Multinational Corporation Assignment Example | Topics and Well Written Essays - 2000 words

Multinational Corporation - Assignment Example In reality, many international investors are seemingly small and weak. For instance, multinational firms originating from developing countries have become a visible force in the world of FDI (Wells, 1983) Small and medium-sized firms also play significant roles in outward investment (Buckley et al, 1988), which have benefited many countries, thereby ending up in predicting future threats. "FDI is a cross-border production activity that takes place for a number of reasons. Investment decisions are affected by market size and cost differentials, with firms investing in locations with relatively low production costs". (Barrell, 1997) After grappling with the question of why MNCs engages in International production, four theories are identified that attempts to explain four motivations for FDI, named Monopolistic Advantage Theory, Oligopolistic Reaction Theory, Internationalisation Theory and the Eclectic Paradigm. Hymer suggests that FDI occurs in imperfectly competitive markets and adopted an industrial organisation approach to explain the process of international production. Kindleberger details the nature of the monopolistic advantages that the foreign investor may possess over its domestic competitors. Thus, he indicates that these advantages may arise in the goods market to achieve vertical or horizontal integration. Kindleberger also states that monopolistic advantages may arise through the actions of government in the host country. In restricting imports, the government may inadvertently stimulate FDI. However, Caves argues that the vertically extended foreign investor does not rely on the possession of these unique assets. Its motivations for international production are to avoid oligopolistic uncertainty concerning the long-term supply and pricing of its inputs as well as to erect barriers to entry against new rivals. Hood and Young (1979) postulate that the monopolistic advantage theory fully explains the FDI made by US multinational enterprises during the post-World War II period. However, they question whether the MNC needs to possess any advantage when investing in developing countries, since it is confronted with little domestic competition. They cite the example of Japanese ventures in developing countries that are faced with few, if any, effective local competitors. (Hood and Young, 1979) Oligopolistic Reaction Theory Knickerbocker argues that a rival firm's moves into a foreign market not only could threaten the corporate earnings of the other oligopolists, but also could result in it acquiring competitive assets far in excess of those it already possesses. Thus, he posits, the defensive investment undertaken by the other oligopolists serves to maintain the balance of competition within the industry. (Barclay, 2000, p. 23) Knickerbocker postulates that it is the firms

A Definition of Collaborative vs Cooperative Learning Essay Example for Free

A Definition of Collaborative vs Cooperative Learning Essay I have been searching for many years for the Holy Grail of interactive learning, a distinction between collaborative and cooperative learning definitions. I am getting closer to my elusive goal all the time but I am still not completely satisfied with my perception of the two concepts. I believe my confusion arises when I look at processes associated with each concept and see some overlap or inter-concept usage. I will make a humble attempt to clarify this question by presenting my definitions and reviewing those of other authors who have helped clarify my thinking. Collaboration is a philosophy of interaction and personal lifestyle whereas cooperation is a structure of interaction designed to facilitate the accomplishment of an end product or goal. Collaborative learning (CL) is a personal philosophy, not just a classroom technique. In all situations where people come together in groups, it suggests a way of dealing with people which respects and highlights individual group members abilities and contributions. There is a sharing of authority and acceptance of responsibility among group members for the groups actions. The underlying premise of collaborative learning is based upon consensus building through cooperation by group members, in contrast to competition in which individuals best other group members. CL practitioners apply this philosophy in the classroom, at committee meetings, with community groups, within their families and generally as a way of living with and dealing with other people. Cooperative learning is defined by a set of processes which help people interact together in order to accomplish a specific goal or develop an end product which is usually content specific. It is more directive than a collaboratve system of governance and closely controlled by the teacher. While there are many mechanisms for group analysis and introspection the fundamental approach is teacher centered whereas collaborative learning is more student centered. Spencer Kagan in an article in Educational Leadership (Dec/Jan 1989/1990) provides an excellent definition of cooperative learning by looking at general structures which can be applied to any situation. His definition provides an unbrella for the work cooperative learning specialists including he Johnsons, Slavin, Cooper, Graves and Graves, Millis, etc. It follows below: The structural approach to cooperative learning is based on the creation, analysis and systematic application of structures, or content-free ways of organizing social interaction in the classroom. Structures usually involve a series of steps, with proscribed behavior at each step. An important cornerstone of the approach is the distinction between st ructures and activities. To illustrate, teachers can design many excellent cooperative activities, such as making a team mural or a quilt. Such activities almost always have a specific content-bound objective and thus cannot be used to deliver a range of academic content. Structures may be used repeatedly with almost any subject matter, at a wide range of grade levels and at various points in a lesson plan. John Myers (Cooperative Learning vol 11 #4 July 1991) points out that the dictionary definitions of collaboration, derived from its Latin root, focus on the process of working together; the root word for cooperation stresses the product of such work. Co-operative learning has largely American roots from the philosophical writings of John Dewey stressing the social nature of learning and the work on group dynamics by Kurt Lewin. Collaborative learning has British roots, based on the work of English teachers exploring ways to help students respond to literature by taking a more active role in their own learning. The cooperative learning tradition tends to use quantitative methods which look at achievement: i. e. , the product of learning. The collaborative tradition takes a more qualitative approach, analyzing student talk in response to a piece of literature or a primary source in history. Myers points out some differences between the two concepts: Supporters of co-operative learning tend to be more teacher-centered, for example when forming heterogeneous groups, structuring positive inter- dependence, and teaching co-operative skills. Collaborative learning advocates distrust structure and allow students more say if forming friendhip and interest groups. Student talk is stressed as a means for working things out. Discovery and contextural approaches are used to teach interpersonal skills. Such differences can lead to disagreements. I contend the dispute is not about research, but more about the morality of what should happen in the schools. Beliefs as to whast should happen in the schools can be viewed as a continuum of orientations toward curriculum from transmission to transaction to transmission. At one end is the transmission position. As the name suggests, the aim of this orientation is to transmit knowledge to students in the form of facts, skills and values. The transformation position at the other end of the continuum stresses personal and social change in which the person is said to be interrelated with the environment rather than having control over it. The aim of this orientation is self-actualization, personal or organizational change. Rocky Rockwood (National Teaching and Learning Forum vol 4 #6, 1995 part 1) describes the differences by acknowledging the parallels they both have in that they both use groups, both assign specific tasks, and both have the groups share and compare their procedures and conclusions in plenary class sessions. The major difference lies in the fact that cooperative deals exclusively with traditional (canonical) knowledge while collaborative ties into the social constructivist movement, asserting that both knowledge and authority of knowledge have changed dramatically in the last century. The result has been a transition from foundational (cognitive) understanding of knowledge, to a nonfoundational ground where we understand knowledge to be a social construct and learning a social process (Brufee, Collaborative learning: Higher Education, Interdependence, and the Authority of Knowledge, 1993). Rockwood states: In the ideal collaborative environment, the authority for testing and determining the appropriateness of the group product rests with, first, the small group, second, the plenary group (the whole class) and finally (but always understood to be subject to challenge and revision) the requisite knowledge community (i. e. the discipline: geography, history, biology etc. ) The concept of non- foundational knowledge challenges not only the product acquired, but also the process employed in the acquisition of foundational knowledge. Most importantly, in cooperative, the authority remains with the instructor, who retains ownership of the task, which involves either a closed or a closable (that is to say foundational) problem ( the instructor knows or can predict the answer). In collaborative, the instructoronce the task is set transfers all authority to the group. In the ideal, the groups task is always open ended. Seen from this perspective, cooperative does not empower st udents. It employs them to serve the instructors ends and produces a right or acceptable answer. Collaborative does truly empower and braves all the risks of empowerment (for example, having the group or class agree to an embarrassingly simplistic or unconvincing position or produce a solution in conflict with the instructors). Every person, Brufee holds, belongs to several interpretative or knowledge communities that share vocabularies, points of view, histories, values, conventions and interests. The job of the instructor id to help students learn to negotiate the boundaries between the communities they already belong to and the community represented by the teachers academic discipline, which the students want to join. Every knowledge community has a core of foundational knowledge that its members consider as given (but not necessarily absolute). To function independently within a knowledge community, the fledgling scholar must master enough material to become conversant with the community. Rockwood concludes: In my teaching experience, cooperative represents the best means to approach mastery of foundational knowledge. Once students become reasonably conversant, they are ready for collaborative, ready to discuss and assess,. Myers suggests use of the transaction orientation as a compromise between taking hard positions advocating either methodology. This orientation views education as a dialogue between the student and the curriculum. Students are viewed as problem solvers. Problem solving and inquiry approaches stressing cognitive skills and the ideas of Vygotsky, Piaget, Kohlberg and Bruner are linked to transaction. This perspective views teaching as a conversation in which teachers and students learn together through a process of negotiation with the curriculum to develop a shared view of the world. It is clear to me that in undertaking the exercize of defining differences between the two ideas we run the risk of polarizing the educational community into a we versus them mentality. There are so many benefits which acrue from both ideas that it would be a shame to lose any advantage gained from the student-student-teacher interactions created by both methods. We must be careful to avoid a one-size-fits-all mentality when it comes to education paradigms. As a final thought, I think it behooves teachers to educate themselves about the myriad of techniques and philosophies which create interactive environments where students take more responsibility for their own learning and that of their peers. Then it will become possible to pick and chose those methods which best fit a particular educational goal or community of learners.

Anderson And Hemingways Use Of The First Person Essay -- essays resear

"It is a tale told by an idiot, full of sound and fury, signifying nothing."At one point in his short story, "Big Two-Hearted River: Part II", Hemingway's character Nick speaks in the first person. Why he adopts, for one line only, the first person voice is an interesting question, without an easy answer. Sherwood Anderson does the same thing in the introduction to his work, Winesburg, Ohio. The first piece, called "The Book of the Grotesque", is told from the first person point of view. But after this introduction, Anderson chooses not to allow the first person to narrate the work. Anderson and Hemingway both wrote collections of short stories told in the third person, and the intrusion of the first person narrator in these two pieces is unsettling. In both instances, though, the reader is left with a much more absorbing story; one in which the reader is, in fact, a main character. With the exception of "My Old Man", which is entirely in the first person , and "On the Quai at Smyrna", which is only possibly in the first person, there is just one instance in In Our Time in which a character speaks in the first person. It occurs in "Big Two-Hearted River: Part II", an intensely personal story which completely immerses the reader in the actions and thoughts of Nick Adams. Hemingway's utilization of the omniscient third person narrator allows the reader to visualize all of Nick's actions and surroundings, which would have been much more difficult to accomplish using first person narration. Nick is seen setting up his camp in "Big Two-Hearted River: Part I" in intimate detail, from choosing the perfect place to set his tent to boiling a pot of coffee before going to sleep. The story is completely written the in third person and is full of images, sounds, and smells. In "Big Two-Hearted River: Part II" Hemingway exactly describes Nick's actions as he fishes for trout. Details of his fishing trip are told so clearly that the reader is almost an active participant in the expedition instead of someone reading a story. He carefully and expertly finds grasshoppers for bait, goes about breakfast and lunch-making, and sets off into the cold river. By being both inside and outside Nick's thoughts, the reader can sense precisely the drama that Hemingway wishes to bring to trout fishing.... ...art of the story. The entire book is a dialogue between narrator and reader. The effect is that the reader becomes even more involved in the stories. Both of these works are unlike others from the same time period which are told completely using first person narration. Gertrude Stein's The Autobiography of Alice B. Toklas and Anita Loos' Gentlemen Prefer Blondes are both written wholly in the first person. But both of these read like diaries, of which the reader is just that - a reader. Neither one has a point at which the reader is so definitely brought into the story consciously by the author. By jumping abruptly into first person instead of using it all along, Hemingway and Anderson more effectively do this. Anderson's and Hemingway's sudden switches to first person narration of course could not have been mere mistakes, and their reasons may have been even more convoluted than imaginable to late twentieth century readers. What is left are two collections of short stories in which the reader plays an actual role. The intrusion of first person narration makes these stories come alive in a way that a third person narration cannot, a tribute to the skill of both of these authors.

F. Scott Fitzgeralds The Great Gatsby :: essays research papers

The Great Gatsby F. Scott Fitzgerald   Ã‚  Ã‚  Ã‚  Ã‚  The Great Gatsby is a symbolic novel of the disintegration of the American dream in an era of extraordinary prosperity and material excess. On the surface, we see that it is a story about the love between a man and a woman but the overall theme is the collapse of the American dream in society. We find that every character in their own way is searching for their American dream but as a result, their desire for wealth and pleasure, caused them to find themselves lost in the corruption of the aristocrat society.   Ã‚  Ã‚  Ã‚  Ã‚  Daisy is one of the characters that is trying to search for her American dream but the readers don’t really notice this because it seems that Daisy has everything already – wealth, a husband, love and family. It is everything she could possibly want but as we get to know Daisy, the reader sees that there is something else Daisy desires besides wealth and luxurious material. â€Å"I’m glad it’s a girl. And I hope she’ll be a fool – that’s the best thing a girl can be in this world, a beautiful little fool.† - Pg 21. Daisy’s America dream is to be this â€Å"beautiful little fool† she envisions. Daisy is beautiful and it is told through the characters that she is charming and beautiful but they could see right through her. They knew what she wanted in life and the fact that she was void of any loyalty or care. Daisy sought after this image of being this â€Å"beautiful little fool† so that she could hide her selfish ways and put on this fake faà §ade so the other characters would see she is innocent.   Ã‚  Ã‚  Ã‚  Ã‚  Throughout the novel, Daisy acts snooty and stuck-up around the other characters as if she is better then them. She also acts very child-like when she cries over â€Å"beautiful shirts.† â€Å"They’re such beautiful shirts,† she sobbed, her voice muffled in the thick folds. â€Å"It makes me sad because I’ve never seen such – such beautiful shirts before.† – Pg 98. From this it shows that she only cares about luxurious material. Through her actions, we see that Daisy is not this girl that we should sympathize or look up to as â€Å"great† compared to Gatsby. â€Å"Even if we are cousins. You didn’t come to my wedding. I wasn’t back from the war. That’s true. She hesitated. Well, I’ve had a very bad time, Nick, and I’m pretty cynical about everything.

Remember the Titans, Directed by Boaz Yakin: Describing the Character of Gerry Bertier Essay

The film ‘Remember the Titans’ directed by Boaz Yakin filmed in the year 2000. in this essay I will describe how a character changes throughout the movie. the character I have chosen is Gerry Bertier the captain of the titans football team, in the movie Gerry changes from races to against racism. At the start of the film Remember the Titans, Gerry Bertier rushers to a fight against black people this is how Boaz Yakin explains that Gerry Bertier is racist because Gerry rusher into a fight without knowing the reason why the fight broke out. In my own opinion I think Gerry is racist because he is going to fight because he is white and he is against black people, so were Ray, Allen and the others that followed their captain Gerry Bertier into the fight. Half way through the movie when the titan’s football team is on camp Julius challenges Gerry because ray isn’t blocking for Rev (black football player) and Julius mentions to Gerry â€Å"attitude reflects leadership† Gerry then looks at Julius and starts to realise that what he is doing is wrong. I think what Julius said changed Gerry’s perspective because he looked shocked and he realises that he has to do something about Ray not blocking for Rev because he could get hurt and he needs to change his attitude to become a better captain. The morning after Julius’s and Gerry’s argument, coach Boone wakes the team up at 3am in the morning all coach Boones says is don’t get lost on the way, the team set out on a early morning run, coach Boone leads them to Gettysburg where he tells them about what happened there, when coach Boone is talking the director has captured a close up shot of Gerry that film technique shows the audience that Gerry is listening to coach Boone, later on in the film it proves that he listen to coach Boone because Gerry tells Ray off for not blocking he tells him to block Rev and Julius see that he is trying to change his perspective in how Gerry sees black people they look at each other and smile then Gerry taps Julius on the shoulder and says â€Å"this is left side† Julius replies with â€Å"strong side† they repeat those word over and over again. I think that Gerry is now realising that to become a great captain he has to overcome all the racism and work toget her in order for the team to achieve success. One of the games Ray ends up letting the opposition through and Rev gets hit and he breaks his wrist Ray acts like he doesn’t know what happened but Gerry knew that Ray didn’t block on purpose because at the start of the film Ray says to Gerry â€Å"I’m just buying my time† and Julius realises that he wasn’t going to block for Rev because he was black Julius tried warning Gerry and that’s how Gerry knew he didn’t block on purpose. After the game Gerry says to Ray â€Å" your off the team Ray† Gerry has kicked Ray off the team that’s shows that he has changed and he is non-racist no more by kicking ray off the team it also shows that he is putting the team before himself. I think that he has finally changed his perspective about racism. In conclusion, the director Boaz Yakin has made the audience realise that the main character that changed for the good of things was Gerry Bertier he went from racist to non-racist he overc ame many obstacles and he united his football team the titans.

nuclear reactions essays

nuclear reactions essays Chemical reactions are the heart of chemistry. People have always known that they exist. The Ancient Greeks were the first to speculate on the composition of matter. They thought that it was possible that individual particles made up matter. Later, in the Seventeenth Century, a German chemist named George Ernst Stahl was the first to postulate on chemical reaction. He said that a substance called phlogiston escaped into the air from all substances during combustion. He explained that a burning candle would go out if a candle snuffer was put over it because the air inside the snuffer became saturated with phlogiston. Stahl also said that phlogiston will take away from a substance's mass or that it had a negative mass, which contradicted his original theories. In the Eighteenth Century Antoine-Laurent Lavoisier, in France, discovered an important detail in the understanding of the chemical reaction combustion, oxigine (oxygen). He said that combustion was a chemical reaction involving oxygen and another combustible substance, such as wood. John Dalton, in the early Nineteenth Century, discovered the atom. It led to the idea that a chemical reaction was actually the rearrangement of groups of atoms called molecules. Dalton also said that the appearance and disappearance of properties meant that the atomic composition dictated the appearance of different properties. He also came up with idea that a molecule of one substance is exactly the same as any other molecule of the same substance. People like Joseph-Lois Gay-Lussac added to Dalton's ideas with the postulate that the volumes of gasses that react with each other are related. Amedeo Avogadro also added to the understanding of chemical reactions. He said that all gasses at the same pressure, volume and temperature contain the same number of particles. This idea took a long time to be accepted. His ideas lead to the subsc ...

Proposal on the Project of Providing A Comprehensive Understanding of Sickle Cell Anemia Essays

Proposal on the Project of Providing A Comprehensive Understanding of Sickle Cell Anemia Essays Proposal on the Project of Providing A Comprehensive Understanding of Sickle Cell Anemia Essay Proposal on the Project of Providing A Comprehensive Understanding of Sickle Cell Anemia Essay This Project was inspired by the fatality of the subject in question. Though, many people have heard about this Disease but only a few have the knowledge of the characteristics and the know-how to handle this fragile but deadly blood poison. I propose to undertake this topic to achieve the following: To create awareness on the deadliness of the disease to both the General Public and members of the OSU fraternity. To make available to the General public the comprehensive information on the diagnosis and treatment of Sickle Cell Anemia by having a general overview of what the symptoms are. To provide the public with the various causes of the disease and the characteristics of the various forms of it that we have. To explain how it can be effectively managed and suppressed. I hope to achieve all the above by: Making use of my experience with family member who was affected by this disease and my knowledge of medicine as a student. Providing a summary and the analysis of research on Sickle Cell Anemia with great comparison on from at least five different but notable medical journals wherein informed and extensive research had been carried out. Interviewing medical staff specialized in diagnosis and treatment as well as dealing with victims of Sickle Cell Anemia. I will be able to gather first hand information on the disease and be in a better-informed position to enlighten the public with my findings, observations and inferences. My target beneficiaries of this Project would be Practitioners and the Reading Public. After this comprehensive and exhaustive report has been put together and made available to the target groups, I would have achieved the following:  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   A great sense of usefulness to my generation.  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   A broader spectrum of knowledge of the topic myself and therefore;  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Becoming a one-on-one authority on the subject matter and would be able to educate peers, families and most especially the public on the disease.  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   A more informed community of people with greater sense of responsibility rather than stigma to Sickle Cell anemia patients. All these I believe make the Project worthwhile and important in the achievement of a world devoid of Sickle Cell Anemia – the silent killer.

The Freedmens Bureau - Agency to Assist Former Slaves

The Freedmen's Bureau - Agency to Assist Former Slaves The Freedmens Bureau was created by the U.S. Congress near the end of the Civil War as an agency to deal with the enormous humanitarian crisis brought about by the war. Throughout the South, where most of the fighting had taken place, cities and towns were devastated. The economic system was virtually nonexistent, railroads had been destroyed, and farms had been neglected or destroyed. And four million recently freed slaves were faced with new realities of life. On March 3, 1865, the Congress created the Bureau of Refugees, Freedmen, and Abandoned Lands. Commonly known as the Freedmens Bureau, its original charter was for one year, though it was reorganized within the war department in July 1866. The Goals of the Freedmens Bureau The Freedmens Bureau was envisioned as an agency wielding enormous power over the South. An editorial in the New York Times published on February 9, 1865, when the original bill for the creation of the bureau was being introduced in Congress, said the proposed agency would be: ... a separate department, responsible alone to the President, and supported by military power from him, to take charge of the abandoned and forfeited lands of the rebels, settle them with freedmen, guard the interests of these latter, aid in adjusting wages, in enforcing contracts, and in protecting these unfortunate people from injustice, and securing them their liberty. The task before such an agency would be immense. The four million newly freed blacks in the South were mostly uneducated and illiterate (as a result of laws regulating slavery), and a major focus of the Freedmens Bureau would be setting up schools to educate former slaves. An emergency system of feeding the population was also an immediate problem, and food rations would be distributed to the starving. It has been estimated that the Freedmens Bureau distributed 21 million food rations, with five million being given to white southerners. The program of redistributing land, which was an original goal for the Freedmens Bureau was thwarted by presidential orders. The promise of Forty Acres and a Mule, which many freedmen believed they would receive from the U.S. government, went unfulfilled. General Oliver Otis Howard Was Commissioner of the Freedmens Bureau The man chose to head the Freemens Bureau, Union General Oliver Otis Howard, was a graduate of Bowdoin College in Maine as well as the U.S. Military Academy at West Point. Howard had served throughout the Civil War, and lost his right arm in combat at the Battle of Fair Oaks, in Virginia, in 1862. While serving under Gen. Sherman during the famous March to the Sea in late 1864, Gen. Howard witnessed the many thousands of former slaves who followed Shermans troops on the advance through Georgia. Knowing of his concern for the freed slaves, President Lincoln had chosen him to be the first commissioner of the Freedmens Bureau (though Lincoln was assassinated before the job was officially offered). General Howard, who was 34 years old when he accepted the position at the Freedmens Bureau, got to work in the summer of 1865. He quickly organized the Freedmens Bureau into geographical divisions to oversee the various states. A U.S. Army officer of high rank was usually placed in charge of each division, and Howard was able to request personnel from the Army as needed. In that respect the Freedmens Bureau was a powerful entity, as its actions could be enforced by the U.S. Army, which still had a considerable presence in the South. The Freedmens Bureau Was Essentially the Government in the Defeated Confederacy When the Freedmens Bureau began operations, Howard and his officers had to essentially set up a new government in the states that had made up the Confederacy. At the time, there were no courts and virtually no law. With the backing of the U.S. Army, the Freedmens Bureau was generally successful in establishing order. However, in the late 1860s there were eruptions of lawlessness, with organized gangs, including the Ku Klux Klan, attacking blacks and whites affiliated with the Freedmens Bureau. In Gen. Howards autobiography, which he published in 1908, he devoted a chapter to the struggle against the Ku Klux Klan. Land Redistribution Did Not Happen As Intended One area in which the Freedmens Bureau did not live up to its mandate was in the area of distributing land to former slaves. Despite the rumors that families of freedmen would receive forty acres of land to farm, the lands which would have been distributed were instead returned to those who had owned the land before the Civil War by order of President Andrew Johnson. In Gen. Howards autobiography he described how he personally attended a meeting in Georgia in late 1865 at which he had to inform former slaves who had been settled onto farms that the land was being taken away from them. The failure to set former slaves up on their own farms condemned many of them to lives as impoverished sharecroppers. The Educational Programs of the Freedmens Bureau Were a Success A major focus of the Freedmens Bureau was the education of former slaves, and in that area it was generally considered a success. As many slaves had been forbidden to learn to read and write, there was a widespread need for literacy education. A number of charitable organizations set up schools, and the Freedmens Bureau even arranged for textbooks to be published. Despite incidents in which teachers were attacked and schools burned in the South, hundreds of schools were opened in the late 1860s and early 1870s. General Howard had a great interest in education, and in the late 1860s he helped to found Howard University in Washington, D.C., a historically black college which was named in his honor. Legacy of the Freedmens Bureau Most of the work of the Freedmens Bureau ended in 1869, except for its educational work, which continued until 1872. During its existence, the Freedmens Bureau was criticized for being an enforcement arm of the Radical Republicans in Congress. Virulent critics in the South condemned it constantly. And employees of the Freedmens Bureau were at times physically attacked and even murdered. Despite the criticism, the work the Freedmens Bureau accomplished, especially in its educational endeavors, was necessary, especially considering the dire situation of the South at the end of the war.

Social Policy Analysis Assignment Example | Topics and Well Written Essays - 1750 words

Social Policy Analysis - Assignment Example One such reform that is going to be discussed in this paper is the Child Abuse Prevention and Treatment Act (CAPTA). Child Abuse is an issue that is spreading around like a contagion. Though there have been numerous efforts to curb this issue, but the facts revealed from a number of studies show that it is continuously on the rise and is also intensifying with the passage of time (Gil, 1973). Such studies give a disturbing insight into the alarming amount of impact that it is having by plaguing societies. Specifically shedding light on the issue at grass root level, child abuse can be defined as any act that threatens to be harmful to the health and/or welfare of a child. A child, in such a case, generally refers to persons under the age of 18 that are under parental care or in the care of a guardian (Stoltzfus, 2009). The abuse on the other hand in case of child abuse can be anything on part of the parent or caretaker that leads to any sort of emotional or physical harm to the child; or any sort of exploitation or sexual abuse. It even constitutes the domain of neglect on part of the parent/guardian in terms of failure to act that leads to any sort of harm to the child (McClennen, 2010). Child Abuse Prevention and Treatment Act is a legislation incepted in 1974 in United States pursuing to ensure child protection. It has been reviewed and reformed six times since its inception in efforts to further refine and expand its scope of operations (US Dept of Health and Human Services, 2003). The Child Abuse Prevention and Treatment Act has been crafted in view of various studies that show that there are over a 1000,000 children in America that suffer from abuse and neglect every year, which in turn leave marks due to which they suffer throughout their lives. Most of these children never even receive any sort of treatment or protection from such mishandling. It was only when the enormity of the situation got serious that

International Accounting Standards Essay Example | Topics and Well Written Essays - 1000 words

International Accounting Standards - Essay Example (Salter et al, 1996). The main goal of the International set of Accounting Standards is to standardise the financial and accounting method disclosures of firms in different nations. That is, if firms follow the same set of accounting standards, their external financial reports will provide more uniform disclosures and thus investors would make more use of the variables inherent in the financial statements. (Asbaugh, 2001). Also, firms and investors would benefit from financial statements prepared following an international set of accounting standards. (Asbaugh, 2001). In meeting with the afore-mentioned objectives, the European Union issued regulation 1606/2002 of July 19, 2002 requiring that all companies listed in the European Union and European listed companies in other countries to adopt international accounting standards in their Financial statements from 1st January 2005 onwards the regulation also gave member states the option to or permit the use of IAS and IFRS in the corporate annual accounts. A single set of standards including IAS 2 inventories had to be adopted by firms in the region and firms in other regions that are listed in the E.U. Non-E.U listed firms in other areas that permit or require the adoption of IAS/IFRS also adopted International accounting standards. The International Accounting Standards Board recently revised IAS 2. In accordance to this revision, the LIFO method of valuing inventories was completely faced out and only the First in First out (FIFO) and weighted average methods of inventories are to be used as from now henceforth. Following this revision, I predict significant effects on costs, profitability, taxes and firm value for firms adopting international accounting standards who previously applied the LIFO method of accounting considering that they are now required to use only the FIFO or weighted average methods of inventory valuation. I also predict significant difficulties in convergence with the U.S GAAP considering the fact that the LIFO method remains the method applied in the United States. Thus the International Accounting Standards Board will hardly achieve its goals of converging International Accounting Standards with U.S GAAP. One would expect a series of effects from changing from the old standards to the new standards either positive or negative. Most research on this topic has centred on different aspects of international accounting standards. For example Taylor and Jones (1999) studied how firms that claim to be using accounting standards refer to international accounting standards in their financial statements. This study provides evidence that almost all the firms in the study referred to international accounting standards in the footnotes to the financial statements but referred to international accounting standards in their audit reports only 50% of the time. Ashbaugh (2001) investigated the factors associated with non-US firms that voluntarily disclose their financial statements following either U.S GAAP or IAS. Examining the annual reports of 211 non-US firms listed in the London Stock exchange

Strategic Business Communication Essay Example | Topics and Well Written Essays - 500 words - 2

Strategic Business Communication - Essay Example In addition, analysis of the truthtm campaign demonstrated that it was positively correlated with reductions in the smoking behavior of youths and young adults (Thrasher et al. 2004). Unfortunately, scholars have also noted that the effectiveness of other campaigns has been more modest. For example, Hankin, Sloan, and Sokol (1998) conclude that the utility of warning labels in reducing alcohol consumption during pregnancy was only slightly effective, and a review of the effectiveness of several state antismoking advertising campaigns found that several campaigns had mixed or even ineffective results (Pechmann and Reibling 2000).† (Rucker and Petty, 39) â€Å"†¦it is essential to consider whether the audience is disposed to scrutinize the information carefully or inclined to process the message in a more peripheral manner (Step 1). Second, it is important to evaluate message characteristics and, when possible, to design the message to contain information that will be persuasive on the basis of the audience’s elaboration level (Step 2). Third, it is necessary to consider whether the goal of the message is to create an enduring attitude change or simply an immediate attitude change (Step 3). Fourth, it is important to evaluate fit among audience elaboration likelihood, message characteristics, and message objectives both conceptually (Step 4) and empirically (Step 5). Finally, if there is a discrepancy between the audience elaboration level and the message characteristics or the goals of the message, it is necessary to consider how to remedy this mismatch (Step 6).† (Rucker and Petty, 40) â€Å"Consider the development of an antismoking television commercial that is designed to advocate parents talking to their children about drug use. The message might feature celebrities telling parents to talk to their children, but it might not provide or disclose the specific benefits of having such conversations† ( Rucker and Petty, 48) â€Å"three key

Art Parthenon and the Ara Pacis Essay Example | Topics and Well Written Essays - 1000 words

Art Parthenon and the Ara Pacis - Essay Example To Greeks, Parthenon symbolized the ideal of perfection, which each person anticipated achieving in life contrary to the other people. This is because they deemed other people did not have any ideals or values, which they lived by or guided them to be different from the mere humanity. It also depicted their way of life, which entailed attention to fine details in all the tasks they undertook, hence differentiated them from other uncouth populace. Additionally, Parthenon expressed the Greeks’ aspects of harmony, balance and organization or order evidently in its mode of design. The most pronounced ideal conveyed by Ara Pacis was the power, which emanated from the ascendance of empire’s generals. This was after the return of King Augustus where his allies assumed diverse positions in his authority . Besides, there was emergence of foreign children (evident in Fig. 3) into the Roman, which implied that the state was the center of attraction and comfort. Hence, the entire w orld can come and inhabit in Rome due to the peace maintained by King Augustus’ authority. The depiction of Greeks’ perfection and fine to details is apparent in the Parthenon’s design. This is via from the way the Parthenon’s builders carefully utilized geometry to come up with well-scaled features, which are proportional. Hence, setting all the Athenians apart from other global people where according to them (Athenians) during then referred other people as barbarians. The Parthenon’s site and painting emphasized the aspect of harmony.... Besides, there was emergence of foreign children (evident in Fig. 3) into the Roman, which implied that the state was the center of attraction and comfort (Buxton & Kleiner 57). Hence, the entire world can come and inhabit in Rome due to the peace maintained by King Augustus’ authority. c) The Parthenon The depiction of Greeks’ perfection and fine to details is apparent in the Parthenon’s design (Lstiburek 85). This is via from the way the Parthenon’s builders carefully utilized geometry to come up with well-scaled features, which are proportional. Hence, setting all the Athenians apart from other global people where according to them (Athenians) during then referred other people as barbarians (Lstiburek 80). The Parthenon’s site and painting emphasized the aspect of harmony where its color does not contrast with its environment. The shape of the entire building coupled with its interior design depicts the aspects of order and symmetrical balance, w hich is evident from the bird’s view (in Fig. 2). Fig. 2 depicts the outline and scale utilized in laying diverse structures that comprised the temple, for instance, pillars. Figure 1: The Parthenon. Accessed on 23rd October 2012 from Figure 2: Parthenon Bird's view plan showing the aspects of balance, order and fine to details. This is evident from the scale used, which enabled well placement of the peripheral pillars from each side. Accessed on 23rd October 2012 from The Ara Pacis Contrary to the Parthenon’s site, Ara Pacis’ location was inside a building though both the structures

Single parenting and the effects it will have on children and they how Annotated Bibliography

Single parenting and the effects it will have on children and they how handle relationships - Annotated Bibliography Example ng child can be difficult, besides the obvious economic hardships there are many psychological effects resulting in depression and behavioral instability. Another reason for increase in number of single parent led families is outside or before marriage births and it is estimated that about 40 percent of the total births in America occur without marriage (Ablow). Research shows that the child subjected to a divorce or living alone with a parent since birth can have low self esteem, rebellious behavior and an overall negativity towards marriage and opposite sex (Coontz). The research takes into consideration a popular sitcom, â€Å"two and a half men† and investigates the core issues the child faces after parental divorce and the influencing factors in his life as well as the nature of relationships the child has with others. It would further compare popular research material based on single parenting recommending practical steps that can be taken to avoid negativity in a child. It shall furthermore explain different parenting styles including authoritative, permissive and authoritarian approaches and propose the most suitable style for such children. The sitcom Two and a Half Men revolves around three main characters; Alan Harper (Father), Charlie Harper (Uncle) and Jake Harper (Child). Alan is a dim wit and weak personality with childhood issues of his own, lives with his brother but has no say in the household matters. He has a tendency to be obnoxious, exhibits vindictive behavior towards her mother and sees his alcoholic brother as an inspiration. Jake is a lethargic child with low self esteem and no real ambitions, after his parent’s divorce he spends time with his mother and father but is more influenced by his father and uncle. He has low intelligence and no concern for personal hygiene but is aware of the norms prevalent in the house; norms set by Charlie. Charlie Harper is an alcoholic and sex addict on a self destructive pattern, a confident and self

Art Parthenon and the Ara Pacis Essay Example | Topics and Well Written Essays - 1000 words

Art Parthenon and the Ara Pacis - Essay Example To Greeks, Parthenon symbolized the ideal of perfection, which each person anticipated achieving in life contrary to the other people. This is because they deemed other people did not have any ideals or values, which they lived by or guided them to be different from the mere humanity. It also depicted their way of life, which entailed attention to fine details in all the tasks they undertook, hence differentiated them from other uncouth populace. Additionally, Parthenon expressed the Greeks’ aspects of harmony, balance and organization or order evidently in its mode of design. The most pronounced ideal conveyed by Ara Pacis was the power, which emanated from the ascendance of empire’s generals. This was after the return of King Augustus where his allies assumed diverse positions in his authority . Besides, there was emergence of foreign children (evident in Fig. 3) into the Roman, which implied that the state was the center of attraction and comfort. Hence, the entire w orld can come and inhabit in Rome due to the peace maintained by King Augustus’ authority. The depiction of Greeks’ perfection and fine to details is apparent in the Parthenon’s design. This is via from the way the Parthenon’s builders carefully utilized geometry to come up with well-scaled features, which are proportional. Hence, setting all the Athenians apart from other global people where according to them (Athenians) during then referred other people as barbarians. The Parthenon’s site and painting emphasized the aspect of harmony.... Besides, there was emergence of foreign children (evident in Fig. 3) into the Roman, which implied that the state was the center of attraction and comfort (Buxton & Kleiner 57). Hence, the entire world can come and inhabit in Rome due to the peace maintained by King Augustus’ authority. c) The Parthenon The depiction of Greeks’ perfection and fine to details is apparent in the Parthenon’s design (Lstiburek 85). This is via from the way the Parthenon’s builders carefully utilized geometry to come up with well-scaled features, which are proportional. Hence, setting all the Athenians apart from other global people where according to them (Athenians) during then referred other people as barbarians (Lstiburek 80). The Parthenon’s site and painting emphasized the aspect of harmony where its color does not contrast with its environment. The shape of the entire building coupled with its interior design depicts the aspects of order and symmetrical balance, w hich is evident from the bird’s view (in Fig. 2). Fig. 2 depicts the outline and scale utilized in laying diverse structures that comprised the temple, for instance, pillars. Figure 1: The Parthenon. Accessed on 23rd October 2012 from Figure 2: Parthenon Bird's view plan showing the aspects of balance, order and fine to details. This is evident from the scale used, which enabled well placement of the peripheral pillars from each side. Accessed on 23rd October 2012 from The Ara Pacis Contrary to the Parthenon’s site, Ara Pacis’ location was inside a building though both the structures

Are the Risks of Derivatives Manageable Essay Example | Topics and Well Written Essays - 1250 words

Are the Risks of Derivatives Manageable - Essay Example The ideas of Thomas A. Bass, who considers that the risks of derivatives are manageable are compared and evaluated with the ideas presented by Justin Welby who argues that the risks of derivatives are not manageable. As per the idea presented by Justin Welby, it can be said that if proper policies and procedures are implemented and maintained derivatives can be used as an effective way to cater and manage a lot of financial risks. However, strong controls are required so as to protect speculation and heavy losses to corporations because of the wrong or unethical use of these heavy duty financial instruments. Are the Risks of Derivatives Manageable? Derivatives and Risks of Derivatives Derivatives are financial instruments or contracts that are settled on occurrence or non occurrence of an event. As explained by Hu in his paper derivatives are the contracts that ‘allow or obligate’ the user / drawer of the agreement to buy or sell the underlying asset at any time in future at the specified cost / price. Hu also explained in his paper that changes in the value of the assets also changes the value of the said contract. This underlying asset can be interest rates, exchange rates, stocks, commodity, goods, etc. (Hu, 1993). Derivatives are either traded in derivative markets or can be directly made or created through any Financial Institution (including banks). Derivatives are widely used these days by corporate entities and other users in order to manage and control the risks associated with financial transactions and hedge the risks of changes in rates of commodities, interest rates, market conditions or foreign currency rates. Hu in his paper also points out the reasons to opt for the derivatives which are: 1. The costs of entering into derivatives contracts (also known as the transactional costs) are much less than buying the underlying assets; (Hu, 1993) 2. Further the risks of change in the price differential between the derivative and underlying assets can be arbitraged; and (Hu, 1993) 3. Derivatives help the users to ‘transfer the market risks’. (Hu, 1993) Derivatives can be in many forms and types ‘including futures, options, swaps, forwards, structured debt obligations and deposits, etc’ (Comptroller of the currency administrator of national banks website, 1997). These financial instruments pose many risks on the users and both the parties involved (that is the drawer and the drawee of the derivative contracts) which include the following risks as presented in the Comptrollers Handbook: 1. Risk of change in the price of investment portfolios, commodities or underlying assets / commodities; (Comptrol ler of the currency administrator of national banks website, 1997) 2. Risk of change in interest rates that may lead to increase or decrease in the prices of investment and earnings; (Comptroller of the currency administrator of national banks website, 1997) 3. Risk of changes in foreign exchange rates specially in case of currency derivatives or where more than one currency is involved; (Comptroller of the currency administrator of national banks website, 1997) 4. Risk of changes in equity or commodity prices in case of equity derivatives lead to risks on the prices and returns on derivatives; (Comptroller of the currency administrator of national banks website, 1997) 5. Risk of Liquidity or credit risks, which means the inability to discharge derivative obligations; (Comptroller of the currency administrator of national banks website, 1997) 6. Transactional risks that means the inability of the parties involved to carry out the derivatives transactions in an effective and efficien t manner. (Comptroller of t

Investigatory Project Essay Example for Free

Investigatory Project Essay Soil is a complex mixture of inorganic materials with variable amounts of air and water. The inorganic materials includes clay, silt, sand, gravel and rocks. Soil is a variable mixture of minerals, inorganic matter, and water, making it capable of supporting plant life. But as the time passes by, problems arise in relevance to soil utilization such as erosion, floods, landslides and earthquake. So, the study of soil has been done by the land use planners to evaluate natural hazards and the soil capability through waste management, appropriateness for agriculture, wildlife, and for infrastructure. In India, Soil Erosion is among the leading areas of concern of the government. It affects cultivation and farming in the country in adverse and unfavorable ways. Soil erosion leads to deprivation of physical characteristics of soils and damages plants and crops. In India almost 130 million hectares of lands, that is 45% of total geographical surface area, is affected by serious soil erosion through gorge and gully, shifting cultivation, cultivated wastelands, sandy area, desserts, and water logging. Soil erosion by rain and rivers that takes place in hilly areas causes severe landslides and floods while cutting trees for agricultural implements, firewood and timber grazing by a large number of livestock ones and above the carrying capacity of grass lands, traditional agricultural practices, construction of roads, indiscriminate quarrying and other activities, have all led to the opening of hill-faces to extreme soil erosion. Soil erosion and desertification in the Philippines is greatly impacting the nation. 100 years ago at least 95% of the country was covered by lush rain forest. Over 15 years, from 1990 to 2005 the Philippines lost one third of its forest due to relentless logging. Although the desertification rate has dropped from 20% in the 1990’s to now a small percentage of two. Inhabitants of the Philippines have been around four thousand of years end with hundreds and hundreds of years of destructive agriculture.

Pablo Picasso Biography Summary

Pablo Picasso Biography Summary Unlike in music, there are no child prodigies in painting. What people regard as premature genius is the genius of childhood. It gradually disappears as they get older. It is possible for such a child to become a real painter one day, perhaps even a great painter. But he would have to start right from the beginning. So far as I am concerned, I did not have that genius. My first drawings could never have been shown at an exhibition of childrens drawings. I lacked the clumsiness of a child, his naivety. I made academic drawings at the age of seven, the minute precision of which frightened me. (Matayev) Pablo Picasso was born on October 25, 1881. His full name was Pablo Diego Josà © Francisco de Paula Juan Nepomuceno Marà ­a de los Remedios Crispiniano de la Santà ­sima Trinidad Ruiz which according to Spanish tradition was the sequence of names of the honourable Saints and relatives of Picassos family. Picasso is the surname of his mother which he took as his fathers surname seemed to the painter too ordinary and primitive. From the age of seven, Picasso took lessons from his father Jose Ruiz, who was a painter himself specialized in naturalistic depictions of birds and sometimes even let his little son finish some of the paintings. But one day when Jose Ruiz was drawing a still life and charged his thirteen year old son to finish the picture he was fascinated by his sons technique that he gave up painting immediately. The same year Pablo entered the School of Fine Arts in Barcelona. He easily passed the entrance examination preparation to which took him less than a week. There in Barcelona he made the first artistic friendships and allegiance, with Manuel Pallares, Carlos Casagemas and Jami Sabartes. Three years later Picassos father and uncle sent the young artist to Madrids Royal Academy of San Fernando. In Madrid Pablo first saw the paintings Diego Velà ¡zquez, El Greco, Francisco Goya, and Francisco Zurbarà ¡n. While he was studying in Madrid, Picasso made his first trip to Paris where he visited the Louvre in October 1900. The works of impressionists changed his vision of art completely and that was the beginning of the so called Blue Period of Picasso (1901-1904) when the blue and blue-green color prevailed in the paintings. The main themes of the paintings of this period were death, old age, poverty, melancholy and sadness. The main characters were old, blind people, beggars, prostitutes and alcoholics (The Frugal Repast, 1904, The Blindmans Meal, 1903, The Tragedy, 1903). The more optimistic and positive Rose Period came to take the place of the gloomy mood and feeling of despair. Pink and red became the dominant colors. The theme also changed. The funny harlequins, strolling musicians and actors and deft acrobats became the characters of the paintings of Rose Period (The Acrobat and the young Harlequin, Actors family, The jester, 1905). The real popularity came to the artist at the age of 25 and he even complained that the public believed blindly into his talent and could not evaluate his works properly. The next period (1909 -1912) is called Cubism Period. Pablo Picasso moved toward abstraction and played with dimensions (Still life with wicker chair, 1911, Violin and guitar, 1912), World War I changed everything: mood, vision of the world, style of the painting and the whole life of Picasso. Picassos pictures became somber and more realistic. In 1916, the young poet Jean Cocteau introduced the famous Russian ballet impresario Diaghilev to Picasso. He wanted Picasso to make decorations for his ballet Parade. Picasso gave his consent and in 1917 went to Rome where he worked on decorations for Parade. There, Picasso met the young Russian dancer Olga Khokhlova with whom he fell in love. He proposed to her and after the performance in Barcelona she agreed to marry him. After cubism, Picasso decided to change his style to the more traditional one and this period is known as his Classicist period (The Lovers, 1920, The Pipes of Pan, 1923). The Surrealism movement was growing in popularity at that time, and Picasso was also influenced by it. His Woman with Flower (1932) was a portrait of Marie-Thà ©rà ¨se in the manner of Surrealism with distortion of proportions and deformations of details. When the artist heard about the bombing of the undefended town Guernica in 1937 he decided to express his own thoughts about the tragedy. His big mural Guernica has remained a forceful reminder of the event. This large canvas embodies for many the inhumanity, brutality and hopelessness of war. In 1944, Picasso made a decision to join the Communist Party. Picasso repeated publicly that the aim of his art was to fight like a revolutionary and be a weapon in a political struggle. After the WWII in 1955, Picasso moved to the large villa La Californie that was situated near Cannes where he wanted to live till the end of his life. From the windows he had a view of the big beautiful garden, full of his sculptures. But soon La Californie had become a place of tourist attraction. A constantly increasing stream of admirers crowded around it and Picasso, who disliked public attention, had to move from the villa to Chateau Vauvenargues, near Aix-en-Provence. Pablo Picasso died on April 8, 1973 when he was 92 years old. There is a tendency to estimate Picassos art by evaluating only his painting, giving to his work as a sculptor the minor value and considering it almost as a hobby of the artist. However only after looking at his sculptures it is possible to estimate the creative force of this hardworking and inspired master. Picasso has amazed the world with an abundance of the inventions though many of them are a little known as have been made of fragile, short-lived materials. The head of a bull marks the beginning of rather successful period in Picassos creative life. The general characteristic of the creativity of Pablo Picasso in the field of a sculpture leads to a conclusion that it was amazing as well as his painting. In his sculpture you can feel freedom from any norms and improvisation, it is far from the academic solemnity, so often inherent this to this kind of art. The paintings of Pablo Picasso which were first presented in Spain and then in Paris could be seen now in many museums of the world such as Picasso Museum in Malaga, Spain, Musà ©e Picasso, Paris, France, The Metropolitan Museum of Art, New York, USA, The National Gallery of Art, Washington, DC, USA, Fogg Art Museum, Harvard University, Cambridge, MA, USA, Galerie Rosengart, Lucerne, Switzerland, Toledo Museum of Art, Toledo, OH, USA, Tate Gallery, London, UK, State Museum of New Western Art, Moscow, Staatsgalerie, Stuttgart, Germany, Kunstmuseum Basel, Switzerland, The State Hermitage Museum, St.Petersburg, Montreal Museum of Fine Arts, Tel Aviv Museum of Art and some others. Many of his pictures are in private collections. During the last ten years of his life Picasso was extremely popular. Picasso became a celebrity, there were a lot of films, articles and television programs about him and the public wanted to know his every step. In his late works Picasso prefers the use of simplified imagery which turned the attention of the public away from him. Through all his life Picasso was often compared to the other famous artists. Some of the paintings of Blue Period the people on which had long bodies resemble the early works of another Spanish painter El Greco whom Picasso really admired. The technique of faceting which Picasso used during Cubism Period originated from Georges Braques with whom Picasso was also compared. Some painters find the similar features in the works of Picasso and Salvador Dali. Pablo Picasso was the only painter of his time who introduced history into his art. He is still very popular and his paintings are invaluable. But people are still trying to get them at any price by paying huge sums of money or just steeling the paintings from the museums. Nowadays 547 works of Pablo Picasso are in search.

Ralph Lauren Essay -- essays research papers

Ralph Lauren is American's leading designer in the classic tradition, who has stayed true to his own point of view, despite the seasonal vagaries of fashion. Mr. Lauren has always believed that fashion is function of lifestyle. He believes that clothed should be natural, comfortable and elegant, for the way people live today. His clothes have timeless grace and become more personal and special age. For Mr. Lauren, the starting point is always his concern for quality and attention to detail, while the creative drama comes from his own romantic sense of elegance and reverence for authencity. Always true to his own purely American vision of fashion, his products are nearly as diverse as the country that inspires them. He designs a wide range of products, including menswear, womenswear, boyswear, girlswear, home furnishing, eyewear, scarves, shoes, hosiery, fragrances, handbag, luggage and leather goods. And the stores that carry his products are located across the United States and around the world.   MENSWEAR : POLO BY RALPH LAUREN In 1967, the New York born bred Ralph Lauren started the Polo division of Beau Brummel neckties. Ties at that time were in an Ivy League phase-dark, narrow and undistinguished. But, for several years, Mr. Lauren had harbored the nation that the time was right for a new look. And so, he pioneered the wide tie-a four-inch tie made from opulent materials and fabrications that were unheard of in the business. Polo ties soon became the status tie. And Ralph Lauren became the menswear design to watch, as his ties revolutionized the industry. Mr.Lauren had more dreams to fulfill. He chose the name Polo for his line of ties because the sport repsented to him a lifestyle of athletic grace and discreet elegance, an image of men who wore well-tailored, classic clothes and wore them with style. With that image in mind, Mr Lauren established Polo as a separate menswear company in 1968, producing a complete line of men's clothes. Using only the finest fabrications, Mr. Lares's menswear was distinctive, innovative, but always classic and refined. His suits blended the American Ivy League natural shoulder silhouette with the fitted shape and expensive fabrics of the best European custom tailored clothing. His shirts were all cotton, richly patterned and expertly made. This same care was, and still is, applied to every element of... ... Mr. Lauren took a leading position in raising funds to build new exhibit space and a headquarter building for the museum. In 1989, Mr. Lauren united the fashion industry to support Brest cancer research. Through a personal contribution and fundraising, Mr. Lauren successfully launched the Nina Hyde Center for Breast Cancer Research at the Lombardi Cancer Research Center at Georgetown University's medical complex in Washington, D.C. The Center is Named for Nina Hyde, the fashion editor of The Washington Post, in recognition to her contributions to cancer research. Mr. Lauren also takes time out to accept a few design project, including costuming all the male Actors in "The Great Gatsby "(1973 and Woody Allen and Dianne Keaton in "AnnieHall"(1971). In 1978, Mr. Lauren designed a uniform program for Trans World Airlines(TWA) that is still in use today. PERSONAL INFORMATION With Demanding work schedules, Ralph Lauren prefers to lead, personal life with his family - his wife Ricky and their three children. They enjoy jogging around the Central Park reservoir near their upper Fifth Avenue apartment in New York City and active weekends at their Colorado ranch.

Chaucers Canterbury Tales - Enslavement and Freedom in the Knights Ta

Enslavement and Freedom in the Knight's Tale  Ã‚  Ã‚     Ã‚  Ã‚   In the Knight's Tale, Palamon and Arcite's lives are filled with adversity  and enslavement .   Not only do they live in   physical imprisonment, bound as prisoners of war in a tower, but they fall into Love's imprisonment, which leads them to suffer the decrees of cruel classical gods .   Cooper writes that there "can be no moral or metaphysical justice in the different fates that befall them; yet one dies wretchedly wounded, while the other lives out his life with Emily 'with alle blisse' " (76). One might compare their destinies with that of Jacob and Esau: one is blessed, and the other cursed in order that the providence of God might stand . This essay will argue (1) that even though Palamon and Arcite are enslaved as prisoners of war, prisoners of love, and prisoners of Saturn's decree, both knights are still responsible for their actions, and (2) that Arcite's death brings unity and restores order in Athens.    Palamon and Arcite are introduced into the tale as the only two surviving knights in Creon's army.   Once found by the scavengers, they are brought before Theseus and he sends them to "dwellen in prisoun/Perpetuelly" (1023-4). It is through their physical imprisonment in the "chembre an heigh" (1065) that leads them to 6xsee Emily and to fall into Love's imprisonment.   But Love's imprisonment works on Palamon and Arcite in different ways.   Arcite "falls in love with her irresistibly, by natural necessity   . . .   [whereas for Palamon, the] love of Emelye is a matter of choice rather than nature, as is shown by his repeated demand that Arcite simply stop loving her (1142-43, 1593-95, 1731)" (Roney 62).   But even though their view of love is different, they ar... ...    Elbow, Peter. "How Chaucer Transcends Oppositions in the Knight's Tale." Chaucer Review. Vol. 7. No. 2. Ed. Robert Frank. Pennsylvania: Pennsylvania State University, 1972.    Finalyson, John. "The Knight's Tale: The Dialogue Of Romance, Epic, And   Philosophy." Chaucer Review. Vol. 27. No. 2. Ed. Robert Frank. Pennsylvania: Pennsylvania State University, 1992.    Frost, William. "An Interpretation of Chaucer's Knight's Tale." Chaucer Criticism. Vol. 1. Ed. Richard Schoeck. Notre Dame: University of Notre Dame Press, 1960.    Miller, Robert. Chaucer: Sources and Backgrounds. New York: Oxford University Press, 1977.    Roney, Lois. Chaucer's Knight's Tale and Theories of Scholastic Psychology.  Ã‚   Tampa: University of South Florida Press, 1990.    Spearing, A.C. The Knight's Tale. London: Cambridge University Press, 1966.    Chaucer's Canterbury Tales - Enslavement and Freedom in the Knight's Ta Enslavement and Freedom in the Knight's Tale  Ã‚  Ã‚     Ã‚  Ã‚   In the Knight's Tale, Palamon and Arcite's lives are filled with adversity  and enslavement .   Not only do they live in   physical imprisonment, bound as prisoners of war in a tower, but they fall into Love's imprisonment, which leads them to suffer the decrees of cruel classical gods .   Cooper writes that there "can be no moral or metaphysical justice in the different fates that befall them; yet one dies wretchedly wounded, while the other lives out his life with Emily 'with alle blisse' " (76). One might compare their destinies with that of Jacob and Esau: one is blessed, and the other cursed in order that the providence of God might stand . This essay will argue (1) that even though Palamon and Arcite are enslaved as prisoners of war, prisoners of love, and prisoners of Saturn's decree, both knights are still responsible for their actions, and (2) that Arcite's death brings unity and restores order in Athens.    Palamon and Arcite are introduced into the tale as the only two surviving knights in Creon's army.   Once found by the scavengers, they are brought before Theseus and he sends them to "dwellen in prisoun/Perpetuelly" (1023-4). It is through their physical imprisonment in the "chembre an heigh" (1065) that leads them to 6xsee Emily and to fall into Love's imprisonment.   But Love's imprisonment works on Palamon and Arcite in different ways.   Arcite "falls in love with her irresistibly, by natural necessity   . . .   [whereas for Palamon, the] love of Emelye is a matter of choice rather than nature, as is shown by his repeated demand that Arcite simply stop loving her (1142-43, 1593-95, 1731)" (Roney 62).   But even though their view of love is different, they ar... ...    Elbow, Peter. "How Chaucer Transcends Oppositions in the Knight's Tale." Chaucer Review. Vol. 7. No. 2. Ed. Robert Frank. Pennsylvania: Pennsylvania State University, 1972.    Finalyson, John. "The Knight's Tale: The Dialogue Of Romance, Epic, And   Philosophy." Chaucer Review. Vol. 27. No. 2. Ed. Robert Frank. Pennsylvania: Pennsylvania State University, 1992.    Frost, William. "An Interpretation of Chaucer's Knight's Tale." Chaucer Criticism. Vol. 1. Ed. Richard Schoeck. Notre Dame: University of Notre Dame Press, 1960.    Miller, Robert. Chaucer: Sources and Backgrounds. New York: Oxford University Press, 1977.    Roney, Lois. Chaucer's Knight's Tale and Theories of Scholastic Psychology.  Ã‚   Tampa: University of South Florida Press, 1990.    Spearing, A.C. The Knight's Tale. London: Cambridge University Press, 1966.   

Benign Paroxysmal Positional Vertigo Health And Social Care Essay

Context: Benign paroxysmal positional dizziness ( BPPV ) is characterized by brief enchantments of dizziness, sickness and/or positional nystagmus during head positional motions, and may impact on patientis activity of day-to-day lifes. Purposes: The intent of this survey was to find the efficaciousness of using postural limitations after Epley manoeuvre on curative success in patients with posterior semicircular canal BPPV ( p-BPPV ) . Puting and Design: The survey was conducted among 53 patients with p-BPPV between the ages of 27 and 68 old ages old, at Khatamol Anbia infirmary in Zahedan metropolis, Iran. Materials and Methods: At first, patients who complained of positional dizzinesss were examined by Dix-Hallpike manoeuvre to find the being of p-BPPV and so, Epley manoeuvre was performed for them. These patients were indiscriminately divided in two groups based on the prescribed postural limitations after Epley manoeuvre, one group with postural limitations and the 2nd with no limitations. Datas Analysis: Chi-square trial was performed to compare two groups ‘ results. Consequences: Consequences did non demo any important difference between with and without limitation groups. Decision: In general, despite of earlier suggestions about reding postural limitation after Epley manoeuvre for patients with p-BPPV, the present survey showed that these instructions had no important consequence on the patients ‘ intervention results. Hence, as using any limitation might has a direct consequence on patients ‘ quality of life, so this issue should be noticed in intervention plans for patients with p-BPPV. Keywords: Benign paroxysmal positional dizziness, Dix-Hallpike manoeuvre, Epley manoeuvre, Postural limitation, dizziness. Introduction Benign paroxysmal positional dizziness ( BPPV ) is one of the most common diseases of the interior ear, reported in the literature as being responsible for about 17 % of the clinical diagnosings of giddiness [ 1 ] and was foremost described in 1921 by Barany [ 2 ] . It is characterized by brief onslaughts of dizziness, sickness and/or positional nystagmus during caput motions. Vertigo enchantment makes a obscure feeling of floating-like giddiness and may go on for hours, or even yearss. The perennial nature and clinical badness of BPPV may impact the patientis activity of day-to-day lifes [ 3 ] . BPPV may be found in all age ranges, but it increases with aging and its extremum of incidence is within 50 and 70 old ages [ 4 ] . BPPV may be resulted from job in any semicircular canal ( SCC ) , and most often from the posterior semicircular canal ( p-SCC ) [ 2 ] . In this instance, dizziness largely is manifested when lying down in bed and particularly, with caput rotary motion to affect ed side. The natural clinical class of BPPV is self-limited and by and large does non react to antivertigo drugs. Dix and Hallpike in 1952 described in item the marks and symptoms of BPPV ( the descriptive term of ibenign paroxysmal positioning vertigoi foremost used by these writers ) . They besides proposed the Dix-Hallpike manoeuvre to arouse the dizziness onslaught and corroborate the diagnosing [ 2 ] . There are assorted interventions for BPPV including ; the canalith repositioning process ( CRP ) , libratory manoeuvres, Semont manoeuvre, vestibular addiction preparation, and surgical interventions such as remarkable neurectomy or occlusion of posterior semicircular canal [ 2 ] . The most common manoeuvre is the CRP or Epley manoeuvre which is based on the canalolithiasis theory [ 6 ] . There is some contention about the rate of intervention effects by Epley manoeuvre in different surveies [ 7-18 ] .This variableness might be caused by different techniques used in these surveies. Significant differences in these techniques are ( 1 ) placement and intermission continuance in each place, ( 2 ) the usage of mastoid oscillation, and ( 3 ) postural limitation after manoeuvre. Some writers proposed using postural limitations after Epley manoeuvre to forestall symptoms ‘ backslidings. In this instance the patient is instructed to avoid caput and bole motion, utilizing a cervix neckband and kiping in semi-seated place, with the caput inclined at 45 grade from the horizontal program for two yearss. Then, in the 5 subsequent yearss, the patient is instructed to avoid sleeping over the affected ear. However, there are some contentions about the efficaciousness of these postural limitations on meeting intervention ends in patients with BPPV [ 9-14 ] . This survey was done to look into the efficaciousness of using postural limitations after Epley manoeuvre on curative success in patients with p-BPPV in Zahedan, the centre of Sistan and Baluchestan state at southeasterly Iran. MATERIALS AND METHODS -Subjects and Procedure This survey was performed from March 2005 to September 2007, in rhinolaryngology clinic of Khatamol Anbia infirmary in Zahedan metropolis. Otologic, neurologic and audiometric scrutinies were performed on patients who ab initio reported vertigo symptoms. Then, Dix-Hallpike trial was performed for diagnosing of p-BPPV on these patients except for whom with history of drug intervention. Besides, presence of nystagmus was detected by have oning a Frenzle Glasses during Dix-Hallpike trial. The Dix-Hallpike manoeuvre was done by an experient clinician while patient sitting on the bed. Then the clinician rotated the patient ‘s caput to one side, and quickly changed his/her sitting place to a lying one, while caput hanging 45 degree below skyline, with each ear alternately undermost [ Figure – 1 ] . A positive response was considered when a explosion of dizziness accompanied by a characteristic nystagmus of p-SCC. 57 patients icluding 31 female and 26 male with the ages from 27 to 68 old ages old ( Mean ; 43 ) who had positive Dix-Hallpike partcipated in the survey. Then, the patients were indiscriminately assigned in two groups based on the considered intervention method. -Treatment method CRP begins with the patient sitting on the scrutiny tabular array with the caput turned 45 grade to the affected ear. Then the patientis organic structure is rapidly brought backwards, into a little head-hanging place, maintaining the caput turned to the same side. The following phase includes revolving the caput easy towards the unaffected ear, which is now undermost. Then the patient is rolled to a side-lying place with the caput turned 45 grade more towards the same ( unaffected ) ear and downward to the floor. Finally, the patient is brought easy back to the sitting place [ Figure – 2 ] . Harmonizing to the intervention method, the patients in this survey were indiscriminately assigned in two groups ; first group including 29 patients who recived postural limitations after Epley manoeuvre and the 2nd group dwelling of 28 patients who had no limitations after the manoeuvre. Then, one hebdomad after intervention manoeuvre, the patients were followed up and evaluated once more utilizing the Dix-Hallpike trial by another tester. Besides there was losing of 3 patients from the first and 1 from 2nd group due to non coming back for rating. Finally, negative Dix-Hallpike ( symptomless ) was considered merely for patients who had no dizziness symptoms and nystamus This survey was confirmed by the local ethic commission and the informed consent was taken from all topics. Statistical analysis Statistical analysis was performed by Chi-square trial to compare between group differences. Consequences Distribution of the patients in two groups has been shown based on the gender and affected ear in [ Table, 1 ] . 84 per centum of the patients in the first group ( group with limitations ) and 78 per centum of the 2nd group patients ( group without limitations ) were improved after intervention and their Dix-Hallpike trial was negative ( symptomless ) . The post-maneuver consequences for two groups are indicated in [ Table, 2 ] . However, the intervention outcomes did non demo a statistically important difference between two groups ( P & gt ; 0.05 ) . Discussion In general, this survey was conducted to look into the efficaciousness of using postural limitation after Epley manoeuvre in patients with p-BPPV. Our survey findings were similar to the surveies conducted by Nuti, 2000 [ 11 ] , Simoceli, 2004 [ 14 ] , Moon & A ; Gananca, 2005 [ 10 ] , [ 12 ] . In their surveies, Nuti and collegues Epley manoeuvre for p-BPPV patients alonghwith some postural limitations and concluded that these limitations have no consequence upon intervention end products. [ 11 ] Besides, a survey conducted by Simoceli et al [ 14 ] showed that Post-maneuver limitations do non heighten the efficaciousness of Epley Maneuver for BPPV management.Our findings is similar to this survey, with this presentment that patients in Simoceli et Al survey were reassessed during 72 +/- 24 hours after manoeuvre. Consequences of the survey by Gananca et al [ 12 ] showed that utilizing from postural limitations in patients with p-BPPV did non act upon on their result steps, one hebdomad after a alone Epley manoeuvre. Moon et al [ 10 ] used modified Epley in intervention of p-BPPV and prescribed postural limitation after this manoeuvre. Besides, their findings showed that using postural limitation did non hold a important consequence on the concluding intervention results for p-BPPV patients. Burak in 2006, investigated the efficaciousness of postural limitation after modified Epley manoeuvre in handling p-BPPV. Consequences showed that postural limitation enhances the curative consequence of the modified Epley manoeuvre in the intervention of p-BPPV and should be applied in immune instances. [ 13 ] Although both groups were improved by having Epley Maneuver, this survey showed that adding postural limitations after Epley manoeuvre had no more important effects on patients with p-BPPV. Therefore, as using limitation, might attach to with restrictions in patientis activity of day-to-day life and burthen some unneeded undertakings on patients and his/her household, so this issue should be noticed by doctors in be aftering intervention for patients with p-BPPV.

How to Write an Analytical Essay

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Analysis of problem and literature review Essay

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Applying Resource Based View to Strategic Human Resource Essay Example for Free

Applying Resource Based View to Strategic Human Resource Essay What is Resource Based View in Strategic Management? Almost all business management courses have a module that includes study of  strategic management. Our homework helps experts have expertise in the field of strategic management. There are different perspectives and approaches to field of strategic management. This blog post would discuss in detail what resource based view of strategic management is. This perspective stresses and based on the perspective that resources of the company whether tangible or intangible like brand name, assets, cash, customer loyalty, research and development capabilities are an important and main aspect while forming or pursuing a unique strategic position for a company. 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