Kids Should Be Paid for Good Grades Essay

Money can be a motivation to encourage students to study hard. The students will feel that their effort is worthy when they are remunerated. Compensation for children’s good grades can also nurture children’s concept about money. And the last, parents can refuse their kids’ unreasonable request of purchasing and let them earn it. In general, kids should get paid for good marks. First, if kids get paid for good grades, they will be motivated to get high marks. As they grow up, their demands on variety things will increase as well. However, their parents will not always satisfy their children’s needs with everything. At this point, some children might be disappointed because they cannot get what they want even though they attain good grades. For instance, if a child wants an iPhone and the parents refuse the request because it is too expensive, the child will concentrate on the iPhone rather than study hard. Instead of saying â€Å"no† to the child, the parents can reward good grades so that the child will maintain good marks in order to buy the phone. Of course, when the child has enough savings due to good performance, the child will eventually received what he or she desired. Thus, money can be a great incentive for children to study hard. Second, children will form financial concepts about the real value of money. They hardly know the purpose of money except it could be used to exchange with the goods they want. They did not know the value, power or even the amount of money. The perception of kids about money would probably be â€Å"money comes out from mommy’s or daddy’s pocket. Therefore, paying children based on their grades allows them to know the concept of â€Å"all pays deserve gains. † Kids will soon realize that money comes from their effort and is for good reasons. Third, due to the modern society that we live in, kids are attracted by lots of fancy and luxury products and they might have unreasonable demand. Parents can refuse the unpractical demands of their children. The children will not unde rstand their parents since they are immature. In order to establish a balance between â€Å"buying what they want† and â€Å"they cannot have it†, paying for good grades is a better solution. If kids get paid, they will keep studying hard. Paying for good school work does not only benefit the children, but also the parents. Kids will be motivated by the appeal of money, while their knowledge of finance will be developed simultaneously. In addition, kids will understand that they harvest what they plant. Therefore, kids should get paid for their good marks.

A Friend in Need Is a Friend Indeed

A friend in need is a friend indeed. A man who stands by his friend in adversity is a true friend. Selfless love is the base of true friendship. True friends share each other's joy and sorrow, pain and pleasure. They do not fall off in adversity. They have full confidence in each other. They never betray each other. Prosperity makes friends, adversity tries them. A selfless friend is a blessing; a selfish friend is a curse. The first is an angel and the second is a devil. One makes your career while the other mars it. True friendship means great self-sacrifice on the part of both. A true friend foregoes pleasure and convenience.He goes out of his way and faces difficulties in his way with joy and even with pride. The friendship between Krishna and Sudama is a classic example of genuine friendship. Joy and sorrow, success and failure, good fortune and misfortune, are equally shared by a pair of true friends. They shoulder the burden of life equally for they feel that they sail in the same boat and that they have to sink and swim together. A selfish friend is rich in words and poor in deeds. He talks tall but when you are in trouble, he leaves you in the lurch. A selfish friend is always after grinding his own axe.He does not love you, he only loves your riches. You give him a loan of money; you will lose not only the loan but also your friendship into the bargain. A friend in need is the medicine of life. He stands by us through thick and thin, in weal and woe. He is a source of joy and inspiration. A friend in need is a true guide. He is always loyal and faithful. He is never a victim of misunderstanding. He is not a flatterer and a yes man. He is open and plain. If his friend goes wrong, he will openly tell him that he should desist from such a course. Lucky is the man who has a true friend-a friend in need and adversi A Friend in Need Is a Friend Indeed A friend in need is a friend indeed. A man who stands by his friend in adversity is a true friend. Selfless love is the base of true friendship. True friends share each other's joy and sorrow, pain and pleasure. They do not fall off in adversity. They have full confidence in each other. They never betray each other. Prosperity makes friends, adversity tries them. A selfless friend is a blessing; a selfish friend is a curse. The first is an angel and the second is a devil. One makes your career while the other mars it. True friendship means great self-sacrifice on the part of both. A true friend foregoes pleasure and convenience.He goes out of his way and faces difficulties in his way with joy and even with pride. The friendship between Krishna and Sudama is a classic example of genuine friendship. Joy and sorrow, success and failure, good fortune and misfortune, are equally shared by a pair of true friends. They shoulder the burden of life equally for they feel that they sail in the same boat and that they have to sink and swim together. A selfish friend is rich in words and poor in deeds. He talks tall but when you are in trouble, he leaves you in the lurch. A selfish friend is always after grinding his own axe.He does not love you, he only loves your riches. You give him a loan of money; you will lose not only the loan but also your friendship into the bargain. A friend in need is the medicine of life. He stands by us through thick and thin, in weal and woe. He is a source of joy and inspiration. A friend in need is a true guide. He is always loyal and faithful. He is never a victim of misunderstanding. He is not a flatterer and a yes man. He is open and plain. If his friend goes wrong, he will openly tell him that he should desist from such a course. Lucky is the man who has a true friend-a friend in need and adversi

Implementation plan of ethic Essay

Understanding Business Ethics, Corporate Social Responsibility and their relationship; and examine their importance; b. Investigating different perspectives of business ethics theories; c. Understanding the roles of corporate culture and corporate leadership in business ethics; d. Understanding the concepts of ethics in the working place; e. Applying an ethical framework to business fields: Marketing, Corporate Governance, Accounting, and Finance; f. Describing business environment responsibilities. 2) Course Textbook(s)/ Resources: a) Main books: Laura Hartman and Joseph DesJardins, Business Ethics: Decision-Making for Personal Integrity and Social Responsibility, McGraw-Hill/Irwin, 2nd edition, 2010. Or Laura Hartman and Joseph DesJardins, Business Ethics: Decision-Making for Personal Integrity and Social Responsibility, McGraw-Hill/Irwin, 3rd edition, 2013 b) Reference books or resources: †¢ Harvard Business Review †¢ John D. Ashcroft, Jane E. Ashcroft, 2010, Law for Business, 17th edition, Cengage Publication, ISBN 13 9780538749923 3) Implementation plan in details For class scheduled at Tuesday and Thursday ***QUIZ 3 is incidental to the class and has a focus on any of Case assigned in advance for Exercise. Topics/ Chapters/Unit Week Date Slot Number/ Session Content Category Lectures: 15/ Tutorials: 15 Student’s task before class Teacher’s Material Student’s task after class Introduction to the course and Guideline of Individual Assignment 1 Tue 7/1 1 INTRODUCTION to the course Introduce Textbook, studying method and particular for Exercises during Tutorials class. GUIDELINE: Individual Assignment. Instructor will assign one topic among below three to students (subject to be changed by Instructor) Topic 1: The factors influencing corporate culture; Topic 2: The relationship between business ethics and corporate social responsibility. Topic 3: The relationship between business ethics and employee integrity Lecture Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Chapter 1 2 CHAPTER 1: Ethics and Business Lecture Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Exercise 1 3 EXERCISE 1: Applied skill based Debate (focus on Chapter 1) Tutorial Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Chapter 3- Part I Thur 9/1 4 CHAPTER 3: Philosophical Ethics and Business (PART 1) Lecture Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Chapter 3- Part II 5 CHAPTER 3: Philosophical Ethics and Business (PART 2) Lecture Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Exercise 2 6 EXERCISE 2: Applied skill based Debate (focus on Chapter 3-part 1, part 2) Tutorial Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Chapter 3- Part III 2 Tue 14/1 7 CHAPTER 3: Philosophical Ethics and Business (PART 3) Lecture Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Chapter 3- Part IV 8 CHAPTER 3: Philosophical Ethics and Business (PART 4) Lecture Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Exercise 3 REGISTER: Topic of Individual Assignment 9 EXERCISE 3: Applied skill based Debate (focus on Chapter 3-part 3, part 4) REGISTER: Topic of Individual Assignment Tutorial Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Chapter 4- Part I Thur 16/1 10 CHAPTER 4: The Corporate Culture: Impact and Implications (PART 1) Lecture Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS 11 CHAPTER 4: The Corporate Culture: Impact and Implications (PART 2) Lecture Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS 12 EXERCISE 4: Applied skill based Debate (focus on Chapter 4-part 1, part 2) Tutorial Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Chapter 5-Part I 3 Tue 21/1 13 CHAPTER 5: Corporate Social Responsibility (PART 1) Lecture Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Chapter 5-Part II 14 CHAPTER 5: Corporate Social Responsibility (PART 2) Lecture Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Exercise 5 15 EXERCISE 5: Applied skill based Debate (focus on Chapter 5- part 1, part 2) Tutorial Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Chapter 6 QUIZ 1 Thur 23/1 16 CHAPTER 6: Ethical Decision-Making: Employer Responsibilities and Employee Rights Lecture Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Exercise 6 17 EXERCISE 6: Applied skill based Debate (focus on Chapter 6) Tutorial Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Chapter 7 Submission of Individual Assignment Report 18 CHAPTER 7: Ethical Decision-Making: Technology and Privacy in the Workplace SUBMISSION: Individual Assignment Report Lecture Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Exercise 7 4 Tue 11/2 19 EXERCISE 7: Applied skill based Debate (focus on Chapter 7) Tutorials Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Chapter 8- Part 1 20 CHAPTER 8: Ethics and Marketing (PART 1) Lecture Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Exercise 8 QUIZ 1 21 EXERCISE 8: Applied skill based Debate (focus on Chapter 8- Part 1) QUIZ 1: Chapter 1,3,4,5 Tutorial Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Chapter 8- Part 2 Thur 13/2 22 CHAPTER 8: Ethics and Marketing (PART 2) Lecture Main textbook Instructor Manual, Teacher’s Resource and quiz handouts Main textbook, CMS Exercise 9 23 EXERCISE 9: Applied skill based Debate (focus on Chapter 9- Part 1) Tutorial Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Chapter 9 24 CHAPTER 9: Business and Environmental Sustainability Lecture Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Exercise 10 5 Tue 18/2 25 EXERCISE 10: Applied skill based Debate (focus on Chapter 9) Tutorial Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Chapter 10- Part 1 26 CHAPTER 10: Ethical Decision-Making: Corporate Governance, Accounting, and Finance (PART 1) Lecture Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Exercise 11 27 EXERCISE 11: Applied Case based Activities (focus on Chapter 10- Part 1) Tutorial Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Chapter 10- Part 1 Quiz 2 Thur 20/2 28 CHAPTER 10: Ethical Decision-Making: Corporate Governance, Accounting, and Finance (PART 2) Lecture Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Exercise 12 29 EXERCISE 12: Applied skill based Debate (focus on Chapter 10- Part 2) Tutorial Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Course review QUIZ 2 30 COURSE REVIEW QUIZ 2: Chapter 6,7,8,9 and 10 Tutorial Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS FINAL EXAM 3. 2. For class scheduled at Monday, Wednesday and Friday ***QUIZ 3 is incidental to the class and has a focus on any of Case assigned in advance for Exercise. Topics/ Chapters/Unit Week Date Slot Number/ Session Content Category Lectures: 15/ Tutorials: 15 Student’s task before class Teacher’s Material Student’s task after class Introduction to the course and Guideline of Individual Assignment 1 Mon 6/1 1 INTRODUCTION to the course Introduce Textbook, studying method and particular for Exercises during Tutorials class. GUIDELINE: Individual Assignment. Instructor will assign one topic among below three to students (subject to be changed by Instructor) Topic 1: The factors influencing corporate culture; Topic 2: The relationship between business ethics and corporate social responsibility. Topic 3: The relationship between business ethics and employee integrity Lecture Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Chapter 1 2 CHAPTER 1: Ethics and Business Lecture Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Exercise 1 Wed 8/1 3 EXERCISE 1: Applied skill based Debate (focus on Chapter 1) Tutorial Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Chapter 3- Part I 4 CHAPTER 3: Philosophical Ethics and Business (PART 1) Lecture Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Chapter 3- Part II Fri 10/1 5 CHAPTER 3: Philosophical Ethics and Business (PART 2) Lecture Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Exercise 2 6 EXERCISE 2: Applied skill based Debate (focus on Chapter 3-part 1, part 2) Tutorial Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Chapter 3- Part III 2 Mon 13/1 7 CHAPTER 3: Philosophical Ethics and Business (PART 3) Lecture Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Chapter 3- Part IV 8 CHAPTER 3: Philosophical Ethics and Business (PART 4) Lecture Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Exercise 3 REGISTER: Topic of Individual Assignment Wed 15/1 9 EXERCISE 3: Applied skill based Debate (focus on Chapter 3-part 3, part 4) REGISTER: Topic of Individual Assignment Tutorial Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Chapter 4- Part I 10 CHAPTER 4: The Corporate Culture: Impact and Implications (PART 1) Lecture Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Chapter 4- Part II Fri 17/1 11 CHAPTER 4: The Corporate Culture: Impact and Implications (PART 2) Lecture Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Exercise 4 12 EXERCISE 4: Applied skill based Debate  (focus on Chapter 4-part 1, part 2) Tutorial Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Chapter 5-Part I 3 Mon 20/1 13 CHAPTER 5: Corporate Social Responsibility (PART 1) Lecture Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Chapter 5-Part II 14 CHAPTER 5: Corporate Social Responsibility (PART 2) Lectu re Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Exercise 5 Wed 22/1 15 EXERCISE 5: Applied skill based Debate (focus on Chapter 5- part 1, part 2) Tutorial Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Chapter 6 QUIZ 1 16 CHAPTER 6: Ethical Decision-Making: Employer Responsibilities and Employee Rights Lecture Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Exercise 6 3 Fri 24/1 17 EXERCISE 6: Applied skill based Debate (focus on Chapter 6) Tutorial Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Chapter 7 Submission of Individual Assignment Report 18 CHAPTER 7: Ethical Decision-Making: Technology and Privacy in the Workplace SUBMISSION: Individual Assignment Report Lecture Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Exercise 7 4 Mon 10/2 19 EXERCISE 7: Applied skill based Debate (focus on Chapter 7) Tutorials Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Chapter 8- Part 1 20 CHAPTER 8: Ethics and Marketing (PART 1) Lecture Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Exercise 8 QUIZ 1 Wed 12/2 21 EXERCISE 8: Applied skill based Debate (focus on Chapter 8- Part 1) QUIZ 1: Chapter 1,3,4,5 Tutorial Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Chapter 8- Part 2 22 CHAPTER 8: Ethics and Marketing (PART 2) Lecture Main textbook Instructor Manual, Teacher’s Resource and quiz handouts Main textbook, CMS Exercise 9 5 Fri 14/2 23 EXERCISE 9: Applied skill based Debate (focus on Chapter 9- Part 1) Tutorial Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Chapter 9 24 CHAPTER 9: Business and Environmental Sustainability Lecture Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Exercise 10 5 Mon 17/2 25 EXERCISE 10: Applied skill based Debate (focus on Chapter 9) Tutorial Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Chapter 10- Part 1 26 CHAPTER 10: Ethical Decision-Making: Corporate Governance, Accounting, and Finance (PART 1) Lecture Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Exercise 11 Wed 19/2 27 EXERCISE 11: Applied Case based Activities (focus on Chapter 10- Part 1) Tutorial Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Chapter 10- Part 1 Quiz 2 28 CHAPTER 10: Ethical Decision-Making: Corporate Governance, Accounting, and Finance (PART 2) Lecture Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Exercise 12 Fri 21/2 29 EXERCISE 12: Applied skill based Debate (focus on Chapter 10- Part 2) Tutorial Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Course review QUIZ 2 30 COURSE REVIEW QUIZ 2: Chapter 6,7,8,9 and 10 Tutorial Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS FINAL EXAM 4) Training activities: a) Class-based activities – Lectures: 17 slots (slot=90’) -Tutorials: 13 slots (slot=90’) c) Self-study d) Consultation – Email, cms, face-to-face 5) Usage of Information Technology in/during the course a) Provide information or materials through the internet. b) Use online materials : Harvard review c) Information exchanged between lecturers and students: email, CMS d) Specific technical requirement for the subject. 6) Soft skills and personal development throughout the course a) Exercise skills: followed by skills obtained through Discussion performance. b) Team work skills: Group assignment is exercised in form of DISCUSSION 1. GROUPS FOR EXERCISE AND REQUIREMENTS OF ROLES Each exercise will be in form of a Discussion. The class divided into 08 groups (G1,G2,G3,G4,G5,G6,G7, and G8 respectively) by Instructor to hold a game of â€Å"Ethical CEOs† through 12 exercises of tutorials. Each Group will carry out 03 exercises with â€Å"Discussion† role in below fixed order. Each exercise or each Discussion will be participated by 02 groups. The non-discussion groups will give Feedback. 1. 1. Order and Role of Discussion (1 group plays as Present side and 1 group plays as Rebut side) G1-G2 (exercise 1); G3-G7(exercise 2); G4-G5(exercise 3); G6-G8(exercise 4); G1-G3(exercise 5); G2-G5(exercise 6); G4-G6(exercise 7); G7-G8(exercise 8); G1G4(exercise 9); G2-G6(exercise 10); G3-G8(exercise 11); and G5-G7(exercise 12). 1. 2. Requirements of different roles in the Discussion: Discussion activities in 40 minutes and in English: Present group plays a role of CEOS to analyze the ethical problems, present solution, defend or give a model of decision making. Rebut group plays a role against or clear down or specify or supplement the decision of Present group by making questions and statement. Non-discussion groups: 1 group will be enacted by both of Discussion groups to play as â€Å"Chair† of the Discussion. The others have to give feedback which is in a fixed form *** below after the Discussion. Anyone fails to follow control of the Chair or fail to answer any questions will be deducted at least 1% 2. CASES FOR EXERCISES: Cases will be assigned to Students by Instructor at least 01 days in advance (CMS/Email†¦ ) 3. PREPARATION PLAN BEFORE EXERCISE (taken by non-discussion groups only: A preparation plan for the Discussion will be submitted to Instructor via email or CMS depend on Instructor by 5. 30 pm the day before. Format: from 1 page only . Language: English; Margin: Left: 2 cm; Right: 1. 5cm; Upper :1. 5; Bottom: 1. 5cm; Font/ Paragraph: double-spaced with 14-point font. Personal information (Role in debate, name of teams, class, order of exercise and the topic for debate) Content: (i) Background of concerned firms in the case, (ii) Ethical issues, (iii) Analysis and (iv) Solution/ proposed module of decision. Further guidance, please refer to Course Implementation plan of Business ethics Anyone fails to submit this plan will be deducted at least 2% Evaluation of Group assignment: (Total: 30%) 1 group will be evaluated during 15 exercises (5 times of taking charge of 5 discussions, 10 times for being Chair or giving feedback in the remaining 10 exercises). Feedback, preparation plan or performance of discussion during the exercise will be taken into consideration to give score. The score will be allocated within an amount of fixed percent of each exercises mentioned below. Skill application Exercise: 30% (Exercise 1: 2. 5 % The team must assume the role of a consulting firm called in to solve that identified specific problem of ethics in the chosen organization. The problem must be related to a 3 topics mentioned in the Syllabus- Appendix 1 (subject to be changed by the Instructor if any). Instructor will decide which one works on which topic among 3. TOPIC REGISTER: All projects’ subjects must be submitted to Instructor via email or CMS depend on Instructor no later than 5. 30 pm of deadline (session 8). FINAL REPORT: must be submitted to Instructor via email or CMS depend on Instructor no later than 5. 30 pm of deadline (session 18). Format: at least 03 pages and no more than 5 pages for main Body at least depends on teacher’s request; Language: English; Margin: Left: 2 cm; Right: 1. 5cm; Upper :1. 5; Bottom: 1. 5cm; Font/ Paragraph: double-spaced with 12-point font. Structure/ content: Group content, Cover Letter, Reference, Main Body: (i) Nature and background of firm; (ii) Ethical Issues; (iii) Analysis of problems/ issues (interview with the manager is integrated) (iv) Proposed remedy/ solution; and (v) Plan for implementation. Evaluation of Individual Assignment: (Total: 15%) Lack of manager interview part will be only given up to 5% for individual assignment credit at maximum. A deduction of 5% of the total score of the assignment will be applied for each day of late submission (for both Register and Final Report) Any plagiarism more than 30% will be resulted in a failure of assignment e) Content for personal development f) Final examination (FE): 30% 1. Date: TBA 2. Total weight: 30% 3. Structure: (total: 60’) Multiple choice: 20 questions (25†²) Essay and case: 01 essay (short answer/ case) (35†²) 7) Assessment Scheme: Quizzes (3): 15% Exercises (12): 30%

Key Performance Indicator analysis for "Be More Dog" Essay

Key Performance Indicator analysis for "Be More Dog" Campaign - Essay Example 2007.  Pg 21). In the campaign of ‘Be More Dog’, 02 were given a philosophy and theme by VCCP that applies all over its business and its marketing communications. The brand is also given by the campaign a personality that brings it together with all types of customers. This is important for 02 because it is faced by stiff competition from its competitor’s network. In considering the joint and mutual effect of the brand’s message, creative, perceptions, and media touchpoints – including the experience of the brand, competitor media, and word of mouth on the brand’s KPIs and brand tracking (Christophel, D. 2009.  Pg 32). The analysis will be carried out on three aspects i.e. identifying, pinpointing, and benchmarking (Kerzner, et al 2013 pg 40). In identifying, KPI is a success whenever the brand attributes has contributed to the target customers’ sharing behaviors, consideration and purchase. The message that is communicated in the campaign is that life is really great in the 21st century. There is much stuff that should surprise us, but people are too tired for them to be appreciative of the things that surround them. In pinpointing, we look at the contribution of the message, hoe creative was it executed, and how successful is the media that drives the perception of those attributes (Pinheiro Bohl, et al. 2007 pg no. 33). From the campaign, VCCP packaged the idea in a way that was very creative (Brioschi, E. T. 2007 pg 51). The ad by 02 takes a cat that is well known for being disinterested and lethargic that comes to the decision of making a change in its life so as to become more of a dog, ( an animal that is well known for unbelievable levels of showing enthusiasm. The pictures of sticks being fetched and holes being dug by cats. It idea well triggered in our brains. By ‘being more dog’, this will drive people to utilize more technology and services and that’s a good

Globalization Coursework Example | Topics and Well Written Essays - 1500 words

Globalization - Coursework Example This leads to major liberalization in 19th century which was termed as globalization. The rising extent of globalization can be identified with a number of trends started after World War II. It includes global movement of commodities, money, information, innovation and also people. Global development of technology, legal systems, organizations and infrastructure are the key drivers for this movement. Developed, developing and also underdeveloped nations have been enjoying many benefits through internationalization of leading businesses of many countries. International trade has been increased through multinational organizations at a faster rate overall growth in world economy. Global flow of capital has increased through foreign direct investment especially of the leading firms of developed and developing countries. International organization has developed like WTO, IMF, WIPO, World Bank etc for monitoring international transaction of goods and services. Outsourcing of different serv ices has increased dramatically in first decade of 2000 century and it has benefited the MNCs by reducing cost of business operation (Kox, 2001, p.90). Businesses’ engagement in CSR Increasing extent of globalization is nearly proportionate to internationalization of leading firms of many countries. Development in infrastructure, income level of people mainly disposable income and technology advancement is the key motivational factors for internationalisation of firms. There are many entry strategies that the leading firms have identified. Corporate social responsibilities of firms in domestic countries enhance the reputation and goodwill in... This essay stresses that it has been observed that the China has been grown rapidly in last two decade. This is due to Foreign Direct Investment inflow to China has increased in major extent. It has become one of the leading business hubs in the continent of Asia to the leading MNCs in the world especially the MNCs of developed markets. At the same time, outward foreign direct investment is also substantial contributor in economic development of this nation. Generally, economic growth of a country is quantitatively measured by gross domestic production of the country. China holds huge resources for businesses including natural resources like agriculture base products, infrastructure, technology and obviously availability of manpower for all level of work. This paper makes a conclusion that the liberalization of some of the developing countries has not translated into qualitative gains. The gains from trade in less developed countries are still not sufficient. The costs of globalization driven by trade may be unsustainable and therefore the inequalities will tend to rise further which is indeed a matter of concern. As a result the countries are becoming prone to external shocks. In order to benefit from globalization a sustainable environment is needed to be created in the context of differentiated trade policy and development landscape. The international trading system has witnessed several changes under the globally recognized challenges. The trading system has recognized the structural as well as the economic challenges that are faced by the developing countries.

Intern #2 Essay Example | Topics and Well Written Essays - 750 words

Intern #2 - Essay Example I am all for helping them it is part of my responsibility as their manager. However there are those who are harder to teach than others, with this cases I learned to invoke as much patience I could muster. I am the kind of person with an average level of tolerance; it was just then that I realized I had more of it in me than I could ever imagine. Do not get me wrong, I am not ranting, this is a good thing. I would need to be a little bit more patience to deal with employees and also it would help when facing with more difficult clients. My seventh week of internship is a hectic week. This week I was able to fully utilize my multi-tasking powers. It was also the week where I found out that my ability has there off days. As it turns out doing too much at the same time can lead to mediocrity which is very ironic because I was trying to establish the exact opposite. I admit I should have known better though, but I honestly thought I could do it. Thankfully, I did not do much damage but I know I did not produce my best work, despite my intentions. So, lesson learned sometimes less is more (i.e. focus on one task/ activity at a time)†¦ sometimes. This week (i.e. 8th week), I want to expand on what I learned from last week about multi-tasking. I said last time that ‘sometimes less is more’, emphasis on the sometimes. This is because most of the time I do not have the option to postpone my tasks, some matters needs to be dealt with right away even if I am in the middle of doing something else. One of the perks of being a manager is having other individuals working under me; the key here is ‘delegation’. Some might think this is a convenient, it is. But for someone like me who tends to be ‘anal’, it is a dilemma to delegate. I do delegate but sometimes I over-analyze, even when I know that they are capable and trustworthy.

Effectiveness and Extent of the Convergence between Public and Private Research Paper

Effectiveness and Extent of the Convergence between Public and Private Security over the Next Decade - Research Paper Example es helping private firms and individuals to identify crime and other insecurity problems and report them to the government officials for law enforcement. Private security officers offer private risk management consultancies, implement security approaches to protect private property against theft and fire, and also investigate frauds in private companies. There are various private security companies which carry out those security functions mentioned above. The public and private securities have recently been seen to converge as they help each other to combat insecurity issues in the society. The success of community security can be achieved through partnership building between the private and public security. Convergence of private and public security enhances identification of opportunities for collaboration in the security sector in order to encourage innovation in problem-solving and decision making; hence making it easier for security personnel to deal with security issues and meet the needs of the society in terms of security. Collaboration between private and public security opens doors for effective problem-solving through technology and innovation. This convergence between the public and private security also enhances advanced community policing and achievement of mutual goals in the private and public sector. Therefore, the convergence between the public and private security is expected to expand and become effective over the next decade due to its benefits to the society. The convergence between private and public and private security is a contemporary issue in security studies which has become common in many countries worldwide. The convergence between private and public security refers to the collaboration and partnership building between the public and private security personnel. It involves bringing together the activities of private and public security personnel in order to encourage innovation and technological advancement in the security sector.

Industrial Action Essay Example | Topics and Well Written Essays - 1500 words

Industrial Action - Essay Example The collective bargaining process in the U.K. has been described as adversary in nature because of the arms length bargaining style and the minimal communications employed, although it is a â€Å"representational system† since the labor movement is not seeking to overcome the political economic system. In sum, the degree of external control placed on employers by unions in the U.K. is limited in international comparison. Conditions of employment are set at the firm level and therefore more likely to give employers more flexibility in adapting HR policies to the firm context, although at times these policies also limit managerial flexibility, to wit, the restrictive work practices that evolved in U.K factories. The extent of industrial action : In the UK, official statistics on the use of industrial sanctions relate only to strikes. They measure three dimension of strike activity – their number (how frequent they are), their size ( number of workers involved) and their d uration (the number of working days lost). This last measure is often distorted by a few big strikes. For example, in 1979 an engineering industry- wide strike accounted for 55 percent of the 29.5 million working days lost in that year. In 2000 the number of working days lost in the UK was 499,00. However, disputes still happen – for example, the series of one day stoppages in 2002 on the railways over the widening of pay differentials between drivers, who were in short supply, and other railway employees.

Commercial Realities in Project Management Coursework

Commercial Realities in Project Management - Coursework Example .....................................................................................6 Swot analysis ...........................................................................................................................9 Conclusion ..............................................................................................................................12 Recommendation .....................................................................................................................13 Introduction Project management is a discipline that involves management of resources in a project to achieve the set goals and objectives. Project managers’ plan, organizes, and controls all the activities of the project to realise the set goals. The project must be appraised by use of various methods to determine its viability. Somalia is a country that does not a centre of training its cadets. There is a lot of expenditure in training the cadets outside the country. Somalia and xyz defence team wants to initiate F-15, Tornado and Typhoon Aircrafts Maintenance Training Facility and complete training program. There is demand for the facility from Somalia and other foreign nations. This project will involve large sums of money, and many logistics must be put in place. There will be many interested parties involved, and therefore there will be many issues arising. These activities includes; purchase, supply, finance and contract management issues. Somalia requires an in-depth analysis of the project to assess it viability. In the process of establishing F-15, Tornado and Typhoon Aircrafts Maintenance Training Facility and complete training program, there will be many contacts between Somalia and other firms. The procurement firms must ensure that the goods procured are of the right quality. Supply of low quality goods will amount to breach of contract. If the construction is done with the low quality materials, it is the procurement firm to take the losses. Manage ment is a doctrine that is useful in the successful running of the business organization. Through management, the various business owners are able to delegate some authority to their subordinates. This is necessary enough to ensure the effective running of the business or project. A project entails many different activities that are all correlated in ensuring the success of the overall business endeavour. Duties, challenges, obligations are assigned to the employees of any organizational setting. Delegation is an essential part in the management. Project management is a part of management that concentrates on the effective management of a project until its completion. Through technological usage of resources that are not costly and cheap in the end one is able to make skilful use of the available resources to put into practice the application of the project. Proper monitoring of all the transactions that transpire during the project will ensure its overall success. Evaluation tools are in existence in the establishment of viability of any business portfolio. The use of Net Present Value, IRR, and other mathematical tools enable one to establish mathematically the viability of any business endeavour. In most government projects, the government is entitled to inspect all the materials. Many potential disputes are likely to arise since it is an enormous investment. These must be handled with clear laws governing the contracts. The project will be evaluated by use of various methods to ascertain its viability. Since it is a capital-intensive project,

Post project appraisal of Woody 2000 (project of The Custom Assignment

Post project appraisal of Woody 2000 (project of The Custom Woodworking Company) - Assignment Example Professional project management and control techniques were not used during execution and close-out. The project encountered time and cost overruns, and project cash flows were not financed efficiently. The Custom Woodworking Company launched project Woody 2000 in the spring of 1989. The project encountered several problems in conception and execution with substantial cost and time overrun. After the completion of the project, an external project management consultant was hired to conduct post project appraisal. A typical project include three phases, viz., Initial, Intermediate, and Final. The first phase involves conceptualization and planning, while the intermediate phase constitutes execution and monitoring, and the final phase includes project close out. The cost and staffing is lower at the initial phase of the project. During this period, the level of uncertainty is the highest and the risks of failing to achieve the objectives are the greatest. The certainty of completion progressively gets better as the project continues. The ability of the stakeholders to influence the project is highest at the initial phase and gets lower towards the final phase. The contribution of the project to the strategic goals of the company was never objectively quantified. ... 2. Woody project failures The major problems identified during the audit are detailed below. Conception & scope: The contribution of the project to the strategic goals of the company was never objectively quantified. Gate reviews were not conducted and the cost estimation and risk mitigation efforts were half-baked. The cost estimation for the project was done during a single meeting without considering any supplier quotes and probably without involvement of estimation professionals. Risk analysis was not done, and no contingencies were added at this stage. The project scope was not defined objectively, and seemed to have been influenced by personal bias; there was no reason to include office renovation within the scope of this production capacity enhancement project. Planning & control: The contingency was developed after the project was authorized, and was done without any formal assessment of risk. The monthly cash flow was done on an ad-hoc basis without the involvement of the project manager. The cash flow was developed without reckoning the project schedule and the actual spending pattern. Without this vital information, there was no way Spencer could have actually mobilized the necessary funding for this project. This cash flow was never used for the purpose of monitoring and controlling. There was no project plan to address the key issues, and no Work Breakdown Structure (WBS) or project schedule was prepared. In absence of a baseline plan it became impossible to monitor the project progress. There was no cost control process in place; without use of proper cost performance index, it was impossible to predict to cost overrun. Contracting strategy: Spencer decided on a cost plus basis for contracting the work.

Certainty of Terms in Lease Contract Essay Example | Topics and Well Written Essays - 3250 words

Certainty of Terms in Lease Contract - Essay Example A leasehold estate is made for a year or a fraction of a year or for many numbers of years or for weekly, quarterly, monthly or per annum basis. On 3 December 1868, the longest lease was created by an Irish lease thereby granting for a term of ten million years as regards to a plot for a sewerage tank. In Smallwood v Sheppards2, a privilege to occupy a cottage for three following bank holidays held to be a valid lease. In Cottage Holidays Associates v Customs and Excise Commissioners3, it was upheld that a right to occupy a resort cottage for seven days in each year for a period of 80 years as a valid lease4. Privileges and commitments under a lease contract will be established by the general law provision and by the terms contained in the lease contract, like payment of rent by a tenant, repair and renovate the leased property, to use only for the authorised usage, not to sublet or to assign, to make a charge or part with the possession of the land without prior consent from the lan dlord5. This research essay will make an earnest attempt to elaborate the main ingredients for the award of a valid lease and the possible outcomes of failing to observe with those ingredients with reference to relevant case law and academic commentary. â€Å"Requirement of a Valid Lease† For creating a lease contract, there should be a landlord who owns or legally possess the ownership of a land, a tenant who will have the privilege to exclusively possess the land for a definite or contracted period by paying a rent, where the landlord retains a reversionary interest. There should be two parties one –the landlord and the other, the tenant. The landlord cannot give a lease of land to himself as held in Rye v Rye6. In Ingram v Inland Revenue Commissioners7, it was held that a nominee cannot award a lease to his principal. However, s72 (4) of LPA 1925 offers some statutory exception to this8. The subject matter should be a land in a leasing contract as per s205 (1) (ix) of LPA 1925, which includes any land, building on land and rights over such land, which is known as ‘incorporeal hereditaments.’ The landlord must divest himself of everything which he possesses in his leasehold estate. In Milmo V Carreras9, a tenant had sublet a flat to a party which ran beyond the head lease period. It was viewed by the Court of Appeal that tenant had transferred to the sublease the whole of the period available under the head lease and as such, he had not retained any reversion over it. â€Å"Certainty of Terms† The duration or term of a lease contract should be certain.

The Taming Of The Shrew Essay Example for Free

The Taming Of The Shrew Essay In Petruchios attempt to woo Katherina he uses alot of flattery, and appears to have a laid-back attitude towards the verbal dispute that arises in the first meeting. He is made to feel unwelcome from the moment Katherina is present, but he is confident that he will change her view towards him and accept him as her husband-to-be. The word movable is used as an insult by Katherina, but Petruchio deliberately misunderstands what she is trying to say and makes a witty pun from this. Towards the end of this act Petruchio begins to grow tired of Katherinas lack of co-operation towards the matter of marriage. In a last desperate act before Baptista , Tranio and Gremio return, he loses his charming image and appears as very forward and aggressive towards Katherina. This emphasizes his short temper and antagonistic nature. After an eventful and chaotic wedding, Katherina is deeply hurt inside, but her anger shows on the outside. This is worsened when Petruchio wants to lave for hom and doesnt attend his own wedding feast. This shows Petruchios leadership in the relationship at such an early stage. Katherina is understandably furious isnt ready to deal with Petruchios strange behaviour and tells him he can leave but she will not be going with him. This is an attempt by Katherina to gain some leadership in the relationship because she is only used to getting her own way and doesnt like how she is being treated.

Clarifying the basic principles of freuds theories

Clarifying the basic principles of freuds theories it is important to be clear about the meanings of certain terms that you may come across and throughout the handout you will find footnotes clarifying certain terms. Firstly though, a word about the terms psychoanalysis and psychodynamics. Psychoanalysis refers to both Freuds original attempt at providing a comprehensive theory of the mind and also to the associated treatment. The term encompasses both Freudian theory and therapy. You will also come across the term psychodynamics. This term is used to denote the approach which began with psychoanalysis but which has now broadened into a much more diverse collection of theories and models developed by other psychologists, all of which nevertheless retain some of the main ideas of Freuds original theory. Sigmund Freud was born in 1856 in Moravia, which was then part of the Austrian Empire and is now in the Czech Republic. He spent most of his life in Vienna, from where he fled, in 1937, when the Nazis invaded. Neither Freud (being Jewish) or his theories were very popular with the Nazis and he escaped to London where he died in 1939. He had wanted to be a research scientist but anti-Semitism forced him to choose a medical career instead and he worked in Vienna as a doctor, specialising in neurological disorders (disorders of the nervous system). He constantly revised and modified his theories right up until his death but much of his psychoanalytic theory was produced between 1900 and 1930. Freud originally attempted to explain the workings of the mind in terms of physiology and neurology (but) quite early on in his treatment of patients with neurological disorders, Freud realised that symptoms which had no organic or bodily basis could imitate the real thing and that they were as real for the patient as if they had been neurologically caused. So he began to search for psychological explanations of these symptoms and ways of treating them. In 1885 he spent a year in Paris learning hypnosis from the neurologist Charcot; he then started using hypnosis with his patients in Vienna. However, he found its effects to be only temporary at best and it did not usually get to the root of the problem; nor was everybody capable of being hypnotised. Meanwhile Breuer, another Viennese doctor, was developing another method of therapy which he called the cathartic method, where patients would talk out their problems. Freud adopted Breuers method and called it free association which became one of the three fundamental tools of psychoanalysis. Freud began his self-analysis during the 1890s and in 1900 published The Interpretation of Dreams, in which he outlined his theory of the mind, followed by The Psychopathology of Everyday Life (1904), A Case of Hysteria and Three Essays on the Theory of Sexuality (1905). Two of Freuds closest colleagues, Carl Jung and Alfred Adler, helped him form the psychoanalytic movement and the first International Psychoanalytic Congress was held in Salzburg in 1908. The Journal of Psychoanalysis was first published in 1909 and, in that year, Freud and Jung made a lecture tour of the USA. (From Gross, R (1996) Psychology, The Science of Mind and Behaviour, page 508) 1.8.2   Ã‚  Ã‚  Ã‚  Ã‚  FREUDS STRUCTURE OF PERSONALITY Freud compared the human personality to an iceberg. The small part that shows above the surface of the water represents conscious experience ; the much larger mass below the water level represents the unconscious a storehouse of impulses, passions, and inaccessible memories that affect our thoughts and behaviour. It is this portion of the mind that Freud sought to explore with the use of free association. Freud also believed that personality was composed of three major systems: the id, the ego and the superego. Each system has its own functions but the three interact to govern behaviour. (a)  Ã‚  Ã‚  Ã‚  Ã‚  The id The id is the most primitive part of the personality and the first to develop. It is present in the newborn infant. It is located in the unconscious and it is from the id that the ego and the superego later develop. The id consists of the basic biological impulses (or drives): the need to eat, drink, eliminate wastes, avoid pain and gain sexual pleasure. Freud also believed that aggression was a basic biological drive. The id seeks immediate gratification of these impulses. Like a young child, the id operates on the pleasure principle : it endeavours to avoid pain and obtain pleasure regardless of the external circumstances. (b)  Ã‚  Ã‚  Ã‚  Ã‚  The ego As the child develops it learns that their impulses cannot always be immediately gratified. Some must be delayed (for example, hunger must wait until someone provides food) and some (for example, hitting someone) may be punished. A new part of the personality, the ego, develops as the young child learns to consider the demands of reality. The ego constitutes our conscious self and obeys the reality principle : It is essentially the part of personality that decides what actions are appropriate and which id impulses will be satisfied in what manner. The ego mediates among the demands of the id, the realities of the world and the demands of the superego. (c)  Ã‚  Ã‚  Ã‚  Ã‚  The superego The superego, is the internalised representation of the values and morals of society as taught to the child by the parents and others. It is essentially the individuals conscience. The superego decides whether an action is right or wrong. Initially, parents control a childs behaviour directly by reward and punishment. Through the incorporation of parental standards into the superego, behaviour is brought under self-control. The superego develops in response to parental rewards and punishments. In summary, the id seeks pleasure, the ego tests reality and mediates, the superego constrains and strives for perfection. Not surprisingly, the three components of personality are in constant conflict: the ego postpones the gratification the id wants immediately and the superego battles with both because behaviour often falls short of the moral code it represents. 1.8.3  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  MANAGING THE CONFLICT In order to deal with this conflict, the ego develops a series of defence mechanisms which allow it to protect itself from the pressures of the id, the real world and the superego. Examples are: Repression burying a memory so thoroughly that it is not recalled at all it never happened. Projection attributing own unwanted bad feelings or ideas to another person. Rationalisation making up a reasonable excuse for unacceptable behaviour and really believing it. Suppression forgetting a shocking event on purpose: (consciously in this case) putting it out of ones mind. Denial refusing to acknowledge something because it is so distressing. Displacement transferring feelings from one person or object to another. Identification imitating someone who is admired and modelling oneself on them. Reaction-Formation consciously substituting the opposite emotion for true feelings about someone/something. Freud believed that conflict is inevitable and all behaviour is a compromise. Conflict is the primary cause of human anxiety and unhappiness. Defence mechanisms are one way we have of dealing with our inner conflict; neurotic symptoms and dreaming are the other major forms of compromise. 1.8.4  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  THE DEVELOPMENT OF PERSONALITY Freud believed that the individual, during the first five years of life, progresses through several developmental stages that affect personality. Applying a broad definition of sexuality, he called these periods psychosexual stages. During each stage, the pleasure-seeking impulses of the id focus on, and derive pleasure from, a particular area of the body and on activities connected with that area. Freud called the first year of life the oral stage of psychosexual development. During this period, infants derive pleasure from nursing and sucking; in fact, they will put anything they can reach into their mouth. During the second year of life, the anal stage, as children have their first experience with imposed control in the form of their toilet training. In the phallic stage, from about age 3 to age 6, children focus on their genitals. They observe the differences between males and females and may direct their awakening sexual impulses toward the parent of the opposite sex. It is at this stage that children have to resolve the Oedipus and Electra complexes. A latency period follows the end of the phallic stage, during which children become less concerned with their bodies and turn their attention to the skills needed for coping with the environment. The last stage, the genital stage, occurs during adolescence, during which young people begin to turn their sexual interests toward others and to love in a more mature way. Freud felt that special problems at any stage could arrest (or fixate) development and have a lasting effect on the individuals personality. The libido would remain attached to the activities appropriate for that stage. Thus a person who was weaned very early and did not have enough sucking pleasure might become fixated at the oral stage. As an adult, this person may be excessively dependent on others and overly fond of such oral pleasures as eating, drinking and smoking. Such a person is called an oral personality. The person fixated at the anal stage of psychosexual development may be abnormally concerned with cleanliness, orderliness, and saving. 1.8.5  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  MODIFICATIONS OF FREUDS THEORIES Later psychoanalysts felt that Freud placed too much emphasis on the instinctive and biological aspects of personality and failed to recognise that people are products of the society in which they live. The neo-Freudians including Alfred Adler, Erich Fromm, Karen Horney, Carl Jung and Harry Stack Sullivan, considered personality to be shaped more by the people, society, and culture surrounding the individual than by biological needs. They placed less emphasis on the controlling power of the unconscious, believing that people are more rational in their planing and decisions than Freud thought. 1.8.6  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  PSYCHOANALYTIC THERAPY The aim of psychoanalytic therapy is to bring about a fundamental change in the patients personality so that he is released from his neurotic disorders. Freud believed that neurosis was caused by the repression of disturbing feelings and emotions associated with conflicts established in early childhood. These conflicts result from the impulses of the id or the strictures of an over demanding superego. He assumed that the patients ego was too weak to cope with such conflicts and defended itself by repressing them into the unconscious. However, conflicts do not go away; they find expression through the symptoms and neurotic behaviour of the patients. The aims of psychoanalysis are to remove the infantile conflict from the unconscious and help the patient deal with it at a conscious level. Psychoanalytic therapy normally has two stages: 1.  Ã‚  Ã‚  Ã‚  Ã‚  the release of repression, thereby allowing the conflict to enter consciousness, and, 2.  Ã‚  Ã‚  Ã‚  Ã‚  the redirection of the emotional energy (libido) associated with the repression thereby allowing the patients ego to gain control of the conflict. Freud developed various techniques for getting round the controlling forces of the defence mechanisms to reveal the unconscious material which is trying to gain expression. One of the original methods employed by Freud was hypnosis, but as has already been mentioned, he found this technique unsatisfactory and soon began using free association. Later Carl Jung, one of Freuds students developed a similar technique known as word association , and both methods are still widely used in present-day psychoanalysis. Another technique for getting at unconscious material is the interpretation of dreams . Another route into the unconscious is via the errors of everyday life, so-called Freudian slips. Present day psychoanalysts also regard certain physiological cues such as posture, blushing or pallor and changes in the timbre of the patients voice as important expressions of unconscious motives and feelings. 1.8.7  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  AN EVALUATION OF THE PSYCHOANALYTIC   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  APPROACH Psychoanalytic theory has had an enormous impact on psychological and philosophical conceptions of human nature. Freuds major contributions are his recognition that unconscious needs and conflicts motivate much of out behaviour and his emphasis on the importance of early childhood experiences in personality development. His emphasis on sexual factors led to an awareness of their role in adjustment problems. But Freud made his observations during the Victorian period when sexual standards were very strict; so it is understandable that many of his patients conflicts centred on their sexual desires. Today, feelings of guilt about sex are much less frequent, yet the incidence of mental illness remains about the same. Sexual conflicts are not the only cause of personality disturbances and may not even be a major cause. Some critics also point out that Freuds theory of personality is based almost entirely on his observations of emotionally disturbed patients and may not be an appropriate of the normal, healthy personality. In addition, many of Freuds ideas were decidedly sexist. For example, his theory that female psychosexual development is shaped by penis envy and feelings of unworthiness due to the lack of such equipment is certainly inadequate in view of our current awareness of the role that social factors play in gender identification. It was probably not her brothers penis that a little girl during the Victorian era envied but his greater independence power and social status. Although psychoanalysis has exerted a powerful influence on our thinking about human nature, it has been seriously questioned as a scientific theory. Freuds constructs are ambiguous and difficult to define. He does not specify, for example, what behaviours indicate that a child is fixated at the anal stage of psychosexual development and what behaviours indicate that he or she is not fixated. For any body of theory to be accepted as a valid scientific perspective, its consequences must be statable. The hypothesis that fixation at the anal stage can lead to stinginess (or to the opposite, generosity) is evidently not refutable; whatever the outcome, the theory can account for it. To that extent the psychoanalytic approach fails to meet the criteria of a scientific theory. Because some important aspects of psychoanalytic theory cannot be proven experimentally, some psychologists claim that it has no value either as psychology or as science (Eysenck 1972). However, many others claim that experimental validity is an inappropriate yardstick for evaluating psychodynamic theory and that the theory is verified in practice in the analyst-patient interview.

Roles and Responsibilities of a PE Teacher

Roles and Responsibilities of a PE Teacher QCA (2007) states that a range of activities is needed to be carried out in schools for pupils to become physically active learning new skills that will help with their personal development. It is important for students to understand skills and decision making and understanding how to improve. It is important to be educated in physical activity at a young age in order to carry on with a healthy life-style. Physical Education is not just important in the curriculum for sport it has social benefits too as working together in different roles prepares pupils for future careers. Secondary Physical Education teachers are at the heart of providing the foundations to deliver a good curriculum due to teaching in their own secondary school and also their partnered primary schools as there is a shortage of specialist PE teachers in primary schools (Green, 2008). The Every Child Matters model states that there are five elements that every child has the right to experience. stay safe, be healthy, enjoy and achieve, make a positive contribution and achieve economic well-being (The Association for Physical Education, 2008) schools throughout the country have a different intake of pupils with different needs whilst critiquing the national curriculum Green (2000) suggests that the National Curriculum does not account for what type of school and which pupils would be in your class therefore planning is highly important of every single PE lesson. Teacher have to be fully inclusive to provide for a wide range of abilities in their class, planning is of the upmost importance to provide a fully inclusive lesson (Block, 2002) Every Child Matters and this should be at the very centre of all planning and at the forefront of every Physical Education teachers minds (The Association for Physical Education, 2008). Planning is paramount and is an important responsibility of any teacher because they must gain an understanding of what will actually occur during a lesson (Macfadyen and Bailey, 2002). However, it is argued that unforeseeable situations arise during physical education lessons therefore a teacher needs to have the skills to think on the spot this is gained through experience (Green, 2008). This statement was supported by Macfadyen (2010) stating that planning in too much depth takes away an important teaching skill of improvisation. It is important to understand that planning provides an inclusive curriculum, without planning and differentiation this would simply not happen (Johnson, 2007). Teachers have to have the skill and be responsible for fully inclusive provision for a wide range of abilities in their class planning is of the upmost importance to provide this; however, it has been suggested that physical education teachers often lack the ability to adapt tasks to include SEN s tudents (Block, 2002). This may be through a lack of experience as only in recent years many pupils with disabilities have been moving into mainstream schools and it is the duty of a PE teacher to provide equal opportunities for all participants (Fitzgerald, 2006 cited Green, 2008:187). This is supported by Lieberman and Huston-Wilson, (2002) who state that 93 percent of SEN children are based in mainstream schools. As teachers of PE we have to plan SEN pupils personnel and equipment. It has become apparent that some teachers in this country are not providing a fully inclusive curriculum with regards to SEN students (Block, 2002). In relation to the increase of SEN students in mainstream schools statistics from National Centre for Educational Statistics (2005) states that in the last 30 years EAL students have increased in our schools by 161% (cited Causton-Theoharis et al., 2008: 382). Many EAL students have different cultures and attitudes toward PE that may prevent them from performing. It is therefore the responsibility of the P.E teacher to plan strategies and use communication skills to include EAL students. Another consideration for all teachers is providing for Gifted and Talented students. First the PE teacher needs the skill to identify a gifted student and then ways in which they can be kept engaged during lessons and promote them to elite sporting success (Bailey Morley, 2010). Even though it is positive that certain students with additional needs are catered for by preplanning there tends to be a negative effect on the majority of students in the class. This is because our attention as a teacher gets focused predominantly on the students with the additional needs (Causton-Theoharis, 2008). Planning and risk assessment co-inside with one another in order provide a safe place to work (Macfadyen, 2010). Physical education teachers show high skills when risk assessment becomes routine practice (Shewry, 2008 cited Whitlam, 2010:173). PE teachers must see an event such as injury and danger before it takes place, furthermore physical education teachers must have the skills to prevent a risk without impeding on the students learning (Whitlam, 2010). When pupils take part in practical Physical Education the environment should be safe to exercise and the activity should be carried out safely (Whitlam, 2010). With relation to the National Curriculum this provides students with the underlying knowledge to carry safe and effective exercise on their own away from the classroom (QCA, 2007). An expected role of all teachers is that they are required to be reflective practitioners and evaluate on their own teaching and the learning of pupils as a means of ensuring the intended outcomes are met (Causton-Theoharis, 2008). In order to develop and deliver a curriculum that allows for all pupils to be included and make progress, it is the responsibility of the teacher to examine the needs of the pupils in their class and to adapt their lessons accordingly (Armour, 2010). The teachers with the most success are those who take it as their responsibility to act upon what happened during their class by using reflective strategies. The characteristics of the pupils could not be blamed such as behaviour due to home-life part by the way in which the teacher handles the class reflecting will improve the learning experience and curriculum delivery (James et al., 2007). Furthermore without reflective practice teacher will not gain experience to get across better teaching of the national curriculum (Keay, 2006). Upon critiquing the National Curriculum, reflection is a very important responsibility of the PE teacher, as the teacher is still a learner. The National Curriculum states that evaluating and improving is a key process (QCA, 2007). All people should be able to analyse, evaluate and improve therefore teachers should demonstrate this to. Assessments are a means of obtaining information to find out what level students have achieved. PE teachers need to have analysis skills such as observation to carry this out (Green, 2008). It is an ongoing and never ending process that PE teacher need to continuously develop throughout their career (Casbon and Spackman, 2005). There are two forms of assessment; summative and formative (Green, 2008). The debate has risen in resent modern day Physical Education arguing that teachers should move away from assessment of learning (summative) to assessment for learning (formative) this is because it gives to students a chance to act to improve (Frapewell, 2010). The role of a PE teacher has no difference from any other subject on the National Curriculum with regards to assessment and of high importance to Physical Education (Green, 2008). Assessment for learning has shown that students are given better direction in knowing how to improve, however, the national curriculum within PE lessons does not cater for SEN pupils as teachers are not skilled enough to grade the pupils with SEN on the attainment target criteria (Smith and Green, 2004). This is supported by Lieberman Houston-Wilson (2002) who state that PE teachers need to get speciaist advice from an adapted PE specalist before grading pupils, this therefore demonstrates a weakness in the national curriculum. Frapwell (2010) demonstrates that one important skill needed for PE teachers is that of feedback which is communicating accurate analysis. Blankenship (2008) states this will ultimately help pupils understand what they need to achieve and how they need to act to achieve the outcome (QCA, 2007). Teachers should encourage peer assessment as the national curriculum states that pupils should be able to analyse performance and identify strengths and weaknesses (QCA, 2007). Therefore it is the role of a PE teacher to provide pupils with the skills necessary for them to peer assess. One theory that suggests positive and negative aspects of peer assessment is the competence motivational theory (Harter, 1981 cited Blankenship, 2008:153) which states that feedback from a peer significantly affects the pupils perceived competence. If the peer praises perceived competence will rise, if the pupil is criticised or ignored perceived competence will full. Due to the advance of modern day technology and its affordability, the national curriculum has introduced ICT in the past ten year (Taylor, 2009). However it is debated that ICT should be a cross-curricular subject taught within other subjects as the 21st century world is dependent on it (Becta, 2003 cited Taylor, 2009:147). The National Curriculum for PE is inclusive of ICT as a way of improving performance (QCA, 2007). The use of ICT is also beneficial for pupils finding a role that best suits them in sport besides performing as well as evaluation of performance (QCA, 2007) this can be done by using player cam. As ICT is part of the National Curriculum, it is stated that PE teachers of modern education need to be ICT literate and have the skills and knowledge to use technology within their Physical Education lessons (Taylor, 2009). It was concluded by Bailey (2001) that ICT is awkward to use in PE lesson without careful planning and therefore the planning will allow for teachers to pick up the skills which they need. As a Physical Education teacher you gain further knowledge by participating in sport yourself to improve skills and be responsible to obtain help from coaches and instructors that are more experienced especially in sports and activities the teacher is weak in and take their knowledge into your physical teaching practice. (Carle, 2010) This can help provide good teaching of the national curriculum as pupils have a chance of experiencing a range of activities giving them a greater chance to see what type of activity best suits them. If the teacher understands the sporting technique then pupils are able to refine their own (QCA, 2007). Teachers however, do not have a full understanding of the subject but must act with the best interests of their students (Armour, 2010). Bailey (2001) takes this idea one step further by stating teachers are forever developing subject knowledge, subject knowledge is not the most important skill having the ability to plan is the key to successful teaching. Whilst delivering and planning for a Physical Education lesson Grossman (1990) suggests teachers need to understand four categories before teaching. They need to have an understanding of the topic, students understanding and performing in PE, how it relates the national curriculum and finally the strategies in which they can deliver the topic. However this was criticised by Green (2008) who stated that gaining experience of the teacher is more important. One important knowledge skill of a PE teacher is health knowledge that is to be able to deliver to pupils within the school setting and applied. This knowledge must be up to date, accurate and not hyped up by the media (Armour, 2010). Schools are the first place that The Government can educate and promote Public Health and Physical Education Curriculum is seen to be an ideal place to start (Allensworth et al. 1997). This is supported by Sallis and McKenzie (1991) stating school physical education is seen as an ideal site for the promotion of regular physical activity. Moreover this is because schools already have a captive audience in the pupils Physical Education teacher have the responsibility to provide free of charge opportunities to educate children in health issues (Fox, 1992). One modern problem the nation faces and is the responsibility of PE teachers to tackle is obesity, physical education teacher can play in the treatment of obesity at school (Ward and Bar-Or, 1986) The primary role of physical education is to develop the need for lifelong physical activity (NASPE, 2004: cited Blankenship, 2008:300). This was supported by Shephard and Trudeau (2000) as they consider the most important goal of PE is the long-term health of students. Health related exercise the area of the curriculum which includes the teaching of knowledge, understanding, physical competence and behavioural skills, this is aimed for pupils to understand and create a desire to carry out a healthy life style and be confident to continue participation in physical activity (Harris, 2000). Health related teaching is now an established and statutory component of the National Curriculum for PE in England this there for states it is a legal responsibility of a PE teacher (Carle, 2000). Furthermore, if teachers have the skills to create a positive impact on their pupil during lessons then life-long participation maybe created (Carle, 2000). The Social Learning theory by Bandura (1978) states that students model the behaviour of their teachers and copy reinforced behaviours social learning theory by Bandura (1978). Role modelling as a PE teacher is seen to be an essential skill for PE teachers to attract pupils to participate in life-long physical activity, this is supported by Hopper (2005) shows that primary school teachers tend to push pupils away from Physical Education however secondary school teachers have the specialist personal qualities to deliver the curriculum. The discussion continues Green (2008) stating that showing their love and passion for sport will attract children to continue sport, this applies to a national curriculum aim. In opposition having a love of the sport is not enough teachers need to gain the respect of the students building confidence, social skills, and self-esteem by role modelling in this way students will be more willing to access the curriculum opportunities (Comer 1988). One problem PE teachers experience is communication and therefore becoming friendly with the pupils this leads to discipline issues rather than positive role modelling (Bailey, 2001). This was supported Larson (2006) stating a number of personal qualities have also been associated with it teacher such as enthusiasm, sense of humour, approachability, patience, impartiality, open-mindedness, empathy, ability to be a good communicator and organiser and also be caring towards pupils. A good way in which PE teachers create inter-personal relationships is through extra-curricular clubs (Bailey, 2001). one responsibility of the PE teacher is to provide extracurricular clubs by providing the opportunity before school at lunchtimes and after-school (Green, 2008) the national curriculum states that people should be given the opportunity to participate in and beyond school (QCA, 2007) Physical Education has a place within schools as it is a way in which social cohesion can be brought about as we see the behaviour of pupils improving within the School and social community (Armour, 2010). Furthermore the study by Green (2000) states that a role of the PE teacher it is to promote the social skills during their lessons. Green (2000) suggests this is an unwritten part of the national curriculum however open to critiquing the national curriculum in our state that social well-being is an important outcome of physical education. To conclude it has come apparent that planning is the fundamentals that underpin all the roles and responsibilities of a PE teacher. However reflection is a key responsibility so teachers are able to plan and improve their delivery of the national curriculum. It has become clear from the research highlighted that the main role of Physical education in the nation curriculum is to provide a healthy life style which pupils can use in their adult life and to promote social well being for pupils to become good citizens.

freud - is civilisation problematic :: essays research papers

DOES FREUD’S PSYCHOANALYTIC INTERPRETATION OF THE PSYCHE TURN CIVILIZED EXISTENCE INTO SOMETHING PROBLEMATIC? The question I have chosen is   Ã‚  Ã‚  Ã‚  Ã‚  Ã¢â‚¬Å"Does Freud’s psychoanalytic interpretation of the psyche turn civilized existence into something problematic?†   Ã‚  Ã‚  Ã‚  Ã‚  This question is essentially asking whether what Freud believes about the human psyche (or mind) contradict a belief in an harmonious society, and therefore is civilised existence essentially nothing but a dilemma.   Ã‚  Ã‚  Ã‚  Ã‚  I will attempt to answer this question by drawing on what Freud postulated about the psychical. This will then be used to explain why the ‘human psyche’ is on a constant quest for ‘the whole’, or satisfaction, and how this only leads only to constant discontent and an unconscious drive for self-destruction, known as the ‘death instinct.’   Ã‚  Ã‚  Ã‚  Ã‚  Firstly, Freud proposed many theories about the psyche, the basis of which being the segmenting of the psychical into three sections: the conscious, the unconscious and the preconscious. The conscious is the section of the mind containing thoughts that we are aware of. Conscious experiences can be thought about rationally as well as verbalised. The unconscious is the section of the mind that is not directly accessible to awareness, and has been described as a ‘dump box’ for thoughts and emotions relating to hurt, conflict and anxiety. Freud argues that these thoughts and emotions have not disappeared but that they are constantly, unconsciously, influencing what we do and the decisions we make. And finally, the preconscious is where ordinary memory is stored. Thoughts and feelings stored here are neither conscious nor unconscious, however, they are capable of becoming conscious at any time . This division is the foundation of psychoanalysis, and understanding its complexities is necessary when one is to comprehend mental pathological processes. In Freud’s analysis of civilisation, he postulated that civilisation has two characteristics, which are inter-dependent upon one another. As stated by Freud in The Future of an Illusion, civilisation ‘includes on the one hand all the knowledge and capacity that men have acquired in order to control the forces of nature and extract its wealth for the satisfaction of human needs, and, on the other hand, all the regulations necessary in order to adjust the relations of men to one another and especially the distribution of the available wealth.’ In other words, civilisation is characterised by the knowledge man has gained and used to manipulate the forces of nature with the purpose of satisfying man’s needs, as well as the regulations which alter man’s interactions with each another and the allocation of wealth.

The Birth Of A Nation And Greed :: essays research papers

The progress of the film industry was remarkably fast in the first quarter of this century. I have chosen two films namely The Birth of a Nation (1915) and Greed (1924) for comparison and contrast to show how much the industry had evolved within the short span of nine years. These two films are chosen for the short time span between them. This short time span will enable us to evaluate the development of the film industry in terms of the psychological build-up of the plot and the characters, cinematic qualities and the gradual acceptance of ironies in the films on the part of the American audience.D.W Griffith's The Birth of a Nation and Erich Von Stroheim's Greed are both films adapted from novels written by Thomas Dixon and Frank Norris respectively. However one of the differences between these two films lies in the human characters portrayed. In The Birth of a Nation, the characters are portrayed as either wholly good or evil. One could easily distinguish between the heroes and villains in the film. For example, the hero in the film, Ben Stoneman is portrayed as courageous, loving and righteous as opposed to the villains Lynch (the false reformer) and Gus (the black soldier), who are portrayed as scheming and lustful. This lopsided depiction of human nature is not realistic, as humans cannot be either wholly good or wholly evil. This is an example of idealism with clear influences from Pollyanna stories, which was well accepted by the audience then. Thus a realistic depiction of humans should be that of portraying their strengths and weaknesses. The characters in Von Stroheim's Greed, on the other hand, possess this practical depiction of humans. In this film the characters are a real portrayal of real human beings with imperfections and weaknesses. McTeague for instance, is portrayed as kind and gentle towards animals yet violent by nature. Marcus, McTeague's friend and later his foe, is portrayed as a humorous, witty but at the same time scheming and harbors grudges against McTeague. Comparing these characters to the ones in The Birth of a Nation, clearly the characters in Greed are much more realistic, painting a true picture of the complexity of human nature. It is also a break from the then prevailing norm in Hollywood's films of showing only one-sided nature of the characters, which is either wholly good or wholly bad.In addition to that, Von Stroheim also showed the psychological development of his characters.

afrofornication, The New Black Culture Of Indiscriminate S :: essays research papers

Does anyone notice, when you see the way most young Negro males behave these days it seems like they are constantly thinking about fornication, almost obsessed by it? I have noticed this. When one attempts to converse with one of these people the conversation will rarely end without some reference to sex or sexual behavior, whether it be minor references such as 'mah dick' or 'yo mama', or more direct references 'i be da pimpsta', 'i be yo daddy', 'gettin jiggy down dere'. I have been wondering for some time why fornication is such an essential part of the thoughts and culture of many of these people. To give us a better understanding of the reasons for this behavior we must look at the social strategy of the Negro. There have been many studies performed to try to explain the disproportionately high birth rate among Negroes and in fact the clearest and most observant of these was by Rushton (1996) [1], who found two distinct socio-reproductive patterns, he called them the 'R-Strategy' and the 'K-Strategy'. The 'R-Strategy' is the typical Negro reproductive pattern which he observed both in Africa and around the world. This pattern has the characteristics of a high birth rate, but also puting very little effort into parental care and nurturing. Often, the parents will not stay long as a couple, one father may in fact have several wives or women which he fornicates with on a regular basis. Also the gestation period is slightly shorter, children reach physical maturity earlier and begin having sex at an earlier age. 'R-Strategy' societies are usually less stable, with children being born into no definite family structure. In effect it is really a strategy of having as many children as they can, as quickly as possible. The 'K-Strategy' is exactly the opposite of this. It is mostly observed in White and some Mongoloid cultures and involves having less children but investing great effort in their nurturing and development. There is a slightly longer gestation period, and children mature more slowly but that slower maturation helps develop a higher intelligence. Society tends to be more stable, with parents staying together as a couple and building a family. This is a strategy which places more emphasis on learning and thinking than just all-out breeding, placing quality over quantity. We also have to look at how these breeding strategies evolved. In Africa, say, a thousand years ago, with all the tribal wars and cannabalism going on, what do you think was the key to survival as a community?

Chad Foster’s “Teenagers Preparing for the real world” Essay

Chad Foster’s book Teenagers Preparing for the Real World, is a great motivational piece for teens and leaves a lasting impression on the reader. In the chapter â€Å"Mr. X and Mr. President,† Foster instills the importance of contacts and friendship in a person’s life. His example of Mr. X shows kids that a friendship formed in a person’s younger years can pay off greatly down the road, emotionally and even financially. He then tells the tale of his father’s first experience in the work world, where he met two men, had a brief friendship for a few months, then moved. Foster senior continued to correspond with these men for the next thirty years, never even seeing each other. As it turns out, one of these men was President George Bush and Foster had the opportunity to meet him in person. This story is significant because it shows that everyone grows up to be someone in the world, and someday you just might want to be their contact. Overall, this is a very well put together chapter and defiantly leaves an impression on the reader.

Angelina Grimke & Catharine Beecher

Angelina Grimkes ordinary approach for the institution of the hu serviceman rights of all chaste beings is ultimately superior to Catharine Beechers philosophy of fe manlike supremacy limited to the domestic domain of a function. Both women atomic number 18 visionaries of their era offering contrasting conceives of womens proper site in society as rise up as their moral duties. History has turn out that Grimke is unwaveringly the contest winner of this argument . Compelling reasons for Grimkes historical triumph can be seen in the womens differing contextual arguments, the stiff use of rhetorical mediums, and the own(pre noneinal) embodiment of beliefs.Angelina E. Grimkes earn to Catharine Beecher is a contrasting response to Beechers Essay on Sla really and Abolitionism, which was ad neaten to Grimke herself. Specifi bandy, Angelinas 12th and 13th earn serve as a hot vehicle for which Grimke meticulously counters Beechers affirmations of adult womanishs societ al subordination. Grimke wrote the garners because of a deep and tender interest for the state and eternal welf ar of Sisters in Chris whose look were closed to the Law .Although Grimke addresses her letters to Beecher, her mean audience includes every American, regardless of gender, race, or friendly status that may fuck in cont issue with her publishing or be touched by it in any manner. By 1837, Grimke had turn a profited significant thrust from some(prenominal) the reverence and contempt of her chase and critics. She stood as a dedicated abolitionist who broke down multiple barriers for the cash advance of womens rights and moral affable change. Catharine Beechers Essay sets out to rationalize womens submissive procedure by claiming a rigid, cordial hierarchy- divinely instituted- placing men preceding(prenominal) women.She argues that women should only shape society by means of the activities of their separate, domestic sphere. Like Grimke, she ultimately seek to benefit American society by dint of moral reform, but with unalike means. Angelina Grimke gains historical becharm in discriminate by her ability to appeal to the ruttish intellect of womanly record with her assentful articulation and egalitarian interpreting of the leger. Angelina appeals to the intuitive dispositions of her pistillate audience by imploring that they lift their voices to demand their sanctioned homophile rights as moral creatures.She efficaciously argues that, all humans, through liberation from go against by Christs break of grace, have the same moral nature and, as a result, the same rights in apparitional and civil life . It is womans sacred duty to cypher a political and man voice. Grimke uses the Bible to respond to Beechers claim of man as the superior sex. She writes, Did Jesus then, pass a different rule of achieve to men and women? She quotes spic-and-spans by stating utter God, I will pour out my spirit upon all flesh and yo ur sons and your daughters shall portendthey shall prophesy .She calls on women to have creed in their struggles, the disciples of Jesus were to walk by faith, non by sight. Did Abraham reason as to the probable results of his offering up Isaac? No . She aflamely asserts that women suffer from a impact of human rightsa violent rapture and confiscation of what is sacredly and inalienably hers . She blush effectively addresses the clash mingled with biological science and religion in the creation story. The shaping of woman out of turns rib serves as direct expiration that she is a part of him, made by his side so that she may be his companion and equal, the last best gift of God to man .Angelinas string out analysis and concise presentation of Scripture is a significant factor in her success. Grimkes ability to invoke passionate response and appeal to thousands of people is ground in the powerful combination of literacy and speech. In her literature, Angelina is very succinct and analytical, using the far-r from each oneing pass on of the press to access all of society. Her writings appeal to logical and educated minds, stating real foundations for her convictions the truths of the Bible and the Declaration of Independence.As David McCants writes, The rule of absolute human equation, which she believed was a scriptural doctrine and with which she challenged the gender doctrine of male and pistillate spheres, is essential to her effectiveness. Angelina also use her voice to spread her message by making an emotional connection with her audiences. Her following could relate to her sincerity as well as observe the unusual religious inspiration in her come up toing . This lance of prevalent speech also back up her cause in the form of telescopic opposition to her lectures.By combining the mediums of literacy and speech, Angelina Grimke could non be ignored. These two means of rhetorical persuasion be to be a powerful language in her per petration to social reform. Anformer(a) factor of Angelinas progress is the radical nature of her arguments and the generation of loud opposition. Success raises up opponents . Angelina Grimke be the most radical and controversial themes of her time. not only was she a female gray abolitionist and a champion of womens suffrage, she publically proclaimed her contentious ideas to the masses.The very idea of speaking to mixed audiences was a social taboo . Women did not speak publically, certainly on political issues these matters were seen to be too far above them. Angelinas public response to Beecher and various other conservative opponents provoked dismay as she extended the scope of her commentary beyond a simple defenseand proved it to be a powerful criminal offence on womans rights . Her criminal offence may have initiated opponents to attack her for her radicalism and ultra views , but the notion of her successful sermon cannot be denied.Controversy only keep up Angelinas prophetic conviction. Angelina stands out as a transcendent proponent for social reform because she emphatically integrates her doctrine into her individual(prenominal) life she entirely exemplifies the principles for which she believes. Born into an respect Southern family, Angelina experienced the evils of slavery piece growing up on her familys plantations. Although she legally belonged to a slaveholding estate, she in person almodal value annihilateed the ownership of slaves.Grimke leave the Episcopalian church to become a Presbyterian in 1826 after experiencing a phantasmal awakening and individualised revelation of the truths of the gospel. in time two years later, she converted at a time again to the Quaker church because in her mind only Quaker judgement of the doctrine was scriptural . Angelina responded with conviction to her job of piteous moral discipline and the appear for Christian perfectionism. The conversion to the Quaker called for a more simplistic, m odest, and identifiable attire.The allusions to biblical dress allowed for Grimke to justify her own public natural operation by likening it to that of loved rarefied women of the Bible . This practice afforded her credibility as well as some tranquillize of respect and safety to a quadriceps femoris where womens words could be interpreted seriously in their movement toward a new place for women . Another way Grimke lived out her principles was in her courtship and wedding party to Theodore Dwight Weld. Weld knew that Angelina could not fully collapse to him until she was convinced that theirs would be a singularly uncommon marriage a feminist marriage, a union of equals .Her infrangible spiritual, emotional, and knowing connection with Weld even had the consequences of her disownment from the Quaker church. Still, Angelina did not question her faith or personal convictions. She was unwavering in her private dedication to moral duty and the establishment of relationships o f equals on purely human terms. On the other side of Angelina Grimkes success is Catharine Beechers ultimate tribulation to manifest her doctrine in American history. She was unable to effectively advocate her values and gain the support lacked for her exaltation reformation.Beecher sends a conflicting message between her notion that women may only act and knead upon their private, domestic sphere and her personal defiance of this proclamation exemplified by her openly published literature. Her platforms of the modernization of womens role in the home as a professionally trained schoolteacher look to carve out what certainly must(prenominal)(prenominal) be considered a public corner for herself and detract from her argument against the visibility of women . The contradiction in terms lies in how Beecher is supposed to publically reject the speaking role of women in an effective and persuasive manner.The publication of her private letter to Grimke does not serve as skillful e xample. Despite her belief that women should remain in the domestic sphere, Catharines life was come to outside of the home. She engaged in strong advocacy of greater fosterageal opportunities for women in order to challenge their intellectual abilities. The conundrum between her personal life and her view concerning womens proper role in society is further exaggerated by her unwed status and the professionalism of her literature. Beecher rationalized a feminine teaching body as a lengthening of ones enate role.This peculiar mode of gaining influence and of employment power to be secluded in the domestic sphere calls for the intellectual, moral, and religious education of the nations children . She asserts that the rise and strike of the nation depends on the virtues, intelligence, and piety of the female sex . Yet the nature of higher(prenominal) education and expansion of knowledge calls for public rhetoric. Beecher suggests that females are inherently and fundamentally res ponsible for the collective success or ruin of society through their instructive influence on the private sphere.This disheartening conclusion leaves no wonder why women were not compelled to support this propaganda. Catharine limits the scope of her own influence by binding women to one sphere in society. In doing so, she subsequently devalues female intellect and limits their potential. The seclusion of female action in the domestic sphere contests the influence of the early female Christian martyrs, the sanctitude of Biblical women in public stations, and the kindliness of the former female ascetics who served as public ministers.Beechers concurrence with the early nineteenth-century social attitudes ordering male and female roles consort to spheres and virtues limits womens charitable endeavors, cultural influence, and fanciful knowledge. They are instructed to perfect society, but are given inadequate resources to do so. In order for her work to become as universal and his toric as Angelina Grimkes, Beecher must to appeal to the aspirations of women and inspire unification toward a common purpose.In this regard, among others, Angelina Grimkes call for an egalitarian forum in which new ideas are celebrated and social barriers are eliminated wins out at the forefront of nineteenth-century social and political reform. Although Grimke and Beecher represent opposing ideals in terms of womens rights and societal reformation, they theatrical role some common ground. Both women were concerned with the well being of mankind and the inclination for American women to be distinguished by their intelligence and influence on the interests of society.They both recognize the importance of supportive female networks and the promotion of their creativity. This mission encourages women helping each other overcome the conflict between individual aspirations and cultural imperatives. As aired enthusiasts of their time, both used a public platform to petition support a nd gain recognition for their causes. Although Beecher does appeals to a portion of society, her arguments, rhetoric, and personal conviction leave much to be desired.Grimkes unerring standard of equality on the grounds of human founding effectively challenged opposition, gained considerable recognition through her credibility and inspiration, and touched the hearts of a nation in desperate need of a radical social awakening. whole shebang Cited Beecher, Catharine. Essay on Slavery and Abolitionism with quotation to the duty of American Females. Salem Ayer Company, Publishers, Inc. , 1988. Beecher, Catharine, Margaret Fuller, and M. Carey Thomas. The enlightened womanhood in America. New York Teachers College Press, 1965.Grimke, Sarah and Angelina Grimke. The frequent Years of Sarah and Angelina Grimke Selected Writings 1835-1839. New York capital of South Carolina University Press, 1989. Hobbs, Catherine. Untitled. go off of Angelina Grimke Rhetoric, Identity, and the Radica l Imagination by Stephen Howard. Rhetoric Review, 2001. Isenberg, Nancy. Untitled. Review of Strangers and Pilgrims Female preaching in America, 1740-1845 by Catherine A. Brekus. Omohundro Institute of earlier American History and Culture, 2000. Lerner, Gerda. The Grimke Sisters and the Struggle Against melt down Prejudice. The Journal of Negro History, Vol. 48, No. 4 (Oct. , 1963), http//www. jstor. org/stable/2716330. Mattingly, Carol. Friendly Dress A Disciplined Use. Rhetoric Society quarterly Vol. 29, No. 2 (1999), http//www. jstor. org/stable/3886084. McCants, David A. Evangelicalism and Nineteenth-Century Womans Rights A Case cartoon of Angelina E. Grimke. Perspectives in Religious Studies 14 no. 1 (1987), http//ezp. lndlibrary. org/login? url=http//search. ebscohost. com/login. aspx? direct= unbent=rfh=ATLA0000973238=ehost-live. Nelson, Robert K. The Forgetfulness of Sex Devotion and Desire in the Courtship Letters of Angelina Grimke and Theodore Dwight Weld. Journa l of genial History, Vol. 37, No. 3 (2004), http//www. jstor. org/stable/3790158. Phipps, William E. Adams Rib Bone of Contention. god Today 33 no. 3 (1976), http//ezp. lndlibrary. org/login? url=http//search. ebscohost. com/login. aspx? direct=true=rfh=ATLA0000757237=ehost-live. Sicherman, Barbara. Review Essay American History. Signs Vol. 1, No. 2 (1975), http//www. jstor. org/stable/3173057.