner and Jerome, 2001). In my position I do not support the constructivism since it is a way of teaching that involve the students to get information through observation and experimentation in this case we find that constructivism method can be described as presentation by the teacher or lecturer to a big group of learners whereby the presence of active learning in the class is limited and only the teacher or lecturer takes the whole time designated for the lesson outlining whatever to be learned.This method can only be efficient and the best method if strategies that are active should be incorporated. Usually teachers are characterized by longer hours with a lot of topics to be covered which have led to the approach being inefficient, I find it to be a complex method of teaching and that it should be discouraged by any teacher (Bruner, 1996).since I believe that the constructivism is a complex method of teaching, In order to yield good teaching results in my profession I therefore choose the following types of teaching methods which are the small group discussions and the interactive teaching methods as the appropriate strategies for teaching Small Group Discuss Discussion is found to be the most important strategies applied in many learning institutions which usually involve the division of the students in class into a number of groups that are meant to represent certain points of view on the identified topic that is regarded as the most compromising subject.Under group discussions we find that there are those who support the argument, that is the proponents or those for, and those who oppose the issue referred to as those against or the critics, this actually indicates the benefits of the team work in many learning in stitutions whereby we find that students involve themselves in a number of debates through character or even assuming different roles (Print, 1993).These discussions are also believed to be leading to the achieving of new knowledge because by arguing it out a point, there is an opportunity of integrating ideas and hence conclusions arrived at being useful in the learning process. Since it is a discussing process which can generate more new knowledge it should be encouraged in learning institutions, therefore the strategies that can be applied to encourage team work in schools is that the management should ensure that courses should be introduced that only requires discussions as a method of learning where participants will be required to compile the outcome of their discussions.Teachers should constantly utilize the discussion approach especially on contemporary issues which require further research (Gardner and Jerome, 2001). The use of this approach should be encouraged in trainin g, primary, secondary, adult, and in the higher learning of institutions such as the universities because it provides an opportunity to argue or oppose certain subject which is an issue which can lead to generation of new ideas.However, it should strongly be recommended to adult, training and in the university institutions because with such knowledge the learners can utilize in the working environment when they are employed. In the primary level those who are in upper classes can be introduced to debates so that they are familiar with the approach and also get to know that constructive debate about an issue is not bad but can lead to gaining of new knowledge (Bruner, 1960).The only limitation exist in this strategy is that, there is a tendency of laziness and time wastage since students are left to choose on what topics to discuss on at their own time and may request their instructor to present their findings at their own convenient time, that is, when they feel that they have fully exhausted the topic to discuss on. Small group discussions are regarded as the best strategy to learning and it is said to be democratic since it gives freedom to the learners and the teachers.Through which they are given an opportunity to organize themselves in groups that everyone that allow individuals to raise different opinions relating to the particular issue under discussion without any restrictions. Under this strategy everyone is entitled to give contributions is given an opportunity to air his/her opinions without victimization or favors. Further the aspect of freedom of scheduling the activities by the students and the presence of good environment makes discussions more democratic and interesting (Print, 1993).Interactive Method of Teaching Interactive teaching is one whereby learners are provided with an interactive environment where they can express their views, opinions, suggestions and have an opportunity to support their arguments. It involves both the teacher and t he learner where the teacher comes up with the topic to be discussed which is open to any form of criticisms or additions to the main point. This interactive teaching method can be utilized whereby there is a big number of audience or learners expected to gain from the knowledge being passed.This method is found to be effective only if active methods of learning are introduced. The aspect of interactive learning should be incorporated in order to avoid boredom and tiredness among the participants. It should not only be done through talking by the speaker but also the use of boards and lecturers being open discussions should be considered (Print, 1993). The time of interacting should be revised as often as it is allocated a lengthy time frame which has been the main reason behind boredom and tiredness among the partners.Good communication skills by the teachers should be encouraged in order to pass clearly the intended messages to the learners which lead to solving the most common pr oblem of ambiguity, that is, to enhance passage of clear messages to the listeners or the participants. It is also advisable that lecturing should be encouraged if the topics to be covered are easy and to understand and also interesting to the learners and thus making them more attentive because there will be no boredom and tiredness during the session or lesson and hence gaining knowledge (Karl, 1997).The interactive teaching method is found to be prescriptive because it does not give the learner an opportunity to air their views or make suggestions. Usually it gives the teacher or the instructor an opportunity to decide for the students thus being prone to being an effective approach. It is a rigid way since it does not provide an opportunity to participants to make any suggestions concerning the subject matter thus there limited generation of new ideas.The students normally have to follow the set course outline and they are not open to criticize anything even if they are unsatisf ied thus rendering this approach to be narrow in terms of the output expected. The lecturer has to come up with what is required and to be covered in the cause and this depends mostly on his professionalism in relation to his duties. For example the topics to be covered during the lecture might be formulated in such a way that some important topics are left out may be because the lecturer may not be conversant with the topics (Gardner and Jerome, 2001).The use of interactive whiteboards should be encouraged. Recent studies have looked at how interactive whiteboards influences learning and teaching processes in schools. It suggests that whiteboards offer visual display that go in line with the explanations offered by the teacher thus helps students to understand better. It further outlines that the use of technologies in methods like debate and lectures can act as a motivational effect especially when used at the primary school level.For this interactive teaching method to prosper, w e find that many schools are found to be using the Information and Communication Technology which refers to technologies used to collect, store, edit and pass on information in various forms these ICT technologies that are utilized include; Interactive whiteboard, Videoconferencing, PowerPoint research presentation, and Internet use. For example during class lessons, the teacher can use the laptops in presentation when explaining an issue to the students (Bruner, 1960).Another technique that can be utilized in the interactive method of teaching is the radio broadcasts which are regarded as day to day learning procedures in many learning institutions most radio programs are said to be like lectures because they usually educate the public and the students. Sometimes the conversions are open to callers who make their suggestions thus coming up with different opinions. Recent studies have looked at how interactive whiteboards influences learning and teaching processes in schools.It sugg ests that whiteboards offer visual display that go in line with the explanations offered by the teacher thus helps students to understand better. It further outlines that the use of technologies in methods like debate and lectures can act as a motivational effect especially when used at the primary school level. (Print, 1993) Creative Thinking Creative thinking is defined as the process of thinking that enables the mind of an individual to improve its ability of being creative, this in simple terms means that it is a process bringing in new and different ideas from the existing ones.Research indicates that there are different types of creative thinking examples of the creative thinking are; the expressive creativity this type of thinking is believed to be occurring most often in children which is presented by children through their drawing and playing, the productive creativity this is the type of thinking which is practiced by many scientists since it involves the process of a cont inuous production that is characterized by the urge of creating but not expressing, the other type of a creative thinking is that of an inventive creativity thinking which is always geared towards solving and improving the technology in question. Research indicates that this creative thinking is always characterized by its ability to be nurtured and changed by an individual (Ennis, 1991). Research indicates that those individuals using the creative way of thinking actually indulge in the making of instinctive approaches to the existing solutions depending on the insights and perception surrounding the situation.Here we find that in the process of taking information through individuals’ senses, the brain therefore functions in the following process that is after the information is gathered the brain is enabled to reach a decision through the process of thinking or even feeling, and in normal cases these decisions are therefore allowed to through the judgment process under whic h is found to be relating to the brains approaches towards the global externally thus the brain is found to be dealing with the judgment on how individuals handle their daily activities, therefore an individual using the right side of the brain are said to be preferring situations to be put in an orderly and an organized manner including the factor of neatness and a good establishment before reaching a conclusion (Tama,1989). The people using the creative thinking are therefore divided in two that is the perceivers and the judgers. Under this grouping the judgers are said to first of all come up with a plan which will enable a number of things to be done before getting a solution thus the brain allows them to get ready by making sure that their work is done in advance, thus bringing in the idea of them preferring their solutions to be prepared, worked upon and brought to a solution with a particular plan to move on at a later time (Bruner, 1996).The other types of individuals using the creative thinking are the perceivers who are believed to be having an affinity of postponing decisions with the progress of seeking for different options by actually dealing with socializing with other people, listening to others, farming among other activities, this indicates that they usually proceed unexpectedly, the brain makes them not to plan for their solutions in advance and they usually do their obligations at the last minute (Gardner and Jerome,2001). Therefore in this case we find that when many people are found to be more concentrated with either the creative or the critical thinking of the brain in the process of dealing with facts and logic when solving a situation. The majority of the individuals do not understand the problems that always go hand in hand with the elements of social knowledge. Under their expectations and achievements, those applying the use of both types of thinking, usually plan more as compared to what they would actually achieve in actual terms . Future possibilities in them are easily connected with the feelings of the persons affected.Compared to the individuals using a single type of thinking, who are less genuine in interest and exceptional awareness in their day to day activities; they are special in giving in to the interest their personal experiences, thus they fail to have a strong need for intimate relationships which are usually needed for close interrelations in the society, thus failing in the solving of particular problems (Beyer, 1987). The best example of a creative thinking is the personal experience is the relationship I had between me and my students in a classroom, whereby as a teacher I had a role to motivate a creative thinking to my student, in this case we find that I used a method referred to as a Comprehensive Assessment Test which is an average assessment for students whose outcome represents the position of a particular student in relation to their capability of achieving a learning standard that is always expected by others.Being a teacher I was given the opportunity of enabling my student to undertake the assessment in a number of activities which features the knowledge, comprehension, application, analysis, synthesis and evaluation practiced on her by me, I utilized the following procedures to make her exercise successful (Tama,1989). Benchmarks- under this research indicates that it always involve the setting up of the students ability of creative thinking and solving problems, here I provided the student with a reading test, whereby I ensured that the student was served with the mandate of analyzing, understanding and assessing the information provided to her and then follow the measures required to carry out the exercise. In this test the students’ creative thinking surpasses the essential comprehension of many test questions I gave the student (Bruner, 1960).In this case the student was also put in the practice of reading passages which allowed her to be able to create meaning from the number of texts she read, the passages were always provided in two forms, one consisting of two to three literary passages such as short stories, poems, historical fiction among others, while the second one carries four to five informational passages such as texts derived from magazines, diaries and newspaper articles Among others (Anderson, 1990) Multiple Choices- this is another method that I the teacher applied in the students’ learning to motivate a creative thinking to her; in this case, I gave her a question and four choices of answers, where she was recommended to choose the most excellent answer for the available question.Short Response Task- here, I provided the student with a number of questions with a space of eight lines below the question requiring her to write their answers in a duration of five minutes, this particular response carries two points scoring rubric, whereby, the I ensured that the student applies the read, think and expla in concept in answering the questions thus the student was needed to be creative in answering the questions provided to her (Karl, 1997). Extended Response Task- This involved a question with a symbol carrying fourteen lines just next to the question which allowed the student to give a longer written answer; here I gave the student more time, at least ten minutes to answer the provided questions, these responses always carry four point scores. This method is usually designed with an objective of improving the students understanding abilities (Anderson, 1990). To apply all these methods of creative thinking in my students’ learning I actually needed her to use her critical thinking in order to succeed in answering the questions I provided to her. ConclusionIn order to yield good teaching results in my profession I therefore choose the above techniques of teaching methods which is the small group discussions, the interactive and creative thinking teaching methods as the appropr iate strategies for teaching as compared to the other teaching methods which are stated to be the complex methods of teaching, like the constructivism teaching should be discouraged since it is stated to be one of the most complex method of teaching by any teacher, in this case we find that it is actually passive and involves the teacher take the major part of participation such as organizing the information that is to be conveyed to the students in a manner that will enhance their understanding on the particular topic, we also find that in this method there is no room for the students to offer their views on the subject being discussed, it is regarded as the most inefficient mode of teaching and has contributed mostly to deterioration of education standards around the world (Print, 1993). Reference: Anderson, G. (1990) Teaching Creativity for Professional Growth and Personal Reward. NACTA Journal; 34 (4) pp 53-56. Beyer, B (1987) Practical Strategies for the Teaching of Thinking, B oston MA, Allyn &Bacon Inc Bruner, J. (1996) the Culture of Education- Cambridge, Mass- Harvard University PressBruner, J (1960) the Process of Education- Cambridge, Mass- Harvard University Press Ennis, R. (1991). Critical Thinking; a Streamlined Conception, Teaching Philosophy 14 (1), 6-20 Gardner, H. , Jerome B (2001) Modern Thinkers on Education from Piaget to the present, in J, Palmer 50 edition London: Routledge Karl, A. (1997): Children-Schools & Inequality- Boulder, Co Westview Tama, C (1989) Critical Thinking has a Place in Every Classroom. Journal of Reading, 30, 63-66. Parkerson, D (2001): Transitions in American Education, a Social History of Teaching Routledge; Vol. 242 pp. 14-19 Print, M. (1993) Curriculum development & design second edition St Leonards Allen & Unwin Publishing

Investment and Market Risk Premium

Cost of Capital at Ameritrade Day 1 1. What factors should Ameritrade management consider when evaluating the proposed advertising program and technology upgrades? Why? -They should see how revenues have changed after adopting the new ad program and technology upgrades -They need to see ROI for their investments over time 2. How can the Capital Asset Pricing Model be used to estimate the cost of capital (required return) for calculating the net present value of a project's cash flows? it will help us determine the Cost of capital or discount rate which we can use to calculate NPV, in other terms the numerator will never change (FCF), only the denominator will based on the cost of capital3. What is the estimate of the risk-free rate that should be employed in calculating the cost of capiual for Ameritrade's proposed investment? – the risk free rate should be the T-bills rate or the average annualized total annual returns on US government securities = 3. %. In my opinion, we sho uld use the risk-free rate equal to yield of 20-year US government securities, because it is long-term capital investment. We may use 30-year rate, but we are investing in technology, and concerning the speed of technological enhancements, 20-year rate is optimal. So it is 6,69% 4. What is the estimate of the market risk premium that should be employed in calculating the cost of capital for Ameritrade's proposed investment? Market Risk PremiumThree distinct concepts are part of market risk premium: 1) Required market risk premium: the return of a portfolio over the risk-free rate (such as that of treasury bonds ) required by an investor; 2) Historical market risk premium: the historical differential return of the market over treasury bonds; and 3) Expected market risk premium: the expected differential return of the market over treasury bonds. Also called equity premium, market premium and risk premium.Market Risk Premium = Expected Return of the Market – Risk-Free Rate The e xpected return of the market can be based on the S;P 500, for example, while the risk-free rate is often based on the current returns of treasury bonds. First to find the Expected Return of the market, from Exhibit 6, We take the aggregate stock market and multiply by 12: = 15. 71% The Risk-free rate is 3. 8% =;gt; The market risk premium= 15. 7 – 3. 8 = 11. 9% (That is why we may use the difference between US Government Securities rate (6,69%)and historical Large Company Stocks annual returns.But we have 2 numbers: during1950-96 and 1929-96. The difference between them is 1,3%. I think that we should useâ€Å" younger† value of 14%, because the years 1930-1949, of course, were under market economy, but at the same time there were not so stable laws, a Second World War passed, many companies at that time worked for government orders, so this number may be a bit out of overall tendencies. ) 5. In principle, how would one go about determining beta for purposes of calcula ting the cost of capital for Ameritrade's proposed investment?TO calculate Beta for cost of capital, or asset beta: We need to find first the Equity Beta = by regressing stock returns over market returns and it will then be the slope. We also need to calculate the market value of the equity of the firm which is the price per share multiplied by the total number of shares outstanding (see attached notes) A cost of capital is a weighted average of the cost of debt and equity. Likewise, the asset beta is the weighted average betas of debt and equity. We use market value proportions of debt and equity (see CAPM, p. 476). Ba = (D/D+E)BetaD+ (E/D+E)BetaEIt is common to assume that debt has no relationship to market risk; that BetaD=0 Empirical studies of corporate debt returns suggest it would be better to assign some market-related risk to corporate debt; and use estimates ranging from 0. 20 to 0. 30. To get BetaE, the equity beta for Ameritrade, we would normally run a regression of equ ity returns on stock market returns. That is, we would estimate the slope of the line that best fits: Unfortunately, Ameritrade had their IPO (Initial Purchase Offer) in March of 1997, so there is not enough data at the time of the case to calculate a reliable beta estimate.So instead, we will look at comparable firms. Firms in the same industry pursuing the same types of projects will have the same sorts of risks, thus their asset betas will be approximately the same. The returns we calculate for these firms, based on stock price movement, dividends, and stock splits, are their equity betas. These are influenced by the degree of leverage each company is using (recall that higher leverage leads to higher ROE, EPS and DPS, but also leads to greater variability in earnings).Knowing the amount of debt in their capital structures (at market values), we can calculate the asset beta for each comparable firm. Then we will average these to use as a proxy for Ameritrade’s asset beta N ote: An agent that mediates sales and exchanges between securities buyers and sellers at even lower commission rates than those offered by a regular discount broker . As one might expect, deep discount brokers also provide fewer services to clients than standard brokers; such brokers typically provide little more than the fulfillment of stock and option trades, charging a flat fee for each.The problem that must be overcome in determining the implementation decision is the uncertainty of the cost of capital. Other Methods of Estimating Cost of Equity Capital: †¢The EP Method r = EPS / Stock Price †¢The Constant Growth (Gordon) Model r = DIV1 / P 0 + g compute g from earnings, dividend, or cash flow growth or use the sustainable growth estimate ? Equity Betas, the relationship of a given equity’s risk to that of the larger market, reflects two kinds of risk –The risk of the business itself –The risk that the debt a business has will prevent cash flow to equity ?We can de-lever these equity betas to strip out financial risk associated with leverage and find the implied beta for the business itself (asset beta) –Asset beta measures the business risk only and does not change with capital structure ? Often, the best way to estimate a forward looking asset beta for a company is to take a median of its industry peers asset betas (historically calculated) since one-time company events in the past will be averaged out ? We can then find the equity beta for the company by re-levering the industry asset beta to the target debt / cap ratio of the company ?Exhibit 4 provides various choices of comparable firms. Which firms do you recommend as the appropriate benchmarks for evaluating the risk of Ameritrade’s planned advertising and technology investments? Determine the betas for these firms. Let us agree that Charles Schwab is a comparable firm. Their price changes, dividends,and stock split information for 1992-1996 is in Exhibi t 5. If there were no stock split, thereturn, compared to the previous period, is given by: For example, if the price the previous period was $100, then wentup to $104, and in addition had a dividend of $8, the return would be +0. 12, or 12%.In ashort time period, the returns will be much closer to 0. If there is an X for y stock split, use the formula: Copy the Return values into Exhibit 6 alongside the appropriate dates, then regress theSchwab returns against the value-weighted NYSE returns for the same period. The slopeof the line is the equity beta. Do this for the other comparable firms. Calculate the asset betas using the formula inquestion 5 (twice, once with Beta D = 0 and once with 25. 0). Average the results. This should be a good estimate of Ameritrade’s asset beta. Finally, put these results back into the equation in #2 to estimate Ameritrade’s cost of capital

Hotel Management Coursework Example | Topics and Well Written Essays - 3500 words

Hotel Management - Coursework Example The hotel's plush and warm interiors decorated with traditional works of art, hand picked local artifacts and tasteful furnishings; all coupled with the excellent service from staff who cares. The hotel is a combination of luxury and comfort with ultra modern facilities. Hotel City Park offers elegantly appointed rooms & suites that have been equipped with all types of modern facilities as upto the International standards of hotels. Room offers a spectacular view of lush green gardens. Rooms are perfectly designed with vibrant colors and furniture. Here guest can enjoy a comfortable stay. These rooms are considered to be lavishly appointed and are of comparatively larger size. Beauty Parlour, Travel Desk, Barber shop, Courier Service, Front Desk, Free Newspaper, Parking, Bar, Banquet, Restaurant, Safe Deposit Box, Conference Facilities, Business Centre, Swimming Pool, Health Club. Doctor on Call, Laundry, Valet, Travel Desk Service, Dry Cleaning, Post, Baby Sitting, Currency Exchange, Hair Dryer, Newsstand, Safety Deposit Box, Secretarial Services, Wake up service, Car Rental, Concierge, Chemist, Conference Halls. For example: In some countries every individual requires work permit for working in any organization or sector. This work permit is like a license which tells that the person is free to work in that country. This license includes date of issue, date of expiry, issued head office, issuing officer's name etc. The license signifies that the information provided by the individual is true and correct and his past records don't show any criminal background. Licensing framework of our Hotel City Park: Our hotel is doing well due to its well explained terms and policies which are followed by every individual who is dealing with the hotel. Our hotel holds proper Trade License issued by the Corporation/Municipality for running it along with an Excise License where alcoholic beverages are served. Our licensing framework is not so rigid and not so flexible. Off course there are certain specifications which can't be changed like environment and ambience of our hotel. Simultaneously we are flexible in dealing with the customers as they are the need and urge of our hotel. The Liquor and Gambling Commissioner is responsible for administering the Liquor Licensing Act. The purpose of this Act is to regulate and control the sale, supply and consumption of liquor for the benefit of related industries and the SA public. Particular emphasis is placed on encouraging responsible attitudes towards the promotion and advertising of liquor and

Business Communication - how to become more effective within the Essay

Business Communication - how to become more effective within the organization - Essay Example These objectives could both be short term as well as long term – both looking to stabilize the working capital of the organization and its different tenets. (Cappelli, 1999) To be effective within a business communication setting, there is a need to have proper and sound policies when it comes to e-mail communication, cross cultural exchange and lastly correct usage of diversification within an organization. E-mails that are sent out in an organization need to be written and sent in a manner which could easily be read and understood by the right mix of audiences that work within an organization. This means that the language used should be readable and easy to interpret. (Jackson, 2007) Any organization would dearly want to have employees who could make out from a variety of different Internet languages, which also brings to light the notion of understanding and comprehending the ‘net lingo’ – the mix of informal Internet language and the common, daily use terms like ‘hey’, ‘u’, ‘f9’ and so on. Cultural differences have been the root cause of the ever-increasing number of issues related with various cultures merged at a single place. It has been going on for a long time and researchers, though trying their best, have not been able to find a suitable remedy for the problem. There are definitely some guidelines attached with the smooth interaction and transfer of cross-cultural issues but they are hard to come by and even harder to implement at the work place, more so if the employees are not that comfortable with the same. (York, 1994) Cross cultural awareness is increased within the companies and its people through effective managers who can bridge the gap between them culturally and socially. It is adopted through extremely viable work styles, cultures and practices within the office work place. Productive relationships between employees result in a better understanding of the business in general and amongst the cross-cultural factions

Art Movements in the Twentieth Century Essay Example | Topics and Well Written Essays - 500 words

Art Movements in the Twentieth Century - Essay Example Frida Kahlo used his paintings to portray the pain that human beings had to go through psychologically. Her life was not a ride in the park as she had various issues to struggle with, like illness and personal relationships; something that pushed her to this artwork, which was therefore a public alarm that people should embrace better relationships with their friends or lovers and be careful not to utter or do things that would interfere with one's psychological wellbeing. It is through her work named, ‘The Two Fridas', in which her personality as well as political intensions were implied; meaning that this was a representation of the personal struggles that revolved around her life as well as those of Mexico, that she was made famous. Frida was known to be a very devoted citizen to her country and is said to have joined the communist party and even took part in public political protests. Her dressing advocated nationalism, and this was also evident in struggling to have Mexico achieve a national identity. Through their artworks, Picasso and Frida Kahlo were able to air their various feelings of what was happening in the society, on behalf of the rest of the people who had no voice as far as such matters are concerned. These were mainly political and social matters that drove them into venturing in the field of artwork, and takes commitment, concern and love for one's people and country to be in such a field. Through their artwork, political leaders became more responsible.

Concert Review Essay Example | Topics and Well Written Essays - 1000 words

Concert Review - Essay Example With her live performance of Are You Alright?, Mama You Sweet, Unsuffer Me, Learning How To Live, Come On, Wrap My Head Around That, and Fancy Funeral, I could essentially point out suitable comparisons with Kath Bloom, Carole King, Courtney Love, and Kenia somewhere along the quality, tempo, and Lucinda's way with her vocals. Coming from a background chiefly resigned with rhythm and blues, punk, and some influence of modern jazz, at first it seemed like I was drawing a blank and couldn't grasp or make sense of the objective and persuasion that go with her type of music. Eventually, as I got myself to sincerely pay attention to the substance and its rhythm, I began to feel psychologically seduced to perceive how sensible it could get in relation to my own genre and environment of artistic inclinations. In the middle of the concert, I could say that I had yielded to an 'acquired taste' of her rare lyrical creation with which to ride along spontaneously. For a moment, while getting mod erately moved at my seat some five meters from the overwhelmed stage, I was seriously enamored to anticipate every detail following the course of Williams' singing â€Å"Unsuffer Me.† The justice done to this song conspicuously surpassed critical expectations based upon the delighted response I and the rest of the audience could not help expressing as if we were suddenly struck by an excruciating but meaningful realization of life. To me, it mostly came as a surprising attempt of reconstructing creativity with literary ballad that makes one suppose it can be patterned from the style in Annie Lennox, Dido or Alanis Morissette's music to converge with an amount of solemnity Sarah Maclachlan is known for. Through her genius instrumental arrangement and choice of words and theme altogether, Lucinda managed to take me to the track of recognizing poetry in the social dimension of the song's content beyond rhythmic exertion. The figurative aspect of â€Å"Unsuffer Me† is some thing that can be attributed to Bob Dylan's rhetoric technique of putting across a warm and thoughtful mood with a mildly outrageous sentimental effect. In the majority of the aforementioned pieces played, there had been mixtures of country rock, ballad, and blues which sounded modern enough for perhaps a fraction of diverse culture in this age yet I feel they possess certain elements that are key to paying respect to the classical worth of their roots. L. Williams only had a few words to speak in between performances and her introduction of each song was so reserved that it was adequately justified by her light yet intellectually aggressive performance. As she strove to fulfill the concert's aim of marketing the essence of West, it makes me wonder who among the contemporary artists under her category and influence would carry on the legacy or be challenged to at least enhance potentials by innovating to achieve the level of significance and quality Lucinda devotes for her compositi on to deserve as she sees fit. Hers is a kind of music which, in my understanding, does not instantly conform to being released without attaining the intended refinement of every consideration by the musician-artist. Williams' original composition in her West album I think is

Article Reflection Essay Example | Topics and Well Written Essays - 1000 words

Article Reflection - Essay Example Importantly, input of the teachers’ expertise in the educational growth of the students enables them to develop their creativity. Teachers from working class schools are not enthusiastic about developing the skills of their students beyond the curriculum requirements. However, instructors from elite and affluent schools assist students in nurturing life and career skills that will benefit students well beyond the school years (Anyon, 1980). These differences bring about the imbalance in the quality of students from the two institutions. Generally, scholars from elite and affluent schools have additional skills other than the basic educational requirements of curriculums. Essentially, these skills assist the students overcome numerous life hurdles and enhance their problem solving capabilities Introduction Education is an essential necessity that the government usually provides to its citizens. Governments are the major providers of education since they meet a sizeable part of their annual budgets. However, the education system is inclusive of privately funded institutions, which offer a competitive edge to their students in comparison to the public schools. Anyon, (1980) confirms the variations of the students are sparking intense debate of the merits of different education systems. It is inevitable to question the characteristics that define the preference of either of the two education systems. ... Understanding, present schooling requires evaluation of objectives, structures and political dynamics. Evidently, individuals assume schools solely teach curriculums, for instance, Math, Chemistry, and outdoor activities, such as sports and club participation. Schools are avenues that mould the future of the student socially, intellectually, politically and culturally. Implications of the Social Status on Education According to Anyon (1980), the research could classify the educational requirements into four social strata. These include the â€Å"working schools, middle class schools, affluent professional schools and executive elite institutions† (Anyon, 1980). Student’s educational capabilities are mainly improved or hindered by their families’ socioeconomic standing. Several factors hinder education’s role as â€Å"the great equalizer† of individuals from diverse communities. Schools serving children form meager income families encounter numerous hurdles, for example, attracting qualified teachers, less parental support and meeting student’s requirements (Anyon, 1980). The differences in the student’s cognitive capabilities start from their experience in kindergartens up to higher educational institutions. Work Objective of Schools According to Anyon (1980), the different school classes display different performance objectives and procedures that their teachers practice. The teachers output is vital in shaping the cognitive abilities of the students. Working class schools mainly entails procedural routines and less of discretion in performance of the curriculum objectives. Such procedures limit the imaginative capabilities of the teachers; therefore, they are incapable of informing their students how to scrutinize procedures

Political risk and living conditions in argentina Essay

Political risk and living conditions in argentina - Essay Example After the Spanish abandoned Argentina in the 19th century, it has been hard for any particular Argentine government to maintain stability. Since the Second World War many military regimes have risen and fallen in Argentina, something that leads to drastically changing positions towards business depending on who is in power. In the past ten years, however, the political situation in Argentina has stabilized significantly (NY Times Topic: Argentina). The same political party has maintained government for several years, and the presidency only changed when the former president stepped aside for his wife to run, and she won that election (NY Times Topic: Cristina Fernà ¡ndez de Kirchner). The government is also relatively pro-business. Argentina had a significant economic crisis around the year 2000 (NY Times Topic: Argentina), but since, however, has maintained one of the fastest growth rates of any Latin American country. SO long as the business is run profitably, and willing to pay taxes, then the business should be successful in Argentina. The living conditions of people in Argentina are relatively high. It has one of the best median incomes among Latin American countries, beaten only by Brazil, and, again, has shown to have one of the most robust economies (CIA World Factbook). The clothing is a mix between Latin clothing and other Western clothing, with very little traditional garb worn by the general population, especially in urban areas and along the coast. Diet and nutrition in Argentina is heavily focused on traditional foods and locally grown produce. Argentina has a massive agricultural industry, which is especially well known for producing some of the best Malbac wine in the world (Mendoza Wines). Likewise, a paucity of local pests and favorable growing conditions means that much of this can be grown without heavy use of pesticides. All of this is obviously very favorable to the

Applied managment & theory - xerox case study Assignment

Applied managment & theory - xerox case study - Assignment Example In order to analyse the change of management in Xerox, it is necessary to adopt many management theories to analyse friction by friction. PEST analysis, comprising of Political, Economical, sociocultural and technological factors, according to which the marketing environment is made up of three aspects, internal environment, micro environment, macro environment etc. The internal environment consists of staff that is also called internal customers, office technology, wages and finance etc. Micro environment is external customers, agents and distributors, suppliers, out competitors etc. Macro environment consists of Political and legal forces, economic forces, sociocultural forces and technological forces etc. PEST is concerned only with the Macro Environment, which is concerned with the production of the company. "The first is efficiency in the production of a given set of outputs. That is, with a given capital stock a given technology and a given set of resource prices, firms should be producing goods and services with a minimum expenditure of the economy's resources," (Cyert, 1988, p.36). Xerox had to overcome many problems while going through Change Management. It could not compete with the Japanese competitors because of high manufacturing cost. Internal culture and leadership suffered due to mindsets bordering towards complacent inertia. But later, leadership went through an immense transformation that led to the present enviable state of the company. It improved the quality of its products and the organisation turned the corner. In 1990s, Xerox introduced digital photocopiers, high-end laser printers with attached scanners and these products made Xerox march ahead of its competitors in this mercurial field. "Xerox worked to turn its product into a service, providing a complete "document service" to companies including supply, maintenance, configuration and user support." http://en.wikipedia.org/wiki/Xerox Xerox created excellent name for itself in the employment front as well. Company received 100% rating on the first Corporate Equality Index from the Human Rights Campaign in 2002. "They have maintained this rating in 2003, 2004, 2005. Xerox has been recognized by a number of other organizations for its diversity leadership as well." Ibid. As far as the political factors are concerned, the political scenario has a very large influence on business. It depends on the stability of the political environment, how could the tax regulation going to affect the company, what could be the Government's stand in marketing ethics, government's economic and industrial policy etc. It also depends on its religious or secular policies and if they are religion oriented enough to disturb other cultures or if there are any regional or international agreements and compulsions. Xerox did not face many problems due to political problems in home country, but it must have faced problems in other countries like Asian Specific countries, and to some extent, in India. "But, according to a recent article (Cordtz, 1974, "Xerox is moving into an awkward agethe company resembles a muscular adolescent who has grown so fast that he finds it difficult to coordinate his newly acquired strength" (page 117)" (Burke, 1977, p.22). In economic factors deal with market trends, economic predictions, theories of long and short term both, international market trend, any upcoming national and

Human Geography Assignment Example | Topics and Well Written Essays - 500 words

Human Geography - Assignment Example Viewing New Orleans as a cultural artifact (a material thing that reflects and reveals something about our life), discuss what New Orleans (both pre- and post-Katrina) tells us about urban life in the United States. What specific changes in urban structure are illustrated by the article â€Å"New Orleans still a fraction of its former self†? Response: The Pre-Katrina in New Orleans revealed the musical influences of various urban artists, ranging from the Cash Money Rappers to the No Limit Rappers. These musical influences shaped the urban life in the United States and ultimately influenced the use of various terms, such as Bling Bling. The term Bling Bling refers to the New Orleans Rapper Lil Wayne’s love for diamond jewelry. The term was used throughout the United States, and many people of all classes referred to their jewelry or diamonds as Bling Bling. The Post-Katrina New Orleans still has these musical influences, but due to the impact of the hurricane, many artists struggle to maintain their musical influence. Many people have abandoned New Orleans, and as a result, took their musical influences that once contributed to the culture of the city. The Post-Katrina New Orleans struggles to maintain its identity as a musical influence. The specific changes in the urban structure that are illustrated in the article, â€Å"New Orleans still a fraction of its former self,† are the lack of housing development projects. Because the housing project is at 0%, the urban structure in New Orleans has abandoned the city because there is no place for these residents to live. Many urban areas, such as the Seventh Ward, were completely destroyed. These areas have not been restored, and many residents who left New Orleans will not return. 2. Cities are important sites of cultural production. Consider the impact of Hurricane Katrina on New Orleans and the impact the storm had on arguably the city’s greatest asset: its cultural

The Theme of Love in Womans Novels Essay Example for Free

The Theme of Love in Womans Novels Essay My aim is to compare and contrast different kinds of love in the novels The Tenant of Wildfell Hall written by Anne Brontà « and The Mill on the Floss written by George Elliot. I am going to examine and determine a love of parents for their children, a love between siblings, a love between man and woman, and a love of literature and art in these novels. In the novel The Mill on the Floss the heroine Helen has a little son – Arthur and she loves him very much. She takes a good care of him, she is aware where he is and what he is doing, and if she is not around her, she asks about him: â€Å"What was Arthur doing when you came away?† (Brontà «, 55). She tries to provide him a good education and she wants him to become a good man one day. And when he is around his father who has a really bad influence on him, she does everything possible to protect him from the behaviour of his father. Even though his father is a bad person, she does not want her son to hate his father, she only wants him to see that his father is not a good person and that little Arthur does not have to be the same: â€Å"And when you hear such words spoken, Arthur, remember never to repeat them: it is wicked to say such things of others, not to have them said against you† (299). Even though it seems to be impossible to manage it, one day little Arthur sees it: â€Å" ‘I’m sorry papa’s wicked,’ said he mournfully, at length, ‘for I don’t want him to go to hell.’ And so saying he burst into tears† (300). Helen’s love for her son is selfless, patient, and never-stopping – just the way the love of a parent for her or his child is supposed to be. Maggie and Tom, siblings in the novel The Mill on the Floss, have parents who care for them as well. Their father Mr Tulliver wants to provide them with good education: â€Å"what I w ant is to give Tom a good eddication† (Elliot, 14). He knows that he is a bit illiterate so he wants his son to be better, educated, and independent as he has never been. His wife agrees with him: â€Å"Well, Mr. Tulliver, you know best: I’ve no objections† (14). When Tom is sent away from home to get his education, his father visits him when he has a chance: â€Å"It was Mr. Tulliver’s first visit to see Tom† (99). They have good parents-children relationship which is obvious from the actions of Tom and Maggie. After their education they help their father, protect him from bad news when he is deadly ill or when he hurts himself, or when he lost everything they obey him and help him: â€Å"When Maggie reached home that evening, in obedience to her father’s call, he was no longer insensible† (132). The love of Maggie’s parents is not acquisitive and selfless because they do for their children what they need to have better life and they are asking only for obedience. Helen has one brother who is called Frederic, but they are not really close as children, because she lives with her aunt and not with him. But when the trouble with Helen’s husband comes and she needs to run, he helps her without hesitation because blood is thicker than water. And thanks to their distant relationship her husband will never ask him about her: â€Å"Mr. Huntingdon would be the last person to whom he should communicate the intelligence; and that he need not trouble himself to bargain for the child, for he (Frederick) fancied he knew enough of his sister to enable him to declare, that wherever she might be, or however situated, no consideration would induce her to deliver him up† (326). But when she leaves her husband and starts living in Wildfell Hall, they grow closer and he is her regular visitor. And since no one knows who he is to her, everyone including Gilbert, the man who loves her, thinks that they are lovers. Gilbert overhears one of their conversations of loving each other and he misinterprets it: â€Å"I heard quite enough, Helen. And it was well for me that I did hear it; for nothing less could have cured my infatuation† (107). The love of Helen and Frederick for each other is selfless and caring. On the contrary, Maggie and Tom grow up together, they do everything together. Maggie follows Tom everywhere and he is an example for her. Her love for him during childhood is very sincere: â€Å"IT was a heavy disappointment to Maggie that she was not allowed to go with her father in the gig hen he went to fetch Tom home from the academy† (26). But their relationship is as most of the relationships of siblings are – they sometimes argue or tease each other, and sometimes they are impatient with each other, but they are glad to see each other: â€Å"Tom, in the gladness of his heart at having dear old Maggie to dispute with and crow over again, seized her round the waist † (100). Later, when Tom does not agree with the choice of her lover, they argue and he stops speaking to her. But she loves him unconditionally and wants to have a good relationship with him. In the end the stop their disputes and they come to terms with each other: â€Å"The boat reappeared, but brother and sister had gone down in an embrace never to be parted; living through again in one supreme moment the days when they had clasped their little hands in love, and roamed the daisied fields together† (333). The first love of the heroine of The Tenant of Wildfell Hall was foolish, reckless, and it almost destroyed her. She chose a man with good looks, who made her laugh, but he was irresponsible and wild and she thought he would change. At the beginning their love was passionate, but soon she realized that he flirts with other women even though he was married and that he thinks of her as an object of his pleasure and does not treat her as an equal partner. His love for her is selfish. On the other hand, her second love, Mr Gilbert Markham, is more matured, but still very passionate and romantic: â€Å"just when I love you more than ever† (331). Their love began as friends: â€Å"Mrs. Graham and I were now established friends† (78). And while being friends, she realised that he is an opposite of her husband and that he treats her as an equal partner and is a good example for her little son. She knows that she cannot marry him so she tries to protect him from being hurt of unfulfilled love: â€Å"‘Now, Gilbert, you must leave me—not this moment, but soon—and you must never come again.’† (331). Their love for each other is selfless and self-sacrificing. Maggie Tulliver has two men in her life that she loves as well. Her first love is Phillip, Tom’s classmate. But at the beginning she pities him more than she loves him because of his deformity. But later they become friends, they talk about the books they read a l ot and their love for each other grows. She thinks of him as a brother, not a lover: â€Å"As if I were not grateful for any love. But—but I had never thought of your being my lover. It seemed so far off—like a dream—only like one of the stories one imagines—that I should ever have a lover† (214). But she soon realises that she can love him more than just as a brother: â€Å"but I don’t think I could love any one better than I love you† (215). On the contrary, her love for Stephen is based on the mutual attraction. Their love is passionate and everything that Phillip cannot give her. The first time she and Stephen are alone there is strong attraction towards each other they cannot explain: â€Å"Did she feel as he did? He hoped she did—not. He ought not to have gone. He would master himself in future. He would make himself disagreeable to her, quarrel with her perhaps. Quarrel with her? Was it possible to quarrel with a creature who had such eyes,—defying and deprecating, contradicting and clinging, imperious and beseeching,—full of delicious opposites? To see such a creature subdued by love for one would be a lot worth having—to another man† (262). One moment they run away together and want to get married, but Maggie comes to her senses, because their love is forbidden by society since Stephen is her cousin’s fiancà ©. Helen Graham is a woman who can play the piano, sing a little, she can dance and she really loves literature. But most of all she loves drawing. Sometimes drawing is the only activity she likes doing: â€Å"My drawing suits me best, for I can draw and think at the same time; and if my productions cannot now be seen by any one but myself, and those who do not care about them, they, possibly, may be, hereafter† (109). Her drawing is so good that she earns some money with her paintings, which she saves for the escape from her husband. When she comes to Wildfell Hall, she still continues drawing. It is one of her favourite past times and she draws the things she likes: â€Å"she left us and proceeded along the steep, stony hill, to a loftier, more precipitous eminence at some distance, whence a still finer prospect was to be had, where she preferred taking her sketch, though some of the ladies told her it was a frightful place, and advised her not to attempt it† (54). Helen also likes reading a lot, she and Mr Markham often lend each other some books and then discuss it. The love of art is fulfilling for her, it is calming her and helping her overcome bad moments of her life. It is Maggie’s love of literature that is fascinating. Her desire for knowledge and to know everything is never-ending. As a little child she reads a lot, she has read the books that other children have not and the books she should not have read at her age: â€Å"The ’History of the Devil,’ by Daniel Defoe,—not quite the right book for a little girl,† said Mr. Ri ley† (20). This desire for knowledge does not go weaker when she is older. Every time she visits Tom at his teacher she is fascinated by everything he is being taught. And it is books she and Phillip talk about every time they meet. They discuss if the books are good or if they would like to be like the main characters: â€Å"Take back your Corinne,† said Maggie, drawing a book from under her shawl. â€Å"You were right in telling me she would do me no good; but you were wrong in thinking I should wish to be like her† (213). When she spends time with her cousin Lucy she starts to like music, but it is books and literature she loves the most: â€Å"The mere concord of octaves was a delight to Maggie, and she would often take up a book of studies rather than any melody, that she might taste more keenly by abstraction the more primitive sensation of intervals. Not that her enjoyment of music was of the kind that indicates a great specific talent; it was rather that her sensibility to the supreme excitement of music was only one form of that passionate sensibility which belonged to her whole nature† (257). Her love of books and literature and all art is really passionate and never ending. To sum up, the theme of love is present greatly in both novels – The Tenant of Wildfell Hall and The Mill on the Floss. Parental love in both these novels is selfless and caring, while the love of siblings differs. Helen is distant with her brother at the beginning, but then they become close. Their love is the kind of love which does not want anything in return. The love between Maggie and Tom goes through several stages. While Maggie’s love is sincere and stable, Tom’s love goes through the stage of coldness. But in the end he still loves his sister. Both heroines have two men they fall in love with in their lives, and even though they are totally different they both know what it means to love passionately. Also the love of art and literature differs. While Maggie’s love of art and literature is passionate as she is passionate about everything in her life, the love of literature and art is calmer for Helen. The theme of love is depicted a bit differently in these two novels but it is portrayed in a big aspect. Work cited Brontà «, Anne. The Tenant of Wildfell Hall. N.p.: Pennsylvania State University, 2003. Print. Elliot, George. The Mill on the Floss. Vol. IX. N.p.: Harvard Classics Shelf of Fiction, 2000. Print.

Ageism Employment Discrimination

Ageism Employment Discrimination AGEISM AND EMPLOYMENT Social and economic controversies surrounding age discrimination by employers in the workplace is becoming a major social problem. For baby boomers reaching age 55 and over, research implies significant generational issues in terms of attitudes of the employer and society in general (Palamore, Branch, Harris, 2005). Previous studies demonstrate that age discrimination is stereotypical among hiring managers in the workplace and is a leading social problem for the aging population (Gringart, Helmes, Speelman, 2005). According to (Marshall, 2007) ageism in the workplace relates to the employer’s impression and evaluation of capabilities. Judgmental attitudes based upon a person’s aging appearance, as opposed to their potential, is covert discrimination. Waller (2006) presents an interesting perspective of inequity and ageism the harassment by employers to persons over 55. Waller implies that employers face the same liabilities and legal consequences as that of discrimina tion by â€Å"race, sex, disability, sexual orientation, religion, or beliefs† (Waller, 2006 p. 33). Ageism as a psychosocial problem is detrimental to the emotional and mental well being of the persons experiencing discrimination in the workplace (Marshall, 2007). The population over the age of 50 faces significant vulnerability in the workplace where skilled workers are at a greater risk of termination than the unskilled younger worker (Roscigno et al., 2007). Ageism affects those approaching retirement age, persons 50 and over, who are not physically or mentally prepared for retirement. This premature event is demoralizing to persons who spent a lifetime committed to their no-longer-needed professional experience. It appears that policy makers lack consideration for the over 50-population and allow loopholes for the employers by unclear discrimination laws and regulations. MacGregor (2006) summarizes another factor of ageism in the workplace, the initiation, and enforcement of early retirement by offering incentives. If initiatives do not elicit early retirement, demoted status frequently leaves the persons with no alternative other than forced early retirement. Economic, social, financial, and stereotypical attitudes toward the aging workforce needs reevaluation by corporate America as the labor force of the aging population will soon exceed the younger labor force (Goldberg, 2000). The hypothesis of this study describes the profound affects of discrimination and displacement of person over 55 years of age in the workplace. Evidence finds that attitudes of ageism are a widespread dilemma, which is increasing the vulnerability of future generations in the workplace environment (Goldberg, 2000). The number of baby boomers reaching retirement age in the near future may change the attitudes about the graying workforce from a social and economic perspective (Wan, Sengupta, Velkoff, DeBArros, 2005). This study addresses unemployment and ageism issues of baby boomers in the state of New Hampshire, which compromises 30 percent of its population (Angiropolis, 2008). Hypotheses Review of current and past research provides empirical evidence, in conjunction with statistical trends presented by the New Hampshire Employment Security and Department of Labor (Angiropolis, 2008). This experimental study hopes to validate the presence of age discrimination, eliminating gender characteristics and hiring inequity, in New Hampshire. According to previous studies, age definitely played a role in hiring determination. Globalization of age discrimination affects society from a generational and economic viewpoint. Since the dilemma of increasing aging baby boomers area, a major economic portion of the workforce appears through previous literature as an ongoing social problem. Literature is a vital feature of this research study for the validation and emphasis of ageism as a growing social problem in the workplace. Therefore, a research survey identifying and validating the seriousness of ageism in the workplace, including New Hampshire is the hypotheses of this study. Review of Literature and Theories Rix, (2005) reports that â€Å"nearly 1.7 million workers aged 55 and older were displaced from their jobs between January 2001 and December 2003† (p. 4). Re-employment for many exceeds a period of 4-5 months. For example, the Employment Security Commission in Manchester, New Hampshire confirms the average unemployment compensation is between 20-26 weeks and unemployment benefits do not exceed a 26-week period (Asselin, A., personal communication, January 16, 2008). Ageism, reorganization, and lay-offs all displace employees. Often persons are over qualified, yet ageism appears to discourage hiring managers, although employers carefully avoid the topic of age due to discrimination laws and fears of lawsuits. Experienced workers in New Hampshire, include persons with academic degrees, years of vocational training, and life skills (Asselin, A., personal communication, January 16, 2008). In the past few years, statistics show an increase for persons over age 55 receiving unemploy ment in New Hampshire (Angiropolis, 2008). Ageism in the workplace is a global problem—one that exists in countries and states other than New Hampshire. Mandatory retirement, abolished in the United States in 1996 as part of the Age Discrimination in Employment Act (ADEA, 1996), is not part of employment policy for Canadians. They still struggle with legislation to end age discrimination of persons from age 60-65. MacGregor (2005/2006) reports mandatory retirement is an ongoing political and social problem for the aging Canadian population. Additional empirical studies of the Australian aging population suggest inequity and stereotypical attitudes of hiring older adults (MacGregor 2005/2006). From a global perspective, this does not appear to be a consideration for hiring managers—ageism seems to take precedence over knowledge in the hiring decision. Gringart et al. (2005, as cited by Bittman, Flick, Rice, 2001) refer to a study that sampled â€Å"1007 hiring decision- makers† (Gringart et al., p. 88) and found most hiring managers preferred younger employees. Managers preferred training younger employees as opposed to older employees since stereotypically younger persons are purportedly more capable of learning. A similar study conducted in the United States indicated similar results of stereotypical attitudes towards ageism by hiring managers (Bendick, Jackson, Wall, 1999, as cited by Gringart et al., 2005). Recent research focuses on interaction, stereotypical aspects, and corporate expenditures influencing age discrimination in the workplace (Rosecigno, Mong, Byron, Tester, 2007). Considering previous research findings the existence of ageism and discrimination, is it plausible that societal views about aging are generational in nature, and in turn, influence attitudes of employers? Are the growing cultural differences likely to affect future generations if attitudes do not change? Vincent (2005) summarizes generational society as being a culture that is no longer specific to the younger generations; it includes persons transitioning from work to retirement. Where the over-55 population is forced into early retirement by employers, it appears from a social, political, and legal viewpoint to validate and reinforce stereotypical attitudes about this population. These behaviors present a growing problem and require reevaluation if indeed this is an increasing social problem.   For pers ons aged 55 and older forced into early retirement, discouragement and emotional issues generally escalate healthcare costs due to lack of income potential and isolation from mainstream society. In addition, Gringart et al. (2005) suggests early or forced retirement is a significant loss to the younger generation since the older, more experienced, and knowledgeable employee is no longer present to share the wisdom of experience and influence. What example is society teaching the younger generation about biases prejudices of the older population, and their future in the workplace? The astronomical numbers of over 55 workers forced to retire in 1999, â€Å"5.4 million† (Palamore et al., 2005, p. 82), indicates ageism is a growing issue in our society. Such loss of resources affects the economy and society in general and presents a negative view of aging. Every citizen needs to be concerned on the topic of ageism and discrimination in the workplace since future predictions imply the number of baby boomers reaching full retirement age will double within the next decade (Nelson 2005). The population will shift to a â€Å"Graying America† (Nelson, 2005, p. 218). Undo ubtedly, this shift will dramatically influence all aspects of society, including the aging population in New Hampshire. The New Hampshire Employment Security and Department of Labor reports the aging population of unemployed workers is continually increasing (Angiropolis, 2008). In 2004, the Department of Labor in New Hampshire reported a total of 6,901 displaced workers 3,450 males, and 2,641 females. Totaling 18 percent unemployed between the ages of 45-54 and 14 percent between the ages of 55-64 total claims for both groups totaled 4,426 unemployed persons that filed claims, the total for that year 28,000 claims. Current data of unemployment claims indicate a continuum of increase in 2006 reported claims of 6,592, in 2007, 7,536 claims reported. In addition, to the overall increase from 27,612 in 2006 to 35,609 in 2007 an increase of 7,609 between 2004 and 2007 (Angiropolis, 2008). Data of age groups for 2007, yet published, the significance of percentages of unemployed between ages 45-64 in past years indicates 32% of citizens in New Hampshire (Angiropolis, 2008). Previous data-reflecting ageism i n of displaced workers in New Hampshire requires further research in order to determine if there is a relationship between qualities and characteristics of hiring managers to either eliminate or reinforce ageism discrimination. Methods Participants A research study is questionnaires in the form of a survey of 400 random businesses in New Hampshire area to measure the characteristics and capabilities of potential employees. The qualifying participants must be owners, and or hiring managers. Materials and Procedure The research experiment is a self-designed survey to be conducted by telephone to participants. Utilizing the method of a Likert scale the survey seeks to ask hiring manager to list the most significant qualities when deciding to hire persons in their organization or company. This survey asks the participants to rank in order of their comfort level in job applicant capacity; the survey hopes to indicate stereotypical preferences of hiring employees by decision-makers (see Appendix 1). Participating hiring managers will be told the survey is voluntary in nature. If they chose to respond to this study of various decision-making attributes of hiring personal. Participants will also be told of the purpose of this survey instrument (a) educating future generations on how to prepare for employment, (b) the significant qualities, and characteristics that hiring managers are seeking. In addition, this instrument serves and an educational process of teaching the younger generation how to prepare for retirement at an early age. Since ageism appears to be a global issue with emphasis influencing stereotypical attitudes and assumptions of the aging workforce. Future projections of ageism as a deterrent when persons reaching over age 55 become unemployed and are unable to re-enter the workforce. Implications Limitations of the survey are primarily time constraints for this research study. In addition, sample size of respondents may not provided the results this experiment hopes to conclude in terms of stereotypical characteristics of decision-making by hiring managers. Moreover, some of the questions regarding age and gender may not be accurately disclosed by responding participants. Validity of this research is dependent upon honest factual responses by hiring-managers and the designer of the survey. The possibility that the responses are questioned since the validity of responses relies solely on the designer applies to the ethical principles of this researcher and study. A further limitation of this experiment requires permission from the ethics committee of the State Board of Psychologist in New Hampshire prior to the survey’s completion. Discussion Past research implies the validity of discrimination for persons over age 55, including premature termination and difficulty with re-employment. Research exemplifies the existence of negative ageism, yet little research questions the opinions of over 50 persons experiencing the dilemma of forced retirement and the rejection associated with developmental milestones of aging. As a diverse society where prejudices and biases exist from a cultural viewpoint, ageism ranks as a minority group. Perhaps further research addressing methods of creating societal change regarding cultural biases and prejudices can influence negativity around aging and employment. Several articles from peer-review journals provide significant empirical evidence of stereotypical negativity from employers in the workforce. In addition, a conversation with an employee from Employment Security Commission in Manchester, New Hampshire, regarding displaced persons aged 50 and over. Ms. Asselin provided written consent to use specific portions of this conversation for the use of this study. Ms. Asselin, reported, â€Å"I see older client’s everyday, which are more than qualified for positions, and are not employed by the hiring managers.† Most report they are over qualified; several persons are 50 and over. When directly asked the question of age discrimination, she states, â€Å"Definitely, we see this all the time, even though the employers do not mention age† (Asselin, A., personal communication, January 16, 2008). The null hypothesis (Ho) of business owners in New Hampshire is dependent upon the results of the survey data. In terms of validating if ageism characteristics plays a significant role in employer decision-making during the interview process. Thus, validating previous research that ageism is a global social problem. The argument that New Hampshire’s unemployed persons between the ages of 45-60 having difficulties re-entering the workforce is the premises of this research. In addition, if the survey concludes hiring managers display covert discrimination then further research of all New Hampshire business managers may indicate change is needed regarding attitudes towards ageism in the workplace. New Hampshire’s workforce is a fraction of the problem considering past research of age discrimination, research provides data that ageism is a global problem, that will likely increase in the next decade if attitudes do not change (Nelson, 2005). The reality and beliefs of this society indicates the capacity of older workers over age 55 lacks the ability of adequately training capacity. Performance decreases, or often miss work because of illness categorizes a culture of persons (Goldberg, 2000). This assumption and attitude stereotypically tries to diminish a population of persons by stigmatizing ageism. Does this mean that after age 55 and over, the quality of life, experience that this generation of persons provided for many years forced into early retirement and becomes no longer useful to society? Considering the baby boomer population will be the majority of the workforce within the next decade what affect will this impose on society if diminished from the workforce? Directions for the future Although discrimination is illegal, further research of attitudes of hiring managers can predict the affects age discrimination on future generations, the economy, and the healthcare system in New Hampshire. Differentiating whether ageism and discrimination are stereotypical in New Hampshire, is dependent upon the results of the survey. Since this experiment includes a sample of 400 of the potentially 100 plus hiring managers in New Hampshire. Future studies of all business owners, and or hiring managers may provide data that are more significant. More importantly is examining the assumptions that persons over age 55 are incapable of adequate productivity by hiring managers; otherwise, future generations will face the same deterrent attitude if change does not occur. Ultimately, everyone ages, changes in employment policies, decreasing age discrimination, for future generations is imperative. Since research supports ageism in the workforce appears to be a neglected social problem requiring further research of a marginalized population. Appendix 1 Survey Questionnaire Participant’s response indicated by circling one of the selections below, by the designer of the survey. 1. Education level: (a) High school diploma, (b) Some college (c) College graduates (d) Education level does not matter 2. Experience: (a) 1-5 years (b) 6-10 years (c) 11-20 years (d) prefer to conduct your own training. 3. Gender: Males (a) age 21-30 (b) age 31-40 (c) age 41-51 (d) age 51-60 (e) over 60 (f)no preferences Gender: Females (a) age 21-30 (b) age 31-40 (c) age 41-51 (d) age 51-60 (e) over 60 (f)no preferences 4. Appearance: (a) significant (b) somewhat significant (c) little significances (d) no significance 5. Technical ability: (a) significant (b) somewhat significant (c) little significances (d) no significance 6. Assimilation into the team: (a) significant (b) somewhat significant (c) little significances (d) no significance 7. Ability to work independently: (a) significant (b) somewhat significant (c) little significances (d) no significance 8. Professional standards: (a) significant (b) somewhat significant (c) little significances (d) no significance 9. Energy levels: (a) significant (b) somewhat significant (c) little significances (d) no significance 10. Productive peer relationships: (a) significant (b) somewhat significant (c) little significances (d) no significance References Angiropolis, M. (2008). New Hampshire Employment Securitys Economic and Labor Market Information Bureau. New Hampshire Economic Conditions, 108 (1) Retrieved January 16, 2008, from http://64.233.169.104/search?q=cache:T7mkj4veHl0J:www.nh.gov/nhes/elmi/pdfzip/econanalys/Look_forward/looking%2520forward_measuringunemp.pdf+age+of+unemployed+in+NHhl=enct=clnkcd=1gl=us Bittman, M., Flick, M., Rice, J. (2001). A survey of employers in a high growth industry. Social Policy Research Center: the Recruitment of Older Austrailian Workers. Gringhart, F., Helmes, E., Speelman, C. P. (2005). [Exploring attitudes toward older workers among Austrailain employers. Journal of Aging and Social Policy, 17(3), 85-103. Goldberg, B. (2000). Age Works What Corporate America Must Do to Survive the Graying of the Workforce. New York: The Free Press. MacGregor, D. (2005/​2006). Yes, right to work is fundamental, even for people over 65. Monitor: Economic, Social, and Environmental Perspectives, 12(7), 1-24. Marshall, V. W. (2007). Advancing the sociology of ageism. Social Forces, 86(1), 257-264. Nelson, T. D. (2005). Ageism: Prejudice against our feared future self. Journal of Social Issues, 61(2), 207-221. Palamore, E. B., Branch, L., Harris, Diana. (2005). Cost of ageism. Encyclopedia of Ageism, 80-83. Reio, , Jr. T. G., Sanders-Reio, J. (1999). Combating workplace ageism. Adult Learning, 11(1), 10. References Rix, S. E. (2005). Update on the older worker: 2004 (Public Policy Institute, pp. 1-4). Washington, DC: U.S. Bureau of Labor Statistics Roscigno, V. J., Mong, S., Byron, R., Tester, G. (2007). Age discrimination, social closure, and employment. Social Forces, 86(1), 332-334. The U.S. Equal Employment Opportunitiy Commission. (1997). The Age Discrimination In Employment Act of 1967 (ADEA). In Title VII of The Civil Rights Act of 1967 (Section 621, pp. Pub.-L 101-433). Washington, DC: Department of Labor and the Department of Justice, U.S. Vincent, J. A. (2005). Understanding generations: Political economy and culture in an ageing society. The British Journal of Social Psychology, 50(4), 579-599 Waller, C. (2006). Outlawing age discrimination: 2006. Engineering Management, 16(4), 32-33. Wan, H., Sengupta, M., Velkoff, V. A., DeBArros, K. A. (2005). U.S. Census Bureau. In Current Population Report (65+ In the United States, pp. 23-209). Washington, DC: U.S. Government Printing Office.

Strategies for Social Change and their Results

Strategies for Social Change and their Results Introduction Social change as per Grant (2014) description is a concept that’s more elusive in today’s modern society. Furthermore, it has aspects that are inevitable, yet its dependant on the various individuals forms of actions. As such, change has been embraced in today’s society, yet some certain aspects within us tend to resist such change. Political campaigns, movements within the social domains, and strategies within the business context have been structured in respect to the various changes taking place (Yeates, 2002). This paper in respect to various change theories, and case studies of social change strategies aims to identify the different strategies of social change and their impacts towards the society. Insights in respect to strategies formulated within the historical context of social change will be highlighted upon, in respect to the various communities and firms within the social domain. Case studies in respect to Kuhn, T. S. (2012) ‘The structure of scientific revolutions’ Willis, Harman, (1988), ‘Global Mind Change’ and Wallace, A. F., Fogelson, R. D. (1961) ‘Culture and personality’ will be used in regards to comparing the various strategic social changes in respect to shifts in paradigms and culture throughout the historical era. As such, concepts of cultural evolution and change in paradigms will be focused on this paper in respect to the social change aspect. As such, a broad view will be taken in respect to review of various literature journals, in respect to understanding the cause of such changes and what the results of such changes entail. Strategies for Social Change Shift in Paradigms In respect to Kuhn’s study ‘The Structure of Scientific Revolutions’ social change perspectives from recent history have been established in essence to the much talked about paradigm concept. Such a concept according to Edelman (2001) entails different conceptual assumptions, whose character allows scholars to easily detach data, define problem solutions, and emphasize on the use of theories. As Kuhn (2012) further indicates, paradigms within the era of scientific revolutions tend to inclusively encompassing, given the attributes of life is only available for humans on planet earth. However, Grant (2014) notes that, the concept of paradigm under social change has its own distinctive character. Given its facts are illuminated through a set of instructions only it can define. As such, Edelman (2001) described it as self-validating, this in respect to its change resistance nature. Observations as made by Kuhn (2014) in his study indicate that paradigms will portray their dominance given its nature of defining solutions to problems and explaining the various phenomena’s as they occur. However, there’s a lot of doubt that piles up in regards to the ability of a paradigm when contradicting phenomena’s arise. As such, Edelman (2001) and Gore (2000) on the same school of thought indicate that crisis normally arises in essence to inability aspect paradigms find themselves in when there are multiple anomalies. Views as offered by Kuhn (2012) have implied that there’s no rational or linear progress in regards to science history. As such, visions tend to take a radical shift, given the scenario whereby anti-empirical and anti-rational factors take centre stage. The nature to which the case chosen dealt with science and the paradigm nature at that time, over-application of such a concept has been warned against. Given, as Gore (2000) notes, it’s a concept applied mostly under transition processes within the social domains. However, as further noted, it turns out to be of importance in cases regarding the various dimensions of change. As such, its reflection is highlighted on how paradigm as a concept is made use of globally. As mentioned within the cases study, Capra, a philosopher come physicist described paradigm as an aspect that entails; practices, concepts, various perceptions and values which communities tend to share in respect to having a common goal. Given such an explanation, it’s clearly evident of how communities tend to value the paradigm factor, given its sharing aspect within them. Whereby an individual’s view can be globally accepted, but a community will tend to share its view trough the platform s provi ded by the paradigm concept. Paradigm and the Concept of Social Change Such a concept of paradigm as Kuhn (2012) discussed tends to portray the lengths as to which social change can hang on the balance in respect to personal views. However, Harman (1988) in his book ‘Global Mind Change’ notes that, the various changes that have taken place in the society have all been subject to change of minds by individuals, contrary to the perceived notions of wars and state laws. Given the intensity of change in mind amongst individuals, Bandura (2001) notes that its results tend to occur in an instant. The nature of human beings will perceive innovations within the cultural context as not meaningful, given Bandura (2001) statement of such minority individuals being creative. But as Harman (1988) indicates in his book, various ways in which life can be conceived tend to occur, and its results tend to spread quickly to the surrounding populations. The discussion of Kuhn (2012) in respect to a butterfly’s metamorphosis, and the emergence of an imaginal disc can be characterized with the theory of normative-reeducative. Whereby as Edelman (2001) indicates, its whole conception is on how change is viewed, given it onset is from the bottom going up, and not the normal scenario of top all the way to the bottom. As such, change in minds is usually on a focus towards the creation of a social system. From such a perspective, the imaginal discs as discussed by Kuhn (2012) clearly define the anomalies within the shift of paradigms. Various changes within a system are rarely taken into consideration; as such the model as developed by Kuhn (2012) fails to take note of such existent anomalies. In addition, the paradigm systems tend to be overwhelmed; hence new phase forms tend to appear from them. This aspect clearly indicates how new form of paradigm tend to develop from the old ones, the same case scenario with the explanation of imaginal discs as offered by Kuhn (2012). Renewal of Cultures ‘Culture and personality’ case study aspects as discussed by Wallace and Fogelson (1961), indicate that there are various descriptions of social change strategies that have been mentioned in within such contexts. From their observations, the processes of social change are initiated a diversion from the perspectives relating to cultural harmony, with individual stress coming up as one such form of change. Giddens (2013) in respect to the case of culture and personality indicate that there are a number of individuals who find it hard when it comes to meeting expectations within the cultural domain. From the case study, Wallace and Fogelson (1961) are of the idea that both the society and individuals perceive the lack of meeting cultural expectations as a problem that is developed individually. However, with the increased growth of such perceptions of deviation, the social fabrics according to Giddens (2013) have been weakened. As such, the issue of not meeting the various cultural expectations is being acknowledged by the society as no longer being an individual issue. Given such a state, the society has found it hard in terms of ensuring they go back to their equilibrium state. From the case, Wallace and Fogelson (1961) indicate that societies need to undergo the revitalization process given there are various variables involved. Code formulation is one such variable as mentioned in the case, whereby individuals affected by the lack of meeting cultural expectations would formulate image ideas of a common goal culture. Such a goal culture as Wallace and Fogelson (1961) discuss entails contrasts attractive in nature in comparison to the latter situations. Communication is also another variable as mentioned by Alexander (2004) in respect to the ‘Culture and Personality’ case. In such a variable, formulators are involved in the process, whereby visions are effectively communicated to other individuals. Individuals who are mostly impacted upon by stress are the ones targeted mostly within such a context. Adaptation is also another variable of strategy as mentioned within the case, whereby proposed visions tend to get the exposure required, as it experiences the necessary changes and growth. As per Walaace and Fogelson (1961) discussion, the latter vision as proposed portrays tendencies of being incomp lete, given its practical details, they tend to undergo various accommodating changes to ensure they look more appealing. Furthermore, the original vision will also undergo various accommodating changes, to ensure there’s perfect re-explanation in regards to the failed predictions of cultural expectations. Lastly, in respect to cultural transformations, Wallace and Fogelson (1961) in respect to their case indicate that if the cultural movements acquire the much needed support, then a shift to implementation from the aspect of communication is usually enabled. Giddens (2013) under the same context indicates that any delay in respect to establishment of the goal culture, the transfer culture option can easily be embraced to ensure the vision as intended within a culture is achieved. As such, if success is achieved in its implementation, then individual stress as experienced is reduced dramatically in regards to either goal culture or transfer culture. Observations made by Wallace in respect to the case of ‘Culture and personality’ indicate that the revitalization form as discussed in its thrust can take the form of innovation or reactionary state. Giddens (2013) identifies the aspects of reactionary entail a belied of problems can only be solved through hard and historical ways. As such, the changes that took place can easily be undone in regards to getting rid of the problem at hand. Furthermore, Giddens (2013) under the innovation mode indicates that it attempts to get hold of lagging in respect to culture. As such, the changes that would have taken place will be seen as unchangeable throughout the whole process. From the description as given from Wallace and Fogelson case, it’s clear that a shift to innovation, from the traditional innovative mode is seen as a parlance. As such, social change strategies take up movements and motions in respect to predictable laws. However, Bandura (2001) notes that such process of social change can be described as lurch and learn processes. Whereby, communities will lurch given new directions, where they would extract satisfaction better through aspects of work, unlike through activities regarding leisure. Conclusion From the discussion of various social change strategies regarding shift in paradigms and renewals of culture, it’s clearly evident that there are varying results which come out from their use within the society. From the case studies of Kuhn (2012) and Harman (1988), change in mind and personal views play a critical role in regards to the various social changes that take place within a society. As such, results of such changes tend to occur instantly, given the nature of human beings in regards to innovation within the cultural context. Various ways in which life can be conceived tend to occur as from the analysis; given as well its results tend to spread quickly to the surrounding populations, clearly implying how such a paradigm shift strategy can have its effect on the society. Furthermore, the normative-reeducative approach was identified. Given the whole conception is on how change is viewed. A process of bottom going up was identified as being ideal in the use of such a social change strategy, unlike the normal scenario of top all the way to the bottom. As such, change in minds is identified as a focus towards the creation of a social system. In respect to the renewal of cultures, the case of Wallace and Fogelson (1961), ‘culture and personality’ identified various social change strategies and their results. Variables such as code formulation, communication, adaptation and cultural transformation had a role to play in regards to social change. Aspects of idea formulation, effective communication of visions, exposure of visions to the public, and acquisition of the much needed support in regards to shift of implementation methods were all discussed, with most of their results being positive. As such, under the renewal of culture strategy, revitalization was identified as being that takes the reactionary mode was identified as the better strategy for social change. This is due to the fact that the satisfaction derived from such a mode is more appealing as compared to innovation under the concept of cultural renewal. Reference List Bandura, A 2001, ‘Social cognitive theory: An agentic perspective’. Annual review of psychology, 52(1), 1-26. Edelman, M 2001, ‘Social movements: changing paradigms and forms of politics’. Annual Review of Anthropology, 285-317. Giddens, A 2013, ‘The third way: The renewal of social democracy’. John Wiley Sons. Gore, C 2000, ‘The rise and fall of the Washington Consensus as a paradigm for developing countries’. World development, 28(5), 789-804. Grant, J. A 2014, ‘Strategies for Social Change. Contemporary Sociology’: A Journal of Reviews, 43(6), 855-857. Harman, W. W 1988, ‘Global mind change’. Kuhn, T. S 2012, ‘The structure of scientific revolutions’. University of Chicago press. Wallace, A. F., Fogelson, R. D 1961, ‘Culture and personality’. Biennial Review of Anthropology, 42-78. Yeates, N 2002, ‘Globalization and Social Policy From Global Neoliberal Hegemony to Global Political Pluralism’. Global Social Policy, 2(1), 69-91. 1

The Bottled Water Industry Essay examples -- Marketing Water Business

Markets Water is something that anyone around the world could get from the tap for free, but now it is all the rage for the beverage industry. Bottled water has become the industry's fastest growing segment, both in volume and profits. Due to the consumer's needs and wants for a healthier lifestyle, the beverage industry provides a necessary product to the consumers, which is bottled water. Water is essential and with the demand to participate in a healthy lifestyle, the water industry will be successfully profitable. The market size for this industry has been growing and will continue to grow in a rapid pace. Over the past ten years, bottled water has moved from being the preserve of a relatively small market into the U.S. mainstream, with sales of about $7.5 billion, and that's only for water in bottles of 1.5 liters or less (Durr). According to the International Bottle Water Association, Americans spend $5.6 billion in 2000 on bottled water. By 2005, Americans will consume 7.2 bil lion gallons of bottled water, up from about 5 billion gallons in 2000, the association reported. A factor that will continue to drive the bottled water market is foremost the desire to live a healthy lifestyle. Which leads to the concerns of contaminants found in the tap water. People will pay high prices for water, just to be ensured that it is safe to drink the water that they purchased. Drinking lots of water also prevents dehydration. According to the Bottled Water Web (www.bottledwaterweb.com), 75% of Americans are chronically dehydrated. Most people know the health benefits of drinking water, which will drive the consumer to hit the water bottles more. At the same time, packaging in a portable plastic bottles and greater ... ...are looking for a beverage that combines rehydration with vitamins and minerals, and 75 percent said they would buy fortified water if available (Durr). According to Stephen Kay of the International Bottle Water Association in Alexandria, Va, People are demanding more from their foods and beverages, so, they're choosing water with added functions and attributes (Durr). With Americans focusing on fitness and a healthier lifestyle, companies are positioning these fortified water as something better than water. It's just like water but with better attributes, and provides more than what water does. Aquafina Essentials is touted as "enhanced water", and the label on Propel, a new product from Gatorade describes the clear beverage as "fitness water." While Propel is targeting towards athletes, Aquafina Essentials is targeting those who are very health conscious.