Communication Research Paper Example | Topics and Well Written Essays - 2750 words

Communication - Research Paper Example This paper seeks to discuss the advantages and disadvantages of online marketing, its potential impact on the company’s online sales, and finally to recommend requirements for a successful online campaign. The advantages are numerous and include its one-to-one approach, its ability to cater to the company’s specific interests, increased choices for the consumer, its inexpensive nature, and its wide and round the clock reach. However, its disadvantages include the probability of illegal activity like spamming, incompatibility with products that require physical demonstrations, its cost, and time-sensitive nature. The paper also covers the impacts of online marketing such as expansion of the market place, its use as a research tool, its direct connectivity to potential clients by availing updated information, the ability of a business to operate 24 hours a day, and its reduction of administrative costs. Finally, the paper gives recommendations for a successful rolling out of online marketing strategy. This section recommends that the company must use all local search tactics available, ready its website for tablets and smart-phones, as well as identify new and incremental traffic and conversion sources. Online marketing is a term that refers to the marketing of services or products over the internet. Online marketing will enable the business to promote its services and products over the internet, at only a fraction of what it would have cost to use traditional modes of advertisement. This mode of marketing involves the creation of a strategy that suits the company’s website in order to promote its business over the internet. It brings technical and creative aspects together including sales, advertisement, development, and design. It involves a variation of business models including the generation of website leads, direct selling, and affiliate marketing that involves the development of a product by one entity and its sale by another. Some of the methods

Ebt Classroom Management Essay Example for Free

Ebt Classroom Management Essay This is a free additional chapter for ‘Evidence Based Teaching’ by Geoff Petty (2006) Nelson Thornes. It can be downloaded from www. geoffpetty. com. The book as a whole combines and summarises research on which teaching methods and strategies work best, and explains these strategies with examples. See the notes at the end of this chapter for more detail. Can I get my students to behave better? The evidence is emphatic, yes you can! And we know how. There are of course very many strategies designed to improve classroom management and discipline, but which ones work? Robert Marzano (2003) summarised the findings of over 100 reports on classroom management, including 134 rigorous experiments designed to find out which classroom management techniques work best. These experiments were carried out with real teachers in real classrooms. This chapter draws heavily on this ‘meta-study’ of Marzano’s, and compares strategies to find out which is best. Such studies of studies are the best source of evidence on what works as they include and integrate all reliable evidence. For a full account see ‘Classroom Management that Works’ Robert Marzano et al (2003) for the detail, it is well worth reading. These experiments tell us what teachers have made work, rather than reporting hunches and wishful thinking. No special training is required to use these strategies. If you are a reasonably experienced teacher, just experiment with the following methods, and you should get positive results quite quickly. You will need to give them a fair try for a few lessons before you and your students get the hang of them. The investment will be well worth it as their improved behaviour and motivation will begin to show. Less experienced teachers may need more time to make the strategies work. Marzano’s meta-study describes four basic approaches that have been found to improve behaviour in classrooms. Their effectiveness is compared in the table below. Comparing the effectiveness of aspects of classroom management| Average effect-size| Number of students or pupils| Number of studies| Decrease in number of disruptions(Average for the studies)| Summary of experimental data from Marzano (2003)| | | | | Rules and proceduresStrategies to clearly and simply express rules and other expectations of student behaviour. Also to justify these persuasively from the teacher’s and students’ point of view. For greatest effect the rules are negotiated with students| 0. 76| 626| 10| 28%| Teacher-student relationshipsStrategies to improve the rapport, and mutual respect between teacher and student| 0. 87| 1110| 4| 31%| Disciplinary interventionsThe effective use of ‘sticks and carrots’ to enforce the rules described above| 0. 91| 3322| 68| 32%| Mental setStrategies to develop your awareness of what is going on in your classroom and why. A conscious control over your thoughts and feelings when you respond to a disruption. | 1. 3| 502| 5| 40%| Marzano grouped high quality research studies on classroom management into the four categories above, and then calculated an average effect size for each. â€Å"Effect size† is explained in chapter 4, they are a measure of how effective a strategy is. If you don’t know about effect sizes look instead at the last column in the tables: ‘percentage reduction in the number of disruptions’. For example, in experiments on strategies that involve teachers in devising rules and procedures the number of disruptions in the classroom was reduced by 28% on average. This is in comparison with not devising explicit rules and procedures. In experiments, only one strategy can be used at a time. (If two were used, we would not know which caused any positive effects. ) However, you can obviously use strategies in all these categories at once. This will have a greater effect than using strategies in one category alone. However, it is not statistically valid to add the effect sizes or the percentages in the table to find their combined effect. If you find this a bit bewildering, just remember that the strategies that teachers made work best are those with a large percentage in the last column in the tables. However you are unique! You might not get the same results as an average teacher. So the best results will probably come from concentrating on the category that you or your students have most difficulty with, or that you have considered least in your teaching. The final test is what works in your classroom, try the methods for a few weeks and see what happens! I will now look at the strategies that have been found to work best in each of Marzano’s four categories. I will only outline these, and if you want more detail please read the following chapters in my ‘Teaching Today’, which have more strategies and more detail. I am relieved to say these chapters are very much in line with the Marzano findings. Alternatively follow up one of the Chapters in ‘Teaching Today’ that might be helpful: 7 The teacher – learner relationship and equal opportunities page 77 8 Classroom management page 96 9 Discipline and problem solvingpage 108 references at the end of the chapter. Some teachers think a well-planned, interesting lesson will by itself prevent disruption. Or that if the teacher is entirely benign and respectful of students, conflict will simply melt away. This isn’t the case. We often start our teaching careers with these assumptions, but enlightenment usually doesn’t take long. All teachers experience problems with behaviour, it’s just that some are better at preventing it, and dealing with it. But how? The strategies that teachers have made work best in experiments are explained below, with the theory outlined. However, if you are only interested in the strategies themselves look for the strategy icon in the margin: Improving your use of rules and procedures You might be forgiven for believing that how students should behave in classrooms is blindingly obvious, and explanation is entirely unnecessary. However, experiments show that classrooms become much more orderly when rules are stated, or better still negotiated, discussed and fully justified. It seems the little blighters need persuading of the obvious! So: 1. Create rules: Decide for yourself what rules and procedures will maximise learning, and would create a good atmosphere in your class. Alternatively adapt the rules in the box on page 4. Express these rules positively rather than as a list of â€Å"don’ts†. There should be a maximum of about 8 rules at secondary level, some say less at the elementary level. 2. Justify rules. Work out to your own satisfaction a persuasive case for each of these rules, however obvious this is. I’m afraid ‘because I say so’ is not a persuasive justification! Very early on, perhaps in your first meeting with the class, explain that you want an effective, fair and happy classroom, and a set of rules and procedures to achieve this. There are two main ways to do this, set out in 3 and 4 below. 3. Discuss rules with the class. Discuss why we have laws, rules and procedures in football, families, and in society. Ask for examples. (Avoid the off-side rule even if you understand it! ) What would happen if we didn’t have rules? Explain that the purpose of class rules is not to pump your megalomania, but to improve learning, and to ensure people enjoy the class. 4. Negotiate to get commitment. Suggest your set of rules as a start, asking for deletions, additions and suggestions. Be prepared to justify and compromise. (Alternatively ask the class to devise their own set of rules as described in 5 below. ) * Consider asking students to work in small groups to make sticky note responses to your rules. Then display and discuss these as a class. * Consider asking each group to design a poster to illustrate one of the rules, and display these on the notice board. These can then be used as a reminder in subsequent lessons. * Students could literally ‘sign up’ to the rules as political leaders sign treaties. Refer to the rules as ‘our rules’ not as ‘mine’. 5. Get the class to devise their own rules. Especially with older or more responsible groups you could ask them to come up with their own class rules. It may help to start this process off if you give them issues such as ‘how can we make sure everyone gets the help they need? ’. Or you could ask them what has worked in other classrooms. * Students can work in groups to devise rules on different aspects of class management, e.g. bringing materials; talking; attendance and punctuality, etc * The class can then discuss and then vote on suggestions * Then you go away and finalise the set of rules. You have every right to the last say of course. If you reject a popular suggestion explain why. Here is a typical set of rules at secondary or college level. It is of course best to devise your own: 1. Treat others as you want to be treated yourself. Be positive and helpful. Try to help two other people every day. 2. Treat other people’s property at least as well as you would treat your own. 3. Hands up if you want to say something when the teacher, or another student is talking. 4. Don’t distract others from their work. Only talk to neighbours, and only about work. 5. If you are stuck ask neighbours for help first, then ask Mr Petty. 6. No unpleasantness, snatching or hitting. If you can’t resolve a disagreement yourself, or with your group, consult Mr Petty 7. Leave the room better than you found it. The aim here is to get students to ‘buy into’ the rules and to see them as their own, and as worth keeping and enforcing. Other uses of rules * Remind students of any relevant rules before a potentially disruptive activity. This is more positive than only responding to disruption and has been found to reduce disruption by about 25%. You could even gather students around the poster that illustrates the rule(s) and ask them for the justification for it. * If a rule is broken remind the student that, â€Å"we agreed†¦.. † and remind them that they are part of a team so must keep to team rules. Be a ‘team player’ could be a heading on the list of rules * Get students to self assess their own behaviour against the rules with a self-assessment form. Then use this to set themselves targets for improvement. See the example below Self-assessmentIs†¦((student name here))†¦Ã¢â‚¬ ¦. a team player? | I kept to this rule:| | always| often| some-times| never| Treat others as you want to be treated yourself| | | | | Hands up if you want to say something when the teacher is talking| | | | | Don’t distract others from their work| | | | | Etc.. | | | | | | | | | | Improvement since my last self assessment:What I need to work on most is: | If you use self-assessment consider the following: * Asking students to remind themselves of their self-assessed targets at the beginning of a class (see the last row in the self assessment form above). Tell them you will ask them to self-assess any improvement at the end of the same class. * Allow students to reward themselves with a sticky blob against their name on your notice board if they have improved, say, twice running in these self-assessments. Yes I know this sounds toe-curlingly naff, but the less mature students often love this. Strategies to improve teacher-student relationships If you have read chapter 25 you will recognise the value driven management and leadership approach that was so successful in managing staff. The strategies below have reduced disruptions in classrooms by 31% on average. Good teacher-student relations ensure that students have a more positive attitude to the teacher and to learning, and make them more likely to accept rules and any disciplining. They turn the classroom into a cooperative team, and reduce antagonism. So even if you detest the little clutch of demons, its worth developing good relations with them, and if you do, you might find that you don’t detest them quite as much! What is the nature of good teacher-student relations? Marzano (2003) quotes internationally renowned research by Theo Wubbels, whose findings remind me of the old staffroom adage ‘be strict but fair’. Wubbels has found that the most effective teachers are both dominant (strong leaders) and cooperative (helpful, friendly and fair), but they are neither to extreme. This is shown diagrammatically below. The Ideal teacher-student relationship Dominant * Strong sense of purpose in pursuing clear goals for learning and for class management. * Leadership. Tends to guide and control * Prepared to discipline unapologetically Too dominant * Too controlling * Lack of concern for students * Teacher student relations damaged Ideal teacher- student relationship Opposition. * Treats students as the enemy * Expresses anger and irritation * Need to ‘win’ if there is a disagreement between teacher and students Cooperative * Great concern for the needs and opinions of students. * Helpful, friendly * Avoids strife and seeks consensus Too cooperative * Too understanding and accepting of apologies * Waits for students to be ready * Too desirous to be accepted by students Submission * Lack of clarity of purpose * Keeps a low profile * Tendency to submit to the will of the class * Entirely unassertive, rather glum and apologetic The diagram tries to show that the most effective teachers have found an optimal balance between cooperation and dominance. They are not so dominant that they fail to cooperate, nor so cooperative that they fail to lead. The precise approach will of course depend on the nature of the class; some need more dominance or more cooperation than others. Research has also shown that students prefer the dominant-cooperative mix about twice as much as the purely cooperative style, or indeed any other style. Wubbels has found that teachers new to the profession tend to start too cooperatively and with insufficient dominance. However after 6 to 10 years they often become too dominant. To improve student-teacher relations experiment with some or all of the following strategies which other teachers have made work well. Are you better at dominance or cooperation? Ideally you should strengthen your weakest style, even if you also work on your strongest. Many students are coping with stress, difficult home circumstances and worry about abuse, depression, eating disorders and so on. If your students experience such social and psychological strains you will need to attend to these as well trying the strategies that follow. This goes beyond the scope of this chapter. The ‘FATE’ approach in ‘Teaching Today’ may help, as will Marzano (2003). Strategies to increase your dominance (leadership) Don’t be put off by the word ‘dominance’. It means to become an effective leader, to pursue, vigorously and enthusiastically, a clear path towards both important learning goals, and good behaviour in the classroom. It does not mean to strut about in jackboots barking orders. We are doing this for the students, so we need not be shy about taking charge and accepting responsibility. 1. Ground Rules If you negotiate ground rules with students, and consequences for not keeping them as described on page , then you have already shown this attribute to some considerable extent. 2. Orientation Clarify the purpose and the key points in each topic before it is taught, including a persuasive reason for studying it. If you have read chapter 16 you will remember that these methods had very high effect sizes. (An effect size of 0. 5 for a strategy means that if it is done well students learn the topic about a grade better. An effect size of 1. 0 gives a two-grade improvement. By ‘grade’ I mean an improvement equivalent to a GCSE or ‘A’ level grade, but just for that topic of course. ) Strategy| Effect size from Marzano| Goal setting before introducing a new topic. E. g. ‘your goal is to use the information in this topic to solve this problem in the case study†¦. ’| 0. 97| Goals which the students are involved in designing| 1. 21| Advance organisers (summary in advance of what is about to be learned along with a persuasive case for studying it)| 0. 48 for easy topics0. 78 for more demanding topics| Highly specific behavioural objectives â€Å"At the end of this lesson you should be able to†¦Ã¢â‚¬ | 0. 12| Another way of setting goals is to discuss with students the assessment criteria for the task they will do, as long as they really understand these. 3. Authoritative body language Appear absolutely confident and in control, especially when you are not. When interacting with students, especially if dealing with misbehaviour, your dominance is conveyed by ‘body language’. This includes proximity, confident posture, and tone of voice (not shrill or angry, but authoritative. ) In Teaching Today I describe the ‘PEP’ approach, which stands for: * Proximity: dominance is increased by walking closer to the student. Walk around the classroom, if you notice students about to misbehave stand by their desk. When you talk to students stand a little ‘too close for comfort’ but don’t invade ‘personal space’. This is not an easy judgement. * Eye contact: Holding eye contact expresses dominance, especially if you hold it for some time. What you say will be taken more seriously if you hold eye contact first for a few seconds, then say it maintaining the eye contact, then maintain eye-contact for a few seconds more. * Posing questions. Rather than telling a student off for not working, ask questions such as ‘Why have you not started? ’ Do this with proximity and eye contact. This has much more effect than getting angry or raising your voice, and will make you appear much more in control. The combined effect of close proximity and sustained eye contact can be very powerful indeed, so don’t over do it. Strategies to increase Cooperation Being cooperative sounds easy, until you notice it means being cooperative with the worst behaved students in your class. This can try a saint. As so often in educational problems, we have a vicious cycle to deal with here, but with determination we can turn it into a virtuous cycle: Vicious cycle The student misbehaves more or works less well You are less positive, friendly and fair towards the student You dislike the student more and/or†¦ The student dislikes you and your classes more In your direct control Breaking this cycle is hard, but it can be done. If you succeed it ensures the student behaves better, learns better, but it also makes your life much easier. You will need to have negotiated clear rules with your students as described earlier, then you can start to break this cycle. This requires a great deal of emotional generosity and/or patience and restraint. If you cannot muster the generosity, try acting! Probably the only part of the cycle you can break is: ‘You are less positive, friendly and fair towards the student’ here are some strategies that break the cycle here: 1. Catch them doing something right. Keep an eye on them, and when you notice they are doing something right, even by accident, comment on this positively in private. ‘Well done, you’ve made a start’. Many students who misbehave are attention seekers, and if they earn attention for behaving well, they are less likely to steal attention by misbehaving. You can even bribe such students: â€Å"That’s an interesting start, when you’ve finished the question let me know and I will have a look at it† A promise of attention like this will often motivate students, but do keep your promise. See Madsen et al (1968) 2. Put the student into ‘intensive care’. There is a violent method to do this, which in your darkest moments often appeals! Here is a legal way. As well as ‘catching them doing something right’: Smile, use their name positively, ask for their opinion in class discussion, try to find something positive to say about their response. Make a point of looking at their work, and comment favourably about any genuine effort or achievement. Talk to them about it. ‘That’s an interesting point, what made you think of that? ’. Keep high expectations however: ‘I know you can do this’. Be patient and helpful. If you react like this it shows you are not ‘rattled’ by their misbehaviour. Warning! The above advice can be overdone. Don’t try too hard with ‘intensive care’ especially, as you will be disliked if you appear desperate to be liked. The trick is to make your behaviour seem very natural, and the way you teach everyone. So you must give this same attention to at least some well-behaved students nearby too. More general advice about increasing cooperation includes other ways of showing that you value students as individuals: 3. Learn and use their names 4. Communicate informally with students, Don’t just talk about learning issues. When they are coming into, or going out of the classroom ask their opinion: â€Å"Do you think your haircut would suit me? †Ã¢â‚¬ ¦. â€Å"What do you think of the new library? †Ã¢â‚¬ ¦. Ask about hobbies, attitudes and opinions, 5. Use eye contact and proximity to spread your influence about the whole room. 6. Negotiate difficulties with the class. â€Å"I am having problems with students not giving in work, what’s the problem? What can we do about this? † The strategies on page 17 and 18 also help with cooperation. Improving disciplinary interventions The strategies that follow reduced disruptions in classrooms by 31% on average. There has been a heated debate for some decades over whether teachers should use mild punishments, or should only give students praise and recognition for appropriate behaviour. You may not be surprised to find that Marzano’s meta-study, having statistically compared these approaches, shows that you are best doing both. However, while nearly all teachers will use mild punishments, few give enough recognition for good behaviour. If you only use punishments, such as telling students off in response to inappropriate behaviour, then you can create a negative, nagging image for yourself. Also, attention-seekers will begin to misbehave in order to get your attention, as it is the most effective way. Effect sizes are from Marzano (2003)| Average effect-size| Number of studies| Decrease in number of disruptions| Disciplinary Interventions| | | | RemindersReminding students of relevant rules just before they start an activity. E. g. reminding them of the ground-rules for working in groups before starting a group-work activity | 0. 64| 70| 24%| ‘Sticks’ Mild punishments| 0. 78| 40| 28%| ‘Carrots’ Strategies that reward students for appropriate behaviour including recognition, praise, symbols etc. | 0. 86| 101| 31%| ‘Carrots’ plus ‘sticks’Using both mild punishments, and strategies that reward students for appropriate behaviour with recognition symbols etc. | 0. 97| 12| 33%| Reminders. Many teachers are reactive, waiting for disruption and then responding to it, yet reminding students of the ground-rules for a forthcoming activity is a very positive and quite effective strategy. If you have agreed class rules, and students have designed posters to illustrate them, gather students round the posters to discuss the rules, and ask questions about why we have them. This need not take long, yet has reduced the number of disruptions in experiments by almost a quarter on average. Carrots: strategies to reinforce appropriate behaviour. This works better than just telling students off, and most of us don’t do it enough. Try these strategies: 1. Tokens or symbols Here is an example. A teacher asks each student to start off the lesson with five behaviour ‘points’. Or they might only do this with two or three problematical students. The students write five ‘1’s on a piece of paper on their desk. During the class the teacher places an extra ‘1’ if the student is working well, and crosses one off when they are not. Students often don’t need an explanation for the removal of a point if the class rules are clear. Simply praising good behaviour also works remarkably well, Madsen et al (1968). At the end of the class the student records how many behaviour points they have on a proforma. This might ask them to set targets for improvement. They might also be able to exchange these points for privileges such as sitting where they want, or giving out materials etc. It is important to explain the system you use and why: ‘to help you become better and more mature learners’. It should not be seen as a bribe even when privileges are given. These are often laughed off by teachers, but they really work and are greatly underused Tokens and symbols can include: * A ‘thumbs up’ sign, wink, smile, praise etc to a student working well. It works especially well with problematical students * ‘Official Pat On The Back’, this can be public or private. It is fun to ‘say this with capital letters’ and administer it with mock ceremony, but not sarcastically * Recognition in class notices, bulletins or notice-boards * Round of applause†¦ or even standing ovation! * Encouraging words * ‘Open microphone’. The student is asked to speak to the class to explain how they succeeded, or, if you are brave, to make any point they like. * Smiley faces, points, or stickers on a privately held record card, that you can ask to see and use as the basis for discussion on behaviour improvement. * Smiley faces, points or stickers on a publicly displayed class list * Badges: e. g. â€Å"I’m an improver† â€Å"The gal done good† * Displaying work * Letters home saying that behaviour is good or has improved. Most students regard this as very significant and it doesn’t cost that much. You could also use e-mail, text message, or phone message, but letters are permanent and you don’t even need to put a stamp on as students will be keen to take them home. They can be used to earn: * Privileges such as sitting where you choose, helping to give out materials, leading groups, being allowed to present to the class, etc * â€Å"Class pressure points† which the class can ‘spend’ to persuade you not to set homework one particular week, or to allow more time to prepare for a test etc. * The opportunity to choose the work they do or the way they work. E.g. be able to write up their work on a classroom computer. * Letters, e-mails or text messages home, after say three weekly improvements * College or school certificates for mature behaviour. These can be given in half-termly ‘award ceremonies’ presented by the head of department * Being chosen to present to another class, or at parent’s evening or open evening * A class trip or visit earned if the class all improve in behaviour * Home privileges such as being allowed to keep your TV or computer games in your bedroom, to rent a video or buy a computer game. This clearly requires parental involvement. See the case study in the box below. 2. Self-assessment Students can use the self-assessment process described on page 5 to award themselves points or stickers etc. 3. Contingent rewards: These makes use of peer pressure to improve behaviour: a. Class carrots if the whole class behaves or improves. E. g. If the whole class reduces calling out instead of putting their hands up, then the whole class earn pressure points (described in the above box), or are allowed to go and see the Art Department’s final show of work. Success needs to be defined carefully, for example no more than three people calling out in each class for at least one week. b. Class carrots if a specific individual or group of students behaves well or improves. This needs to be treated with caution. E. g. â€Å"We are all going to help to keep Philip in his seat. If you are next to him remind him if he moves. If he does move, don’t talk to him. If Philip doesn’t get out of his place inappropriately for a week, the whole class gets five Team Player Points and Philip gets ten. † ‘Sticks’: strategies that involve mild punishment. This works best in conjunction with the ‘carrots’ above. Marzano’s metastudy stresses that the effect of this strategy comes from consistency rather than severity. Case studies with the use of rewards and punishments. TES 16th June 2006 www. tes. co. uk/search/story/? story_id=2250510 Duncan Harper, Head of a Special school says many children are miss-labelled as ‘autistic’ or having ‘Attention Deficit Hyperactivity Disorder’ (ADHD). He believes their poor attention span etc is due to being too tired to work after spending four to five hours a night watching TV or playing computer games. 20% of his 58 children are diagnosed autistic, and 50% ADHD. But Harper thinks non are autistic, and only 2 have ADHD! He develops excellent relationships with the parents, who are contacted by phone every two weeks. He arranges with them to remove TVs and computer games from bedrooms if the student’s behaviour/tiredness does not improve. Harper himself made seven such removals that year. A recent inspection graded the school as outstanding in all categories. Evidence is growing that poor sleep is affecting students’ behaviour, thinking and learning. Try Googling ‘sleep student attainment’. Consistency and assertiveness The punishment itself seems less important than your consistency in expecting a rule to be obeyed, and your assertiveness when talking to students or punishing them when you have to. Assertiveness is not the same as hostility. It is linked with ‘dominance’ mentioned earlier and means that when you deal with class management you are firm, unemotional, matter of fact, unapologetic, confident and business like. It often includes a reminder to the student that you are implementing agreed class rules, not personal dictats. Being hostile angry or very strict is less effective, and may suggest to students that you are losing control. Be assertive Imagine you are dealing with a student who has been persistently talking. You have warned her that if she talks inappropriately again, you will move her. Despite this, she continues to talk. You could get angry, sarcastic and over-strict at this point. But it is more effective to be assertive: 1. Proximity and eye contact. Walk up to the student (proximity), with a firm upright posture, and fix them with eye contact . There should be little emotion in your voice or face. Just a business like confidence. 2. Ask for what you want in a decisive manner, act as if you mean it, and expect to be obeyed. The pitch of your voice should not be shrill, only slightly raised. â€Å"I want you to move next to John now. † â€Å"But Pete started it† 3. Listen, but use the broken record. Listen to such legitimate objections. It sometimes helps to repeat the objection to show you have listened as below. However do not accept denials, blaming or other arguing unless a genuinely strong case is made. It is the student’s duty to keep the class rules despite difficulties. Repeat what you want. â€Å"Even if Pete did start it, you should not have talked again. Please move now. † â€Å"But that’s not fair† (This process of listening, perhaps acknowledging what was said, but then repeating what you want continues as long as necessary. This is sometimes called the ‘broken record’. ) You remain firm unruffled and business like. â€Å"We all agreed our class rules are fair. Please move. † 4. Defer discussion but require obedience. If the student persists tell them that they are wasting valuable class time, and must continue this conversation after the class. In the meantime they must move. Repeat this once if necessary very firmly. 5. Withdraw. If they still don’t move remind them that defiance is a very serious There is a list of responses to inappropriate behaviour in Teaching Today 3rd edition, pages 117-8 offence and that they must see you after the class. Walk away to signal the dialogue is now over. The student might now move. If not, seek guidance from tutors and class managers; defiance is a health and safety issue as they might not even stop doing something dangerous when you tell them to. 6. Use Discipline Plans. If a student does not respond to assertive behaviour like this and problems persist, consult tutors and managers. Sit down with the student in a private one to one situation, and draw up a ‘Discipline Plan’ Allen. T (1996) * State the relevant class rules and explain why they help everybody learn and help create a happy classroom * Ask the student why they have a problem keeping the rule(s) and what would help them keep it better. Stress that the rule must be kept despite the stated difficulties. Ask them to become a team player.

Plato :: essays research papers

Since the human beings came together and began to live communities, necessities to be administrated became the most important subject for human kind. There were said many things on this issue; there have been put many claims and interpretations on well, just and equal administration by many philosophers. They searched for the best administration that will guide people equally, just and well; that will provide sustainability, peace and prosperity between communities. In fact there are many forms of government that operating in the world. These regimes/forms of government are born from the characters of people who live in them and who are governed by them. It is necessary to mention something about Plato’s general theory in order to understand him very well. First of all Plato’s Republic is about a method of doing political philosophy. It is a systematic sustained treatence of issues, issues of just society, issues about state, issues about individual. These are all public things. He wanted to find an ultimate meaning of all these things; why they exist, how they should exist. He wanted to find absolute answer for these. So in this sense Plato’s Republic reaches old and known conclusion of major interests in their own right. His Republic provides epistemological and metaphysical combination for his political theory. According to Plato, a political society constitutes a natural whole that is own kind of excellent and well being. It means that society creates an aggregation individual, something more than that, and it has a natural existence. Individual and society can be defined as a unity and according to Plato a society and an individual are so similar that each has a proper and set of virtues. So for Plato, the character, opinion like attitudes of an individual are the product of society, and the individual has no existence without society. They imitate the society, if a society is right/just, the individual is right/just. Individuals drive their ability from society and they are trained in that way. According to Plato, the understanding of justice is about societal needs, which are common to all members of society. So society can satisfy members’ needs efficiently by dividing their labours. So people are born with their skills and virtues according to Plato. They would know these skill s and virtues when they grow up. If they are not fit for forming they should not do that. This is why importance/role of education come to discover each person’s skills.

Hasidism

Heschel and Hasidic Judaism Glenn Dynner Abraham Joshua Heschel glorifies Eastern European rabbinic culture as an advanced, pious sect of Judaism, offering equality to men and women, an easily comprehensible and fair hierarchy of religious power, purity of mind and spirit, and a straightforward and simple path to heaven. Heschel; American rabbi, and leading Jewish theologian and philosopher, describes Hasidic Judaism as a near perfect religious society.Heschel references many Jewish ideologies that assist in proving the superiority of Hasidic Judaism to various other religions; including dissimilar sects of Judaism. Though Heschel's argument is strong and he makes many valid points supporting the superiority of the Hasidim, such as the increased vivacity of Jewish life, there exists numerous instances in which he glosses over an ugly, hidden reality of Hasidic life in order to produce a more pristine picture of Hasidic existence.What Heschel fails to mention in his essay, are the num erous power struggles endured by Hasidic leaders, false claims of messianic power, clear evidence of sexism, and an institution that includes an obscure hierarchy that imparts confusion and uncertainty to both leaders of Hasidism and followers alike. Scholars; Jacob Frank, Baal Shem Tov and Solomon Maimon offer new insight, and dissimilar views on the merits of Hasidism in Eastern European culture.Like the distinguished Christian reformists known as the Puritans; the Jewish sect of Hasidism transpired from the dissatisfaction of a small minority who sought to improve the individual's religious experience by assuming more stringent methods of observations and religious rituals and practices. Eighteenth century Poland served as the venue for this particular religious revitalization. The Hasid recognized strict, relatively inflexible practices that focused even the most mundane, routine chore around the worship of the Jewish God. Hasidism; the plural of Hasid derives from the verb â₠¬Å"Hasid† meaning pious or evote. Unlike previous sect of Judaism who's followers worshipped God only in the vicinity of a temple on Friday nights, the Hasid show devotion to God through everyday actions and practices. In his essay; East European Jews In Two Worlds: Studies From the Yivo Annual, Heschel depicts how the Hasid revitalize Judaism through the democratization of Jewish study and worship, a renewed sense of proximity to deity, the introduction of God into everyday activity, a consciousness of the significance of personal actions, and a new sense of self importance and personal responsibility to God.Hasidic Judaism appeals mainly to Jews who feel the conventional form of religious worship and study has become stale and unsentimental. Many of the Hasid grew to resent the tired hierarchal religious structure found in Jewish communities. Hasidism was able to provide the discontent with a renewed feeling of individual significance and proximity to God. The Hasid succeede d in democratizing the study and worship of God, expelling the tired patriarchal rule of worship, and re-instating an egalitarianism society in which each individual experienced a personal relationship with God.In his eulogy on Jewish life in Eastern Europe, Abraham Joshua Heschel discusses the numerous developments made by Rashi, and the Hasid who's ambition it was to revitalize Jewish religious, and everyday life. By combining both everyday chores, and religious worship, the Hasid were able to establish a way of life that was constantly illuminated by God's love and glory. Heschel comments on the infusion of religious piety into everyday life. He explains how worship and religious studies evolved from mundane weekly choirs, to an outlet in which life maintained vigor and meaning. The pattern of life was not limited to religious activities. Not only what is to be done on the Sabbath, but also what is to be done in the course of the week, has a definite form. The pattern of prescrib es the kinds of food to be eaten on certain days, the manner of putting on and off the shoes, the deportment in the street. † (Heschel, 6). This renewed sense of proximity to deity made Jewish worship much more than a weekly, mechanized due to be paid to God. Heschel explains how Hasidic Judaism re-energized Jewish spirituality and conviction. Hassidim†, he explains, â€Å"brought down heaven upon the earth. They (The Hasid) banished melancholy from the soul and uncovered the great fortune of being a Jew. Jewishness meant rebirth. † (Heschel, 13). Worship was no longer realized through a step-by-step, formal document; worship was realized with each beat of the believer's heart. The Sabbath, like worship, was no longer confined by days of the week, nor by the walls of the synagogue. Hasidism introduced a new phase of modernity and democratization into the Jewish religion.Knowledge became a right of the male masses; wealth no longer determined who had the privilege to study the Torah. Heschel describes this transformation in his eulogy on Jewish life in Eastern Europe; â€Å"Scholarship†, he says, â€Å"ceased to be the monopoly of the few, and became widely disseminated. † (Heschel, 7). Hasidic Judaism breathed into the religion a new consciousness of the significance that individual deeds and actions had not only on the self, but also the general well being of the Jewish population.The common folk developed a more refined awareness of the actions and beliefs necessary to adapt in order to restore Judaism to its formal glory. For the Hasidim the Kabbalah reinforced a new awareness of their individual deeds, it could even make â€Å"every Jew believe himself somewhat of a Messiah†. (Heschel, 13). Every Jew had the opportunity to find happiness and fulfillment through faith and study. This mentality produced a new sense of self-importance and responsibility to God. Man was born with one mission; to prefect the world by rese mbling the scattered Sparks of Holiness in the world.Heschel describes the charge each individual Hassidim hopes to assist; â€Å"The send of man's life†, he says, â€Å"lies in his perfecting the world. He has to distinguish, gather, and redeem the Sparks of Holiness scattered throughout the darkness of the world. † (Heschel, 13). Life for the Hasidim was a mission that God entrusted to each individual. Solomon Maimon; Jewish scholar of the Talmud, and tutor of the young, disputes that Hasidism democratized scholarship. Maimon goes so far as to call religious teachers â€Å"tyrants†.Maimon’s description of these oppressive teachers discredits Heschel’s claim that the Hasid provided religious tolerance and acceptance. Maimon continues to describe an environment that did not provide religious stimulation, but instead suppressed individual thought and progress. Along with the many changes of the fifteenth century, Gutenberg’s printing press wa s instrumental in spreading Hasidism. This new technology allowed for the spread the Hasid’s literature, captivating new audiences, wherever they spread.Hasidic Judaism has not gone without it's fair share of dispute and controversy; often from leaders of exterior Judaic sects. Of these disputes, three men; Baal Shem Tov, Sabbatai Sevi, and Jacob Frank, have been most instrumental in challenging the legitimacy of Hasidism. Jacob Frank; a self-declared messiah and well-known religious authority, is often considered to be the founder of the â€Å"anti- Talmudists†. He rejects the Talmud in recognition of the â€Å"Zohar†, a doctrine that allowed Christianity and Judaism to coexist side-by-side.Frank encouraged his followers to seek out â€Å"heretics† and expose them as enemies of the Zohar. Though Frank was able to fuse Christianity and Judaism by referring to himself as an embodiment of one of the three Christian divinities, his teachings and beliefs were far from perfect. Though traditional Jewry was far from perfect, it is unclear whether any of Frank’s so called â€Å"improvements†, were beneficial to the Judaism. Jacob Frank spread his religion by taking advantage of the curiosity Jews had about the Christian sect.Through his work, Frank was able to create a bridge connecting the old religion with the new. Though his followers were looking for a revived, democratic religion that valued truth, and certainty, what many Frankists found were a series of confusing, somewhat irrational claims against the Talmud and the Torah. Frankism was simply to radical, to be accepted by the masses without significant criticism. When many of these dishearten Jews scrutinized Frankism, they found further confusion, bizarre insinuations, and ultimately a man whose main goal was self-proclaimed fame.In hindsight, Frank appears to have little attachment to Judaism, many, myself included, believe that he used Judaism to promote his own re putation and wealth. At the peak of his popularity, Frank was imprisoned and chooses to convert to Christianity, rather then remain loyal to his own teachings. Frankism immediately lost the majority of its followers, many receding to their initial religion. Another Messianic movement, Sabbateanism, founded by Sabbatai Sevi, another self-proclaimed messiah, emerged in the year 1665. Sabbateanism, like Frankish called for a revitalization of Judaic-religio spirit.Sabbateanist claimed that Messianic times had/ become and persuaded followers to disregard the commandments explained in the Torah; calling them unnecessary, and pre-messianic. Sabbateanist engaged in â€Å"sinful† behavior such as polygamy and breaking the Sabbath in order to prove that messianic times had come. These activities general leant to increases upheaval and unrest. Temptations such as these disprove that Heschel's belief that Hasidic Judaism is indeed a perfect institution. It is arguable that it was the di scontentment of the Hasid that allowed these different sects of Judaism to arise.Bal Shem Tov; the alleged founder of Hasidic Judaism, warns against the human tendency to doubt and question, The Baal Shem Tov cautioned the Hasidim: â€Å"Every time you experience a worry or doubt about how God is running the world- that's Amalek launching an attack against your soul. We must wipe Amalek out of our hearts whenever- and whenever- he attacks so that we cannot serve God with complete joy. † The Bal Shem Tov's warning suggests that the Hasidic Judaic community has within its people those whose belief is not entirely inflexible.Religious phenomenons such as these disprove Heschel belief in this type of peaceful religious community. In his writings, Heschel’s teachings lend to the impression that the Jewish Rabbinic hierarchy found in Jewish communities was dignified, distinguished and without flaw. This hierarchy; often referred to as the â€Å"Kahal†, is far from per fect. A diagram showing the hierarchy of the Judaic powers demonstrates that a Rabbi’s power was only authentic in his own jurisdiction (the Jewish community), and that local powers in the government could easily censure or nullify any of the Rabbi’s decrees.The Kahal demonstrates that while the Rabbi’s possessed some power, most of it was symbolic, and susceptible to Gentile rule. Though Hasidism did enjoy mass popularization and followings, the religion itself is far from perfection. Like most religious facts, the Hasid experience significant doubt, internal struggle, religious hypocrisy, and many other imperfections that keep Hasidism from reaching any kind of perfection. Though these faults did exist, Hasidism is undoubtedly accredited with the revitalization of Judaism faith and spirituality.

Marketing is the delivery of standard of living Essay

This concept was originated by Paul Mazur. According to him, â€Å"Marketing is the delivery of standard of living.† Prof. McNair made an important amendment in the definition. According to him, â€Å"Marketing if the creation and delivery of standard of living to the society.† It is consumer –oriented concept. Producer tries to know the customers need and plan his production accordingly. Aggressive marketing technique is used to encourage the society to purchase new product. The availability of goods also increased. It is because of this concept that nowadays we are able to consume more quality product. Marketing is one of the terms in academia that does not have one commonly agreed upon definition. Even after a better part of a century the debate continues. In a nutshell it consists of the social and managerial processes by which products (goods or services) and value are exchanged in order to fulfill the needs and wants of individuals or groups. Although many people seem to think that â€Å"marketing† and â€Å"advertising† are synonymous, they are not. Advertising is simply one of the many processes that together constitute marketing, as suggested by the American Marketing Association, is â€Å"an organizational function and a set of processes for creating, communicating and delivering value to customers and for managing customer relationships in ways that benefit the organization and its stakeholders†. Another definition, perhaps simpler and more universal, is this: â€Å"Marketing is the ongoing process of moving people closer to making a decision to purchase, use, follow†¦or conform to someone else’s products, services or values. Simply, if it doesn’t facilitate a â€Å"sale† then it’s not marketing.† Philip Kotler in his earlier books defines as: â€Å"Marketing is human activity directed at satisfying needs and wants through exchange processes†. Add to Kotler’s and Norris’ definitions, a response from the Chartered Institute of Marketing (CIM). The association’s definition claims marketing to be the â€Å"management process of anticipating, identifying and satisfying customer requirements profitably†. Thus, operative marketing involves the processes of market research, new product development, product life cycle management, pricing, channel management as well as promotion. Marketing-â€Å"taking actions  to define, create, grow, develop, maintain, defend and own markets†. An approach to business that seeks to identify, anticipate and satisfy customers needs. The role of marketing is to facilitate exchanges. Its essence is to create greater contentment and satisfaction by recognizing the preference structures of both parties and crafting the basis for exchanges. Marketing’s value to society is that it creates more efficient and effective interaction between and among individuals and organizations. Marketing is endemic to society. Whenever there is an exchange or an attempted exchange of something of value for something else of value, the marketing process is at work. The process of marketing pre-dates written history, where individuals bartered goods and services in exchange for other goods and services to produce a more satisfying life than one they could produce for themselves. Five conditions must be met for an exchange to take place: 1.There is at least two parties. 2. Each party has something that might be of value to the other party. 3. Each party is capable of communication and delivery. 4. Each party is free to accept or reject the offer. 5. Each party believes it is appropriate or desirable to deal with the other party. These five conditions are inherent in ancient markets, where farmers and craftsmen brought their produce and wares to a central market. So too it applies to today’s flea markets, garage sales and ebay transactions. It also applies to the sophisticated supply chains necessary to stock a Wal-Mart store or build a missile system for the military. Marketing is pervasive in all human endeavors. Most human interaction requires an understanding of the other party’s perspective in order to have a productive relationship. Therefore the principles of marketing are applied in both for-profit and not-for-profit settings, including the marketing of places, causes, events, organizations, and persons. For simplicity of  presentation in this book, we will refer to the parties in the exchanges as buyers and sellers to represent a commercial transaction between a producer and a customer, even though some exchanges are not commercial and both parties are technically buyers and sellers. Marketing is the creation of utility? Discuss†¦ Marketing seeks to satisfy the needs of people (customers or the market) (creating a sense of usefulness or utility) through the exchange process. Marketing refers to channeling the gap between service and product providers to service and product seekers also known as a way of satisfying needs. The marketing Mix or the â€Å"4 P’s† are: product place promotion price The concept of â€Å"4p’s† is replaced by the concept of â€Å"7 p’s† they are product price place promotion people positioning packaging These are employed to satisfy a target market’ or target demographic (the pool of potential customers). Example: Product: Procter and Gamble introduces new toothpaste designed to taste good and fight cavities. Logo and packaging designed in bright colors to appeal to kids of elementary school age to encourage more tooth brushing. Price: $2.00, and discounted by means of coupons Promotion: television and radio commercials, magazine and newspaper ads, and a website; these use bright colors and happy music, perhaps an animated cartoon character for a fun and family-friendly attitude Place (or  distribution): Supermarkets, drugstores, discount stores such as Wal-Mart Target demographic: Mothers with kids who make toothpaste buying decisions for the family (advertising could be shown on children’s programming, prompting kids to ask parents to buy the toothpaste) Creating utility: The American Heritage Dictionary defines utility as â€Å"the quality or condition of being useful†. Utility is further defined as any quality and/or status that provide a product with the capability to satisfy the consumer’s wants and needs. Marketing is responsible for creating most of a product’s inherent utility. There are four basic types of utility: Form utility: production of the good or service, driven by the marketing function. For example, Procter and Gamble turns raw ingredients and chemicals into toothpaste. Place utility: making the product available where customers will buy the product. Procter and Gamble secures shelf space for the toothpaste at a wide variety of retailers including supermarkets and drugstores. Time utility: making the product available when customers want to buy the product. The U.S. drugstore chain Walgreens has many locations open 24 hours a day, and since the 1990’s has placed most of their newer stores at major intersections. Possession utility: once you have purchased the product, you have rights to use the product as intended, or (in theory) for any use you would like. A fifth type of utility is often defined along with the above four types: Image utility: the satisfaction acquired from the emotional or psychological meaning attached to products. Some people pay more for toothpaste perceived to be more effective at fighting cavities and whitening teeth. Process creates utility: The exchange process is the process by which two or more parties give something of value to each other to satisfy the perceived needs. The marketer (a company like Procter and Gamble) offers goods and services desired by the market (the pool of potential customers). In return, the market (the customer) gives back something of value to the marketer, generally money. Both ends receive something of value in the exchange process. The marketer makes money and the  customer receives goods, services, or ideas that satisfy their needs. The exchange process is the origin of marketing. The process creates utility. For an exchange to occur: Both parties must have something of value to exchange. Both parties need to be able to communicate. Procter and Gamble (P&G), for example, must have money to purchase advertising space. Both parties must be able to exchange. The toothpaste, in some cases, must be approved by the FDA in order for it to be sold. The customer must be able to buy the product with his or her money, and have access to a retail store where the product is sold to be able to buy it. Both parties must want to exchange. At least two parties are needed for an exchange to occur.

Healthcare Professional Regulation and Criminal Liability Essays

Healthcare Professional Regulation and Criminal Liability Essays Healthcare Professional Regulation and Criminal Liability Paper Healthcare Professional Regulation and Criminal Liability Paper Research has shown that the provision of health care services often fail because the general public is not completely aware of the kind of the services that are offered by the health care professionals. At the same time, they are not aware of the statutes that regulate the conduct of the health care providers. Due to this, the paper will seek to provide an overview of the complaint process, explore the role of healthcare regulatory agencies and will identify potential criminal liability in healthcare. Finally, the paper will provide the procedure to be followed when one is a victim of professional misconduct in the healthcare system. To be specific, the essay will focus on the criminal liability that pertains to the nurses in the United States specifically the State of Iowa. Accreditation, registration, licensing and certification Each jurisdiction has its own statutes in regards to licensing, certification and registration of nurses. For one to be registered as a nurse in the United States one must have undergone through a credible education system. For instance, it is a requirement that one should undergo a hospital based diploma program which often lasts for a period of there years. In this particular program, the students are supposed to undertake classes in areas like microbiology and nutrition before proceeding to some intensive nursing classes. However, the diploma program is considered to be an outdated method to gain access to the nursing practice. An alternative to the diploma program is to obtain an associate degree in nursing. This is normally a two year course but it has now been overtaken by the four year degree program in the Bachelor of Science in Nursing (BSN). BSN is mostly preferred due to the fact that it has a more hands on approach which creates room for more research into the nursing practice (Walsh. et al, 2006). After completion of any of the above educational programs one will have to go through some licensing examination which is referenced as NCLEX-RN. This is the minimum competency that is globally acceptable. However, critics of this system feel that there is need to ensure that the BSN is the minimum competency to be a registered nurse. However, even after acquiring the minimum competency as a practicing nurse your scope of practice is normally governed by the Nurse Practice Act of the State which differ form one state to another. It is normally the obligation of the state board of nursing to come up with laws .Normally, the scope of one in the nursing practice is governed the level of education (Joseph, 2002). For instance, a registered nurse has a wider scope than that of a vocational nurse. Areas of potential criminal liability On numerous occasions registered nurses often find themselves with no option other than to walk the tight rope. This is normally the case because they are frequent victims of criminal liability. For instance, a HIV victim may claim that his or her source of infection was through a blood transfusion which was administered by a nurse. The IOWA CODE OF 2002 clearly states if the nurse does the transmission knowing that the blood is infected the she will bear the civil liability. However, the IOWA CODE provides that the complainant must provide prove of transmission and show that the nurse knew that the blood was infected (Lockwood, 2009). Another area that exposes the registered nurses to criminal liability arises when the nurses are administering the vaccines. Worth noting is the fact that, most of the vaccines have no prior prescription form the doctors. In such cases, the nurses do act against Article 28 of the Physicians act. However, this is no longer a big issue to the nurses because of the recent amendment of the Article 4 of the Communicable Disease Control Act. The act provides that registered nurses shall not be prosecuted for violation of Article 28 whenever they are administering vaccines. However, but this dose not guarantee immunity to the nurses whenever they are involved in some malicious malpractice as provided by the law. In addition, nurses can also be liable for criminal liability whenever they collaborate with a pharmacist in the substitution of generic drugs with the recommended brand name drugs. This is normally the case when the pharmacist prepares a reimbursement claim which will in turn be shared between the two. Nurses can also be liable for criminal liability whenever they deliver their duties negligently. In such cases the complainant must prove that he or she suffered loss and the nurses owed him or her duty of care.

Free Essays on The Affects Of Ethnocentrism

The Affects of Ethnocentrism: ETHNOCENTRISM – HOW IT AFFECTS INDIVIDUALS, SOCIETIES, AND MUTINATIONAL CORPORATIONS Abstract In sociology â€Å"ethnocentrism† is a widely used word to explain human behavior between different cultural entities or by definition as â€Å"the practice of judging another culture by the standards of one’s own culture†. Since multinational corporations can be characterized by high levels of interaction between individuals from diverse cultures, I think the affects of ethnocentrism is worth being considered. Especially, individual ethnocentrism might shape and influence the relation between multinational corporations and their cultures. This paper will address the deeper issues involved in ethnocentrism by answering the questions. What is it? Why are people ethnocentric? What is the problem or affect? And will identify the different areas of corporate strategy formulation which are assumed to be influenced by ethnocentrism. ETHNOCENTRISM – HOW IT AFFECTS INDIVIDUALS, SOCIETIES, AND MULTINATIONAL CORPORATIONS Watching a show on cable television (food network channel) called the â€Å"Iron Chef† in this episode a Japanese Chef was pitted against a French Chef in France the competition seem tense, the judges waited, commenting on the action, finally the end came and the creations were sit in front of the judges. There were four judges, two French and two Japanese. The two French judges give the French Chef very high marks and the Japanese Chef extremely low marks. The Japanese judges scored the competition fairly even giving slightly higher marks to the Japanese Chef. Based on the high scores from the French judges the French Chef was crowned the champion. The above comments is one example of ethnocentrism the French judges believed that only the French could prepare French cuisine and judged the Japanese Chef based on preconceived cultural ideas. In this sense, ethnocentrism could be defin... Free Essays on The Affects Of Ethnocentrism Free Essays on The Affects Of Ethnocentrism The Affects of Ethnocentrism: ETHNOCENTRISM – HOW IT AFFECTS INDIVIDUALS, SOCIETIES, AND MUTINATIONAL CORPORATIONS Abstract In sociology â€Å"ethnocentrism† is a widely used word to explain human behavior between different cultural entities or by definition as â€Å"the practice of judging another culture by the standards of one’s own culture†. Since multinational corporations can be characterized by high levels of interaction between individuals from diverse cultures, I think the affects of ethnocentrism is worth being considered. Especially, individual ethnocentrism might shape and influence the relation between multinational corporations and their cultures. This paper will address the deeper issues involved in ethnocentrism by answering the questions. What is it? Why are people ethnocentric? What is the problem or affect? And will identify the different areas of corporate strategy formulation which are assumed to be influenced by ethnocentrism. ETHNOCENTRISM – HOW IT AFFECTS INDIVIDUALS, SOCIETIES, AND MULTINATIONAL CORPORATIONS Watching a show on cable television (food network channel) called the â€Å"Iron Chef† in this episode a Japanese Chef was pitted against a French Chef in France the competition seem tense, the judges waited, commenting on the action, finally the end came and the creations were sit in front of the judges. There were four judges, two French and two Japanese. The two French judges give the French Chef very high marks and the Japanese Chef extremely low marks. The Japanese judges scored the competition fairly even giving slightly higher marks to the Japanese Chef. Based on the high scores from the French judges the French Chef was crowned the champion. The above comments is one example of ethnocentrism the French judges believed that only the French could prepare French cuisine and judged the Japanese Chef based on preconceived cultural ideas. In this sense, ethnocentrism could be defin...

A Modern Look at the Plague of Athens

A Modern Look at the Plague of Athens The plague of Athens took place between the years 430-426 BC, at the outbreak of the Peloponnesian War. The plague killed an estimated 300,000 people, among which was the Greek statesman Pericles. It is said to have caused the death of one in every three people in Athens, and it is widely believed to have contributed to the decline and fall of classical Greece. The Greek historian Thucydides was infected by the disease but survived it; he reported that plague symptoms included high fever, blistered skin, bilious vomiting, intestinal ulcerations, and diarrhea. He also said that birds and animals which preyed on the animals were affected and that doctors were among the most affected by it. The Disease That Caused the Plague Despite Thucydides detailed descriptions, until recently scholars have been unable to come to a consensus of which disease (or diseases) caused the Plague of Athens. Molecular investigations published in 2006 (Papagrigorakis et al.) have pinpointed typhus or typhus with a combination of other diseases. Ancient writers speculating on the cause of plagues included the Greek physicians Hippocrates and Galen, who believed a miasmic corruption of the air arising from swamps affected the people. Galen said that contact with the putrid exhalations of the infected was quite dangerous. More recent scholars have suggested that the Athens plague arose from bubonic plague, lassa fever, scarlet fever, tuberculosis, measles, typhoid, smallpox, toxic-shock syndrome-complicated influenza, or ebola fever.​ Kerameikos Mass Burial One problem modern scientists have had identifying the cause of the Athens plague is that classical Greek people cremated their dead. However, in the mid-1990s, an extremely rare mass burial pit containing approximately 150 dead bodies was discovered. The pit was located on the edge of the Kerameikos cemetery of Athens and consisted of a single oval pit of an irregular shape, 65 meters (213 feet) long and 16 m (53 ft) deep. The bodies of the dead were laid in a disorderly fashion, with at least five successive layers separated by thin intervening deposits of soil. Most bodies were placed in outstretched positions, but many were placed with their feet pointing into the center of the pit. The lowest level of interments showed the most care in placing the bodies; subsequent layers exhibited increasing carelessness. The upper-most layers were simply heaps of the deceased buried one on top of another, no doubt evidence of a spike in deaths or a growing fear of interaction with the dead. Eight urn burials of infants were found. Grave goods were limited to the lower levels and consisted of about 30 small vases. Stylistic forms of the Attic period vases indicate they were mostly made around 430 BC. Because of the date, and the hasty nature of the mass burial, the pit has been interpreted as from the Plague of Athens. Modern Science and the Plague In 2006, Papagrigorakis and colleagues reported on the molecular DNA study of teeth from several individuals interred in the Kerameikos mass burial. They ran tests for the presence of eight possible bacilli, including anthrax, tuberculosis, cowpox and bubonic plague. The teeth came back positive only for Salmonella enterica servovar Typhi, enteric typhoid fever. Many of the clinical symptoms of the Plague of Athens as described by Thucydides are consistent with modern day typhus: fever, rash, diarrhea. But other features are not, such as the rapidity of the onset. Papagrigorakis and colleagues suggest that perhaps the disease has evolved since the 5th century BC, or perhaps Thucydides, writing 20 years later, got some things wrong, and it may be that typhoid was not the only disease involved in the Plague of Athens. Sources This article is a part of the About.com guide to the Ancient Medicine, and the  Dictionary of Archaeology. Devaux CA. 2013.  Small oversights that led to the Great Plague of Marseille (1720–1723): Lessons from the past.  Infection, Genetics and Evolution 14(0):169-185.  doi:10.1016/j.meegid.2012.11.016 Drancourt M, and Raoult D. 2002.  Molecular insights into the history of plague.  Microbes and Infection  4(1):105-109.  doi: 10.1016/S1286-4579(01)01515-5 Littman RJ. 2009.  The Plague of Athens: Epidemiology and Paleopathology.  Mount Sinai Journal of Medicine: A Journal of Translational and Personalized Medicine  76(5):456-467.  doi: 10.1002/msj.20137 Papagrigorakis MJ, Yapijakis C, Synodinos PN, and Baziotopoulou-Valavani E. 2006.  DNA examination of ancient dental pulp incriminates typhoid fever as a probable cause of the Plague of Athens.  International Journal of Infectious Diseases  10(3):206-214.  doi: 10.1016/j.ijid.2005.09.001 Thucydides. 1903 [431 BC].  Second Year of the War, Plague of Athens, Position and Policy of Pericles, Fall of Potidaea.  History of the Peloponnesian War, Book 2, Chapter 9: J. M. Dent/University of Adelaide. Zietz BP, and Dunkelberg H. 2004.  The history of the plague and the research on the causative agent Yersinia pestis.  International Journal of Hygiene and Environmental Health  207(2):165-178.  doi: 10.1078/1438-4639-00259

The Official Language Movement Research Paper Example | Topics and Well Written Essays - 750 words

The Official Language Movement - Research Paper Example Analyzing the history of the United States, one can find that multilingual communities have managed to survive side by side. In its initial stage, many of them have considered Official Language Movement as a way to block bilingual education programs. But through the declaration of Official Language Act in 2001, the Bilingual Education Act was replaced (Schaefer, 2006, p. 244). Immigrants from, Mexico, Spain, Germany, Ireland and many African nations have entered the United States and became a part of its social, political and constitutional practices. Bilingualism and multilingualism preserve the requirements of various immigrant communities. In the United States, bilingual or multilingual education is generally considered as a supporting program for children with limited English proficiency. Recent studies prove that 73 percentages of Hispanic population favor school districts offering various bilingual education programs compared to 53 percent of non Hispanic population. Hispanic groups in the United States explore their cultural interest through their support in bilingualism in mainstream education (Schaefer, 2006, p. 243). Experts have revealed different opinions about the effectiveness of bilingual or multilingual education. ... Hispanic groups raised a new Hispanic American Cultural interest through their active participation in bilingual education programs. They demand the prevention of high school dropouts and Hispanic paucity in colleges (Schaefer, 2006, p. 243). The web article entitled Bilingual Education: A Goal for All Children observes; â€Å"Bilingual education is a prerequisite for establishing a school environment that welcomes all students' cultures, sends a positive message to students, and sets the groundwork for a relationship of respect and equality between schools and all families and communities† (Bilingual Education: A Goal for All Children 2011). Immigrant community in the United States demands a type of education to meet the needs of their children to shape them for the competitive job markets. Through the implementation of No Children Left Behind Act (NCLB), new programs and researches took place in the field of bilingual education. Studies prove that more than 14 million childr en who come from households not use English as their first spoken language (.The Importance of Bilingual Education, 2007). I f we fail to give proper education, many will drop-out from schools and many will grow up illiterate. Here one can feel the relevance of bilingual programs in mainstream education. Lack of experienced teachers and well designed teaching strategies contribute practical obstacles in strengthening bilingual or multilingual program. Many political parties in U.S have acknowledged the growing influence of Hispanic groups in the election process during the last 30 years. At present Federal Law demands bilingual or multilingual ballots in voting (Schaefer, 2006, p. 244). As

Economics in the World Essay Example | Topics and Well Written Essays - 3250 words

Economics in the World - Essay Example Between 2003 and 2006, trade in goods within these countries doubled. GCC states’ share of world trade increased to 2.7% from 1.9% during the same period. Total exports of goods in 1990 stood at USD 86 billion, but increased to USD 110 billion by the end of the 1990s. In 2006, total exports rose to USD 422 billion. In terms of imports, total imports were at USD 48 billion in 1990, and increased to USD 82 billion by the end of the 1990s. By 2006, the imports in the GCC states were at USD 238 billion. In 2006, the difference between imports and exports was 184 billion. The main consumer of GCC states’ exports is Asia, while the European Union accounts for nearly one third of the imports to the GCC states. In 2006, exports to Asia from the GCC states stood at 60%, with Japan accounting for 21% of the exports. Saudi Arabia and other Gulf states emerged as key global players in the first decade of the twenty-first century. This development facilitated by the enormous resources and capital that was accumulated by these countries in the course of the second oil boom experienced in the year 2002-2008. Through theinfluence of their resources, these countries started reshaping the economy of the world. This influence was more eminent in the wake of the 2007-2008 economic crisis. Partnerships with countries such as China, Russia, East and South Asian nations, and India diverted the Gulf States’ focus further eastwards (Ulrichsen 118). The global share of natural gas and oil is anticipated to increase by 5% by 2020 from 28% which was recorded in 2000. With most of these resources going to the Asian market, the GCC states will most likely increase their diversification and widen their economic interdependencies for the Asian market. According to statistics, 40% of the increase in global oil and natural gas consumption was traced to China from 2004 and 2007. In 2009, China’s import of oil from Saudi Arabia surpassed that of the United States

The legal driving age in Illinois should be raised from 16 Research Paper

The legal driving age in Illinois should be raised from 16 - Research Paper Example Even though many reasons were cited for increasing number of car accidents, the major reasons are underage driving, drink driving or driving under the influence of alcohol or drugs etc. Even though in many of the American states, the legal driving age is 18, Illinois is one state in America in which the driving age is fixed to 16. The increasing car accident statistics from Illinois clearly point towards the necessities of raising legal driving age from 16. This paper briefly analyses the necessities of raising legal driving age from 16 in Illinois. Problems associated with driving at the age of 16 â€Å"According to a recent study by American Automobile Association, 30917 fatalities over the last ten years were the result of crashes involves drivers ages 15-17 years old† (Peters, 2007). Driving is a dangerous act and it is not a childish play since we consider the consequences of accidents. Accidents can take the lives of the driver, fellow passengers and other innocent peopl e on the road. It is ethically wrong to give the control of a vehicle in the hands of an immature person. Age sixteen, under no means is a matured age. Even for getting voting rights, completion of eighteen years of age is necessary in America. In other words, American administration believes that a person under the age of eighteen is incapable of taking sound or matured decisions. In American military, only people who crossed eighteen years of age are admitted. The legal drink age is fixed at eighteen years in most of the American states. The above examples clearly show that a person below eighteen years of age is incapable of handling tough situations and taking sound decisions. Driving is an act which requires continuous decision making. Any immature decision taken at the wrong time can cause accidents on and off the road. Under such circumstances, it is better to give the control of steering to people who crossed at least eighteen years of age. â€Å"Empirically, a number of re ports and survey show that the accidents prevalence rates among the underage drivers was very high and a greet cause of concern among parents and authorities† (Wilson, 2010). Driving a vehicle can be very dangerous for someone not having the proper experience and knowledge about the rules and regulations given by the state. Before being given a driver license a person should have completed certain age. The legal driving age set by the state Illinois is too low when we consider the complexities in driving a vehicle. Mind, hands and legs of the driver should be coordinated properly for ensuring safe driving. It is difficult for the children of age sixteen to get better coordination of mind, hands and legs. Moreover, it is difficult for the teenagers to take sound driving decisions. For example, teenagers like to drive their vehicle as fast as they can. They may not think properly about their steering or vehicle controlling abilities or the probabilities of accidents. Unnecessary overtaking and injudicious decision making while overtaking can cause big accidents. â€Å"Driving while either intoxicated or drunk is dangerous and drivers with high blood alcohol content or concentration (BAC) are at greatly increased risk of car accidents, highway injuries and vehicular deaths†(Drinking and driving, 2009). Most of the children in America taste the drinks even at an early age of below twelve years. Those who attracted by the

The human body Essay Example | Topics and Well Written Essays - 2250 words - 1

The human body - Essay Example Brain, nerves & spinal cord. Functions to provide strength and connections to move the arm or leg or to make the facial expressions. Muscles cover almost every bone of the body except fingers and teeth and skull. It also help in Maintaining posture & generate heat by shivering. Pumps blood to each part of the body. Takes oxygen from the lungs and transports it to the each part of the body and carry carbon dioxide that is released through respiration. Heart, veins and arteries. Skin has millions of sensory nerves that send information to the brain; the information regarding the environment, temperature, etc. If the brain senses that the temperature is a bit higher than the body temperature, brain sends signal to the sweat gland to open and cool the body. In some cases, the brain sends signal to the muscles connected to skin hair to contract or expand according to the environment or other condition. At 25 years the body functions seem to be efficiently functional. On the other hand considering the daily working of the 25 year person is moving door to door to distribute the leaflets and take part in the other programs as organized by the charity. The muscles (muscular system) in the body particularly the leg muscles require much oxygenated blood in order to work efficiently. The oxygenated blood is transported by the cardiovascular system and the heart pumps the blood as faster as the oxygen is required. Oxygen is supplied through the respiratory system. The respiratory system fills the blood with oxygen. It is common fact that the respiratory system and cardiovascular system synchronize in a proper manner. The rate of respiration increases as the demand for oxygen increases. On the other hand, as the muscular system uses more oxygen it produces more carbon-dioxide that is also released through respiratory process. All these functions are controlled by the brain that informs the heats to pump faster

How do the qualities of reading practices outlined in McKenzie and Essay

How do the qualities of reading practices outlined in McKenzie and Grafton and Jardine's texts enable imperialism How did rea - Essay Example A discussion on the various qualities of reading practices helps in a historical understanding of the ways in which humanistic-ally trained readers assimilated and responded to imperialism and political change. For example, the introduction of printed text to the Maori people in New Zealand had a crucial influence on their understanding of the Treaty of Waitangi. In other words, the reading practices of the Maori had a critical influence on the meaning of imperialism and political change in the region. This paper makes a reflective exploration of how the qualities of reading practices outlined in McKenzie and Grafton and Jardine’s texts enable imperialism. One of the major studies of the principles of bibliography, Bibliography and the Sociology of Texts by D.F. McKenzie establishes that the material form of texts remarkably determines their meanings. According to McKenzie, texts take on different forms and meanings as they are reproduced and re-read. He maintains that a reade r in the pursuit of historical meanings moves from â€Å"the most minute feature of the material form of the book to questions of authorial, literary, and social context. These all bear in turn on the ways in which texts are then re-read, re-edited, re-designed, re-printed, and re-published. If a history of readings is made possible only by a comparative history of books, it is equally true that a history of books will have no point if it fails to account for the meanings they later come to make.† (McKenzie, 1999, p. 23). The meaning gained in the beginning is completely changed in the reading of the new forms of the text which is re-read, re-edited, re-designed, re-printed, and re-published. Therefore, one’s reading practice is influenced by the material form of the book which, in turn, affects the meaning of the text. Lisa Jardine and Anthony Grafton’s seminal article â€Å"‘Studied for Action’: How Gabriel Harvey Read His Livy† is a classi c example of how reading practice can influence one’s understanding and meaning of the text. Based on an exploration of how Gabriel Harvey practiced the reading of Livy, Jardine and Grafton establish that Harvey’s interpretation of Livy is considerably changed each time he reads it with different purposes in his mind. The article maintains that the different reading practices carried out by Harvey led to different outcomes. In fact, the different reading practices can lead to different meanings of the same text and this fluctuation in the meaning can affect the overall outcome of the reading practice. â€Å"Thus critical reading, skillful annotation and active appropriation emerge as the central skills, not just of the student of history, but of the intellectual tout court. Reading always leads to action – but only proper reading in the manner of a Gabriel Harvey.† (Jardine and Grafton, 1990, p. 76). According to Jardine and Grafton, the early modern read ers used to actively reinterpret their texts rather than passively receive it. In this article, the authors provide a convincing illustration of how the ‘reading as intended to give rise to something else’ can influence the meaning of the text and, in turn, affect political changes. To them, scholarly reading has always been goal-oriented and conducted under conditions of strenuous attentiveness. Therefore, â€Å"

Consert report Essay Example | Topics and Well Written Essays - 1000 words

Consert report - Essay Example 4 separate Concertos Spring: Allegro, largo, Allegro Summer: Allegro non molto, Allegro, Adagio, Presto Autumn: Allegro, Adagio non molto, Allegro Winter: Allegro non molto, Largo, Allegro They were short and the music showed as if we were listening to the different seasons. Summer and Spring had the storms. About one minute after the allegro, perhaps at the non molto, the storm started. It kept starting and stopping Mozart Piano Concerto NÂ ° 12 K 414 about 25 minutes. Each movement was much longer than the Vivaldi. It was strange the comparison. I thought the Concerto form had 4 movements. Allegro Adante Allegretto. It sounded as though Mozart was making fun of us at several momemts. Vivaldi is known as the red priest because of his flaming red hair. In paintings he was shown wearing a wig. His Four Seasons is a perfect example of programmed music. It was unheard of at the time. Beethoven would be the next person to use it in his Pastoral symphony. Vivaldi received his first music al training from his father but was initially ordained as a priest. He was dismissed from the priesthood after a year and was able to devote his life to music. In the 17th century it was part of any religious training to have complete musical training. The girls orphanage had over a thousand girls who were trained to become nuns. This provided Vivaldi with an abundance of talented girls to with whom he had access to a constant orchestra and girls who could play a multitude of instruments. Perhaps this is why he was such a prolific composer. He set the precedent of baroque concerto of three movements ABA or allegro andante allegro leading to the longer classical concerto. Bach admired his work but it was only in the 20th century that many scores were found hidden in Turin, Italy. http://www.classicalnotes.net/classics/vivaldi.html The Four Seasons were published in 1725 but Vivaldi alluded that they had been written well before. They were four concerto out of 12 to be published for t his patron. He actually wrote over 500 concerti in all. The theory that Vivaldi wrote the sonnets which correspond to the concertos is only confirmed on the basis that each sonnet is divided into three parts explaining to the player how the music is to be interpreted. There are some who say they were written afterwards http://www.sanbernardinosymphony.org/PDF's/ProgramNotesJan11.pdf Mozart's Piano Concerto NÂ ° 12 K414 represents one of his first compositions after he moved to Vienna. Mozart's father was his most avid fan, his teacher and his friend. He was opposed to his moving from his secure post in Salzburg to Vienna and basically become a freelance musician. It was common for musicians and composers to travel from London, Paris and Vienna in the 18th century. This is why so many different styles and influences of difference composers were part of the classical scene. http//www.questia.com/History Of Western Music Groves. 2001 New York Norton. In the last years of his life, he wanted to write something different and wrote the Vienna Concertos. "In Writing his father in 1782, the

How do the qualities of reading practices outlined in McKenzie and Essay

How do the qualities of reading practices outlined in McKenzie and Grafton and Jardine's texts enable imperialism How did rea - Essay Example A discussion on the various qualities of reading practices helps in a historical understanding of the ways in which humanistic-ally trained readers assimilated and responded to imperialism and political change. For example, the introduction of printed text to the Maori people in New Zealand had a crucial influence on their understanding of the Treaty of Waitangi. In other words, the reading practices of the Maori had a critical influence on the meaning of imperialism and political change in the region. This paper makes a reflective exploration of how the qualities of reading practices outlined in McKenzie and Grafton and Jardine’s texts enable imperialism. One of the major studies of the principles of bibliography, Bibliography and the Sociology of Texts by D.F. McKenzie establishes that the material form of texts remarkably determines their meanings. According to McKenzie, texts take on different forms and meanings as they are reproduced and re-read. He maintains that a reade r in the pursuit of historical meanings moves from â€Å"the most minute feature of the material form of the book to questions of authorial, literary, and social context. These all bear in turn on the ways in which texts are then re-read, re-edited, re-designed, re-printed, and re-published. If a history of readings is made possible only by a comparative history of books, it is equally true that a history of books will have no point if it fails to account for the meanings they later come to make.† (McKenzie, 1999, p. 23). The meaning gained in the beginning is completely changed in the reading of the new forms of the text which is re-read, re-edited, re-designed, re-printed, and re-published. Therefore, one’s reading practice is influenced by the material form of the book which, in turn, affects the meaning of the text. Lisa Jardine and Anthony Grafton’s seminal article â€Å"‘Studied for Action’: How Gabriel Harvey Read His Livy† is a classi c example of how reading practice can influence one’s understanding and meaning of the text. Based on an exploration of how Gabriel Harvey practiced the reading of Livy, Jardine and Grafton establish that Harvey’s interpretation of Livy is considerably changed each time he reads it with different purposes in his mind. The article maintains that the different reading practices carried out by Harvey led to different outcomes. In fact, the different reading practices can lead to different meanings of the same text and this fluctuation in the meaning can affect the overall outcome of the reading practice. â€Å"Thus critical reading, skillful annotation and active appropriation emerge as the central skills, not just of the student of history, but of the intellectual tout court. Reading always leads to action – but only proper reading in the manner of a Gabriel Harvey.† (Jardine and Grafton, 1990, p. 76). According to Jardine and Grafton, the early modern read ers used to actively reinterpret their texts rather than passively receive it. In this article, the authors provide a convincing illustration of how the ‘reading as intended to give rise to something else’ can influence the meaning of the text and, in turn, affect political changes. To them, scholarly reading has always been goal-oriented and conducted under conditions of strenuous attentiveness. Therefore, â€Å"

Principles of Political Liberalism Article Example | Topics and Well Written Essays - 1000 words

Principles of Political Liberalism - Article Example In Political liberalism, all processes, the society revolves to further the ends of the individuals, who are considered as the center of all laws and institutions. Ranks imposed by the society and its institutions such as monarchy, government and businesses are held in less favor to the rights of the individuals to which the society and these institutions are based on. In Political Liberalism, it is the individuals who make the laws and norms of the society. Such characteristic is reminiscent although in a slightly different manner, of the previous ideas on social contract as thought of by Hobbes in his Leviathan and Rousseau in his treatise, The Social Contract. Basically, the social contract3 holds that it is the individuals who make the laws to which they agree to abide by, under the premise that individuals have the knowledge of what is best for them. In other words, while the individuals are the basis of the laws, the individuals who collectively agree to abide by the law are each under the rule of the said law and have equal rights regardless of age, sex, race, economic and social status. Whereas in classical liberalism, such as in Hobbes' Leviathan, social contract3 refers to the subordination of individuals to the sovereign, particularly the one who governs, to which they are bound to by the consent under the "contract", the modern Political liberalism's emphasis on individualism is in opposition to such stand. Rousseau, in his Social Contract, posits that each individual is a member of the collective and must submit not to the government but to the general will without regard to the individual interest, for the good of the society, thus, the term popular sovereignty. The principles of modern Political liberalism, however, are most commonly associated with the works and theories of John Rawl4. In general, the Political Liberalist theories of Rawl assume a position on justice as well as an idea of fairness that can be related to the economic game theory. It aims to provide answers to current issues on the political stability as a result of pluralism (Blunden 2003) by generating an ideal for a society founded on justice through concepts on citizenship and political education (Callan 1997). According to Larmore (1990), Political liberalism has been dealing with two main problems. One of which is the problem of defining the limits to the power of the government which by essence limits the freedom and respect accorded to each individual and thereby limiting the conditions in which each would be enabled with self-realization and fulfillment (Young 2002). Given the known plurality of ideas, which could almost always be contradicting, the problem lies in the difficulty in defining the limits to which the individuals can agree on (Young 2002). The second problem, according to Larmore (1990) is the identification of the ideas and values that would represent the general will or the common good. In other words, it is the presence and necessity of pluralism and diversity that makes the aims of Political liberalism difficult to achieve. The challenge to Political liberalism now is to create a set of principles that would target justice without impairing diversity. As it is, the principles of Political liberalism are set to avoid any threat to diversity and with consideration to such diversity that characterizes

A comparison of three front pages of national daily newspapers Essay Example for Free

A comparison of three front pages of national daily newspapers Essay As I flick through different newspapers, I come across all sorts of different articles and I notice that each newspaper does not contain completely different stories from the next. When comparing these stories, I discover that perhaps some of the information differs, the perspective will change and the style in which each story is written can make the reader think about all sorts of different aspects of the event. Having been given the task of comparing three tabloid newspapers front covers, I bought The Sun, Daily Mail, and the Daily Star all covering an event, which took place on Monday November 12 2001. A jet crashed in New York, America, causing the death of 255 civilians Each of the newspapers are national daily tabloid newspapers, therefore the target audience of all three papers are all quite similar tabloid newspapers tend to target people that are fairly young, perhaps 20-40, people that dont want to know each story in a tremendous amount of detail, but tend to flick through newspapers, picking out and reading sections of articles that interest them. Gossip columns, problem pages, stars lives, television listings etc are usually included in tabloids to interest the target audience. I will now discuss the three newspapers and how they differ from one another. The first newspaper I will be describing the journalistic style of, is The Sun. Reading through the first few paragraphs of this newspaper, descriptive words are used to create the scene in your mind, however, the journalist, Brian Flynn, also cleverly incorporates the most important details of the story, without destroying the image of the incident: Terrified passengers on the jet that crashed in New York yesterday were seen screaming at its windows seconds before they died. This is the opening paragraph of the story. Within the first 21 words, the readers are automatically informed of the event itself, the whereabouts of the crash and also when it took place, and still Flynn is managing to create a picture of the screaming, terrified passengers. It is difficult to discuss how the paragraph lengths fluctuate due to the fact that there are only 4 short paragraphs on the front cover. Each one of them is about the same size, the first summarising the events of November 12th, the second creates a link between the events and those of September 11th, the third giving a little more detail about the airlines and finally the looks at a specific aspect of the event and talks to a witness. The Daily Mail, a middle market paper, on the other hand, takes a very different approach. The most vital facts of the incident were not even discussed until the fifth paragraph, instead the journalist, Daniel Jeffreys, focuses on the impact that the event had on the American people: The shock hit New York like a sudden ice storm, freezing people where they stood. This opening paragraph, in my opinion, is a lot more effective than The Suns. When a person would read the first three paragraphs of this story, a great deal more interest and concern will be created. This is because this is an unusual way of starting, the most important details of the event are usually thrown into the first paragraph, when a person reads this they realise that this article is written like all the others find themselves wanting to read on. Due to the fact a lot of the readers tend to scan read the articles and not probably read every single story, the journalist deliberately uses emotive language to slow the reader down and get them to properly read the article and take in everything the journalist writes. This effect would not be achieved if the events were summarised into short concise sentences. Some of the journalists words are powerful and moving: Their faces, drained of colour It is not typical of a newspaper journalist to write such a thing, but this skilfully forms an image, an image that the audience could easily relate to, therefore I think the use of emotive language makes the readers understand the full impact of the atrocities. When the more important information is mentioned, it is steadily and subtly fed into the story. By the ninth paragraph, all the 5Ws (who, what, when, where, why) and the H (how) had all been explained. I think the journalist has deliberately done this to sustain the readers interest. If all the most information was in the first paragraph the reader would simply skip to the next story because they would be satisfied with what they know. The first three paragraphs are kept short, averaging 16 words in each. After that, the paragraphs get gradually longer, peaking at 43 words towards the end of the article. The readers concentration span will gradually expand during the story, therefore if the longest sentences were used at the very beginning of the story, the reader would loose interest and stop reading straight away, but because the sentence length gradually expand as the story develops, the reader can cope with the information they are receiving. My third source is the Daily Star. This storys beginning is concise and very brief, informing readers of the vital points within the first paragraph. The first four paragraphs, which appear on the front page of the Daily Star, are bullet pointed, each makes a different point, giving us a little more information on the event. This allows the readers to know the main details and gives them the choice to read on. Each of the paragraphs that appear on the front cover, are on average 25 words long. The sentences are kept fairly long; neither the sentence or paragraph lengths dramatically change throughout the part of the story that is on the front cover. On this particular paper, the headline is about 4 times as big as the story, therefore the headline would have to be extremely attention-grabbing, because this is the first thing the purchaser of the newspaper will read. The Stars headline is Terror Returns. I think this is very appropriate, because after the terrorist attacks on America, everyone compared the events of November 12th to those of September 11th. Because the headline is large and bold it is very eye-catching, this means the headline will have to be very effective. The headline is short and simple, but because of this, the two words emphasise the severity and importance of the event.