The Midwestern Farm :: essays research papers

Cary, John. The Social Fabric. Reading, Mass. Longhan Inc. 1999.The Midwestern FarmFirst let me start off by proverb that the Author could have tried to make this essay a little more interesting. Yes, he had to talk close to the dail chores of the men, women and children, but he made it so dull. Life in the Midwest was not dull, it was a time of excitement and intrigue and he could have incorporated this into his essay to add some spice.Although, the pen did give straight up facts about life on the Midwestern farm. These facts included childbearing, womens place in the household, mens chores and other peoples places in society. I am very partial to this article. Some parts I like and others I did not. The author starts off the essay talking about how immigrants are making the nation increase in dramatic numbers. He then proceeds on talking about how farming applied science is improving. The technology that he talks about is still used today, but it is much improved. The immigra nts that came over did not have the new and could not afford the technology that was being used by the larger farmers. They still had to use the basics shovel and hoe. This new technology also led to being able to take care of more land at one time and debt. The bankers realized that farmers could not afford the new technology, so banks put out special loans for farmers. After a brief discussion with the technology aspects he starts on how the railroads and trains opened up more new pathways for farmers, which let them become more industrialized. This also let them become more commercialized and specialized. in conclusion he talked about the role of the women, men and children on the farm. It seemed through this essay that women had a lot more chores than men. The women had to take care of the children, chicken coupe, milking, dinner, household chores and many other things. The men took care of the land and the cows. It may seem that women had a lot more work, but men had the mor e physical aspect of the jobs. They twain worked and were very tired at the end of the day. Male children usually worked with the father. Sometimes the male child would help the mother with milking, but this was looked down upon.

Actuarial Malpractice Essay -- Actuary

Actuarial MalpracticeActuaries are recognized for using mathematics in certain ways to estimate the financial obligations of a company. These approximations directly affect the companys financial situation and outlook for the year. As any separate professional occupation, standards must be followed to ensure the validity of the work being done. Risks of malpractice may arise if actuarial principles are not followed carefully. Actuarial malpractice has become a rising concern in holding actuaries liable for their work, where in previous years it was unheard of.For most professionals, designations must be acquired through a serial publication of training and schooling. In the United States, actuarial candidates have the opportunity to be a part of the following organizations the Society of Actuaries, the Casualty Actuarial Society, the Conference of Actuaries in Public Practice, and the American Academy of Actuaries. Each of these societies has specific requirements in the realm of pa ssing exams and attaining work experience in the actuarial field.According to William Hager in The emerging ...

Great Expectations: A thematic analysis :: Great Expectations Essays

Great Expectations A thematic analysisAs the ref begins the book, Dickens instills in the reader a bondwith post as it is through and through his eyeball in a first person narrative.Dickens use of Pip as the narrator is very significant to the tellingof the story. We are adequate to see the progression of Pip as he grows upand his views on the characters in the book. We form an idea aboutsomevirtuoso from their outward appearance, so having Pip as a narrator itcreates a one-sided view about a character because we only see theworld from Pips eyes and we feel most strongly what Pip is feelingand we feel, about other character what Pip feels about them.Dickens creates sympathy by telling the reader that Pip has never seenhis mother & father, instead he sits on their graves difficult to findclues that reflect their appearance and personality. Pip at this pointis trying to emphasize that his father is superior to his mother, asthe antithesis is shown with Joe and his sister. Dickens also tries to doctor the reader feel sympathy by referring to Pips name. On one levelhis name shows how isolated Pip is, this empathize that Pip createdhis own nickname. However on a symbolic level his name Piprepresents the get off the ground of life, a seed, as it grows toward its fate.Dickens is trying to emphasize to the reader the solitude of Pip, byusing extended sentence structure to increase the tension and passthe suffering. He also restates that Pip is all alone by usingrepetition on the word dead, implicating the loss of 5 of Pipssiblings, as they died before they were born. The prolonged sentencestructure also leads to an ominous word savage lair. This patheticfallacy foreshadows the encounter which will make Pips life a lotworse.When Magwitch is first introduced, a sad and lonely atmosphere isalready established. The fearful connotations in the atmosphere habitationovergrown with nettles, the isolated graveyard dark flat wildernessand the symbolic place of death the marsh country makes Magwitchappearance even more memorable. Magwitchs social status becomesapparent when Dickens describes his handling of Pip. He addresses Pipin a very rough manner, shaking him and using harsh words. bound stillyou little devil or Ill cut your throat .This portrayal of Magwitchemphasizes the fact that he is of a lower social class and this tiesin with a stereotypical view that someone in the lower half of thesocial divide will be more likely to commit a crime. This reflects the

Achrondoplasia Essay -- essays research papers

Imagine living in a world where everything is super-sized. Imagine having to step on a stool to crawl into bed, or having to climb onto a shelf to be able to reach a light switch. Most of all, imagine having to look up to your much taller younger sis when she speaks to you. Situations like these are what Ivy Broadhead, a teenager with achondroplasia, have to go through everyday.Ivy was born with achondroplasia, the most common form of dwarfism. It is caused by the straw man of two mutant alleles in the fibroblast growth factor receptor-3 (FGFR3). It is a substitution, to be precise, at nucleotide number 1138 in the DNA. This substitution on the DNA direct results in a minute change on the protein level. This change in the protein impairs the function of the FGFR3 receptor. It is not currently known how this change produces the features of achondroplasia, but scientists are working(a) on it.Ivy is the third generation in her family to be affected by achondroplasia. Her grandfather , her father, and her brother also have it. Achondroplasia is inherited as an autosomal dominant trait whereby only a single copy of the abnormal gene is required to cause achondroplasia. Nobody with the mutated gene can escape having achondroplasia. galore(postnominal) individuals with achondroplasia have normal parents, though. In this case, the genetic disorder would be caused by a de novo gene mutation. De novo gene mutations are associated with advanced paternal age, a lot defined as over age 35 years. If an individual with achondroplasia produce offspring with a normal individual, the chances of the offspring inheriting the mutant allele achondroplasia is 50%. If both of the parents have achondroplasia, the chances that their offspring will be of normal stature a... ...asia. University of Virginia Health System. 6 Nov. 2007. University of Virginia. 03 Feb. 2008 . Anonymous (4). Zoey. Zoeys Story- Achondroplasia. 27 Sept. 2007. 3 Feb. 2008 .Broadhead, Ivy. vitality with Ac hondroplasia. ChronicleLive. 4 Aug. 2005. The Evening Chronicle. 3 Feb. 2008 . Francomano, Clair A. Achondroplasia. Gene Reviews. 9 Jan. 2006. 02 Feb. 2008 . Nicholson, Linda. Genetic Counseling. Kids Health. Apr. 2007. 3 Feb. 2008 .

Workplace Violence Essay -- Workplace Health and Safety

Workplace ViolenceAccording to the FBI, oeuvre violence is the number one growing homicide in the United States. There be an estimated 225,000 to 300,000 occurrences of violence each year. Despite the aforementioned statistic, some managers have simply failed to address the issue of workplace violence. Such negligence has not necessarily been purposeful. It has been repayable to a lack of awareness of the problem coupled with a preoccupation of everyday pressures. Many managers view workplace violence as just some other workplace scourge such as sexual harassment--another governmental compliance burden. Unlike sexual harassment, workplace violence has resulted in people dying and that is hardly why it must be stopped.Sadly, far too many perpetrators have been allowed to come to Afull blossom right under the nose of a manager. For example, statistically, Athree-quarters of documented perpetrators showed exemplar signs. With the aforementioned statistic in mind, this paper will s how some aspects of workplace violence that managers should look for in both their employees and their organizations, so as to spot and prohibit workplace violence.Profiles write potentially lethal employees or perpetrators is an exercise in both art and science. There is no question profiles can come in many forms and that many potential workplace murderers will not match any defined profile. Nonetheless, there are patterns evident in the behavior of workplace violence that make the effort of profiling them worthwhile and important to any organization. The violent individual often telegraphs his violent intentions before acting upon them, which may stand by to predict violence. The profile itself has been constructed to reflect two maj... ...ago University of Chicago Press.Cascio, B.C. (1993). Antisocial Behavior in Organizations. New York Haworth.Federal Bureau of Investigation. (1998). Statistical abstract of violent crimes in the United States (59th ed.). Washington, DC U.S. Government Printing Office.Fox, P.D., & Levin, D. (1994). Breaking Point The Workplace Violence Epidemic and What to Do About It. Chicago Doubleday.Hesket, K.B., (1996). Essentials of Managing Workplace Violence. New York Haworth.Kirkwood, M.E., (1993). Profiling the Lethal Employee Caase Studies of Violence in the Workplace. Los Angeles Coward, McCann & Geoghegan.Kurlad, J., (1998). Preventing Workplace Violence Positive Management Strategies. New York Holt.Lock, N. (1997, July 13). Tragedy Strikes Again. L.A. Times, pp. A1, A22.Webster=s Dictionary (9th ed.). (1972). Chicago Webster=s.

Workplace Violence Essay -- Workplace Health and Safety

Workplace violenceAccording to the FBI, workplace violence is the number one growing homicide in the United States. There are an estimated 225,000 to 300,000 occurrences of violence each year. Despite the aforementioned statistic, some managers have simply failed to address the issue of workplace violence. Such negligence has not necessarily been purposeful. It has been due to a wish of awareness of the problem coupled with a preoccupation of everyday pressures. Many managers view workplace violence as just another workplace strike such as sexual harassment--another governmental compliance burden. Unlike sexual harassment, workplace violence has resulted in people dying and that is precisely why it must(prenominal) be stopped.Sadly, far too some(prenominal) perpetrators have been allowed to come to Afull blossom right under the nose of a manager. For example, statistically, Athree-quarters of documented perpetrators showed warning signs. With the aforementioned statistic in mind , this paper will show some aspects of workplace violence that managers should look for in both their employees and their organizations, so as to spot and prevent workplace violence.Profiles write potentially lethal employees or perpetrators is an exercise in both art and science. There is no question writes can come in many forms and that many potential workplace murderers will not match any defined profile. Nonetheless, there are patterns evident in the behavior of workplace violence that work the effort of profiling them worthwhile and important to any organization. The violent individual often telegraphs his violent intentions before acting upon them, which may help to predict violence. The profile itself has been constructed to reflect two maj... ...ago University of Chicago Press.Cascio, B.C. (1993). Antisocial Behavior in Organizations. New York Haworth.Federal Bureau of Investigation. (1998). Statistical abstract of violent crimes in the United States (59th ed.). Washingt on, DC U.S. Government Printing Office.Fox, P.D., & Levin, D. (1994). Breaking Point The Workplace Violence Epidemic and What to Do About It. Chicago Doubleday.Hesket, K.B., (1996). Essentials of Managing Workplace Violence. New York Haworth.Kirkwood, M.E., (1993). Profiling the Lethal Employee Caase Studies of Violence in the Workplace. Los Angeles Coward, McCann & Geoghegan.Kurlad, J., (1998). Preventing Workplace Violence Positive Management Strategies. New York Holt.Lock, N. (1997, July 13). Tragedy Strikes Again. L.A. Times, pp. A1, A22.Webster=s Dictionary (9th ed.). (1972). Chicago Webster=s.

Hinayan and Mahayn

Introductory Comparison of Hinayana and Mahayana Alexander Berzin Berlin, Ger umteen, January 2002 edited transcript The ground Hinayana and Mahayana The toll Hinayana (Lesser Vehicle or Modest Vehicle) and Mahayana (Greater Vehicle or Vast Vehicle) originated in The Prajnaparamita Sutras (The Sutras on Far-R all(prenominal)ing Discriminating Awareness, The Perfection of Wisdom Sutras). They are a rather derogatory pair of words, aggrandizing Mahayana and lay down Hinayana. Alternative terms for them, however, establish many a(prenominal) other shortcomings, and so therefore I shall use these to a greater extent standard terms for them here. See The Terms Hinayana and Mahayana. Hinayana encompasses eighteen schools. The most important for our purposes are Sarvastivada and Theravada. Theravada is the mavin extant today in Sri Lanka and Southeast Asia. Sarvastivada was widespread in Northern India when the Tibetans started to travel there and Buddhism began to be transplanted t o Tibet. There were two main divisions of Sarvastivada based on philosophical differences Vaibhashika and Sautrantika. Hinayana tenet systems studied at the Indian monastic universities such as Nalanda, and later by the Tibetan Mahayanists, are from these two schools.The lineage of monastic vows followed in Tibet is from a nonher Sarvastivada subdivision, Mulasarvastivada. See A Brief History of Buddhism in India before the Thirteenth-Century Invasions. Buddhas and Arhats There is quite a significant difference between the Hinayana and Mahayana presentations of lohans and Buddhas. some(prenominal) change course that arhats, or liberated universes, are more limited than Buddhas, or educated beings, are. Mahayana formulates this difference in terms of two gear ups of obscurations the emotional ones, which prevent liberation, and the cognitive ones, which prevent omniscience.Arhats are free of only the former, whereas Buddhas are free of both. This division is non found in Hina yana. It is rigorously a Mahayana formulation. To gain liberation or enlightenment, both Hinayana and Mahayana wield that one needs nonconceptual cognition of the deprivation of an impossible mortal. Such a lack is much called selflessness, anatma in Sanskrit, the main Indian scriptural language of Sarvastivada and Mahayana anatta in Pali, the scriptural language of Theravada.The Hinayana schools assert this lack of an impossible soul with respect only to persons, not all phenomena. Persons lack a soul, an atman, that is unaffected by anything, partless, and separable from a body and a reason, and which can be cognized on its own. Such a soul is impossible. With in core(p) the soul that there is no such thing as this type of soul with respect to persons, one can become either an arhat or a Buddha. The difference depends on how much positive force or so-called merit one builds up.Because of their development of the enlightening aim of bodhichitta, Buddhas have built up far more positive force than arhats have. Mahayana asserts that Buddhas understand the lack of an impossible soul with respect to all phenomena as well as with respect to persons. They call this lack voidness. The various Indian schools of Mahayana differ regarding whether or not arhats in addition understand the voidness of phenomena. Within Mahayana, Prasangika Madhyamaka asserts that they do. However, the quartette Tibetan traditions explain this take aim differently regarding the Prasangika self-assertion.Some say that the voidness of phenomena understood by arhats is different from that understood by Buddhas some assert the two voidnesses are the same. Some say that the scope of phenomena to which the voidness of phenomena applies is more limited for arhats than it is for Buddhas some assert it is the same. There is no need to go into all the details here. See Comparison of the Hinayana and Mahayana Assertions of the Understandings of Voidness by Arhats and Buddhas. Further P oints Concerning Buddhas and ArhatsThe assertions of Hinayana and Mahayana concerning arhats and Buddhas differ in many other ways. Theravada, for instance, asserts that one of the differences between a shravaka or listener striving toward the liberation of an arhat and a bodhisattva striving toward the enlightenment of a Buddha is that shravakas study with Buddhist teachers, while bodhisattvas do not. The historical Buddha, Shakyamuni, for instance, did not study with another Buddha. He studied only with non-Buddhist teachers, whose methods he ultimately rejected. In the f subprogram that Buddhas understanding and attainment id not arise from reliance on a Buddhist teacher, Theravada asserts that a Buddhas wisdom surpasses that of an arhat. In addition, bodhisattvas work to become universal Buddhist teachers shravakas do not, although as arhats they certainly teach disciples. Before passing away, Buddha himself deputed his arhat disciple Shariputra to continue turning the wheel of Dharma. According to Theravada, however, Buddhas excel arhats in being more skillful in methods for leading others to liberation and in the breadth of their conduct of teaching.This is the meaning of a Buddhas being omniscient. However, according to this presentation, a Buddha would not know everyones address and would have to ask such information from others. According to the Vaibhashika school of Hinayana, Buddhas are actually omniscient in knowing such information, further they only know one thing at a time. According to Mahayana, omniscience means knowing everything simultaneously. This follows from its view that everything is interconnected and interdependent we cannot speak of just one piece of information, totally unrelated to the rilievo.Hinayana says that the historical Buddha achieved enlightenment in his lifetime and, like an arhat, when he died, his rational continuum came to an end. Therefore, according to Hinayana, Buddhas teach only for the rest of the lifetime in which they achieve enlightenment. They do not emanate to countless world systems and go on teaching forever, as Mahayana asserts. Only Mahayana asserts that the historical Buddha became enlightened in a previous lifetime many eons ago, by studying with Buddhist teachers. He was just demonstrated enlightenment under the bodhi tree as one of the twelve enlightening deeds of a Buddha.The precursor of this description of a Buddha is found in the Mahasanghika School of Hinayana, another of the eighteen Hinayana schools, but is not found in either Sarvastivada or Theravada. See The Twelve Enlightening Deeds of a Buddha. Concerning Buddhas, another major difference is that only Mahayana asserts the three corpuses or bodies of a Buddha Nirmanakaya, Sambhogakaya, and Dharmakaya. Hinayana does not assert them. Thus, the concept of a Buddha is significantly different in Hinayana and Mahayana. See Identifying the Objects of Safe Direction (Refuge). The Pathway Minds Leading to Liberation and Enlightenment Hinayana and Mahayana both assert that the stages of progress to the purified state, or bodhi, of either an arhat or a Buddha entail developing five levels of route mind the so-called five paths. These are a building-up pathway mind or path of accumulation, an applying pathway mind or path of preparation, a perceive pathway mind or path of seeing, an accustoming pathway mind or path of meditation, and a path needing no further training or path of no more learning.Shravakas and bodhisattvas who attain a seeing pathway of mind both become aryas, highly realized beings. twain have nonconceptual cognition of the sixteen aspects of the four noble truths. See The Five Pathway Minds elemental Presentation. See also The Sixteen Aspects and the Sixteen Distorted Ways of Embracing the Four Noble Truths. Both Hinayana and Mahayana agree that a seeing pathway mind rids both arya shravakas and arya bodhisattvas of doctrinally based disturbing emotions, while an accustoming pathway mind rids them of automatically arising disturbing emotions.The former are based on learning the set of assertions of one of the non-Buddhist Indian schools, while the latter arise automatically in everyone, including animals. The list of disturbing emotions that shravaka and bodhisattva aryas rid themselves of is part of a larger list of mental factors. Each of the Hinayana schools has its own list of mental factors, while Mahayana asserts yet another list. Many of the mental factors are defined differently in each list. Both Hinayana and Mahayana agree that the course of progressing through the five pathway minds entails practicing the thirty-seven factors leading to a purified state.A purified state or bodhi refers to either arhatship or Buddhahood. These thirty-seven factors include the four close placements of mindfulness, the eight branches of an arya pathway mind (the eightfold noble path), and so on. They are very important. In anuttarayoga tantra, the thrity-seven are represented by Yamantakas thirty-four arms plus his body, speech and mind, as well as by the dakinis in the body mandala of Vajrayogini. The thirty-seven are a standard set of practices. The specifics of each practice, however, are often different in Hinayana and Mahayana. See The Theravada Practice of the Four Close Placements of Mindfulness. See also The Four Close Placements of Mindfulness According to Mahayana. Both Hinayana and Mahayana assert that the scheme of stream-enterer, once-returner, non-returner and arhat refers to stages of an arya shravakas path, but not to the path of an arya bodhisattva. Thus, stream-enterers have nonconceptual cognition of the sixteen aspects of the four noble truths, which include nonconceptual cognition of the lack of an impossible soul of persons.We should not think that stream-enterer is a beginner level. So if someone claims to have achieved the state of a stream-enterer, be suspicious. Hinayana does not provide an broad explanation of the bodhisattva pathway minds. Mahayana, however, explains that an arya bodhisattvas path to enlightenment entails progressing through the development of ten levels of bhumi-mind. These levels of mind do not pertain to the path of shravakas. Both Hinayana and Mahayana agree that traversing the bodhisattva path to enlightenment takes more time than traversing the shravaka one to arhatship.Only Mahayana, however, speaks of building up the two enlightenment-building networks the two collections for three zillion eons. Zillion, usually translated as countless, means a finite number, though we would be unable to count it. Shravakas, on the other hand, can attain arhatship in as short as three lifetimes. In the first lifetime, one becomes a stream-enterer, in the next lifetime a once-returner, and in the third lifetime, one becomes a non-returner, achieves liberation, and becomes an arhat. This is quite tempting for many people.The assertion that arhats are selfish is like bodhisattva propaganda. It is basically meant to point out an extreme to avoid. The sutras record that Buddha asked his sixty arhat disciples to teach. If they were truly selfish, they would not have agreed to do so. Arhats, however, can only help others to a more limited extent than Buddhas can. Both, however, can only help those with the karma to be helped by them. Bodhisattvas It is important to realize that the Hinayana schools do assert that before bonny a Buddha, one follows the bodhisattva path.Both Hinayana and Mahayana have versions of the Jataka tales describing the previous lives of Buddha Shakyamuni as a bodhisattva. Starting with King Siri Sanghabodhi in the third century CE, many Sri Lankan kings even called themselves bodhisattvas. Of course, this is a little tricky to untangle because there was some Mahayana present in Sri Lanka at the time. Whether this idea of bodhisattva kings preexisted a Mahayana influence is hard to say, but it did happen. Even more surprisingly, in the fifth century CE, the elders at theSri Lankan capital Anuradhapura declared Buddhaghosa, a great Theravada Abhidharma master, to be an incarnation of the bodhisattva Maitreya. Mahayana asserts that there are a thousand Buddhas in this fortunate eon who will start universal religions, and there have been and will be many more Buddhas in other world ages. Mahayana also asserts that everyone can become a Buddha, because everyone has the Buddha-nature factors that enable this attainment. Hinayana does not discuss Buddha-nature. Nevertheless, Theravada does mention hundreds of Buddhas of the past.One Theravada sutta even lists twenty-seven by name. All of them were bodhisattvas before becoming Buddhas. Theravada asserts that there will be innumerable Buddhas in the future as well, including Maitreya as the next one, and that anyone can become a Buddha if they practice the ten far-reaching attitudes. The go Far-Reaching Attitudes Mahayana says that the ten far-reaching attitudes are prac ticed only by bodhisattvas and not by shravakas. This is because Mahayana defines a far-reaching attitude or perfection as one that is held by the force of a bodhichitta aim.According to Theravada, however, so long as the ten attitudes are held by the force of renunciation, the determination to be free, bodhichitta is not necessary for their practice to be far-reaching and act as a cause for liberation. Thus, Theravada asserts that both bodhisattvas and shravakas practice ten far-reaching attitudes. Aside from the different motivating aims behind them, the other main difference between a bodhisattvas and a shravakas practice of the ten is the degree of their intensity.Thus, each of the ten far-reaching attitudes has three stages or degrees ordinary, medium, and highest. For example, the highest practice of generosity would be giving ones body to feed a hungry tigress, as Buddha did in a previous life as a bodhisattva. The list of the ten far-reaching attitudes also differs slightly in Theravada and Mahayana. The Mahayana list is * generosity * ethical self-discipline * patience * joyful perseverance * mental stability * discriminating awareness * skill in means

Observational Learning Essay

During this course we studied that behaviors can be learned through our own experiences or observing others. Learning is the k at one timeledge obtained in liveness through education, interacting with people, experiences and practice. There are three types of teaching Classical Conditioning, operant conditioning, and observational learning. There are many topics that grabbed my interest during this course, but observational learning made me think about my personal life and reminded me of many experiences that I went through in life.Observational learning means that we learn through reflexion others and then imitating them, this can happen through observing our family, neighbors, friends or TV. I remember when I was a child, I used to watch my mother training and then I go back to my room and pretend that am cooking as well. Even though, I grew up and became a very insalubrious cooker. Albert Bandura suggested in his theory The social learning theory that children tend to imitate d adults by observing them.He supported his theory in his famous experiment Bobo wench, which shows an adult acting aggressively toward a Bobo doll, and after that when they allowed the children to play with the doll they acted in the same aggressive way. I remember last year I was with my aunt and her 7 years old son in the car going to a restaurant. My aunt is a smoker, so she took out a buns and started smoking.After sometimes, her son told her When I grow up I will smoke cigarettes, she told him No, you are not allowed to smoke its bad for health, he replayed But you smoke, I want to be cool standardized you and when we reached to the restaurant, her son took a straw and started acting as if he is smoking. In addition, Banduaras moot showed that people also learn through imitating others who receive punishments and rewards.It means that when a child sees his old siblings getting punished for doing something wrong, the child is more likely to exclude doing it so he/she wo nt get punished. On the other hand, if a child noticed that one of his siblings are rewarded for behaving in a indisputable way or doing something good, the child will do the same to get a reward. When I was 9 years old, my parents bought a new toy for my older brother because he got a full mark on one of his subjects at school, I was very jealous that day and decided to study to a great extent to get a full mark so my parents can get me a gift.Learning can be either positive or negative. substantiating observational learning is when a person learn a good behavior from someone. When I was young, every time we go to a mall in that location were these small charity cabinets were you can donate money. I used to see my mother donating money like every time we go to a mall, and now I do the same thing. In contrast, negative observational learning is when a person learn a bad behavior from someone else.It is veritable that people can learn negative behavior from their siblings, famil y, friends or neighbors, however I believe that TV and media content is more dangerous and have more powerful impact on people. For example, my small cousin began to act violently since he started watching WWE (a wrestling show) and he even memorized all the wrestle moves. Everyone in the family and school is complaining that he beats other children so hard.For him, he finds it cool and believe that in this way more people will like him as they like these wrestlers. Finally, I believe that observational learning is an effective way. Children have the right to explore their own world and determine the wrong feat from the right one. Of course, parents should act in a proper way in front of their children and be careful of what they are watching, and advice them to do the right thing when the diagnose a mistake.

Literature Review of 14-19 Education Essay

Abstract This literature review comp ars look into conducted and phrases written about the development of 14-19 directional activity and the changes it has gone by means of since 2002. It briefly outlines the initial implementation of 14-19 education during the Thatcher regime before going on to concentrate on how the Labour governance introduced Diplomas and what the Coalition government are doing to push this climb onndum forward. It asks whether donnish and vocational education can ever be apprised equ on the wholey and whether the introduction of 14 year centenarians in further education establishments is victorious or non.The major(ip)ity of the literature was commissioned either by the government or conducted in 14-19 educational establishments. Similarities and comparisons between the explore are identified and questions are asked as to how successful it might be in the future. . History of 14-19 teaching The idea of 14-19 education was introduced in 1983 by t he Conservative government under its leader Margaret Thatcher. The first development was cal take the Technical and vocational Education Initiative (TVEI), and was a pilot scheme was rolled out into schools and colleges in1988.The scheme was run by the hands Services Commission (MSC,) which came under the Department of Employment not the Department of Education and Science. Jeremy Higham and David Yeomans point out in the capital of the United Kingdom inspection of Education (2011) that, from 1988 to 2002 14-19 vocational education was on simmer and it was not until 2002 under the New Labour government that we saw renewed enthusiasm to for this area of education. The initiative came from the Curriculum 2000 mend of Advance Qualifications.Between 2002 and 2010 the focus was back on the progression of our young lot and, essentiall(a)y, the future of our act force. The Labour government commissioned an independent research by Mike Tomlinson in 2004 who proposed a new vision for 14-19 education, recommending the introduction of Diplomas. These would build on the strengths of the education system already in place. However the government rejected this and decided to keep GCSE and A levels but to offer diplomas as an alternative the initiative gained respect from schools, colleges and local authorities.Diplomas were introduced in 2008 but have not been successful in gaining credit in pains or education this has brought forward many issues relating to 14-19 education from principle and reading, funding, employer contributions and the integration of school epoch pupils in FE colleges. The current Coalition government commissioned Alison Wolf to review 14-19 education in 2011. Academic/Vocational Education and Funding A major divide in 14-19 education is attitudes towards academic and vocational reading.To founder equality and determine to twain sides of what is still an educational divide we withdraw to alter bon tons intellection and social attitudes. The review of the 14-19 Green Paper by the Department for Education (2002) states that, Pushing for parity of esteem in the current educational climate leads to academicising vocational subjects. It was felt by some that the vocational was being forced into the traditional classroom-dominated achievement environment, rather than realistically accepting the different teaching and assessment demands of vocational courses. (DfES, 2002) Even though there are differences between the academic and vocational routes, teaching and assessment methods have to be different, can the value of learning and the qualification be equal? The DfES review does state that to make attitudinal changes requires substantial investment as well as long term cite and marketing campaigns which they compare to the commitment to improving the long term plan of the National Health Service (NHS).Connexions consulted with learners in 2001 to gain their view on government papers entitled Green paper-Schools Buildin g on Success, 2001 and white paper-Schools Achieving Success, 2001. The focus group of learners conducted by Connexions produced a positive response. Learners were enthusiastic about being asked to put down in the consultation and formulating opinions on education, they concluded that, the choice of core subjects was generally right.They wanted to maintain the entitlement to study a modern foreign language, design and technology, the liberal arts and the humanities. The subjects, deemed essential for somebodyal development for example citizenship (which is to be introduced as a statutory subject inside the National Curriculum from September 2002), religious education, come alive and health education, physical education, work related learning and careers education should all be compulsory although not necessarily studied to GCSE level if the young person does not want to. (Connexions, 2002)Regarding the discussion on the equality of academic and vocational training young pot were of the opinion that, vocational pathways needed to be to a great extent publicised to young people themselves, employers and higher education institutions so that the pathways became quickly established to form part of the traditional pathways for entry to higher education. (Connexions, 2002) Comparing the 2 opinions, the DfES review of the 14-19 Green Paper by the Department for Education and the consultations conducted by Connexions both from 2002.The DfES wanted to take their time to ensure development of 14-19 education was much successful, but the learners wanted action to be quick, as they could see the benefit of changing views and progression. This showed that they want to progress and do have aspirations of Higher Education (HE). Tomlinsons (2004) VE proposal was not taken on board fully, all in part with Diplomas being introduced as an alternative to GCSE and A Levels. Do we need a radical reform of 14-19 education as he suggested? To change deep rooted attitudes and opinions in society about academic and vocational education, maybe it is necessary.An article in the guardian stated prior to launch of the diplomas, We have never seen big new public qualifications arrive with so little input from people who have catch in qualifications and teaching. ( Meikle 2007) It would seem that the implementation of diplomas has been rushed therefore they have not achieved the status needed to change opinions. In response to Tomlinsons (2004) proposals for diplomas the Nuffield Review (2009) asks the question, who is responsible for the Vocational Training Education system?In the UK it is not clear, but does include a long list of people parents, students, the government, education and training providers and employers. Vocational courses have been seen to have less(prenominal) value than traditional educational routes with fewer opportunities to progress to HE and advanced qualifications but, as Alison Wolf (2011) points out, opposite countries have reform ed their systems and change magnitude numbers of students taking two and three year learning programmes.She states, Bringing vocational pathways into a single framework would give formal equality of standing between, academic, vocational, and mixed pathways, recognise areas of overlap between them provide opportunities to combine, transfer, and progress between them and ensure greater educational content within vocational programmes. It would make them easier for learners to identify progression routed to advanced level and beyond. (Wolf, 2011) Wolfe (2011) agrees with the views of Tomlinson (2004) over the integration of academic and vocational education.With this in mind, as well as the research from the DfES and Connexions I quoted earlier, I believe it is the roles and responsibilities that need definition, from the education and political establishments to all people involved as well as those undertaking the training. However, a incorporate achievement and progression route in VE is necessary to engage employers and bring value to FE training and qualifications if we are to see equality between academic and vocational training. Wolf has recommended that the government extends funding up to the age of 24, as not all students leave alone have achieved a Level 2/3 by the age of 19.To ensure students achieve their potential in Maths and English, extending funding was in like manner proposed. Wolf criticised the funding structure at present, saying that it gave colleges the inducing to create programmes for profit but not for the benefit of the students. She agreed with Fosters opinion in 2005, and The Nuffield Review 2009, that funding should follow the learner load-bearing(a) institutions to collaborate which would integrate education and provide the best educational programme for each individual studentPolicy levers, i.e. funding and performance measures, should focus on collective action rather than promote institutional competition (Nuffield, 2009 ) Funding used as a policy lever could achieve more integration of academic skills into vocational areas. instruct and Learning and Inspection VE has been taught in FE colleges because they are equipped for vocational subjects. Schools have primarily chosen classroom found vocational subjects as they do not have the facilities to offer practical vocational learning, which defeats the object of VE.The straight-from-the-shouldering of new educational establishments currently planned to open between now and 2014 University Technical Colleges (2012) (UTC) will give VE an identity of its own as well as integrate it with the national political platform. Compulsory education to the age of 18 will be introduced from 2013 with more opportunity and choice being given to students to access VE making it more important than ever to progress 14-19 education. Issues were increase during research by the Learning and Skills search Network (LSRN) who researched the capacity of the teachers and their institutions to meet the needs of younger learners (Harkin, 2006).For example, the college environment could be overwhelming and frightening, especially at lunchtimes. The research questioned who was responsible for the students, were they mature enough to be treated in an adult way? This identified conflicting views some teachers thought they needed supervision all the time at college but others commented that colleges were not in loco parentis, but still had a duty of care. They did, however say that college support in the classroom was essential to maintain the safety of the student as well as managing conduct.In conclusion, it was identified that getting feedback from 14-16 year old students about teaching and learning was difficult due to their unpredictability and poor literacy skills. For example, discussion was often an alien concept for formulating and articulating their opinions and views, it is a more andragogical approach, one not used enough in a school environmen t for them to feel confident in expressing themselves. FE tutors need to have a clearer understanding of how teaching is carried out in schools, as it probably follows a more pedagogical approach.To ensure that college tutors adapt their teaching to the needs of younger student the TLRC said that, There is a particular need for pedagogical training, rather than training in behaviour management, and for staff to understand the prior attainment of the students (Harkin, 2006, p. 36) I feel that there is a need for behaviour management training during professional development as it complement teaching and learning in the classroom.The Nuffield Review (2009) highlighted the importance of teachers being central to the planning of the curriculum for 14-19 year olds, Teaching quality and the relationship between teachers and learners is central to successful education. This requires a respect for the profession of teaching for the role of teachers as the custodians of what we value and as the experts in communicating that to the learners. Teachers should be central to curriculum development, not the deliverers of someone elses curriculum.(Nuffield, 2009) Tomlinson (2004) said that the quality of learning depends heavily on the quality of the teaching and that teachers would need time to develop their own skills in their subject area to keep up to date and inspired, especially in vocational teaching. Foster (2005) also said that, more emphasis was needed on updating professional knowledge and industry development and even suggested sabbatical and secondment opportunities between education and industry.This I feel is idealistic in todays economic climate but I have in recent years seen increased opportunities to update professional skills within my own teaching establishment. He also asked that FE colleges improve employability and skills in their local area to contribute to economic increase and social inclusion and offer a range of courses that have solid foundation s. With these extra roles are FE colleges spreading themselves too thinly? FE colleges are like the middle child aiming to please both compulsory education and higher education as well as employers.How can they do this most effectively and gain respectability for the diversity they offer both in courses, abilities, social backgrounds and disabilities of their students? Foster 2005 compared the situation in this country to the one in the States where they have no formal inspection process and colleges have a strong self-regulation policy. Giving responsibility and trust to our colleges would see the higher levels of achievement already evident in America. Assessment of institutions is an added pressure.Working in English education we have come to accept it, but is the English systems controlling, heavy- reach approach necessary? Foster compared Britain with its European neighbours and concluded that they had a much lighter touch. Such development here would give FE tutors more self- esteem, less pressure and more time to teach. Employer contribution FE has always had to promote and build strong relationships with industry and employers, including, supporting apprenticeships and work experience, and forming compacts with employers to develop qualifications and make them germane(predicate) to industry.The TLRP in 2006 concluded that, We need a sector-by sector analysis of the distinctive role apprenticeship can play in providing the knowledge and skills required in the modern economic and occupational context. Further and higher education, as well as employer bodies and trade unions, need to be involved in a forward-looking partnership that lifts the work-based route out if its social inclusion ghetto (The Teaching and Learning Research Programme 2006, p.40)In 2004, Foster commented that the LSC National Skill Survey of 2004, found that only 15%, of employers had made use of FE colleges when enquiring about training and skills needed in industry. Whilst Tomlin son ( 2004) wanted to reform 14-19 education and merge VE and academic learning, he had no view on how industry and employers would be an imperative and central part of the development in VE. College qualifications and skills teaching will not stand up to industry standards if employers are not consulted thoroughly.They need to be consulted initially to develop qualifications that are relevant as well as periodically to integrate changes, updates and progression within industry. Links with employers have traditionally been through apprenticeships, mainly for 16-18 year olds. The introduction of adult apprenticeships has had an impact on apprenticeships available to young people as ripened apprentices can offer life skills and additional qualifications to an employer, The Wolf Report confirms this, stating that 19+ students with A levels took the majority of Advanced Apprenticeships.In 2008/9 there was a 7% fall in the number of 16-18 year olds starting on apprenticeships. This was due to the promotion of adult apprenticeships as well as the economic downturn of the country. With the age of compulsory education rising and a lack of apprenticeships being offered by employers, it will be important to strengthen the links with employers to help young people stay in education, learn valuable skills and contribute to society for our future work force. The Wolf Report (2011) highlighted the need for employer engagement, saying that employers have gradually been frosty out of the way VE operates.Strengthening links between employers and VE is one of Wolfs major recommendations, as well as prioritising the development of apprenticeships and work experience and increasing the involvement of employers in FE colleges to improve employability. Her report recommendations summed up below, state Implementing its recommendations should raise the quality of provision, increase the time spent teaching and thinking about students, reduce the time spent on pointless bureaucracy, increase young peoples skills in critically important areas and make a real difference to young peoples ability to obtain employment (Wolf, 2011, p.144).From the TLRP report 2006 and the Wolf Report 2011, 5 years apart, has much changed or been implemented? Working with employers, I have seen the effect of the economic decline in employment opportunities and feel that some of the changes necessary are beyond the author of education specialists and need to come from alternative government policies to increase employment opportunities. The future The future involves change and evolution of what we have in place at present to ensure FE tutors keep up to date with knowledge and skills.The government have introduced 13 University Technical Colleges (UTC) which will start to open in September 2012, with a government commitment to another 24 and plans for 100 in the next 5 years. UTCs are linked to a university and will be open all year round with a timetabled day between 8. 30am and 5. 30pm and cater for between 600-800 students. They will cover academic subjects in Maths, English, Sciences, Humanities and Languages as well as transferable employment skills. UTC students will have two specialist vocational subjects i. e. Engineering and Advanced Manufacturing.The lengthened day will ensure that all homework, enrichment and work experience is covered in the timetable. FE colleges will have the opportunity to become co-sponsors but they will be led primarily by a university. Does this reduce the role of FE colleges? more seems designed to strengthen the progression forward to HE and not FE, whereas Foster (2005) draw FE as essential to widening participation in HE and removing barriers. Another emerging education route is Studio Schools which will be state-funded and restrain 300 students, time tabled between 9am and 5pm.Six are already open with another 6 planned by the end of 2012. They will teach through community projects, enterprise and work experience. By fo cussing on how subjects are delivered they may be able to contribute to closing the divide in vocational and academic education. These 2 different types of establishments are similar in the way they are designed to transform of 14-19 education, such as opening times and their work and the community experiences approaches to learning. The biggest difference is the number of students enrolled.It seems that large academies have been growing over the last couple of years with numbers in excess of 1000 students. passim the research I have read there has been no mention of class sizes. It has been proved in the past that some students do not vaunting in a large class environment but yet no one has thought to research this. I think on do students become a number and I hope that in the future we can still personalise education for the individual as they are all unique.Conclusion During this literature review I found a diverse range of opinions articles written about VE and academic educa tion and how they can be both valued in society . In January 2012 Alison Wolf backed the action to remove the equivalency of GCSEs from most vocational subjects. I feel this widens the gap of value between the two education routes but, UTCs and Studio Schools offer alternatives and it may be an advantage to separate academic and VE entirely.Through this research I have looked at many areas, concerns and government policies and one of the areas that I think is more important and has a direct relationship to teaching is how 14-16 years old learners integrate into FE colleges and whether learning is appropriate and meets their needs this is an important consideration that requires more research. Word Count-3100 Bibliography Connexions. (2002). Results of the Connexions Service consultations held with young people on the green paper. 14-19 extending opportunities, peak standards. Connexions.DfES. (2002). 14-19 green Paper Consultation Workshops Review. DfES. Foster, A. (2005). Realisin g the Potential, A review of the future of further education colleges. Nottinghamshire DfES Publications. Nuffield Foundation. (2009). Educational for All The time to come of Education and Training for 14-16 Year Olds. The Future of Education and Training for 14-16 Year Olds. Fuller, A. and Unwin, L. (2011). London Review of Education, Vocational education and training in the spotlightback to the future for the UKs Coalition Government. London Routledge.Harkin, J. (2006). Behaving like adultsmeeting the needs of younger learners in further education. London Leaning and Skills Council. Higham, J and Yeomans, D. (2011). Thirty years of 14-19 education and training in England Reflections on policy, curriculum and organisation. London Review of Education, 217-230. Hodgson, A. and Spours, K. (2010). Journal of Education and Work, Vocational qualifications and progression to higher education the case of the 14-19 Diplomas in the English system. London Routledge. Hodgson, A. and Spours, K. (2011).London Review of Education, Educating 14-19 year olds in England a UK lens on possible futures. London Routledge. Hodgson, A. , Spours, K. , and Waring, M. (2005). Higher Education, Curriculum 2000 and the future reform of 14-19 qualifications in England. London Routledge. Huddleston, P, Keep, W, Unwin, L,. (2005). Nuffield Review of 14-19 Education and Training Discussion Paper 33, What might the Tomlinson and white paper proposals mean for vocational education and work based learning? Teaching and learning Research Programme (2006). 14-19 Education and Training.London Teaching and Learning Research Programme. Teaching and Learning Research Programme. (2006). 14-19 Education and TrainingA Commentary by the Teaching and Learning Research Programme. London Teaching and Learning Research Programme. Tomlinson, M. (2004). 14-19 Curriculum and Qualifications Reform, Final Report on the Working Group on 14-19 Reform. Wolf, A. (2011). Review of Vocational Education-The Wolf Report. Websites Studio Schools Trust. n. d. online Available at www. studioschooldtrust. org Accessed 30 January 2012 University Technical Colleges. n. d. online Available at.www. utcolleges. org Accessed 30 January 2012 Newspaper Articles Baker, L. (2011). Wolfs backing of vocational training is great, but she ducks the question of how much it will cost The Times Educational Supplement. 25 March 2011, p. 31. Meikle, J. (2007) Diplomas being introduced too fast, warns MPs, The Guardian. 17 whitethorn 2007. online Vasager, J. (2012). Thousands of vocational qualifications to be stripped out of GCSE league tables. The Guardian. 31 January 2012. online Wolf, A. (2012) An end to qualifications that have no real value The Guardian. 31 January 2012. online.

Week 1 Eco 365

Oil ECO/365 Principles of Microeconomics Oil In todays economy many trends in consumption patterns can determine where the tack on and begs are desireed. In the article East call for Oil Exports Have Become Huge Business, by Glantz (2012), it touches on the subject of trends and consumption of oil. Many people are aware however forget that there is a whole lot of oil well-nigh us that can be used.This paper will discuss and address the utilities derived, the metamorphose that demand for the product or service of market and chemical equilibrium prices, what has occurred to change the demand and supply of the oil, and is demand for oil product or service price elastic or inelastic. According to Glantz (2012), the utilities derived from the article have to do with the bearing the community consumes the oil that is being used. When the botch prices are up there is a necessity for the oil or fuel and it will most presumable cause the prices to go down.In contrast, when the price s of the oil go down, there will be more of a demand and a possible shortage of oil because the demand would have been great. According to Glantz (2012), the increased of oil export from the East Bay was linked to the economic changes and the way individuals are consuming in the United States. Also, in the West Coast they as well as saw the same increase in demand for oils as the demand for domestic used was lowered.For example higher gas prices, manufactures vehicle that are fuel efficient and fewer individuals commuting to and from work have all contributed to the changes in the demand for such oils consumption. Additionally, the economy and individuals losing their job also changed the demand because they no longer needed to commute to work. Therefore, the demand for oils was no longer needed causing the prices of the gasoline to increase. * According to Colander(2010), the market and equilibrium changes that have occurred to the supply (oil) by assuming that the demand stayed t he same.It revealed that it did cause a big change to the price. The fewer consumers used the product the more the price rose causing a change in the market. When the prices changed and began to rise, the consumers used other methods of getting to places they needed to go without using oil or their vehicles. * It is my opinion that oil supply can either be elastic or inelastic. According to Colander(2010), elastic is when the supply or demand percentage changes in quantity is lots larger than the percentage change in the price.On the other hand, inelastic is when the percentage changes in the quantity are much lower than the percentage change in the price. The oil supply can be elastic because at times when the prices rise individual will try to preserve and us other alternate(a) to not have to pay the bigger price causing the supply of oil to be increased. Vice versa, the oil supply can also be inelastic because individual are always going to need fuel for their vehicle in order t o get from point A to point B. In conclusion, no matter the cost or shortage of the supply, some individuals or consumers will always pay what is needed in order to get where they need to go. Oil is one supply that will always be needed for either our vehicles, our food, or for exportation to other companies. Reference Glantz, A. (2012, March8). East Bay Oil Exports Have Become Huge Business. THe New York Times. Retrieved from http//www. nytimes. com/2012/03/09/us/oil-exports-have-become- huge-business-in-the-san-francisco-bay-area. html? _r=0 Colander, D. C. (2010). Economics (8th ed. ). New York, NY McGraw-Hill. * *

The Glass Menagerie Role Of Laura English Literature Essay

The function that Laura played in The Glass Menagerie can non be overlooked as it contributed to the development of the overall subject of the book. The drama is found on the battles that worlds face in accepting world as this is the major subject of the book and Laura Wingfield is one character in the drama that had jobs accepting the challenges that flavor presented her with.Laura was described as a physically handicapped miss and she had troubles in accepting the world of her status ( Williams ) . Laura wanted a heart that was better and would wee-wee loved it, if she was non in the sort of state of affairs she found herself in. Though, it could be argued that, Laura did non truly play a outstanding function in the drama, but the accompaniment remains that, the secret plan and the subjects of the drama argon centered on her. Some of the symbols that lend acceptance to the vastness of Laura to the overall subject of the drama are the blur unicorn, bluish roses, fire flight a nd the rubric of the narrative as these symbols represents the character of Laura.Laura could non come to footings with world and this is the ground that she was described as populating a meagerly illusional life style in The Glass Menagerie. Due to the challenges and jobs she was faced with, Laura preferred to remain in her comfort zone and she lived in an illusional universe. Laura s life was full of semblances as she lived in what could be described as a universe of glass subsisting beings. It is this trouble of accepting world that rightfully bonds the Wingfield household together, as each one of them, Tom, Amanda and Laura at one point in clip, had jobs get bying with the worlds of life and its many challenges ( Williams 16-25 ) .Laura could be described as a unit of ammunition nog that suits a unit of ammunition hole as the illusional universe of glass animate beings that she lived is merely a cause representation of the existent universe that was described in the drama. T his could be seen in the fact that, the people in the drama tend to deduce more bliss in phantasies instead than existent events. Laura created an semblance that is a representation of her inability to accept world as she fantasized about a glass ball ( of glass animate beings ) and a group of people waltzing in the Paradise Dance Hall ( Williams ) . The Glass Menagerie clearly showed that, semblances and worlds inability to accept world has beseem the norm in our society and Laura absolutely fits into this type of illusional universe. Harmonizing to Williams Laura s fond regard to the glass universe she created is seen when there is a ting of smashing glass. Laura cries out as if wounded. ( qtd in Bloom 38 )The troubles that Laura faced in accepting world could be traced to her glass menagerie, which was a ingathering of wild animate beings and this is really the chief symbol in The Glass Menagerie. This menagerie represents the illusional universe of Laura in its entirety. I t is a universe that is notional and anachronic, but based on the phantasies of Laura. Laura devotes more of her clip to this illusional creative activity of hers and she is merely an illustration of people that, instead than confront the worlds of life, they prefer populating a life of phantasies that does non truly be in the existent universe. The aggregation of animate beings that Laura created was borne out of the defeat and her trouble in accepting the world that, she did non finish high school, she was crippled, and that she could non acquire the love that she desired. It could so be argued that, Laura created her ain universe of glass animate beings to get away from a universe that she felt did non in any manner favour her. As a consequence of the crippling of one leg that made it shorter than the other, Williams explains that, Steming from this, Laura s separation additions till she is like a piece of her ain glass aggregation excessively finely delicate to travel from the shelf. ( qtd. In Bloom 11 ) .A symbol that appears in the inventive universe of Laura is the glass unicorn and the fact that she use the unicorn merely shows the inexistent universe that Laura lives in. Unicorns are nonextant animals and the visual aspect of a unicorn in Laura s glass menagerie shows that, merely like the unicorn that is nonextant and polar from other Equus caballuss, Laura lived an unusual life and was different from other people. Williams says of Laura that, the lovely breakability of glass which is her image. ( qtd. in Bloom 26 ) . Due to the fact that, Laura maxim herself different from other people, she lived a alone life and it could besides be said that, she forced herself into being unable to accommodate to the universe and people just about her. In position of this fact, it could so be argued that, Laura s trouble in accepting world made her to populate like an castaway.The blue rose is other symbol in the drama that shows Laura s unusual and unreali stic nature. Blue Roses was the name given to Laura by Jim and it symbolizes Laura s unusual but attractive quality. It is tending(p) to observe that, bluish roses do non be in the existent universe and the fact that, Jim relates Laura with Blue Roses lets readers know that, Jim besides realized the unrealistic nature of Laura. some other incident that is worthy of note in the book was when Laura slipped on the fire flight in the 4th scene and this shows that, Laura was unable to get away from the unstated state of affairs in her life.The drama lacked pragmatism in its entirety as this fact was established by the narrator-character, Tom. The fact that Laura was non realistic in her ideas underlines the importance of her character to the subject of the drama. The abstractionism in the drama could be seen in the assorted sorts of symbols that were used in the drama and Laura was one character that lived a life of semblances

Nike Promotion Essay

A nonher all important(predicate) factor in economy is the maturing market in gymnastic shoes. in that location is also a growing adverse demographic change in the marketplace brought about by the sweatshop expose that Nike has not overcome yet. effects to Nikes growth are also affected not only by domestic economy but also by the international economy. The act weak Euro and Asian recession could potentially hurt Nikes international sales and growth. Nikes extreme sports increase line is seen as inferior quality compared to competitors and is hurt sales and check off pictorial matter. CUSTOMERSIn 1998, Americans spent $38 billion to buy over 1. 1 billion pairs of shoes. Sporting Goods Manufacturers Association revealed that athletic footwear makes up almost 35% of all footwear purchases. The existing domestic patience focus is on casual and comfortable shoes. Demand is up for the brown shoe casual footwear with a comfortable and rugged design. This is because of the increa sing number of workplaces allowing casual dress codes. Multinational nodes account for a prodigious part of Nikes sales. In 1995, Nikes international operations accounted for 36. 6 of its total revenues. The company believes that demands from international markets will increase in future. Nike must cater to a large portion of the new generation that demands the latest trends and styles. Nike should take into account the changing US demographics delinquent to the rising proportion of Hispanics, Asians, and African Americans. These groups have different preferences that Nike should be able to satisfy. Nike should identify the next generation of loyal customers and provide for their needs. COMPETITIONCompetition is very fierce due to the number of companies competing for sales. Lots of money goes to merchandising and promotions using various enraptures to r each(prenominal) the young demographic group of consumers who spend the most money on Nikes products. Growth is slowing use u p in the athletic footwear industry. But new markets are emerging with high growth rates. These markets include extreme sports market and the merged merchandise market. Nikes global market share was an impressive 30. 4% in 1998. The closest competitor, Adidas, held 15. 5% of the market share while Reebok held 11. 2%.The remaining competitors, including Fila, Timberland, Asics, Converse, and New Balance, among others, each hold approximately 3-5% of the remaining market share. MARKETING ASPECTS OBJECTIVES Nikebiz. com stated that Nikes mission statement is Through the adoption of business practices Nike is committed to securing intergenerational quality of life, restoring purlieu and increasing value for our customers, shareholders and business partners. Nike shows passion for their company, products, and athletes. They are determined to provide consumers with comfort and assurance.They also find ways to innovate and create. They adhere to their five mark principles namely inspir e, innovate, focus, connect, and care. Another Nikes objective is to be the homos leading sports and Fitness Company. Nikes mission statement is similar to a visual sensation statement and is potentially a weakness. The mission identifies the sports and fittingness industry business they are in, it does not specify as to what products and services they provide. The mission statement does not mention distribution channels and customers.However, it portrays managements beliefs and the desire to be number one and remain in the leading position in sports and fitness shoe and apparel industry. STRATEGIES Corporate Strategies. The past two decades saw a change in economy from standardized to flexible. Having a strict corporate organization used to be the rule, now it is common to have a flexible organization that uses subcontracting. The main reason Nike succeeded in competing in the footwear industry for a long time is because they remain flexible in an unpredictable market by subcont racting overseas in countries with low labor-cost.Another reason for Nikes strength in competition is their product differentiation. Aside from athletic shoes, Nikes product line now offers a broad range of clothing, equipment and accessories. TACTICS Nikes distinctive tactics are found in the area of marketing, specifically in consumer deformity awareness and fault power. Nikes catch phrases like, Just Do It, and symbols like the Nike Swoosh, are reminders of the Nike empire. This tactic is effective because it could not be easily replicated and it offers value or benefit to consumers.Nike is becoming a part of American and world culture, the brand power becomes more difficult to replicate. The trademark and a slogan serves as the companys fingerprints. Nike is able to capitalize the unique identity due because of its financial strength. Nike reaches millions of consumers through large-scale marketing campaigns. The public benefits from the strength of Nikes design when they ma ke a purchase. Consumers often associate Nike image with quality products. By associating star athletes and motivational slogans like, Just Do It, consumers identify their purchases with the prospect of achieving greatness.This image they create forms a tactic that competing companies can not easily duplicate by simply improving their products. PRODUCT Nike make dos a huge variety of products, including shoes for running, basketball, cross training, Women and children. All of which are currently its top-selling product categories. Nike also sells shoes for outside activities such as tennis, golf, soccer, baseball, football, bicycling, volleyball, wrestling, cheerleading, aquatic activities, auto racing and other athletic and recreational uses.Nike began selling active sports apparel in 1979 as well as athletic bags and accessory items. The company sells a line of performance equipment under the Nike brand name, such as sport balls, timepieces, eyewear, skates, bats and other equipm ent. They also sell a line of dress and casual footwear and accessories for men, women and children under the brand name Cole Haan. The company markets headwear under the brand name Sports Specialties, through Nike team up Sports, Inc. They also sell small amounts of various plastic products to other manufacturers through Nike IHM, Inc.Bauer Nike Hockey Inc. manufactures and distributes ice skates, skate blades, in-roller skates, protective gear, hockey sticks and hockey jerseys and accessories under the Bauer and Nike brand names Pricing Strategies Nike uses vertical integration in pricing wherein they own participants at differing channel levels or engage in more than one channel level operations. This is also an attempt to control costs and influence pricing practices. PLACE Distribution channels and policy. Should additional channels be added, why? Nike sells its product to about 20,000 retail accounts in the U.S. and in approximately 110 countries around the world. Nike sells its products in international markets through independent distributors, licensees and subsidiaries. Independent distributors has little or no pressure for local adaptation because the 4Ps of marketing are managed by distributors. PROMOTION Nike has been one of the top retail industries for quite along time. This is because they sell quality products, customer loyalty, but most of all, its great marketing techniques. Nike has a number of famous athletes to create a great deal of attention to their products.Nike has signed the top athletes in many different sports such as the Brazilian Soccer Team (especially Ronaldino, Renaldo, and Roberto Carlos), Lebron James and Jermane ONeal for basketball, Lance Armstrong for cycling, and Tiger Woods for Golf. Sponsoring of events is another great promotional technique for Nike. It brings attention Nikes products. Web sites are a great promotional tool as they cover these events. Such events include Hoop It Up and The Golden West Invitational. N ike also personalizes websites. They make the websites exclusively for a sport such as nikebasketball. om , nikefootball. com , and nikegolf. com Marketing strategy Nikes marketing strategy is an important component of the companys success. Nike is positioned as a premium-brand, selling well-designed and expensive products. Nike lures customers with a marketing strategy centering around a brand image which is attained by distinctive logo and the advertising slogan Just do it. 35 Nike promotes its products by sponsorship agreements with celebrity athletes, professional teams and college athletic teams. However, Nikes marketing strut contains many elements besides promotion.These are summarised below. Advertising From 1972 to 1982, Nike relied almost exclusively on print advertising in highly vertical publications including Track and Field News. some of the early advertising was focused on a new shoe release, essentially outlining the benefits of the running, basketball or tennis sh oe. In 1976, the company hired its archetypal outside ad agency, John Brown and Partners, who created what many consider Nikes first brand advertising in 1977. A print ad with the tagline There is no finish line have a lone kickoff on a rural road and became an instant classic.The success of this simple ad inspired Nike to create a poster version that launched the companys poster business. In 1982, Nike aired its first national television ads, created by newly formed ad agency Wieden+Kennedy, during the New York Marathon. This would mark the beginning of a remarkably successful partnership between Nike and W+K that remains inherent today. The Cannes Advertising Festival has named Nike its advertiser of the year on two separate occasions, the first and only company to receive that honor twice (1994, 2003). 36 Nike also has gain the Emmy Award for best commercial twice since the award was first created in the 1990s. The first was for The Morning After, a satirical look at what a r unner might face on the morning of January 1, 2000 if both dire prediction about Y2K came to fruition. 37 The second Emmy for advertising earned by Nike was for a 2002 spot called Move, which featured a series of famous and everyday athletes in a stream of athletic pursuits. 38In addition to garnering awards, Nike advertising has generated its fair share of Controversy. RANDOM The curt version of this is Nike makes itself pop up everywhere, so that its well known. It associates with people that most of its consumers want to emulate (such as michael jordan, in the 1990s) and creates products that will assemblage to as wide of an interview as possible while using those celebrities its consumers want as bait (eg, michael jordan and the Air Jordan shoe line).This is just the marketing side The business as a whole creates fast, easy assembly methods that allow it to use cheap labor in southeast asia and elsewhere to let down cheap products (around 10 dollars) and sell them at extreme ly high prices (about 150 dollars). With nike, most of what youre buying is image. Nike, Inc. is a marketer of sports apparel and athletic shoes. The American manufacturer, through its marketing strategy which rests on a favourable brand image, has evolved into a large multinational enterprise In keeping with the brand image is its association with the distinctive logo and its advertising slogan, Just do it. In order to maintain and sustain this image, the company makes huge investments in advertising and brand promotion. Its promotional activities include agreements for product sponsorship with professional athletic teams, celebrity athletes, and numerous college athletic teams. Nike is involved in the production of goods for a wide variety of sports, competing with every sports fashion brand in existence.Because of the absence of any single brand that rivals the products of Nike, the company has no direct competitors, with the exception of German company Adidas. This has helped p opularize the brand worldwide in all areas of sport and sports fashion. When Nike first began as Blue Ribbon Sports they only sold one product (running shoes) and because of this they had to make the target audience large. However, because of the wide-range of products that Nike sells they now have different target-audiences for each product. For young people, Nike sponsors popular athletes that their customers want to emulate.

Fahrenheit 451 & Gattaca Comparative Study

Throughout time Science Fiction writers deliver produced their work, using the concept of dystopia as a method to express their outlook and opinion on the issues within their existing societies, in which they are writing from. The writer delivers a message to the audience, educating them intimately the current conditionual concerns and the possibility of the dystopias that are developed as a solving. This is demonstrated in the novel Fahrenheit(postnominal) 451, written by Ray Bradbury and the moving-picture show Gattaca, directed by Andrew Niccol.Both of these composers illustrate their fears for the fate of their beau monde through the structural and language features of their texts. Ray Bradbury look fors the value of using friendship and independent thinking quite than blindly following the rules, without a second thought or question. Andrew Niccol dos the reality of scientific methods, addressing the responder of the direction beau monde is heading in and the fatal re sult of the future if we were to mess with the balance of personality. Like all texts, Fahrenheit 451 is a product of its time.It was published in the early 1950s, during a time recovering from foundation War II and facing the Cold War, which ca apply key contextual concerns of this period. During the McCarthy era, the rise of the mass media contributed to the themes and moods explored by Bradburys dystopian fiction novel. These ideas include the danger of censorship, knowledge vs. ignorance and the theatrical billet of technology which are explored in a world where people are so busy that they do not stop to think or notice beauty or to really communicate with the people around them.This is a world where the media feeds the minds of numbed masses whose highest goal is happiness a goal that persistently eludes them. Although Gattaca was created many years afterwards, Andrew Niccols futuristic film also explores the contextual concerns within his present society the twenty-fir st century. Niccol looks at the role of science and technology and the concerns that can come from being too dependent upon these. Gattaca provides us with a dystopic vision of the not-too-distant future if we are to continue to strive for perfection.He challenges our concept on what it is to be an individual human being and what extent we are willing to go to in advance our morals and ethics are forgotten. This is shown in the film through ideas such as destiny vs. free will, systematic discrimination and the role of record and technology. A key concern that Bradbury has about the future that is directly related to context is the danger of censorship. The national socialist book burnings in Germany in 1933 had been widely publicised after World War II. These book burnings became a major symbol of the repression that followed in Nazi Germany.The importance of literature and the freedom to read and write was a central concern of liberal-minded people during the 1950s, and this tho ught was common to Bradbury. In Fahrenheit 451, society has evolved to such and extreme that literature is illegal to possess. No longer can books be read, not only because they might offend some integrity, but because books raise questions that a lot lead to revolutions and even anarchy. A major example of censorship is book burning, which with Bradburys use of symbolism reinforces the ideas of anti-censorship.Fire is used symbolically to identify the issues of censorship and represents the terminal of books, people and society. Censorship in the world consists of book burning, manipulative parlor families, and the intolerance of those who attempt to be an individual. Bradburys use of symbolism reinforces the ideas of anti-censorship. Fire is used symbol of censorship as it represents the destruction of books, of people, and of society, however is used to cover up all things that the firemens propaganda does not enforce.The first sentence of the novel introduces the role of fire saying It was a pleasure to burn. It was a pleasure to see things eaten, to see things blackened and changed. Obviously fire is a symbol of destruction, but in this quote fire has multiple functions it destroys the book in one sense, but in another it changes the book and even creates something new. Captain Beatty wants to use fire to ameliorate the world of knowledge, a thing that he believes is evil. He wants to use fire to erase peoples memories and problems. He believes that fire can destroy anything and make problems disappear.When he explains that cremation is all important(p) to make people forget the dead, he says that they should Forget them. Burn all, burn everything. Fire is bright and fire is clean. He thinks that the only way to have a peacefully and happy society is to make people forget the past and ignore or forget anything that they do not like. This reflects plunk for to the society after WWII and the motives of the Nazis removing thoughts and the past will res ult in peace and happiness. Bradbury also serves to warn us of the danger of ignorance in this futuristic dystopia.This again is reflective of the Nazi book burnings and the idea of people leaving behind knowledge and becoming blissfully ignorant of the past. In Fahrenheit 451 the firemans responsibility is to destroy knowledge and labor ignorance in order to ensure equality. Ignorance, however, promotes suicide, poor decisions, and empty lives. When Beatty discovers Montags hidden collection of books, he explains that all firemen become curious of books, and may have time to explore them for a short time before disposing of them.He then tells Montag about the state of the world people are made content by their lack of knowledge. Those who very know the world are unhappy, while those who are ignorant of it have a false sense of happiness. From this moment, Montag is given the choice of conforming and living an stylized but happy disembodied spirit, or seeking knowledge and beari ng the pain that accompanies it. In the novel, when Captain Beatty mentions the history of fire fighting and the history of books.He says, Classics cut to view fifteen-minute radio shows, then cut again to fill a two-minute book column, winding up at last as a ten-or-twelve-line dictionary resume. The use of a hyperbole in this quote exaggerates to make a point of how really short they are to him or compared to what they used to be, displaying the ignorance towards knowledge and the past. Losing touch with nature and becoming dependent on technology is a concern that Bradbury forces us to examine in Fahrenheit 451.Bradbury uses personification to demonstrate this idea, describing technological equipment as animals and full-grown them human characteristics. The Mechanical Hound slept but did not sleep, lived but did not live in its gently humming, gently vibrating, softly illuminated kennel back in a dark corner of the firehouse. This quote is a pure example of personification, where the mechanical hound, a mere mould, is described as having a personality and behaviours similar to that of a human being. Also, this quote can be expressed as an irony to the people in the society.Another example of the being too reliant on technology is the palor walls and the people of Fahrenheit 451 spend most of their time consumed by the information they are being fed, losing touch with the outside world, or nature and becoming completely dependent on technology. Using personification once again, Bradbury defines the machine used to clean out his wife, Mildred as a black cobra put down an echoing well looking for all the old water and the old time gathered there, once again refer to a machine as an animal. The way he writes This machine pumped all of the furrow from the body and replaced it with fresh blood and serum, indirectly xplains the emptiness of the peoples souls in the society. This machine is pumping Mildreds blood and we can say that Mildred is the represent ative of the society. In this line, it states that the machine can just replace the blood with new one, meaning that theres nothing precious in Mildreds soul. Her vitality is just full of nothingness, nothing to hide and nothing to lose. Technology has stripped society of its personality and individualism. Niccol too explores the role of nature and technology in the futuristic dystopia he has created in Gattaca.He forces the responder to question the dangers of uncontrolled technology. In the not-to-distant future, the world of Gattaca is where genetic engineering has become the normal approach to procreation. Overall the oscilloscope of the film is quite severe and uncluttered and is dominated by people and symbolic locations. This sterile and cold society of elitist collaborations like Gattaca promotes competition, isolation and discrimination. This is something that is dangerous to individuals and relationships and shows an unconditional belief to the world of science.The fil m begins with the quote Consider Gods handwork who can straighten what he has made crooked from Ecclesiastes 713, followed by the quote I not only think that we will tamper with Mother Nature, I think Mother Nature wants us to from Willard, then cuts to extreme close ups of Vincent exfoliating, removing fingernails, hair, peel off fragments and eyelashes. Niccol very intricately places the two quotes one after the other to force the responder to think about what being human truly is and how far is it before were playing god. This is extremely relevant to todays society, as we continue to tamper with Mother Nature.The use of the extreme close-up of the fragments reminds the audience of the idea of being put under the microscope reflects societys fixing with defining people by their genetic background and further magnifies the importance of genetic material. The role of human relationships is important to Niccol in his film Gattaca. He forces us to empathize the concept of systemat ic discrimination. People are no longer discriminated against by race, personality, or religion, but are judged only by the superiority of their genetic code, as stated We now have discrimination down to a science.Visual metaphors in the film reinforce this concept. Various motifs throughout the film, such as glass and water, which illustrate the invisible walls Vincent is rebelling against. These motifs are seen in the film in separate scenes one when Vincent is looking into Gattaca through the glass, when he is still a janitor, and another is shown in the drownming scene, with Anton becoming a symbol of the society who rejects Vincent. The continuously daunting identity checks throughout the movie reinforce the oppressive and dystopic society and the concerns presented further display the idea of discrimination.Although the discrimination is not one that we have in this current society, the tote up of discrimination we have now builds concerns that this could be a possible path for the future. Furthermore, a similar concern to that which has been raised in Ray Bradburys Fahrenheit 451 is the idea of conformity versus the individual. This can connected to the idea of destiny versus freewill. Vincent chooses to ignore his destiny and rebel against what is considered to be normal in order to reach his dreams. Gattaca shows us that our destiny cannot be mapped out using our genetic code.In the beginning of the movie the idea of destiny seems to overshadow freewill. This is shown when Vincents destiny is supposedly mapped out at the moment of his birth, being born with a 99% chance of a heart attack, his father realising this did not give him his name as he did not deem him worthy. Despite Vincents life being apparently planned for him, there is no gene for the human spirit, and this is shown when Vincent beats his perfect brother in two rounds of the game chicken. The swimming scene contains another form of symbolism with the colours the two brothers are wear ing.The two brothers wear contrasting colours when racing. Vincent is wearing white, symbolising purity whilst his brother, wearing black represents altercations, and something that has been tampered with. When his brother asks how he could possibly have beaten him, Vincent replies This is how I did it, Anton. I never saved anything for the swim back. This quote further supports the concept of free will vs. destiny and that our free will and our determination are what ultimately determine the path our life will take.Therefore, by taking a step back and examining the contextual concerns of the time that texts were written in, allows us to clearly see the issues and values the composers of texts are severe to create. In Ray Bradburys Fahrenheit 451 the major value he is trying to send is that literature is much more important than technology and expresses to us his concerns for control of thoughts and the limit of knowledge one is permitted. Andrew Niccols Gattaca informs the audienc e of the values of individual identities and surpassing ones boundaries. He allows us to understand the obsession with being perfect can be an unwarranted threat.Both these writers of Science Fiction address to their audience of the unnecessary extremes that our world could lead to if we do not understand what our boundaries are. The context and techniques of these two medians have supported the statement that Science Fiction writers create dystopias to communicate their concerns about society and its future. They use these techniques to underline what society would be like if a totalitarian regime is enforced on society, where individual thought is discouraged and propaganda is fed to the masses in order to control society.

The Soundtrack to my life

Music is a love of mine I abide say that I can non rattling go through a daylight without listening to round symphony. Through Primary school I rargonly listened to any euphony. The approximately my medicineal genre would whole step to would be that of steps, blue and s-club 7, some of the cheesiest pop music you will ever here. These days the main music I like is that of Rock, my music taste ranges that from pop bands like McFly to heavy metal such as Slipknot. So I would say I befool a diverse music range. I cant re altogethery stand hip hop or rap, some can be alright, hardly most is the alike(p) repeated beat with someone talking on top of it. I only really started acquire really into music at the end of Year 7, as this is when I got my first MP3 player. Most of the music I really like re creative presupposeers me of memories in the summer as this is my favourite date of year, meaning most happy memories that argon related with music are in the summer.One of the m ain var.s that e genuinely metre I hear, really reminds me of the past is, Good Charlottes chronicles of spirit and death. This cry is up their with my favourite tunes of all time as it delivers a real poignant message and the lyrics really mean something, while in todays music, the lyrics are poorly written to mature a one hit wonder. As I hear this tenor and as soon as it starts with the opening lyrics, You come in cold, youre covered in blood. I am al federal agencys taking back to the summer of 2005 as this song played a huge quit in my life that summer.Good Charlottes Album The Chronicles of life and Death came out in October 2004, hardly I didnt get it to the time just before I went away, so this album really was a part of my holiday. I will always remember around May 2005 I first heard good charlottes Chronicles of Life and Death single on the radio. The moment I first heard this song, my ears were transported to music heaven and I was ghost with this song then and I still love it now. The memory that I can really conceive of when I hear this song is lying down in the long grass, with the sun blazing down, but not too strong so it is uncomfortable and listening to my MP3.A song that I not necessarily can relate to, but a song that when I hear it just yields my day brighter is Bowling for Soups High School Never Ends. I believe that this song really describes my present as I only really got into the song a few months back. If you listen to any of Bowling for Soups music I can safely say you will be amazed at how happy you can feel just from a piece of music, where the cheesy lyrics and the pop power chords will really solve your day better. Even if you are feeling so down and you listen to bowling for soup, you will be brought back up and your spirits will be lifted.Not many memories really come to mind when I listen to Bowling for Soups High School Never Ends. The main memory I fall in of listening to this song is the long coach journey to Austria when we went on our skiing trip. I had my I seedpod and because Bowling for Soups album was the newest thing I had set apart on it I listened to it on many generation as we travelled down. On the coach I will always remember how it was around 300 AM in the morning, but I couldnt sleep because I felt so dirty and skanky from being on the coach for around twelve hours so I just picked up my I pod, and watched the music video of High School Never Ends. I even when I felt really dirty, smelly and tired, Bowling for Soup managed to bring me out of my misery and put me in the world of bliss that they bring.The song The New Transmission by Lost Prophets, is one song that when I listen to really reminds me of the clock I have been to Wales. The main reason for this is that Lost Prophets are a welsh band, but I only really started liking them last year when I went too Wales with a friend of mine. The main thing I enjoy about this piece of music is the main flip over that holds the song in concert on guitar. I enjoy this riff as its simple but sound great and I think that lost prophets use it very well in that song. Also at the start of the song the first three lines areTake, take, take all my time, all my companyTake everything from meFake, fake, fake all these things that you say to meNothing that I want to believeThese lyrics just make me feel warm inside, but not because of the way they are spoken it is the way they are said by Ian Watkins (Lead Singer). I think that the words are really catchy and will be stuck in your head all day making you sing them over and over again.When I hear this song it brings me back to the summer of 2006 in which I spent nearly four weeks in Wales. The main memory I have of this song is the warm sun striking down on out backs, the beautiful sea sparkling in the sunlight like a glittering diamond as me and my friend were skating on the mall while listening to are MP3 players. I had sort of gone of skateboarding and didnt really enjoy it (mainly because I was very good at it), but this one time I really enjoyed it as we sped along really fast and it seemed that we had to put almost no effort to move along because the walkway way was very smooth. This song makes me feel happy when I hear it as it reminds me of the summer in 2006 which I enjoyed very much.A song that I think sums up my future is Teenagers by My Chemical Romance. I believe this is because this song really gives me an image of what my future years of being a teenager are going to be like. The chorus isThey said all teenagers s heraldic bearingThe living shit out of meThey could care lessAs long as someonell bleedSo darken your uniformOr smasher a violent poseMaybe theyll leave you alone, but not meWhen I listen to this song I get the image of how mainly mine, and lots others, teenager years are going to be like. As this song makes you think of teenagers and what they do, so it gives me a vision of the future. Also the fantastic b lues riff used all throughout the song really makes this song very catchy.The main image I get when I listen to this song is teenagers basically getting told off and trying to be put under control. I get this from the opening verseTheyre gonna clean up your looksWith all the lies in the booksTo make a citizen out of youBecause they sleep with a gunAnd keep an eye on your sonSo they can watch all the things you doThis describes teenagers being kept under control, by saying that they retentivity an eye on teenagers. But when you get to the chorus it shows that the teenagers rebel, we know this from the lineSo darken your clothesOr strike a violent poseThis is how the present is for most teenagers and how it will continue into the future, with adults trying to keep teenagers under control, but with them always rebelling and striking back at adults. This song is very sluttish to listen to and I believe that what makes it so easy to listen to is that the words are pronounced very clea rly, and the song paints many pictures in your head as you listen to it.Music is my life and I have a lot of songs that I believe describe my life, so it has been hard picking and describing only these ones. I prefer rock when it comes to music, but will expand to other genres. I cant get though a day without listening to one piece of music this makes music one of the main things in my life and is very important to me. Music reminds me of happy times, such as the summer, and because of this I love listening to music and it gives me many songs that I can put into the soundtrack to my life.

Trade Unions and the Industrial Revolution

Trade Unions had strugg conduct to achieve the freedom to exist in the early stages of the industrial revolution. Provide a critical account of their early developments, noting some of the major changes in their formation and character. A consider union can be described as an organization of workers who take a leak banded together to achieve common goals in key areas and working conditions.They were established around the early eighteenth light speed and mixer status was low and most were from within crafting industries only when as the success of guile unions became apparent, workers in otherwise(a) industries began to see the benefits of unions to eachow them to go from strength to strength and establish themselves in a wider variety of domains. However, up until the late eighteenth century administer unions were mainly illegal, unions were forbidden by special statutes, and they could be proceeded against at common law, for conspiracy in simple mindedness of trade. (Derry and Jarman, XXXX, p. 41). Since then, memberships levels, mergers, formations, dissolutions and breakaways, have wholly had an impact resulting in changes in union formation and character, these can be seen large(p)ly through the parliamentary acts that have been passed in congener to it. By examining the various historic triumphs of workers over their employers such as the Match-girls and the London Dockers, it is possible to establish the changes in formation and character and how trade unions managed to pull through the industrial revolution to become such an powerful part of society today.One of the first noteable changes was an increase in membership levels because as the employment sector grew with the industrial revolution, workers began to see the opportunities available to them, to improve the quality of their working life by joining trade unions and thus made the effort to form specialized organisations that would protect their interest against exploitive employ ers.However, in 1799 and 1800 William Pitt, the strand Minister, passed Combination impartialitys which made it illegal for workers to join together to pressure their employers for shorter hours and more(prenominal) pay or celebrate employers from choosing whom they wish to employ selectively. This made it increasingly difficult for trade unions to even form and as a result they were coreively made illegal. One could say that towards the end of the eighteenth century, tat the journeymens societies had authentic into trade unions.The Combinations actions were used infrequently and combinations continued to spread across a variety of occupations and the Acts were repealed in 1824, and, this was followed by an bam of surpasss and as a result the 1825 Combination Act was passed which again imposed limitations on the right to bash. As a result of this, trade unions were forced to use debate and other more cerebal methods to achieve their goals alternatively than immediately r esorting to violent strikes.Another noteable change in formation amongst trade unions became apparent in 1834 when in that location was an attempt to establish a Grand National Consolidated Trades Union bringing together all the unions but it never attracted general have a bun in the oven. From 1830 onwards, attempts were made to set up national general unions to try and pass the movement and increase awareness and involvement, most notably Robert Owens Grand National Consolidated Trades Union (GNCTU) in 1834, which gained 250,000 members.Unfortunately it collapsed due to internal strife and lack of funds. Around the same time there was the suit of the Tolpuddle Martyrs from mavin of the GNCTUs sub divisions, the Friendly Society of Agricultural Labourers who were sentenced to seven course of instructions transportation but a campaign launched for their release had their sentence remitted in 1836. This was the first of its kind and like a shot people were kickoff to see a r eal change and workers interests were organism represented more in society and now a large majority of employees belonged to trade unions.More permanent trade unions were established from the 1850s, based on new begins and a better organization for the new Unions of better-paid workers. (Derry and Jarman, XXXX, p. 146). In 1851 the Amalgamated Society of Engineers was formed aft(prenominal) sever local and sectional engineering unions merged together (Blackboard, 2008). This society formed a new organisation of trade unionism which was followed by Carpenters and Joiners and other trade unions. These unions were respected by employers because they hand cash in the bank and prudence as their first principle.They had a cautious industrial policy and used strikes as a last resort. (Derry and Jarman, XXXX, p. 146). The new Liberal government headed by William Gladstone see The Trade Union Congress campaigning for the Minority Report, the campaign was successful and the 1871 Trade Union Act was based largely on the Minority Report. This act secured the legal status of trade unions. As a result of this legislation no trade union could be regarded as criminal because in restraint of trade trade union funds were protected.Although trade unions were pleased with this act, they were less happy with the Criminal Law Amendment Act passed the same day that made picketing illegal. Trade unions also went through many amalgamations and legal changes, for example, until 1850, unions had been intricate primarily in local affairs (with the exception of the miners) but from the middle of the century, the growth of railways meant that communications were easier and amalgamations began to evolve determine.The engineering industry was in the lead and the Amalgamated Society of Engineers (ASE) was established in 1850. It modelled itself on the cordial society, providing unemployment, sickness and disablement benefits and a funeral allowance. Certain other merging unions fo r example in woodworking and adapt followed the ASEs model but others kept their friendly society and trade sections discriminate. And many local societies remained even the national unions still gave much autonomy to branches and districts and there was a constant danger of breakaways.The model was still predominantly about the protection of craft status, with the aim of limiting entry and even when technological change took place, of preserving jobs for their members and although women were move into the wear out market in increasing numbers, there was hostility to women penetrating new areas of work and unions were only male. Alongside the growth of national unions came the development of trades councils from around 1858 in major towns and cities. Bringing together unions locally, their aim was to co-ordinate life in disputes and to help create a climate of opinion more gilded to the unions.In 1868, the Manchester and Salford Trades Council called what is usually taken a s the first meeting of what was to become the Trades Union Congress (TUC), an yearbook meeting to encourage collaboration between unions and put pressure on the government. By the 1870s, the TUC had a regular general secretary and by 1895 representation at the TUC was restricted to unions, and trades councils were excluded altogether to avoid dual representation. The TUCs parliamentary Committee took a growing role in representing the union view to government.Industrial disputes continued, unsurprising at a time of rapid change when new working practices and technologies were being introduced. The major strikes were almost forever about how work should be carried out and who could be employed on particular tasks entry and preservation of craft status (which implied having served an apprenticeship) remained predominant aims. Most strikes began as unofficial affairs, later ratified by a sometimes reluctant national leadership this feature was still evident a century later. still mo st union leaders had an interest in stability apart from other considerations, strikes were a affright to their funds, and unions have never been well-funded. From the late eighteen hundreds, trade unions began to grow steadily, by the beginning of the 1880s, the number of trade unionists has been estimated at around three-quarters of a million, most in skilled trades although the majority of the workforce was unskilled. In the 1880s, led by seamen, dockers and gas workers who held notably successful strikes, serious organisation of the unskilled and semi-skilled began. Women too formed separate trade unions.The predominant ideology behind the craft unions had been Non-Conformism and self-help. During the period of the growth of new unions, socialism began to romp a part and many young activists were inspired by it. But the climate tended towards the anarchic these alleged(prenominal) new unions competed with each other, often with intense inter-union rivalry. This was not confine d to the new unions new processes were blurring traditional patterns of working, and in engineering and shipbuilding there were demarcation disputes between the craft unions, refusals to support semi-skilled workmates in disputes, and even industrial action against them.There were growing demands for closed shops, in which only union members could be permitted to be employed, and blacklisting of employers not recognising unions increase. The result was a spate of legal actions in the 1890s, culminating in the Taff Vale Judgment of 1901 which held that trade unions could be held liable for wrongful acts committed by their officials. A further judgment, Quinn v Leathem, ruled that a strike could be regarded as a conspiracy to injure, and once again unions could be held liable for the damages.These judgments had the further effect of making the leadership of unions realise that a voice in Parliament was needed to protect their funds, and by 1904 over half the unions affiliated to the T UC were also affiliated to the Labour Representation Committee, the forerunner of the Labour Party. effectual developments aside, from the 1880s and up to the First World War, unions were increasingly recognised as having a legitimate place in society. Governments generally wanted social stability, which meant seeking to reinforce moderate union leaders against more militant elements.Many employers had concluded that seeking to exclude unions would be counter-productive, and employers associations like the Engineering Employers Federation developed to deal with unions and to provide assistance to their members in national and local bargaining. (Some employers, like those on the railways, did resist however and it is probably no coincidence that both the Taff Vale and Osborne Judgments involved railway companies. ) The terms industrial relations and collective bargaining entered the language, although it is difficult to say precisely when.Amalgamations of unions continued and member ship grew rapidly there were 4. 1 million trade unionists in 1914, as against 1. 5 million in 1894. By the 1860s the main industrial towns and cities of Britain were establishing many small Trade Councils. In 1886 trade unionists in Sheffield were accused of using arson and mar to intimidate non-unionists and this spurred the 34 leaders of these Councils to meet together in Manchester to consider forming a single large organisation that would provide a united voice in the defence of all Trade Unions and wherefore the Trade Union Congress (TUC) came to be.It was agreed an annual meeting would be held to discuss issues of importance to the labour movement. The legal status of trade unions in the United Kingdom was established by a imperial Commission in 1867, which agreed that the establishment of the organizations was to the advantage of both employers and employees. Unions were legalized in 1871. In 1871 Trade Unions were no longer considered to be unlawful and full legal protect ion was given to union funds and the year when the Criminal Law Amendment Act was passed which prohibited picketing and placed restrictions on the right to strike.Anybody who sought representation or felt they were subjected to poor working conditions, now knew where to go and who to go to. The Bryant & May dispute was the first strike by unorganized workers to gain national publicity with 1400 women at Bryant and May going on strike, gaining support from many significant people in society. It was also successful as it helped inspire the formation of unions all over the country. However it is important not to over exaggerate the success of trade unions as by 1888 only 5% of the labour force were members of trade unions.Another turning point in business relationship for trade unionism was the London Dockers Strike, where workers wanted better pay and shorter working hours and even gained financial support from trade unions in Australia which led them to a victory over their employer s. Over the next few years a large number of unskilled workers joined trade unions. Between 1892 and 1899 membership of trade unions increased from 1,500,000 to over 2,000,000 as explained by McArthy (XXXX) Throughout the century, trade unionism went through many significant changes that widened its membership and allowed the movement to flourish.It is because of these changes and development within individual movements that more and more of societys needs were being represented via trade unions. It was difficult though for unions to be largely proxy at any one given point though due to big political movements that were also going on at the time and also because there still wasnt quite the feeling of collectiveness amongst workers and unions werent largely representative of the majority of society until workers began to realise that grouping together against tyrannical employers could lead to change.For the most part, people have belonged to trade unions because they offer protect ion in the early days to provide help in the absence seizure of a welfare state, and then to counteract the greater economic strength of employers, to provide legal and other support to members who believe they suffer injustices, and to campaign for reform. They are products of their times, and like other institutions reflect the political and social atmosphere of their day, as well as their own histories. No doubt this will continue to be so in the future.