Essay on Browning art and character - 897 Words

Browning art and character Write a note on Browning’s attitude to art and life. Robert Browning in his dramatic monologue s is particularly interested in the study of the psychological conflicts of men and women. In many of his poems, he has dealt with the Italian Renaissance artists who evaluated their lives in terms of success and failure. In Browning’s treatment artists are presented as the conscience of an age. To him. Artists symbolize the voice of humanity, expressing their inner thoughts in their works as well as reflecting their souls. Browning also deals with the problem of art itself hown one should make a synthesis between the fleshy and spiritual impulses in the work of art. The most famous poems in which he deals†¦show more content†¦In Fra Lippo Lippi, Browning uses his knowledge of early Italian painting to illustrate an enduring problem of art. The problem is that of reconciling two opposing forces in religious art-the flesh and spirit. Andrea Del Sarto also deals with art and artist’s life. The poem presents a study of the mind of an artist who is dragged by the sense of failure and frustration. Andrea has been a faultless painter, but he failed so far as the spirituality of art was concerned. The main reason of his failure is his ill-fated marriage, marriage with a loveless woman named Lucrezia. From the technical point of view he is perfect but his paintings are not spiritually developed. Andrea claims that the paintings of Michael Angelo, Rafael and Lorenzo are technically imperfect but their art is life like. Andrea lacks the elevation of mind, which gives animation to an artist’s work: â€Å"And I’m the weak -eyed bat no sun should tempt Out of the grange whose four walls make his world.†- At the end of the poem Andrea comforts himself with the thought that god will judge his intentions and give him reward for his artistic endeavour. Browning’s most celebrated poem My Last Duchess deals with art and sculpture. This poem is another example of Browning’s studies of the Renaissance. In giving the portrait of the Duke of Ferrara with all his pride and cruelty, Browning made some commentary on art and artists. The poem isShow MoreRelatedMy Last Duchess by Robert Browning1795 Words   |  7 PagesIn My Last Duchess, Robert Browning takes poetic license with a real historical character from within the Italian Renaissance: Alfonso II, the last Duke of Ferrara. The Duke married a young bride, Lucrezia de’ Medici; however, their marriage ended mysteriously after just three years (Bloom 16). Within My Last Duchess, Browning uses the character and voice of the Duke to pass comment upon some of the themes of the Italian Renaissance, particularly the juxtaposition between aesthetics and moralityRead MoreThe Romantic Era Of The Age Of Enlightenment890 Words   |  4 Pageselements of the arts, musica l, literary, and illustrated, that the romantics used in their work included things like; personal freedom, emotion, nature, the spiritual and the supernatural, the simple life of the noble savage, a character used to describe the innate goodness of mankind having not been corrupted by society (Britannica), the inclusion of the romantic hero, and the use of imagination (The Nineteenth Century: Romanticism ). Through the artistic elements used in the romantics’ art, we can seeRead MoreThe Great Expectations By Charles Dickens Essay1478 Words   |  6 Pagesas â€Å"the working class.† The beginning of Great Expectations finds the protagonist, Pip, as a young boy within this class. The story progresses when Pip’s longing to raise his social status is fulfilled, but his self-righteous opinion of his own character inflates and his regard for people who are â€Å"beneath† him degrades. Through Pip’s journey of self-discovery, Dickens demonstrates t hat power, wealth, and social standing are unimportant factors to one’s happiness and their personal virtue. As isRead MoreAndrea Del Sarto- How Brownings Poetry Can Be Linked to When It Was W1582 Words   |  7 PagesRobert Brownings poem, ‘Andrea del Sarto presents the reader with his views on the painters life, an artist who has lost faith in the Parnassian ideal of living for art, and now has to use art as a living. The poem looks at the darker side of the painter when he was older, and expresses a lot about Browning as well, and how he thought his work was perceived, and the context of his life and times. The poem covers many ideas and themes, which not only create a powerful poem, but also create commentaryRead MoreRobert Browning s Dramatic Monologue953 Words   |  4 PagesRobert Browning was a brilliant writer. The Longman Anthology of British Literature says, â€Å"More than any other nineteenth-century figure, Browning shaped the poetry of the twentieth, influencing British and American poets from, Hardy and Yeats to Elliot, Pound, Frost, Lowell, and Stevens† (1322). One of Robert Browning’s specialties was dramatic monologues. In his dramatic monologues, Browning develops his characters really well. Throughout the monologue Browning shows the true character of the personRead MoreInterpretation of Poems by Robert Browning, William Yates, and William Williams562 Words   |  3 PagesDuke of Ferrara is a character and the speaker in the poem â€Å"My Last Duchess,† by Robert Browning. The reader witnesses a man that is controlling and whom will destroy anything that he cannot control. One realizes immediately, the extent of the Duke’s need for power in the title and in the first line when he uses the term â€Å"My† which shows ownership (Browning). The Duke cannot control the Duchess’s â€Å"spot of joy,† (Browning line 21) therefore; he commands to have her killed (Browning line 45). He stillRead More Elizabeth Barret Browning Essay1152 Words   |  5 PagesBarrett Browning was a plain woman of the Vic torian Era that was most remarkably gifted. She â€Å"was destined to become known to the world†(Preston xi). Elizabeth Barrett Browning became known for her poetry, because she showed marriages were her women character were often left emotionally unstable. In her book Recollections, Browning describes what poetry means to herself. She explained that it â€Å"became a distinct object with me; an object to read, think, and live for† (Preston xii). Browning was describedRead MoreAnalysis of the Setting in My Last Duchess and Dover Beach Essay669 Words   |  3 Pagesenvironment in which the story takes place. In some instances, the setting is used to develop the characters. Robert Browning and Matthew Arnold use the setting to expose their character traits. My Last Duchess and Dover Beach, respectively, portray the weaknesses of the characters using elements from the setting. The text, page 629 and 630, tells us that the setting in My Last Duchess displays a valuable art form that exposes his greed and cruelty. Dover Beach demonstrates changeability and impermanenceRead MorePorphyrias Lover1455 Words   |  6 Pagespoem is simply a frightening and perverse account of a man who cannot properly express his feelings for a woman, it is much more complex. Two major motifs in the poem, love and sin, create a sense of contradiction. Browning uses this contradiction to explore the relationship between art and morality. The title of the poem leads the reader to believe that the speaker and the woman have been in a relationship for some time. It evokes the image of a woman secretly visiting her lover. Then, the speakerRead MoreThe Ordinary Men of the Holocaust1075 Words   |  5 Pagesthe Holocaust came from all over Europe and a wide variety of backgrounds. Art Spiegelman’s Maus: a Survivor’s Tale, Christopher Browning’s Ordinary Men: Reserve Battalion 101 and the Final Solution, and Jan Gross’s Neighbors: The Destruction of the Jewish Community in Jedbwabne, Poland, all provides a different perspective on how ordinary people felt about their experiences in the Holocaust both perpetrators and victims. Art Spiegelman’s Maus: a Survivor’s Tale is particularly unique in that it is

An Analysis of Early Years Philosophies Free Essays

string(183) " is much more focused on ensuring practical experiences, where the children are not necessarily focusing on maintaining freedom as the primary and key theme \(Roopnarine and Johnson\." Introduction The importance of early years’ education has long been recognised within both academic and professional circles. By establishing strong theories and policies during the early years of education, this then has a knock-on effect on the other aspects of education and makes the overall educational system more effective, in terms of producing capable adults. This paper will look firstly at the contribution of leading theorists when it comes to the provision of key documents in order to guide those in the practical application of these theories in the context of early years’ education (Catron and Allen 2007). We will write a custom essay sample on An Analysis of Early Years Philosophies or any similar topic only for you Order Now The paper will then go on to look at current policies and practices in early years’ education and how these either support or disprove the theoretical perspectives laid out. The final section then goes on to establish a personal philosophy of how the author here has pulled together existing theories and practices to develop their own approach to early years education. Key Theories of Early Education Unsurprisingly, those involved in the theories and philosophy which have emerged, over the years, in relation to early years’ education have gained considerable attention. In order to consider the theories each will be looked at in turn to look at their own contribution and in order to consider any advantages and disadvantages associated with these theories and concepts. This will be broken down within each theory to look at the key issues of: Children’s learning Relationships Learning Environment Meeting Children’s Needs Montessori Children’s Learning The educational approach developed by Montessori promotes the notion of freedom and independence in early years’ education, provided of course there are limits put in place with respect to the existing level of education and understanding of the children involved. Although multiple different approaches have been developed and are broadly considered to be based on the educational theories of Montessori, there are certain elements of this educational theory that would be essential, regardless of how it is applied in practice (Montessori, 1994). This includes the use of mixed age classrooms for children between the ages of three and six, with the students themselves having a choice of activities. Once they have been given a range of choices, the work time should be uninterrupted, as far as possible and a discovery model of behaviour being used to encourage the children to explore themselves, rather than being directly instructed on certain patterns of behaviour. In order to facilitate this approach, there needs to be freedom of movement within the classroom. Meeting Children’s Needs Montessori is largely considered to be an educational theory. In reality it is more of a theory of human development and nature, with two key basic principles. Firstly, when children and adults engage in any form of development, they take on board a self construction approach, as they interact with items and the environment around them. This recognises that the learning experience is directly linked to interaction with external factors and it is the stimuli is crucial to this educational theory and places a much heavier emphasis on facilitating, rather than direct teaching (Cadwell and Rinaldi 2003). Learning Environment With this in mind, those looking to apply this educational theory, in practice, will need to consider the environment almost as much of the content of the lesson itself. This is achieved by creating a harmonious and clean environment that is uncluttered and encourages free movement and activity, but also ensures that the availability of material is linked to the area of development being targeted. By restricting the material available, this has the effect of guiding the learning experience, but not to such an extent that the individual feels constrained. This educational theory also breaks down the age groups of those involved, with the recognition that children under the age of six are undergoing an incredibly dramatic development period and therefore developing self-construction during this period will potentially be the most important element of long-term development. Certain key expectations are included within this educational theory to guide expectations, without constraining e ither teacher or student. For example, the acquisition of language is something that is recognised as taking place, continuously, and therefore social behaviours will only truly become a fundamental element of the learning experience from approximately 2 years onwards, according to this educational theory. Waldorf Education (Steiner) Another formative educational philosophy is that referred to as Waldorf education or Steiner, which was established in Austria the early 20th century. As a result of this, several independent Waldorf schools were established, primarily in Germany, although also in neighbouring countries. This theory of education looks at the stages of development as being a crucial underpinning factor as to how education should take place. This theory broadly splits child development into three distinct stages, each of which lasts around seven years. The early years’ education which takes on-board the first seven years focuses primarily on providing hands-on activities and creative play opportunities, so that the primary focus is on child development through physical and practical activities, during this phase. Children’s learning For the purposes of this analysis, it is the first stage that is most important. However, so that it can be seen how these early years of education fit into the broader picture, it is worth noting that the second stage focuses more on social development and the third on academic understanding. Although the Waldorf theory can largely be seen as an educational theory that can be attached to independent schools across Central Europe, many of the theories and philosophies have permeated more traditional educational establishments. Relationships The education ideas put forward by Steiner largely follow the concept of common sense and go beyond simply what is taught to children. These theories also look at the environment and broader issues such as health and well-being. Taking this developmental approach is, in many ways, similar to that looked at above, with the Montessori theory; however, it is much more focused on ensuring practical experiences, where the children are not necessarily focusing on maintaining freedom as the primary and key theme (Roopnarine and Johnson. You read "An Analysis of Early Years Philosophies" in category "Essay examples" 2005). The emphasis during the early years period is on providing children with practical activities that will allow them to live life experiences either by following the examples of others, or by their own experimentation. Throughout this theory there is also a heavy emphasis placed on nature, where external influences may be seen to be relevant. High Scope More recently, developed in Michigan, USA, is the High Scope early childhood educational approach which looks at a variety of different educational establishment, including kindergarten, pre-school and even home-based childcare, in order to look at the ways in which early childhood development should be best established, so as to lay down the foundations for future learning. The development of this educational theory was primarily founded on the concept developed by the psychologist Lev Vygotsky, which takes a scaffolding-style approach, suggesting that adults should form a learning â€Å"scaffolding† around children, to take into account their current level of development and encourage them to build on it (French and Murphy 2005). Relationships Several central concepts have been developed alongside this educational theory and although participation from the student is important, as it is with the other two theories, there is, however, a structure associated with this educational theory which distinguishes it from the previous theories (High/Scope Educational Research Foundation 2001). Learning Environment For example, environment is seen as important, within this educational theory and the classroom is expected to comply with a high scope model would have several well-defined interest areas, e.g., there would be a toy area and an art area, clearly delineated and made available for the children. This supports the basic learning approach that is advocated by the other two theories in that students will gain from interaction with adults and their own construction of the world around them. However, this is done in a much more structured way, where the daily routine requires early years’ children to be following a predictable sequence of events throughout the day and there not being complete freedom, as advocated by Montessori. To a certain extent, this theory can be seen to be a muted version of the earlier theories. Furthermore, although a heavy emphasis is placed on a constructivist and interaction approach, a much more rigid structure is put in place to ensure that there is consistency and comfort offered to the students and that they understand exactly what is likely to happen, on any given day. Forest Schools Finally, there is the specialist theory associated with Forest Schools Education which involves outdoor education and suggests that the children are able to develop confidence and knowledge through having a large amount of outdoor activities and engaging at times within a forest environment. These types of schools are seen as a means of building independence within any age category and the theory of Forest Schools has become a pedagogy, in its own right. This recognition of the importance of the environment is itself something that can be utilised, either in its own right or alongside the previous theories of development of early years children, as advocated by the other theories, mentioned above. Government Legislation and Guidance Within the UK, the Department for Education provides guidance for the Early Years Foundation Stage (EYFS). The aim of this guidance is to produce basic compulsory standards that all entities involved in the early years’ education provide. The statutory framework for the EYFS stage was established in 2012 and is the full document guiding those involved in the provision of years’ education is seen as merely a minimum standard that they are required to meet and any underlying aims and objectives that should be in mind when establishing their own methods and philosophies. This was given its statutory status by virtue of the Childcare Act 2006. There are underlying aims associated with the guide, including the desire to provide consistency and equality of opportunity for all young children, which will ultimately then provide a secure foundation upon which every child can develop in an appropriate manner and according to their abilities and desires and become well adjusted young adults, in the future. Basic safeguarding welfare requirements are also fundamental to this guidance and, although the focus here is on educational theories, it should be noted that early years’ education theories should, at all times, consider welfare issues and how these may interact within the educational environment (Helm, and Katz 2001). Overarching principles recognise that each child is unique and will be in a constant state of learning and development, and will therefore need to be adaptable and taking the lead from the child in question. Furthermore, the establishment of positive relationships, both with their peers and adult groups is crucial and educational environments should be enabling and positive, regardless of precisely how they are set up or managed. Depending on the nature of the early years provider there may be more specific requirements when it comes to learning and development. For example a childcare provider for wrap-round services, e.g. outside of school hours, would have a lesser requirement to support learning and development, as it would be presumed that the learning and development has been covered within the educational environment. In order to ensure sufficient flexibility, while also ensuring equality and consistency with policies produced in the area of learning and development down into three key subjects: communication and language; physical development; and personal, social, emotional development. All providers of early years’ education need to provide basic supporting literacy, mathematics, general understanding of the world and expressive arts and design. To a certain extent, the rigidity of the current requirements would prevent total freedom within the educational environment and this would disallow a pure theory, such as that of Montessori, to be used although many of the elements of this educational theory can still be present, despite the constraints of the statutory guidance. When establishing methods of learning and development the guidance requires the use of a mixture of directed and free play within any education establishment and this prevents the approach from begun being entirely focussed one way or the other. The binding agreement to deliver the statutory framework requires that there are three characteristics which must be applied to all the activities that are undertaken by those involved in early years’ education. Firstly, there is the need to encourage playing and exploring which is supportive and congruent with the earlier theories of Steiner and Montessori and which encourage every child to explore and develop during their early years. Secondly, there is the need for active learning which encourages children to concentrate and to continue to strive to achieve the results that they are after (Anning et al 2004). Thirdly, there is the need to encourage the creativity and critical thinking of the children, in order to develop their own thoughts and ideas, as well as making links between ideas which they can then use in the future. Although the statutory guidance has a relatively large level of structure attached to it, on the whole, it follows the educational theories on early years’ education advocated by Steiner and Montessori. Certain requirements are also placed on early years’ education providers; for example, a pupil must have an allocated key person with whom they interact and who has responsibility for ensuring that they are developing and learning in an appropriate manner; this is also seen as a welfare and safeguarding issue, where this is a non- negotiable requirement. Certain standards are expected of children at any stage of early years’ education, such as the requirement that, by a specific age, sentences should be constructed and the children will be regularly reviewed and tested, in order to ascertain whether they are meeting the requirements, exceeding the requirements, or falling short. Although it is not expected that every child will develop at the same place, regular monitoring in many areas which are deemed to be weak is critical and a fundamental part of the current framework, so that the child in question can then be supported to develop in these weak areas. The main assessment is undertaken in the final term of the academic year in which the child becomes five years old is provided to the child’s carers / parent and other professional that are relevant during the early years. This assessment has several purposes other than to simply ascertain the current stage of learning for the child in question and provides information for the teacher who will be dealing with the child, as soon as they enter into compulsory education. This indicates that the early years’ agenda does in fact have the underlying aim of placing children in the best possible position to enter Year One (National Council for Curriculum and Assessment 2004). Another important aspect of the statutory guidance which is relevant to this discussion is the heavy emphasis placed on partnership arrangements, with the requirement for early years’ education providers to engage with the local authority, where appropriate, particularly for welfare and safeguarding issues. The essence of the policies here, therefore, is to fulfil certain requirements for having the statutory, basic standards in place, while also offering freedom to the early years’ educational establishment, in order to allow them to adjust, depending on the nature of their establishment and the types of facilities available to them. This would seemingly be a combination of theories, as discussed above, and goes largely along with the early focus on freedom and independence, but with slight constraints put in place. Based on this it can therefore be argued that the closest educational theories discussed above to the current situation are that of High Scope, where the adult operates as a form of scaffolding around the independent and free learning of the children. There does however need to be clarity, on a day-to-day basis, but the children themselves are given the freedom to develop at their own pace. A Personal Philosophy By looking at the educational theories explored in the first part of this report and also looking at the way in which the government has established guidelines, both compulsory and optional for educational establishments, the author here has been able to develop their own personal philosophy for early years’ education. This personal philosophy also draws, to a certain extent, on reflective learning from the author’s own experience within the early years teaching environment. As a result, and in the opinion of the author, it was found that the educational theories that support the notion of entirely free play are not as effective as the current educational agenda. However, whilst there are merits in the notion of entirely free experiences for very young children, as advocated by Montessori, it is suggested here that there needs to be a degree of structure, as this is more reflective of the educational experience which the children are likely to receive in the future. Moreover, there is an underlying aim within early years’ education to present children with the best possible foundation before branching into compulsory education and this would seem to be the main focus. The author also believes that the most appropriate philosophy is a combination of Waldorf and High Scope, stating that there needs to be at least some degree of structure and expectation, in order to ensure that there is sufficient consistency. Each child leaving early years’ education needs to be in position to undertake compulsory education; therefore, without having at least some boundaries and expectations laid out for all involved in education, this would result in some children not being able to achieve basic standards. This could ultimately impact, not only on their educational knowledge, but also on their self-esteem, if they were to enter compulsory education considerably behind others, in terms of attainment (Hohmann, 2002). Applying the statutory rules which are in place within the UK also supports this philosophy and recognises the fact that the ability of children to learn and develop will be different, particularly within the early years, and there needs to be at least some freedom for the children to explore and make up their own minds. This does, however, need to be structured and facilitated by the educational professionals, so that any individual weaknesses can be identified and supported in such a way that would not be possible, if total freedom were given to the students. Educational theories provide a strong background to the way in which education should be delivered, both from a physical environment perspective, through to how the adults responsible for delivering education interact with the children in their care. Despite the need for structure, it is noted here that a strong emphasis should also be placed on freedom of choice for the children when building social and self-esteem factors, which are arguably going to be the foundations for future learning, far beyond technical skills such as the ability to read and write (Penn, 2005). By looking at the broader developmental issues, such as those set out in the statutory guidance, those involved in delivering educational standards can adapt to deal with any issues that arise, rather than being constrained to delivering a specific curriculum. Based on this, my own personal philosophy of education is a hybrid between High Scope and Waldorf, with a bias towards increasing structure, so that basic standards are achieved, regardless of the underlying skills and personalities of the children involved. References Anning, A., Cullen, J. and Fleer, M. (eds.) (2004). Early childhood education: society and culture. Delhi, New York and London: Sage Publications Cadwell, L. B., and C. Rinaldi. (2003) Bringing Learning to Life: A Reggio Approach to Early Childhood Education. New York: Teachers College Press. Catron, C. E., and J. Allen. (2007) Early Childhood Curriculum: A Creative Play Model, 4th ed. Upper Saddle River, NJ: Merrill/Prentice Hall. Department of Education (2012) Available at: https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/2716/eyfs_statutory_framework_march_2012.pdf French, G. and Murphy, P. (2005). Once in a lifetime: Early childhood care and education for children from birth to three. Dublin: Barnardos. Helm, H and Katz, L (2001) Young Investigators: The Project Approach in the Early Years, New York: Teachers College Press. High/Scope Educational Research Foundation. (2001). The physical learning environment: Participants guide. Michigan: High/Scope Educational Research Foundation Hohmann, M., et al. Educating (2002) Young Children: Active Learning Practices for Preschool and Child Care Programs. Ypsilanti, MI: High/Scope Press. Montessori, M (1994). From Childhood to Adolescence. Oxford, England: ABC-Clio. pp. 7–16 National Council for Curriculum and Assessment. (2004). Towards a Framework for Early Learning. Dublin: National Council for Curriculum and Assessment. Penn, H. (2005). Understanding early childhood. Glasgow: Open University Press. Roopnarine, J., and J. Johnson. (2005) Approaches to Early Childhood Education, 4th ed. Upper Saddle River, NJ: Merrill/Prentice Hall. How to cite An Analysis of Early Years Philosophies, Essay examples

200 Million Thousand by Black Lips free essay sample

For a band whose endlessly immature and amusing antics include on-stage urination, nudity and guitar-burning, a mob of blathering, flannel-clad devotees is pretty much guaranteed. When said band has talent to boot, well, then you’ve got Atlanta’s Black Lips, self-described â€Å"flower punks† and sleaze gods of neo-garage. Where so many artists get lost in the ‘00s’ tidal wave of garage revivalists, Black Lips do their best to stand out – they, for the most part, sound sloppier, truer, and despite their grubby sound, tighter than their fellow revivalists. In just under an hour of fun, discordant debauchery, Black Lips’ fifth studio album, 200 Million Thousand, rips through fifty years of trashy, cacophonic lo-fi bliss, a brilliant blend of cheap beer and sweaty moshpit dogma. Black Lips’ luster comes from their complete lack thereof – there is absolutely nothing shiny and original about this band, whose fifth album, fortun ately, shows no growth or development from their debut, but rather a hovering sense of grungy familiarity. We will write a custom essay sample on 200 Million Thousand by Black Lips or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page They salute all their 60’s garage-y predecessors – big names like the Kingsmen, the Seeds, and also their plentiful anonymous, greasier counterparts – in their thrown-to-the-gutter, unpolished swagger. For the first time ever, Black Lips record in an actual studio with actual equipment, but not to worry, 200 mIllion Thousand still sounds like it was recorded in a shag-carpeted basement on a flea market 4-track. Like other Vice Records protegees, Black Lips music is twisted, ironic, and undoubtedly delivered with an ever-present sneer. â€Å"Drugs† sums up the Black Lips way of life, a scuzzily upbeat surf-rock anthem about wasted youth doing dirty stuff in â€Å"dirty backseats†. Their cover of Iggy Pop’s pre-Stooges band, the Iguanas’, â€Å"Again and Again† is another nice touch, especially considering Black Lips’ Iggy-ish sound on freaked-out tracks like â€Å"Trapped in a Basement†. On â€Å"Let it Grow†, vocals are sung in an almost inhuman wail, but it is saved by its supreme catchiness. Though they hide it with layers of fuzz, grime and atonality, Black Lips can create some mean clean hooks and craft songs pretty as their antics are ugly. Black Lips do not for a moment sound tender. They have song names like â€Å"Big Black Baby Jesus of Today† and their harmonies, surely, are created solely to induce winces. They approach softness on â€Å"Starting over†, which starts as a slow, almost poignant jangle, but when vocalist Cole Alexander chimes in with his signature tuneless slur, it’s clear â€Å"starting over† hes not. He and his band of merry slackers will in all likelihood continue to make the same, great album for years to come, and glorious it shall be.

The Great Baby Einstein Scam free essay sample

The text â€Å"The Great Baby Einstein Scam† was written by Mira Jacob. It’s a magazine text that has the sole purpose of informing the public of Disney’s inconspicuous way of apologizing for their attempt at misleading parents to believe that they had developed a â€Å"Baby Einstein† video for babies. The language used by the writer is bold, to the point and seems to promote a â€Å"Hell Yeah† or â€Å"duh† attitude within the reader. Unlike most articles the writer formulated her thoughts to obtain a reaction from the readers. To stand up for themselves and let the large corporations know that we are paying attention. This is a consensual argument that made its point which sparked into a tradition argument of, â€Å"What do we do about it to win. † Clearly the writer is upset with the â€Å"deceptive advertising† used by Disney. A video produced by Disney that will allow your infants to become some sort of wonder kid? Her article and view was supported by documentation provided by the American Academy of Pediatrics, recommending that children under the age of two should stay away from television screens. We will write a custom essay sample on The Great Baby Einstein Scam or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page This support leads a class-action lawsuit by public health lawyers hired by Campaign for a Commercial-Free Childhood. Refunds were offered to minimize any major damage to Disney and to give the buyers a since of winning. Although I’m not one of the parents that were fooled into buying one of the videos I can truly relate to the viewpoint of the writer. It was a very well thought out marketing plan to utilize an educational foundation babies to build upon to stimulate the impulse to buy the video. Who wouldn’t want to give their child a shot at becoming a Genius? The only problem with all of this is the video didn’t work. Parents need to just take a moment when they hear or see something that seems to be â€Å"too good to be true† because it most likely is.

Surprising or Not Surprising

Surprising or Not Surprising Surprising or Not Surprising Surprising or Not Surprising By Maeve Maddox Ive become aware of the inexplicable use of the phrase not unsurprising in contexts in which a simple unsurprising is called for. For example: Unpresidential, But Not Unsurprising Its extremely unfortunate yet not unsurprising that such an attack occurred. Annoying but not unsurprising. In each of these examples, the sense is that something might have been expected and is therefore not surprising. Placing not in front of unsurprising garbles the meaning. Something is either surprising or not surprising. surprising: adj. Causing surprise or wonder by its unexpectedness The word unsurprising may be used instead of the phrase not surprising. The OED doesnt bother to define unsurprising as not causing surprise, but it gives this illustration of its use: Adaptations of Dickenss works..are meant to make you feel good. This is unsurprising, as..it could be argued that this is exactly how Dickens intends you to feel. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Misused Words category, check our popular posts, or choose a related post below:100 Exquisite AdjectivesUsed To vs. Use ToUsing "zeitgeist" Coherently

What to Do If Your College Roommate Uses Your Stuff

What to Do If Your College Roommate Uses Your Stuff In college, roommates have a lot to deal with: in addition to the stress of being in school, youre squished into a space that would be incredibly tiny for one person - not to mention two (or three or four). Just because youre sharing a space, however, doesnt necessarily mean that youre sharing all of your stuff, too. As the lines begin to blur between where one persons space ends and the others begins, its not uncommon for roommates to begin sharing things. Why have two microwaves, for example, when you really need just one? While some things make sense to share, others can create conflict. If your roommate has started using your stuff in a way that you dont like, hasnt been talked about, or was previously talked about but is now being disrespected, a simple act can quickly turn into something much bigger. If your roommate is borrowing (or just plain taking!) your stuff without checking with you first, there are some questions you can ask yourself when trying to figure out what to do about the situation: How Big of an Issue Is This for You? Maybe you talked about sharing items and your roommate has disregarded the agreement you made together. How much does that bother, annoy, or anger you? Or does it make sense that he or she used your things without asking? Is it a big deal or not? Try not to think about how you think you should feel; think about how you do feel. True, some people may not care if a roommate borrows their iron, but if it bothers you, then be honest with yourself about that. Conversely, if your friends seem outraged that your roommate borrowed your clothes but you dont really mind, then know thats okay, too. Pattern or Exception Your roommate might be absolutely great and she took a little of your cereal and milk just once because she was super, super hungry late one night. Or she may take your cereal and milk two times a week and now youre just sick of it. Consider whether this is a small incident that likely wont happen again or a larger pattern that you would like stopped. Its okay to be bothered by either one, and its especially important to address any bigger issues (e.g., the pattern) if and when you confront your roommate about his or her behavior. Is It a Personal Item or Something General? Your roommate may not know that, for example, the jacket he borrowed was your grandfathers. Consequently, he may not understand why youre so upset that he borrowed it one night when it was unseasonably cold. While all of the things you brought to college matter to you, your roommate doesnt know the values you assign to everything. So, be clear on what was borrowed and why its not okay (or totally fine) for your roommate to borrow it again. What Bugs You About the Situation? You may be bothered that your roommate took something that you told him not to; you may be bothered that he did it without asking; you may be bothered that he didnt replace it; you may be bothered that he takes a lot of your stuff without checking with you first. If you can figure out what bugs you the most about your roommates use of your stuff, you can better address the real issue at hand. So sure, your roommate may have a reason for taking your last energy drink, but its harder to explain why he is constantly helping himself to the last of your things. What Resolution Do You Want? You might just want an apology or an acknowledgment that your roommate took something he or she wasnt entitled to take. Or you may want something larger, like a conversation or even a formal roommate contract about what its okay and not okay to share. Think about what you need to feel better about the situation. That way, when you do talk to your roommate (or RA), you can be focused on a larger goal instead of just feeling frustrated and like you dont have any options. How to Best Come to a Resolution Once you figure out what kind of resolution you want, its important to also figure out how you can get there. If you want an apology, youll need to talk to your roommate; if you want clearer rules in place, youll need to think about what those rules might be before starting a conversation. If you can take the time and mental energy to focus on the causes of and solutions to the problem, your roommates use of your stuff doesnt have to be anything more than a minor issue you thought about, addressed, and resolved during your time as roommates. After all, you both have much bigger things to worry about.

The Distinction Between Common Law and Statute Law Essay

The Distinction Between Common Law and Statute Law - Essay Example 4. The appeal dealt with three salient aspects – firstly, whether there had been an oral agreement between appellants and respondents to share the costs for the pumping station (b) whether there was a common obligation on the part of appellants and respondents to augment the sewerage supply system and whether the appellant was entitled to reimbursement from the respondent for his contribution (c) whether the trial judge’s order on costs for the counterclaim was to be set aside. 5. The appellants argued about contribution under a common obligation to construct the pumping station, such that respondents were obliged to reimburse Appellants for their share of the cost of the station. 6. The Court rejected the Appellant’s appeal of the District Court decision declaring that contribution under common obligation did not arise and ordered the Appellants to pay respondents their appeal costs. However, where the counterclaim of the Respondents was concerned, the Court dismissed the trial court’s order on costs and ordered respondents to pay Appellant’s costs on the counterclaim. 7. In a civil law case, the burden of proof requires the Plaintiff to produce evidence that will convince the Judge of their entitlement to receive relief. The requirement, in this case, was the evidentiary burden of proof, to support the Plaintiff’s claim for contributory costs. 8. One of the cases that were considered in this Appeal was Cockburn v GIO Finance Ltd (No 2) (2001) 51 NSWLR 624, where the views of Mason P at 631 that the right to contribution depends on matters of substance not form were taken into consideration. (b) The ratio decidendi, in this case, was whether the entitlement to contribution arose out of common obligations or coordinate burdens and obligations created by the Deeds since contribution depends on substance not form. The judges that no such obligation had arisen given the circumstances of the case.

Family psychology and structure Essay Example | Topics and Well Written Essays - 1000 words

Family psychology and structure - Essay Example According to me a family comprises of the people who are close to someone by blood, marriage or friendship. I come from a nuclear family of nine members: four brothers, two sisters, my mother and my father. On top of that I have so many friends whom I consider as my family because they offer a lot of support to me just likes how family members do .In support to this the oxford dictionary explains that a family can be a group of people related by blood or marriage.It further explains that people related by blood are those that can be termed biologically as having the same genetic makeup while those related by marriage are those who come together due to a mutual agreement and whose relationships are guided by vows taken at the time of marriage and social way of life.It goes further to explain that a family comprise of people who share a great sense of loyalty and intimacy. This includes people related by blood, marriage, adoption and friends. Friends who give one a sense of belonging, care, love and protection can be termed as family. On religious values, a family is supposed to have a common believe that is, if it’s Christianity, Muslim or Hinduism .My family members are Christians, we conduct religious activities together and this has strengthened our bond. A family without similar religious values is said not to be in full unity. The same political values should be obtained after several consultation and discussions and a conclusion reached as to what is best for the family.... e the best code of conduct is togetherness; families should maintain good ties, communication and recognizing your role in the family .In my family everyone understands his/her role for example supporting each other in times of need. Understanding one’s role in the family reduces conflict s and hence promotes togetherness. Also a family can be viewed as a group of people with common ancestry. This shows that people of the same origin can be termed as family. Members of the same family share so many things in common. This is so because every family is guided by rules, regulations and behavioral traits that are instilled to children by the parents. It follows then that people of the same family have the same view on religious, political and social way of life. Structure of family Family fall into two types which are nuclear or extended family(Paul Cheney, 2009). A nuclear family consists of father, mother and children. This is the simplest form of family. Father and mother are r elated by marriage while they are related to their children by blood. Parents can also be related to their children through adoption whereby they parent a child who is not biologically theirs. An extended family is a family that includes people who share the same lineage and have common ancestors. Extended family gives moral and financial support to each other. It is the responsibility of every member in the extended family to uphold the name of the family in terms of moral traits and financial status. In the nuclear family, it is the role of the parents to nurture the children. This means that parents should educate their children on important life skills in their preparation to adult life. Children are expected to heed to their parents’ advice and are expected to pass on whatever they are

Position paper Essay Example for Free

Position paper Essay For my own opinion, Why is it important economics in my life, Economics is about freedom as well in our economy, youre free to do what you want economically speaking because the market itself will decide what to produce and how to produce. In order to do what you want lets say, to buy what you want at the quantity you want you have to have the money. So another factor of economics that affects your everyday life is the distribution of the total income. Example Let’s say your income. Your income is not unlimited. With that limited income, you want to buy a lot of things. You have to choose what product to buy, at which price and how much quantity. Now let’s say that you have 200pesos last in your pocket. With that money you can either buy a ticket for a movie or buy food and drinks and watch the TV-show. What you do is what gives you more pleasure or as we say what maximize your utility. You make an economic choice. Economics basically the study of scarcity of resources and their allocation in society Everyday life is a never ending competition for scarce resources. For example: for me I need to earn money a scarce resource for which you provide labor another scarce resource so you can afford to purchase all the things you need in order to live gas, car, home, food, clothing, all scarce resources at the lowest price you can find. Also economics is about your income itself. The level of your income depends on the overall status of the economy. In my own example, if we have a recession, then the income for most of us will be less. If we have growth then the income will rise. If we have growth then I would have a job. If we have recession, then I might be unemployed. As you can see economics affects almost everything. And also it is important for me to embark the study of economics due to its strong relation in our daily lives. Economics help students to understand more about the modern world in making the decision for the future. It also helps us to understand the problems caused by the limited resources and helps students, as consumers to make rational choices when making decisions. Besides that, students are able to understand the function and role of banks and financial institutions, more over able to understand the information related to the economics. One of the most basic concepts in our daily life is wants/needs. Basically every human has different needs and wants. It is impossible to please every need and wants due to the limited resource or known as scarce. Scarcity is as well another basic concept of economics known as the limited resource of unlimited wants due to the incapability to provide one’s need they desired for. University Of Mindanao Roxas Extension, Digos City Position Paper Eco 1 Submitted By : Ken Joy B. Pugoy Submitted To : Adrian Raphael C. Aballe October 16, 2013

Giants In The Earth :: essays research papers

O.E. RÃ ¶lvaag’s thesis in the novel Giants in the Earthis well hidden throughout the text of the novel, but his purpose is very clear. The purpose of the book is to give the reader a full experience of how life was like for an immigrant to start all over again in an unknown, unexplored habitat. It also furnishes the reader with the knowledge of the hardship and consequences that the alien settlers dealt with on the prairie. The topics that RÃ ¶lvaag writes about in the novel are those of manual labor for survival and the mental state of each character after living in the total desolation of the wilderness. All throughout the book, each of the characters does their own share of work. From Per Hansa’s building of a barn-house combo, white washing the sod walls with lime, and growing and selling potatoes to Ole’s chopping wood up on the copping block; everyone did their part in order to survive or at least to live somewhat comfortably. The second topic deals with the mental state of the pioneer when living in total desolation. For the male pioneers, living on the prairie was almost a dream. This was the place one could hunt and build. This was the place one could live off of his own hands. For example, Per Hans is basically happy with the prairie from the beginning to the end of the book. He knows that someday it will become a large town or city that he helped start or that in the future it will be the same clear and peaceful prairie forever. He finds happiness in these thoughts and he continues to keep himself busy by working as hard as he possibly can to keep the property in the best possible shape it can be. The story was not quite the same for most female pioneers of that time. Most of the female pioneers, shown by the character of Beret, feared the open plains, feared the desolation that stretched out infront of them. While the men were out working, the women stayed in the small huts or houses, all alone or sometimes with children to look after. This wasn’t fun nor was it exciting for the women. A good deal of those women went mad after a period of time and most of the time, their mental state was unreachable. I think one of the more important parts of the book is when you begin hearing Beret preach more and more about insignificant things, for example, the naming of the newborn child “Victorious';.

Norms

Norms Norm is an expected and accepted behavior by a society. We get our norms from our parents, cultures, or traditions, but sociologists disagree on where they can come from. Norms are based on a kind of agreement, so they can be changed by time which Is called social construction. People also see norms as a ‘social glue' as It binds different Individuals together. A norm requires an action as It Is a behavior. An example of a norm can be the fact that most of the people put on their stables once they get in the car.Norms are passed on from generation to generation and ‘adapted o fit the social climate' which is the change of norms, values, family, gender, race, etc. However, there are people who don't follow the norms and they're called deviants. Fox is a sociologist who spent 3 years observing the English norms, cultures and wrote a book based on her studies. One of the thing that caught her attention was the use of mobile phones which seemed to be In everyone's life regardless of class, gender, ethnicity and, increasingly, age.Fox mentioned in her book that people use it for different causes, teenagers use them as a status symbol whereas man are interested in the technological aspects of what they can do. She also believes that women that are alone in coffee bars or anywhere else use it as a social barrier or a form of attachment. Values Values are everyday morals or beliefs which most of the people in society agrees on. They develop overtime and not easily but they can be changed. Values can also underline social norms, for example when you're at the shop and you get to the end of the queue you value fairness.Also when you stay quite in the doctor's waiting room you value health and professional advice. Most people In the same societies hare these values so they're not the same as attitudes, in which people can differ enormously. You may think there are some values that are only yours but the truth Is they're shared with many others. You've l earned them from other people; this doesn't mean you chose to them from deferent possibilities, but that you're picked them up during your life.There is a debate between sociologists on whose values are the mainstream ones in society; it can be the dominant ethnic group, or even the values of the rich, but some consider It's the politician as they propose the laws of society. Values largely vary between societies, so what Is normal here can be really strange In another country. Status Status can be held by one person or a group; it's formed on a social position. It can be linked with honor, prestige and social standing.You can have a low and a high status In society at the same time, for example you're the leader of a gang, within that status and achieved status. Ascribed status cannot be changed easily, it's something that you did born into, for example your gender and ethnicity. Achieved status is what you worked for, it can be an educational qualification or entering the Job you always wanted. Achieved status is believed to be a relevant feature of life in the contemporary I-J. Roles The set of norms that goes with a status are called roles.A role is a series of behavior; routines or responses that we give in our everyday life. We all have roles in our lives which can change with our age and adapt to our societies. You're role can be a student at school, sibling and friend at the same time and all these roles will come with expectations. As a student you'll be expected to learn and participate in class and do your homework. You as a student will place certain expectations on your coacher and school. Roles develop during social processes but we do born into some roles like being a daughter or a son and sibling, these are all ascribed to people.Role conflict can occur as a person has many roles and sometimes these roles will conflict with each other. For example you can be a student expected to do your homework, but you also have a part time Job and your boss expects you to be there, but you can't do both of them at the same time. Having a role conflict is an unavoidable part of life. Culture The word culture is used to describe the customs, beliefs and ways of life of a society r within a society. It is also a contested concept, which means that sociologists vary on their exact definition of it.William says it's a Way of life' and that it contains all details of the way people live their life in a society: their norms, interests, values and ideas on life. If we take the meaning of culture this way it becomes a comprehensive definition, allowing us to connect it to many different groups within and between societies. Some people argue that Williams view on culture is so wide that it has no meaning at all, because he practically says that anything can be a part of culture. Another sociologist Woodward says that the culture of society is formed on ‘shared meanings, values and practices'.This definition links culture with shared norms and values. Other sociologist approached that there are different types of cultures, saying that there is a high culture, and elite practices are part of it. High culture High culture is the elite, upper class of the society, the people that have an ascribed status in life. This concept is linked to Leaves who was writing in the sass. People in high culture are often associated with arts such as classical music, opera or sports eke polo and lacrosse and other posh activities.They have a social closure which practically means that there is no entry for ‘outsiders', which makes sure that high culture remains elite and exclusive. People in high culture tend to have special positions in the I-J, both economically and socially. However, some sociologist questioned the existence of high culture as more people can achieve their statuses and become rich, so they can buy their access to elite groups. Subculture Subculture is practiced by a smaller group in society. They have distinct norms and aloes which makes them a little part of society.These cultures can be memos and skaters, or religious groups such as cosmetologists. As some of these subcultures are quite little they need to raise more awareness for example religious movements. The members of these subcultures change over time and so does the subcultures within society and its concerns. People mostly are part of these subcultures in their young adulthood, and often they move away from them as they grow up. However, some people stay connected to their subculture in some way for the rest of their lives.

Reflection of Being Catholic

People who are raised Catholic, would know what I mean when I say most parents of newborns will have their babies baptized into the faith very young, probably within the first 6 months after birth. I was a late bloomer. When I was 6 years old, my grandparents gained full custody of me, and being that my mother had never done anything to introduce me into the family's religion, my grandparents did not waste any time in having me baptized. Being that I was not baptized until I was six, I immediately had to take Sunday school classes for my First Reconciliation and my First Holy Communion.When I was in second grade I was already altar server, which was not an opportunity for kids until they were in fifth grade. Grade school kids who were altar servers helped with simple duties during mass such as processing in with candles, holding the prayer book for the priest to read from, etc. As a kid, I placed a lot of importance on my faith; it was really all I had. My mother was a drug addict an d had left me alone worrying about what she was doing days at a time, so then my grandparents came to my rescue. With all the misfortunes in my life, religion was a means of hope and happiness.By third grade, my grandparents had me attend to St. Hughes, a Catholic school. I was saying my prayers at night, something that most kids probably would not have time for. As I continued to grow and mature, it was only typical that I encountered such problems as being out casted amongst students in class, and heartbreaks over boys throughout high school. I usually turned to prayer for relief and comfort. As life in general continued to get me down and bring me heartache, I came to the realization that perhaps there was not a God, or if there was, I had no idea how my prayers and church-going would help me.By the time I was a junior, I had stopped going to church (except for when there was holiday mass. ) I considered myself uncertain at this point. I had gone from church going altar server wh o said their daily prayers to someone who, dared to pray at all, I was screaming curses at God, blaming him for all the misery in my life. After high school, I immediately moved out of my grandparents place. I then decided to move in with my boyfriend and we then split three months later, due to him cheating when we were engaged to be married. I was so heart broken and confused.I saw everything I earned and worked for in my relationship was all for nothing. I went through a party girl phrase for a while with my good friend Desiree, after she found her fiance had killed himself, we just kept partying and hanging out with a crowd of bad people who did drugs and who did not care about their life. I was at a different point in my life; I felt I could see things more clearly and more for what they are. My grandmother has always offered me advice and still does to this day, but always with some â€Å"Catholic† twist to it.If life got me down, or if I was going through a rough patch , my grandmother encouraged me to pray and believe in Jesus. Though listening to her advice never felt it would do me any good. There were moments of thinking God was punishing me for not being true to my faith and for the choices I was making. Today, I have changed in a lot of ways. I did move back in with my grandparents for a few more years, which was quite helpful for me to get back on my feet. I met the most amazing man of my life, who I will be marrying in 2014. I took another chance and I moved out again and I now leave in Lansdale with my fiance.I have a chance to be a step parent to two beautiful girls and show them that there are always choices in life that you will have to make that you believe are right. I do not party anymore, but I do have some concerns for my girlfriend Desiree who still does it and has a 4 year old daughter at home, but I do the best that I can to be a friend and convince her that there is more to life then partying, especially with having a child ho me wondering when you will be home. I do follow some of my catholic traditions I do pray here and there to God for help in certain things like good grades, better job opportunities, and of course, health.I have not attended church still for a long time unless it is a wedding or a funeral. I believe that God puts obstacles in front of us that he knows we are able to handle. I still believe that God works in mysterious ways. I have convinced myself that there is karma. I believe in what comes around goes around and I state this because I recently heard my ex-fiance has been hit with money problems, which was something he left me with when we decided to get a home together and I took out a loan to put a down payment for a home, which made me glad he will feel the stress I felt with paying back so much in a short time.I went through so much in my life that I did believe God was mad at me because I stopped praying to him or not attending church anymore, which made me think he was punishi ng me for all the wrong doing and hate I had towards others. I know now that I can make things turn around for the better. The past only makes you look forward to what the future has in stored for you, only you can make what you believe are the right decisions in your life either with faith or without. What happens in your past makes you stronger for the future is what I believe.

Great Expectations1 essays

Great Expectations1 essays In Great Expectations, Pip, the protagonist and narrator of the story grows from a young child to a mannerly gentleman with high social status. Throughout the story he goes through many changes. However, in the end it turns out that Pip was handed too much too quickly. Bad fortune falls upon him and he is sent back to his poor home in Kent. All considered though, this novel is a true story of love and in the end true happiness for Pip is obtained. Great Expectations was set in early Victorian times in England when great social changes were sweeping the nation. The Industrial Revolution had transformed the social landscape, enabling people to capitalize quickly and largely. Although social status was no longer entirely dependent on heredity, the gap between classes was wide as ever. London had become quite different from the nation's rural areas. Throughout England, the etiquette of the upper class was very strict and conservative while gentlemen and ladies were expected to have good classical educations and to behave correctly in every social situation. These conditions were prevalent in Dickenss time and therefore were expressed in the writing of his novels. Pip's sudden rise from laborer to gentleman in Great Expectations forces him to move from one social extreme to another while dealing with the strict rules and expectations that governed Victorian England. This was an uncommon occurrence in this time and proved almost i mpossible for Pip to handle. The novel begins in the marsh country of Kent, in the western part of England. Phillip Pirrip, a young orphan boy who named himself Pip, was being raised by his sister and brother-in-law, Mr. Joe Gargery. One evening when Pip was visiting his Mother and Fathers grave at the cemetery he was confronted by an escaped convict dressed in rags and with his legs chained. The convict grabbed Pip and ordered him to bring food and a file to release him from his leg...

Resume Headlines to Use for Different Jobs

Resume Headlines to Use for Different Jobs You’re writing your resume- not your novel. This means your info has to be neatly presented, easy to read, and digestible in a number of formats (paper, digital, large screen, small screen). One of the best things you can do to get your resume in fighting shape is to make sure your headline game is strong. Headlines and section headers can accomplish two things: they guide the reader’s eye to the content you want them to see, and they offer bite-size information about you to supplement the bullet points in your resume.Why Use a Headline?Headlines are different than the objective or the summary. The latter two are like elevator pitches:  usually a few brief sentences about you, where you are, what you’re seeking. The headline (also known as a resume title) is just what you’d expect it to be- a one-liner that uses only a few words to sum up your brand. It doesn’t need to be a complete sentence, or include your life story. The shorter and punchier, t he better.What Kind of Headline Should I Use?If you’ve been around the block and have a lot of great experience, the headline is your chance to state your greatest hits. Lean on key words that you know resonate in your field. Let’s look at some good headlines for experienced applicants in a few different industries.Healthcare: Experienced, Bilingual Nurse Specializing in Emergency CareAdministrative: Executive Assistant with 8+ Years of Experience and Superior Attention to DetailRetail: Top-Performing Store Manager and Loss Prevention ExpertMarketing: Innovative and Award-Winning Marketer and Successful Campaign ManagerFood Service: Rated #1 Sushi Chef in Downtown CincinnatiSales: Sales Leader Who Exceeds Sales Goals by 20%If you don’t have a ton of experience (yet), use the headline to sum up some of your best attributes as a candidate. It’s important to be descriptive when you can- don’t use a vague noun like â€Å"professional† when you c ould use something more specific to the role itself (â€Å"marketer,† â€Å"assistant,† â€Å"manager,† etc.).Healthcare: Caring, Energetic Nursing Candidate Focused on Patient OutcomesAdministrative: Honors Student with Impeccable Organizational SkillsRetail: Responsible and Enthusiastic People PersonMarketing: Creative and Design-Oriented Brand EvangelizerFood Service: Speedy and Efficient Server Providing A+ Customer ExperienceSales: Motivated Sales Professional with Strong Leadership AbilitiesWhether you have one year of work experience or 50, the most important part here is that you’re highlighting the best part of your narrative.Resume Headline RulesAnd whatever type of headline you use, there are three important rules to remember.Proofread the heck out of it.Your headline is not only short, but it’s featured very prominently- you really don’t want a mistake to be the first thing a reader sees.Try to stand out from the crowd.Use the mo st unique or important fact about you or your experience.Keep it short.Think of it like a newspaper headline. If you’re having trouble wrangling yourself into a brief one-liner, visualize what you’d like your headline to be in newspaper form.Happy headlining!

Information and communication technologies Essay

Information and communication technologies - Essay Example Introduction of various types of computer-rel'ted communic'tion technologies now allow p'rticip'nts to exch'nge inform'tion in ' m'nner th't is not like either interperson'l or m'ss communic'tion ch'nnels (Re'rdon & Rogers, 1988). The new communic'tion technologies 're networking tools in th't their m'in function is to connect individu'ls' computers by telephone lines or c'bles. These inter'ctive technologies c'n link dist'nt individu'ls who might otherwise be un'ble or unlikely to communic'te. ICT f'cilit'te both the one-to-one 'nd the one-to-sever'l exch'nge th't is ch'r'cteristic of interperson'l communic'tion, 'nd the one-to-m'ny flow of inform'tion th't is ch'r'cteristic of m'ss medi' communic'tion. Marketers have been using electronic tools for years but the Internet and other information technologies have created a flood of interestinf and innocative to ptovide customer value. ICT can be used extensively for the business communication, and more precisely for accessing information. Diferent apparatus such as telephone, facsimile of Internet can suit the business needs. These devices and services they delivermay make available the business support sercivice through local intermediaries as well as from official sources. Accessing information is not only for business environment. The growing import'n... Nor h've pr'ctitioners of business communic'tion f'iled to notice the "inform'tion revolution" th't h's been occurring in their org'niz'tions. New opportunities for consulting, tr'ining, 'nd 'n'lysis 're provided by the problems 'ssoci'ted with the introduction 'nd imp'cts of the new inter'ctive technologies. One of the most widely-discussed new ICT is the Internet, ' computer network linking ' l'rge number of previously-existing computer networks. In recent ye'rs, Internet h's become the network of networks, 's its number of users re'ched critic'l m'ss: the point 't which ' cert'in minimum number of users h've 'dopted so th't the r'te of 'doption of the new communic'tion technology suddenly t'kes off (Rogers, 1995). Once 'n ICT re'ches this critic'l m'ss, 's in the c'se of ' m'ss of r'dio'ctive m'teri'l th't goes critic'l (the phenomenon in nucle'r physics from which critic'l m'ss derives it n'me), e'ch 'ddition'l user incre'ses the number of potenti'l network connections exponenti'lly (Rice & D'nowski, 1993). Thus, one c'n underst'nd why getting to critic'l m'ss is the cruci'l str'tegy for the introduction of 'n ICT in business communic'tions.The gre'ter e'se of communic'tion 'cross physic'l 'nd soci'l dist'nce provided by inter'ctive communic'tion systems m'y le'd to problems of inform 'tion overlo'd. For ex'mple, Bill G'tes, the ch'irm'n 'nd co-founder of Microsoft, the gig'ntic softw're comp'ny, m'kes his e-m'il 'ddress known to 'll Microsoft employees ('lthough he keeps his telephone number f'irly priv'te). Employees send ' tot'l of 200 million e-m'il mess'ges to e'ch other every month. G'tes reserves sever'l hours e'ch d'y to communic'te on e-m'il. Individu'ls who 're not employees of Microsoft h've little difficulty in

WEEK 8 Problem Statement Essay Example | Topics and Well Written Essays - 500 words

WEEK 8 Problem Statement - Essay Example ogy in the world of business has continued to engage the concern of experts who explore the various ways that could be relied upon to provide solutions to the business world. Essentially, the provision of these solutions requires the adoption of information technology tools in specific areas that pose challenges of efficiency and productivity (Gottschalk, 2007). A comprehensive appreciation of the value of information technology in the world of business might begin with some focus on the communication factor in business. Efficient communication saves time and money and helps the organization to meet set goals in an orderly and harmonious manner. Traditional forms of communication involved lengthy periods of time which adversely affected the fiscal targets of business. Generally, the performance of any business is measured within specific time frames. It is therefore important for businesses to develop systems that would ensure efficiency and production within the set time frame. Information technology has supplied tools through the internet technology which lessen the logistical challenges that were usually incurred in the course of running a business (Elliott, 2004). Another factor cited by experts who embrace the adoption of information technology in business is the reduction of stress and burnout at the work place. Naturally, the incorporation of technology in the world of business has the effect of reducing the strain and stress that accompanies manual processes. Related to this is the fact that human error often occurs due to the manual systems that are more susceptible to inaccuracies as compared to systems that utilize information technology. Many studies have shown that the comparative advantage between the two systems favours the adoption of information technology in business processes. The introduction of internet-based computer technology has had the effect of increasing the efficiency of businesses processes. Although the adoption of information

Practical Limits to a Skyscraper Case Study Example | Topics and Well Written Essays - 500 words

Practical Limits to a Skyscraper - Case Study Example Steel can support structures of height about 6.2 miles or even more than that, whereas advanced composite steel has the tendency to support as much as 62 miles tall skyscrapers (Anissimov). Skyscrapers (layoutsparks.com). Therefore, limiting the strength of the structural materials is not the cardinal factors that may impose limits on the height of a skyscraper. There are several other factors that dictate the constructors the height of a skyscraper. There is no doubt in the fact that a skyscraper is mostly empty because it is supposed to provide room for the inhabitants. Therefore, the weight of a skyscraper is often quite less than what its massive appearance may cause the analyzer to estimate. Three factors that primarily limit the height of a skyscraper are budget, elevators, and the wind. As we go higher, the speed of wind increases and ultimately becomes dangerous for the safety and sustainability of the skyscraper. It has been found that with calm weather conditions in a tempe rate region, the speed of wind at heights of 2 km, 4 km, 6 km, 8 km, 10 km, and 12 km is 22 mph, 56 mph, 90 mph, 134 mph, 179 mph, and 200 mph respectively (Anissimov). This clearly indicates that as the skyscrapers become taller, they have to withstand greater wind pressure. Skyscrapers frequently make use of glass for improving the look.

Beyond Reasonable Doubt And Balance Of Probability Law Essay

Beyond Reasonable Doubt And Balance Of Probability Law Essay The standard of proof, in essence, can be loosely defined as the quantum of evidence that must be presented before a Court before a fact can be said to exist or not exist. As the type of cases before a Court can be classified into criminal or civil, so can the standard of proof. There is a clear understanding that the Courts follow according to wich the standard of proof to be followed in a criminal case is that of beyond reasonable doubt whereas the standard of proof changes, even lowers to the balance of probabilities in cases of civil proceedings. It is also widely understood that the standard is higher in criminal cases. This does not mean that the actual quantity of evidence adduced should be more but speaks more of the nature of evidence. Even though such a bifurcation exists, a problem might crop up in the form of criminal charges within a civil case. This is one of the most important questions that the researcher has tried to analyse in this paper. The researcher has analysed the meaning and scope of the two standards, the position in India and finally, the question of a third standard. Reasonable Doubt v. Balance of Probability In common law, two separate standards of proof are recognized- proof beyond reasonable doubt and proof based on the balance of probabilities. The former is he standard adopted while dealing with criminal cases while the latter is the standard in use in case of civil suits.  [1]  Different standards of proof are constructed seemingly to, among other things, minimize the high social costs that may arise on account of errors.  [2]  In actuality, these two terms are rarely used, especially in jurisdictions where juries are involved, as the two terms seem to be rather esoteric in nature and not immediately comprehensible.  [3]   The standard used in criminal trial that is proof beyond reasonable doubt is viewed as requiring a high degree of satisfaction that the prosecution must, through the evidence and materials it presents, create in the mind of the Judge or the jurors. This high degree often leads to acquittal sometimes even when the authority trying the case feels that the guilt of the accused, based on the evidence, is more probable than his innocence. Even so, if the slightest doubt as to the guilt of the accused is created in the mind of the Court, he is given the benefit of the doubt and his innocence proclaimed. The basis of this is the general belief that the conviction of an innocent man as opposed to the acquittal of a guilty one is a fate more heinous, which is why such an allowance is made in the first place. Also, in most cases the accused might not have at his disposal the kind of facilities that the prosecution can use to establish their version of events. This could also be one of the reas ons behind the leniency awarded to the accused as regards the standard of proof to be upheld by the prosecution. The nature of penalty in case of criminal cases is also often harsher in nature, which is why the same standard is not adopted in case of civil suits. Even though the concept, as well as the term, reasonable doubt was greatly acknowledged by the House of Lords in Woolmington v. D.P.P  [4]  , later decisions have shown that the Court, especially with respect to jury direction, does not consider it an obligation to use the term while explaining the level of proof required. It is often emphasized that the degree of persuasion, even in criminal cases, be determined depending on the unique characteristics of the case at hand. As a result, the generalized use of the term is not considered indispensable for a valid trial.  [5]  In common law cases, while explaining the standard of proof needed in criminal cases, even while avoiding the phrase beyond reasonable doubt, the Courts have explained to the jury that the doubt they were expecting should be the kind which might arise when the jury are themselves dealing with matters of importance in their own affairs.  [6]  This is important because if the Courts were to be less speci fic and characterize the doubt to be the kind that would come up in everyday affairs, the envisaged high standard of proof would be suitably lowered. This is of significance because even though absolute certainty is not expected, the deciding authority is supposed to come as close to it as practically possible.  [7]  In the United States of America, arguments were made against defining beyond reasonable doubt while directing the juries as this was believed to have reduced the level of satisfaction required in the minds of the jurors and thereby increasing the chances of conviction. The Courts held that as long as the terms used in the definitions were in line with the case as a whole, there was no error committed. The same view has been held valid in common law countries as well.  [8]   A lower standard, that of balance (or preponderance) of probability is applied in civil litigation. Even though the standard of proof is lower in civil cases, it is no reflection on the seriousness of the allegations in question. The rationale behind the use of such a standard is that in some cases the question of the probability or the improbability of a happening is an imperative consideration to be taken into account in deciding whether that event has actually taken place or not.  [9]  In other words, even when a very serious allegation has been made in a civil case, the standard of proof is not considered to be automatically raised to come closer to the criminal standard.  [10]  However, there are certain cases which are primarily civil in nature but require, in the view of the Court, a standard of proof applicable in criminal proceedings.  [11]  The exceptions to the aforementioned general rule in civil cases include civil contempt of Court and. applications for orde rs relating to sex offenders or those exhibiting anti-social behaviour.  [12]  In other cases where there are criminal allegations as part of civil cases, the standard in use is the balance of probability. The reason behind this was explained in Hornal v. Neuberger Products Ltd.  [13]  , where it was held that within the scope of balance of probabilities, there might be varying degrees therein. It is thus suggested that there are innumerable degrees present that fluctuate on a case to case basis.  [14]   Since varying degrees within the same standard of proof threatened to cause irregularity or absurdity, suggestions were made to create a third standard of probability, which were shot down in common law jurisdictions, reaffirming that only two standards of proof would be operational in these jurisdictions. Contrastingly, the United States of America has in fact created this third standard, present somewhere in between reasonable doubt and balance of probability. This midway standard is characterized by the terms clear and convincing evidence and is used as the measure of persuasion essential in the type of cases which involve allegations of criminal or quasi-criminal actions within (what is at its crux) a civil case. The reasons behind the construction of such an intermediary standard is to make the trying of such cases easy as are concerned with important rights of an individual in civil cases.  [15]  In spite of it being considered a third standard, reasonable doubt has been sh own to coexist with clear and convincing evidence, leading to the assertion that the distinction between the two remains obscured.  [16]   Section 3 of the Indian Evidence Act, 1872 Following the general external tests in use to determine the standard of proof, the Indian Evidence Act accepted the conditions of a prudent man as being the apt standard by which proof can be measured.  [17]  Having said that, it is crucial to note that even though the condition of a prudent man is accepted, the Court also makes allowance to probable or improbable circumstances and conditions so that in cases which do not require the criminal standard of reasonable doubt to be applied, the standard of the probability or improbability of an event can be considered as appropriate.  [18]   The concept of reasonable doubt, which is considered to be the appropriate standard of proof for criminal cases, though not defined in the Act has been interpreted through various judicial decisions. In Commonwealth v. Webster  [19]  , reasonable doubt is not meant to be comprehended as a mere possible doubt (as all that is connected to the affairs of humans can be said to contain a possible element of doubt). Reasonable doubt is the state of mind of the jurors wherin they are not in a position to confirm the veracity of the guilt of the accused even after careful perusal of all the adduced evidence.  [20]  Since the law presumes that the accused is innocent until he is proven guilty, it is essential that before he is condemned, such a reasonable doubt not exist. In the event that a doubt is created in the mind of the Judge, the accused is permitted the benefit of the aforementioned presumption.  [21]  Beyond reasonable doubt, however, does not mean that those who have as sessed the evidence at hand should be absolutely certain of the guilt of the accused as this would create a bizarre and inconvenient situation by leaving out circumstantial evidence completely.  [22]  Although, it is a high degree, almost approaching certainty but not to the extent of scientific or mathematical certainty, for example.  [23]  It must merely rule out all the reasonable suppositions conceivable, except the one it is trying to prove.  [24]  To generalise, it is important that all the cases that come before the courts, be decided on their own merits and the extent of proof needed be fixed based on the facts and circumstances of each individual case.  [25]  This ensures that each case is given its due importance and not always victim to procedural exactitude, which though is essential to ensure justice may not always achieve the same. What is characteristic to the Indian scenario is that the Apex Court has laid down that the conscience of the Court cannot be bound by any rule or provision but the fact that such a conscience is rising is proof of the fact that prudent judgment is at play. This has been likened to explain the standard of reasonable doubt. The doubt which is created in the mind of a reasonable man is to be taken into account while coming to a conclusion and for this doubt to be important enough, it must be proportional in nature to the offence alleged in the case.  [26]   Where reasonable doubt is the standard of proof in criminal cases, the standard required for civil cases is the balance of probabilities. The standard continues to be the balance of probabilities even in cases which are primarily civil in nature but where a criminal charge may be made out against the party. This is concluded from the definitions of the terms proved and not proved, from the Act. Basically, in civil litigation, the Judge has to decide in favour of that party who is supported by the preponderance of proof. This, again, does not mean the evidence considered be wholly exempt from doubt.  [27]  It has been held by the courts that for civil cases, the parties are required to make their best case before the courts based on which the decision is granted in favour of either of the parties. For criminal cases, the Court must take all the requisite measure to find out all the relevant adduced and ensure that justice is meted out.  [28]   For the purposes of interpreting the Act, it cannot be said that a higher degree of probability will in all likelihood fulfill the criterion of proof under Section 3.  [29]  As such, the standard of beyond reasonable doubt is considered to be stricter than its counterpart for civil cases, the balance of probabilities. In The degree of sureness that is needed before a fact is said to be proved, is explained in Section 3. Basically, as per the Section, the Court will consider the case and the related evidence before it can say whether an alleged fact is in fact true. The fact is said to have been proved if the Court is of the opinion that it exists or its being is so probable that a man of ordinary prudence would function under the presumption of its existence.  [30]  This degree, of a fact being proved based on the available evidence, is higher in case of criminal proceedings. The degree here is that of reasonable doubt which essentially means that the Court is convinced beyon d reasonable doubt of the guilt of the accused.  [31]  The burden to prove this guilt, in most cases, rests on the prosecution who has to convince the rational mind of the same. The basis of decision in civil litigation is a mere preponderance of probability whereas the basis in criminal trials the assurance expected is much greater, although this depends from a case to case basis.  [32]  The nature of the evidence and material put on record.  [33]  For example, for a given situation, the evidence produced maybe sufficient to prove a act for the purposes of civil litigation but the same evidence may not be considered adequate to prove a fact in criminal cases.  [34]  The more blatant and deliberate a criminal act seems to be, the more is the need for it to proved with certainty. This is perhaps to avoid the severe consequences arising from a wrongful conviction. Especially in criminal cases, an impartial moral conviction cannot be the sole basis for sentencing the accused but must be backed by such findings and evidence that prove that no other chain of events except the one endorsing the conviction is reasonably possible.  [35]  Those facts which support the incrimination of the accused should be find to be in contravention of the circumstantial evidence on record. This is important even though circumstantial evidence is not given the status of conclusive proof; it is just as important as it acts as a ground for forming suspicion against the accused and a negation of the same would help the case of the accused, again, if proved beyond reasonable doubt.  [36]  For this, the circumstantial evidence recovered should not be justifiable.  [37]  in fact, there is usually no distinction drawn between circumstantial evidence and any other kind of evidence.  [38]  As established is the standard of proof for criminal trials, the same is construed liberally when the burden of proof of proving an exception is shifted to the accused. In other words, in a criminal case, when the burden rests on the prosecution, a fact being proved would mean a higher standard of proof is necessary while the same (in case of exceptions, for example) is lowered when this burden must be discharged by the accused.  [39]  Even so, the Indian Evidence Act doest not contain in its text any mention of the level of satisfaction to be created in a reasonable mans mind being different in a situation where the accused has to discharge the burden of proof from when the prosecution must do so.  [40]  Even though it speaks of a possible shifting of the burden of proof, the fact that the standard of proof is brought down in case of such a shift is explained through decisions of the Court and not based on any statutory provision. It should also be kept in mind that it is not up to the Court to demand that a certain method of proving a fact should be exclusively used with respect to a case before it unless a specific Act requires this to be done. Similarly, the Court cannot ask for a different standard of proof than what is actually sufficient in a particular case. If asked for, it would be deemed a procedural error or an error in law.  [41]   Conclusion In the course of writing this research paper, the researcher has been able to draw a few inferences. Firstly, even though the standard of beyond reasonable doubt is higher, it is nowhere expected that the evidence be able to prove the fact absolutely. As long as there is no scope for a prudent mind to doubt the occurrence of an event, that version of events is termed valid. Also simply because the standard of balance of probabilities is considered to be lower than the standard used in criminal trials, it cannot be validly concluded that the seriousness of the matter in civil cases is not given due regard. In the opinion of the researcher, however, there is also a nexus between the nature of penalty in the two cases and the standard of proof to be discharged. Secondly, quite often, the Courts have received suggestions to design a third standard of proof, which would be somewhere between the criminal standard and the civil one. Even though it seems that this could be the possible solution to peculiar circumstances, like that of criminal allegations within a civil suit, in the humble opinion of the researcher this would create confusion and absurdity, further burdening the judicial system. That there are still ambiguous areas in the presence of two standards shows that perhaps a third standard is not the best step at present.

Narrative about Brown vs. Board of Education :: Rhetoric

Narrative In my Rhetoric 105 class that I am required to take a freshman at the University, we spent the entire semester relating our class work to the ruling of Brown vs. Board. Our main focus was on an author by the name of James Baldwin, a prominent black writer during the 1950s, 1960s and 1970s. As a requirement for the course we had to attend a campus event related to Brown vs. Board. There were many events all over campus as a result of the campus celebration of the 50th anniversary of the ruling. My choice was to attend a speech given by a man named Julian Bond entitled â€Å"The Broken Promise of Brown.† Having never heard of this man, I took the recommendation of my teacher and attended with my notebook in hand. As I walked to Smith Memorial Hall located on the southeast corner of the Quad, I had no idea what to expect. My initial thoughts saw me as being the only white person in attendance and being surrounded by mostly black people. As I entered the doors of the building I he ard a lot of talking and socializing coming from upstairs. At the bottom of the stairs was a sign indicating that there was a â€Å"by invitation only† reception upstairs. On my way into the auditorium I learned that Mr. Bond was not just a randomly chosen speaker but was instead the chairman of the National Association for Advancement of Colored People. Since the auditorium was hardly filled and still believing that there was going to be a dominantly African-American crowd I came to the conclusion that the people upstairs must all be of African descent. After all, the major supporters of the NAACP are not white people. Inside the auditorium were mostly white people. Many of them were older and accompanied by what appeared to be a significant other. About 10 minutes prior to the beginning of the speech, the people from upstairs began to stream into the auditorium and much to my surprise the crowd coming in was dominantly white. Almost everyone came in with another person. Som e came in groups, some with a significant other and others with just a single friend. After the auditorium was filled, by my estimation it was 65-75% white. This was the opposite of what my initial thoughts were. In my opinion, I thought the speech would relate more to the black population and thus the crowd balance would reflect that.

BMW Operations Management Essay

1. Executive Summary This report will describe a named organisation in terms of a general introduction and background of that organisation. For the organisation described, there will be a detailed account and critique of quality management and capacity management issues within the business. This will then be backed up with relevant academic theory and models; in addition to this there will be a description of their relevance in the business environment, citing examples of their use. The report will then finish with a conclusion and possible recommendations for the chosen organisation in regards to their operational management style and how it could be improved. 2. Introduction 2.1 Background BMW is primarily a German automobile company. It also has operations in aircraft engine production; electronic systems and hardware production; finance; and service. It had revenues of more than $27 billion and net profits of nearly $700 million in 1990, with about 65,000 employees. Bayerische Maschinen Werke GmbH as it is otherwise known was the surviving entity of a merger in 1955 between BMW and Allegemeina Flugzeug Werke (AFW). BMW has a history dating all the way back to the early 1920s when it was founded as a machine shop on the outskirts of Nuremberg. The AFW part of the company was founded in 1910 and was one of the major contributors of military aircraft during the First World War. The automobile industry can be very volatile and mistakes in decision making can prove to e extremely costly. BMW has proved over time that through careful management the number of errors a firm makes can be greatly reduced. BMW’s operations management is also of a high standard; it designed a production system where new parts can be produced in small amounts and only result in a moderate cost. 2.2 Methodology Research will have to be done in developing the report before any reflection can be made on its contents. There are a number of sources available to get the relevant information from; a many number of books are accessible that go into great detail on each subject within operations management. These will provide a range of academic theory and models which can then be applied into business terms. The internet also provides a vast amount of information that can be used as a reference in the writing of the report, it not only refers to academic theory but also other authors reflections on certain topics which can then be used to draw ideas and apply them to the report. 2.3 Structure of the Report This report will describe a named organisation in terms of a general introduction and background of that organisation. For the organisation described, there will be a detailed account and critique of quality management and capacity management issues within the business. This will then be backed up with relevant academic theory and models; in addition to this there will be a description of their relevance in the business environment, citing examples of their use. The report will then finish with a conclusion and possible recommendations for the chosen organisation in regards to their operational management style and how it could be improved. 3. Findings The operations management task is defined as the day-to-day production of goods that continually requires decisions to be made and the implementation of changes. Operations Management is different to that of other management topics such as strategy, marketing or finance. Whereas these fields are based on theory such as economic, social, and mathematical factors; Operations Management is much more difficult to pin down to a specific aspect. It takes into account a vast array of academic and practical applications that when communally put together produce a basis from which decisions can be made. Operation managers that work inside an organisation work on the foundation of balancing the quality of the service that they provide against the resources they currently have available to them. They are required to be highly skilled in managing their current capacity output so that it can cope with the ever changing levels of demand placed upon their organisation. There are many ways that managers cope with the levels of demand; a manufacturing manager such as BMW would attempt to influence the demand through an assortment of different marketing techniques. In any organisation there will be a relationship between their capacity management, quality management, and their resource productivity. There are a number of issues that arise when trying to manage the organisations supply and demand. Managers must keep to their productivity targets without adversely affecting the quality of the product that they produce; striking a balance can prove difficult especially in the automobile industry where mistakes can prove to be very costly. 3.1 Capacity Management Capacity management is finding the balance between the demand from customers and the capability of the organisation in satisfying that demand. There is a great need for managers to forecast what they think the demand might be in the future so they can sufficiently change their capacity to cope with the change. Where the capacity of the organisation is limited the focus will be on influencing the demand to be in line with the available capacity, this is referred to as level strategy. The opposite of this is chase strategy; this is where the supply can be changed to meet the fluctuating level of demand. Managers can direct their operational control by altering the capacity of the organisation, hold items in inventory in case of a sudden increase in demand, oblige customers to wait for their product, or attempt to influence the demand themselves. In the automobile industry it is possible for an organisation to produce cars in advance of demand and hold it in inventory. Operations managers must at all times be wary of their current capacity, to what degree it can be changed, the costs involved in changing that capacity, and the speed in which the change can happen. This is most important in organisations where profitability is linked to that of capacity and the prices charged for their product or service. BMW is already a leader in the niche car segment of the automobile industry. To retain that status BMW built a $660 million Research & development centre and plans to invest more than $1 billion each year in finding new ways to exploit their position as a market leader. BMW are aware of the fact that they are not one of the biggest companies in the industry and can’t mimic the bigger companies who have far greater capacity and financial power. BMW try to innovate new ways to stay ahead of their competitors. They designed a new manufacturing plant where the cars would move down the assembly line on an independently powered gantry. The new technology would produce sound waves so that collisions can be avoided, thus reducing the need for more workers and also reducing the risk of unwanted accidents in the plant. The output achieved by any capacity management system depends on a number of factors that relate the resources currently available to the actual output of the organisation. It is sometimes inevitable in the niche car segment that an organisation will run out of capacity to cope with the ever changing levels of demand. If this problem occurs then the management can carry out two possible courses of action: o Allow the quality of the product to decline o Attempt to influence the demand so it doesn’t affect the organisation in the long term. In the scenario where the capacity of the organisation is in excess of the demand, this can lead to lower efficiency and a lower quality service to the customer. 3.2 Quality Management BMW believe that quality is of key importance in every stage of the manufacturing process, from product conception to customer feedback. They base their working principles around consistency and complete coverage of all requirements throughout the development and production process. Quality control within BMW is achieved through a system of quality audits at every stage of the manufacturing process; the productions of parts, components and in the assembly plant are all thoroughly maintained. These same quality control principles also apply to their suppliers of materials and components, with all of BMW suppliers agreeing to work to specific specifications of quality. Once cars arrive in the distribution centre, they take on a quality check and have a full pre-delivery inspection before being delivered to the customer. Quality driven organisations are more likely to integrate human resource management into their strategy as employee participation can be seen as key to bolster quality. The BMW management structure allows for teams, comprising of employees from all levels, to react quickly if a fault is found and work together immediately on a problem if one should occur. BMW also benefits from excellent personnel management that allows them to motivate their employees and create a friendly working environment. It provides its workers with a highly competitive pay package and supplies special contracts that allow certain workers to work four-day weeks. Every member of staff is fully responsible for the quality of their work and this well help lead to job enrichment for every member of the workforce. The company has never lost its focus or attempted to spread itself across the entire automobile industry. This is an example of quality management because if the management had been slack, BMW would have lost its focus and attempted to make products for everything and everyone. Manufacturing firms, such as BMW, are always searching for new and innovative ways to cope with global competition in the ever changing business environment. One such process that has been implemented at BMW is that of a focused factory. The complexity that comes with an automobile manufacturer can provide a barrier to managing these facilities, thus the creation of a focused factory solves this problem. The focused factory is a â€Å"plant established to focus the entire manufacturing system on a limited, concise, manageable set of products, technologies, volumes, and markets precisely defined by the company’s strategy, its technology, and its economics.†( APICS Dictionary 1992). Manufacturing companies implement this technique to improve the organisations productivity, quality, and responsiveness. BMW can focus their equipment, employees, and technology one specific tasks rather than using the same technique for all of their different projects. Implementing focused factories make it easier to manage production systems, reduce inventories, and reduce manufacturing space and investment requirements. As BMW have a strong quality emphasis with more attention being given to the performance of the organisation, the use of appraisals is crucial to the requirements that lead to producing a quality product. They place customers at the centre of attention as it is in any organisation that takes quality so seriously. The appraisal process necessitates the employees to evaluate each of their peers so that it encourages them to produce quality work and so to satisfy their customer-supplier relationship. 4. Conclusion Successful automobile manufacturers in the future will need to maximise efficiency, eliminate waste, adapt to change and implement strategies that stay in line with their customer requirements. BMW will need to keep modernising their internal operations to keep up with the constant changing in the automobile industry. Streamlining their plants will facilitate the balance between supply and demand while keeping the quality of their product high. Decisions within BMW are now made throughout the organisation, from the factory floor up to the chief executives. This has increased the communication between all levels of the organisation making it more flat and thus increasing the quality of the automobiles. Jobs have become more diversified with the need for new knowledge and skills becoming more crucial, as the global competition increases, more needs are placed on the company to provide products that meet consumer desires. The main link between the customer and organisation has always been the shop floor assistant. Performance feedback, audit results, and customer opinion surveys are the ways in which organisations know if they are doing there job to satisfactory standard. BMW make sure that the assembly workers are aware of the consumers’ requirements by providing suitable training and sound environment so that those requirements can be met. Organisations that cut down on investment in employee development will suffer a decrease in employee performance due to the close relationship between the two, and this will ultimately filter down to the consumers. Operations management in relation to automobile manufacture is crucial in defining priorities and identifying possible problems. One possible problem that might be confronted in the near future is that of overcapacity in terms of passenger cars. It is seen that other cars such as sport-utility vehicles don’t suffer from overcapacity as they are usually custom made to the consumers’ preferences. Passenger cars are normally batch produced on a production line in their thousands and organisations have a wealth of stock kept in their inventory. Automakers usually add capacity in the 100,000s so the market is never satisfied precisely; there is either a demand lag or a saturation of the market. Costs remain vitally important in making strategic product-line decisions. Regardless of the preferred quality or productivity quota, BMW must stay concerned with the continuous improvement of the business by improving quality, productivity, customer service, and delivery. 5. References Quality management: How four European companies succeeded? Nguyen, Andrea, Kleiner, Brian H. Business Credit. New York: Nov/Dec 1994.Vol.96, Iss. 10; pg. 32, 3 pgs Chrysler and minivans: Are we there yet? Vido, Adrian. CMA. Hamilton: Nov 1993.Vol.67, Iss. 9; pg. 11, 6 pgs The ‘coping’ capacity management strategy in services industry Armistead, Colin G, Clark, Graham. International Journal of Service Industry Management. Bradford: 1994.Vol.5, Iss. 2; pg. 5, 18 pgs Continuous improvement through the focused factory Elmore, Robert C, Natarajan, R, Rezaee, Zahihollah. CMA. Hamilton: Feb 1995.Vol.69, Iss. 1; pg. 21, 4 pgs The two worlds of operations management research and practice: Can they meet, should they meet? Nigel Slack, Michael Lewis, Hilary Bates. International Journal of Operations & Production Management. Bradford: 2004.Vol.24, Iss. 3/4; pg. 372 Tools and Techniques – A Current Responsibility Miller, John A.. CMA. Hamilton: Feb 1992.Vol.66, Iss. 1; pg. 34, 1 pgs http://www.bmweducation.co.uk (Accessed 16th March 2005) http://www.bmw.co.uk (Accessed 16th March 2005) APICS Dictionary, 7th Edition, APICS, Falls Church, Virginia, 1992. Sam Bench 03169230