Importance Of Voting

Elections form the bedrock of the largest democracy in the world – India. Since Independence, as many as 15 Lok Sabhas have been formed through elections, the first one being held in 1951-52. The methodology of election is through universal adult suffrage, whereby every citizen of India over 18 years of age is an eligible voter in the eyes of the Constitution.The importance of elections in India—and for that matter, in any democracy—is as follows: Choice of leadership: Elections provide a way for the citizens of India to choose their leaders. They do so by casting their vote in favour of the candidate or party whose views appeal to them. This ensures that the will of the people is reflected in the elected candidates. Change of leadership: Elections in India are also a platform for the public to voice their resentment against a ruling party. By voting for other parties and helping elect a different government, citizens demonstrate that they possess ultimate author ity.Political participation: Elections open the door for new issues to be raised in public. If a citizen of India wishes to introduce reforms that are not the agenda of any of the parties, he or she is free to contest the elections either independently or by forming a new political party. Self-corrective system: Because elections are a regular exercise, occurring every five years in India, the ruling parties are kept in check and made to consider the demands of the public. This works as a self-corrective system whereby political parties review their performance and try to appease the voters. With a population of over 1.2 billion (according to the 2011 census) spread across 28 states and 7 union territories, India has a system of elections that is both daunting and praiseworthy.

People Have Become Overly Dependent on Technology Essay

1. Introduction The last half-century ago, many countries are undeveloped and developing. They need to focus on the economic indicators such as GDP but without concern about environmental issues. Over the past three decades, people are being to concern about the environmental issues because of unbalance development between economic and environmental. Recently, sustainable development was first used in the 1980’s to express concern around the world. In this report is to identify the existing strategies and practices within hotels through literature and corporate communications materials. The report will use the in-depth interview and analyze data and discuss the findings with the method. Finally, the report will make a conclusion and recommendation for the selected topic. Read more: Dependence on Technology Essay 2. Literature Review a) Definition of Sustainable Development Sustainable development is a wider development which includes social and natural capacities. Based on the Brundtland Commission in Kirk (1997), sustainable development â€Å"meets the needs of the present without compromising the ability of future generations to meet their own needs†. There are two key concepts to achieve it as well as adaptations to the tourism industry in the form of sustainable tourism. i) the concept of ‘needs’, in particular the essential needs of the world’s poor, to which overriding priority should be given; and ii) the idea of limitations imposed by the state of technology and social organization on the environment’s ability to meet present and future needs. b) â€Å"Sustainable marketing† Middleton and Hawkins’s concept of sustainable marketing was environmental and financial goals must balance because it depends on each other. There are three â€Å"E†s to support the sustainable marketing strategy. i) Economy – it is making revenue or income; ii) Ecology – it is making environmental quality; iii) Equity – it is giving a better distribution of the benefits of tourism. Middleton and Hawkins said that a hotel’s marketing and design will decide the types of tourists, who will stay there, and what kinds of need they will have and what kind of effects they will have on the local environment. Middleton and Hawkins also mention 10 â€Å"R†s for organizations to achieve the sustainable marketing strategy. They are: Recognize environmental problems, Refuse any damaging activities, Reduce waste and resources, Replace environmentally questionable activities, Re-use – consider of re-using potential waste, Recycle, Re-engineer organizational structures, Retrain employees in environmental issues, Reward successful attainment of environmental objectives, Reeducate employees and customers, to benefit the environment. Agenda 21 also suggested the actions can be done by public. There are: assessment of the capacity of the destination’s systems to become sustainable; training, education, and public awareness; facilitating exchange of sustainable tourism information between developed and developing countries; providing for the participation of all sectors of society; design of new tourism products; measuring progress. c) Environmental management system (ISO 14001) ISO 14001 is for environmental management. Its standards or guidelines to help organizations by standardizing some key environmental analysis tools. It also guides the organization to have a complete environmental management system, and meet customers, industry, and legislation limits. Under the ISO14001, companies need to do are as follows: i) minimize harmful effects on the environment caused by its activities; ii) to conform to applicable regulatory requirements; iii) to achieve continual improvement of its environmental performance. 3. Methodology It is using qualitative method to make a research. There are different types of qualitative research methods including in-depth interviews, focus groups, case studies, ethnography and phenomenology. Our group is choosing in-depth interview for this report. In-depth Interview An in-depth interview is an open-ended, discovery-oriented method that is  well suited for describing both program processes and outcomes from the perspective of the target audience or key stakeholder. The goal of the interview is to explore the respondent’s point of view, feelings and perspectives deeply. Advantages of in-depth interview 1) Learning about the respondents’ views It is not similar with focus group which focuses on the group mainly. It makes the effective qualitative method by receiving respondents’ perspective, feelings and recommendations. It gives an opportunity of how people explain things too. 2) Precise and detailed information There is less time delay between the interviewee and interviewer that can answer the question immediately and the process is spontaneous. The interview can be recorded by in tape with the permission of the respondents. So, the information will more precise and detailed with using this method and running smooth when having the interview. 3) Dispassionate judgment Some people will affected by others’ view point when they answer questions. However, in-depth interview will not happen during the interview. Disadvantages of in-depth interview 1) Slow process An in-depth interview is a slow process because the respondents will spend much more time to explain some jargons or analyze his/her opinions. Interviewer plays an important role in in-depth interview. 2) Respondents’ view may distract the main content Respondents will not concentrate on the main content of the interview or may not serve the purpose of the taking an interview. So interviewer need to remind the interviewees concentrate back to the main content of the topic. In order to prevent being directed to wrong direction, group also needs to sieve unwanted information from the interview. 3) Side tracking from the answer Interviewer should use both tape recording and notes taking which decrease the possibilities of side tracking the discussion during the interview. Otherwise, the report may be directed to the wrong direction too. b) Sampling and Data Collecting Method To enrich our data and information, we invited interviewees who are hotels’ managers in Hong Kong. They are: i) Leanne Chan – Communications Manager at Island Shangri-La Hong Kong, ii) Karen Wong – Communications Manager at L’hotel Island South, iii) Eric Chan – Marketing Manager at Hotel Nikko Hong Kong We sent almost 10 letters to target hotel which obtain ISO 14001 certification. After few days, we received some reply from hotels. Then we sent back an invitation letters to explain the reason in conducting this research. Finally, three successful invitations we invited with a 20 minutes in-depth interview. The below questions are prepared by the group. The questionnaire is less structure. The in-depth interview aims to be semi-structured that can explore more during the interview. 1) Why this industry is a focus of growing environmental concern? 2) What is the role of the hotel sector in tourism development, and/or sustainable development in a region or nation? 3) Is the customer purchase behavior to stimulate tourism industry to concern about environmental protection? 4) What is the response of the hospitality and tourism industry to achieve the sustainable development? Those questions are open-ended questions in order to get a range of answers from the interviewees. Interviewees will not affect by others’ point of views during the in-depth interview, thus, open-ended questions is suitable for it. Interviewer will collect a range of data for analysis and discussion. 4. Qualitative Data Analysis and Discussion Government concern about environmental protection The tourism industry was originally focused on the industries such as heavy industry, whereas all people are concern about environmental effects. The tourism industry is the one of the focus industry, directly creating 218,000 jobs in Hong Kong and accounting for 9.5% of the Hong Kong’s GPD. Tourism is increasingly considered a power for economic development. This is importance to concern about environmental protection because Hong Kong government has to regulate and enforce legislation for environmental protection as tourism develops. Air transport, as part of the industry, contributes significantly to tertiary environmental problems caused by various factors. Air transport generates the most carbon dioxide per passenger kilometer of all travel methods, and is held responsible for 3.5% of global warming, likely to rise to 15% by 2050 (Friends of the Earth, 2000). Hotel plays key role in sustainable development The tourism industry development is rapid increasing, especially hotel industry play a key role in the development with a shape in GDP. However, tourism industry brings some conflicts to Hong Kong such as noise, space, welfare, inflation and so forth. The impact of the hotel sector depends to a great degree on the types of tourists that are targeted. At one extreme the â€Å"explorers†, â€Å"wilderness lover/anthropologist†, and â€Å"experiential† tourists make few demands on natural resources, expect less amenities and cultural facilities, also do not require arrive to the destination easily. At the other extreme, psychocentric tourists demand resources of the type, quality, and quantity they enjoy at home. Depending on which segments targeted by hotels, therefore, environmental, economic, and socio-cultural impacts can be evaluated. Hotels have a considerable potential role in the development of the local economy. This potential remains, however, mainly unrealized with the exception of some exceptionally modern companies and those of the eco-tourism or sustainable tourism bent. Three environmentally-friendly hotels and related businesses that claim to use elements of sustainable  development or environmental friendliness will now be examined such as establish an environmental policy, design an environmental planning, training staffs to enhance the awareness of environmental protection, operation control and so on. â€Å"Green tourists† stimulate hotels to â€Å"change† â€Å"Green tourists† means people are concern about environmental issues including wildlife, transport, conservation, use of resources, pollution, construction and planning, sports activities, and practices of tourism firm themselves. Recently, customers’ purchase behavior tend to purchase environmentally friendly products. But there are some limitation to produce environmentally friendly products by hotels which are cost, persuasion, and competitiveness. However, hotels need to â€Å"change† their strategy for their products, otherwise, customer will not purchase those products without concern about environmental. There are some sources of effect on undecided consumer: i) pressure group such as Friends of the Earth, ii) personal organic experiences from friends, family and travelers, iii) media such as newspaper, internet, iv) the tourism itself, and iv) government in destination country. The response of the hospitality and tourism industry for sustainable products There are two basic methods to achieve green marketing. The first is â€Å"business as usual, colored green† where lip service and green marketing are added so the environment becomes another marketing tool. The second is a â€Å"fundamental change in attitude regarding the role of firms in relation to the environment†. A â€Å"fundamental† method may be termed sustainable business, incorporating concepts like â€Å"eco-efficiency†. It also obtains benefit from three aspects of sustainable development which are economy, environment, and social factors. Another response is ecotourism. There are lots of definitions of the ecotourism. The Ecotourism Society, for instance, defines ecotourism as: â€Å"responsible travel to natural areas that conserves the environment and sustains the well-being of local people† (Ecotourism Society, 2000). The  same concepts within the ecotourism are including carrying capacity, conservation, education and/or interpretation, environmental impact assessments, limits of acceptable change, and visitor impact management. 5. Conclusion and Recommendations a) Conclusion The main conclusion is mention that the agreement on the sustainable development within tourism industry and much more significantly in the future. Hotels play a key role on the sustainable development; â€Å"green tourists† lead to â€Å"change† hotel attitude on environmental friendly; and hotel industry response positively with the sustainable development. The in-depth interview method is small number of interviewees; some interviewees may not provide information deeply because of privacy or confidential information. b) Recommendation Prepare the interview The team is less prepare for the interview. The team should make appointments with interviewees and without giving too much detail on the topic. And then read again the interview grid and memories it. The team also needs to prepare the recorder, wear the casual dress. To work the study immediately after finishes the interview First impressions after the interview are to be written right after interview as well as the same day. Also the transcription should be done as soon as possible after the interview. Other recommendation †¢ Interviews are too short and do not able to get enough information expected; a good interview must hold at least one hour or even more, and result in a hand writing around thousand lines, which was far from the case for the majority of partners; †¢ Lack of using follow up questions allowing a real conversation and a search in depth for useful explanations; †¢ Not enough questions allowing understanding clearly what the interviewees told to the interviewer; †¢ Probably not enough learning  about the question before the interviews; †¢ Some of the above difficulties may be due to the lack of former experience by the persons who involved the interview, as well as to the limited time allowed per interview in the study. 6. References Bull, A. (1993). The economics of travel and tourism. Melbourne, Australia: Pitman Publishing. Cooper, H. M. (1989). Integrating research: A guide for literature reviews (2nd edition). Newbury Park, CA: Sage Publications. Fletcher, K. (n.d). Striving for excellence: Communicating environmental quality in the hotel industry. London: International Hotels Environment Initiative. Forte, J. (1994). Environmentally-friendly management in hotels. In B. Taylor, C. Hutchinson, S. Pollack, & R. Tapper (Eds.) Environmental Management Handbook. Pitman Publishing. Smith, G. D., Arnold, D. R., & Bizzell, B. G. (1991). Business strategy and policy. Boston: Houghton Mifflin. Kirk, D. (1997) Environmental management for hotels. Oxford: Butterworth Heinemann. Kotler, P. (1999). Marketing: Millennium Edition. Prentice Hall. Hughes, G. (1995). The cultural construction of sustainable tourism. Tourism Management 16(1), 49- 59. Aragà ³n-Correa, J. A. (1998). Strategic proactivity and firm approach to the natural environment. Academy of Management Journal 41 Boyd, S. W., & Butler R.W. (1996). Managing ecotourism: an opportunity spectrum approach. Tourism Management 17 Ecotourism Society (2000). Frequently asked questions. [On-line]. Available: http://www.ecotourism.org/faq.html. Accessed 15/08/00. Friends of the Earth (2000). Plane crazy: Airport growth in the UK. [On-line]. Available: http://www.foe.co.uk/camps/attran/pubs/plane_intro.htm. Accessed 20/01/00.

Marketing Research Proposal for a Study about Determination of Coffee Essay

Marketing Research Proposal for a Study about Determination of Coffee Shop Franchisee Business in Western Australia - Essay Example The client management feels that the strategy to open franchisee stores in the upcoming suburban areas with considerable young population will be appropriate. However they are not sure whether it will do well. Other coffee bars have already come up in the said areas. However, it is too early to say whether they too will be successful. The client wants to gauge the demand for their products which is pizza and coffee with and assortment of snacks. They would like to find the demand for their brand of stores and the way people in the region perceive it. It wants to know whether enough opportunity for franchising exists in the region. To know whether there is enough possibility for the brand to open and run a new store in every area identified for the same in the next two years. Apart from the immediate demand, the client wants to know whether considerable business opportunity for a relatively sustainable span of time exists or not. Research problem As mentioned above, the client wants t o measure the demand for its franchisee stores in the identified areas. They have hired us for the purpose and expect us to present the report within a span of three months. The client problem warrants a thorough study of the market, with measurable outcomes. In order to accomplish the task, a study shall be undertaken to understand the underlying factors for current state of the demand and its future ramifications for the coffee industry in general. The Coffee chain store brands need to be subject to a comparative analysis and the competition from stand alone coffee stores needs to be gauged. A thorough analysis of the consumer trends and preferences towards coffee consumption needs to be done with respect to the locations identified by the client for the purpose. The locations shall be subject to separate inspection on measurable parameters which will eventually contribute to the measurement of the location wise demand for the client coffee and snacks store brand. The study will a lso seek to establish the possibility of enough franchisee ventures at the rate as mentioned by the client. The study will not only seek to measure the current demand for the Clients’ stores but also enough demand for future. The study will analyse the historical sales figures and consumer preferences. In combination with the survey of the consumer tastes it will try and arrive at sales projections for the next five years for each proposed store location. The projections will be categorized for different items on the Client coffee store menu and will suggest ways to maximize profits by better menu planning. Research Objectives Thus, based on the discussion of the research problem, the study will be directed at fulfilling the following salient research objectives: Measurement of current demand for coffee and snack stores in the region (O1) Measurement of current demand for client brand of stores in the locations specified by the client (O2). Measurement of the current and futu re demand for the client’s brand of stores for next five years, based on the Franchisee model in the specified locations (O3) The study shall first seek to do a contextual scan of the above objectives and will check the validity of the objectives against the Client’s research problem. The scan shall be performed with the help of the pre study feedbacks and interactions with the client

Critically appraisal and review the provision of pharmacy services in Essay

Critically appraisal and review the provision of pharmacy services in Luton and Dunstable University Hospital - Essay Example UKCPA motivates experts in the medical sectors to benefit the patients or the public through standard health care, workshops and encouraging innovations in health care sector among others (John, 2013). This discourse is about Luton and Dunstable University Hospital’s pharmacy and its comparison with that of Saudi Arabia hospital. Luton and Dunstable University Hospital is situated next to M1 motorway, just between the Luton and Dunstable towns. The hospital can be accessed through the Lewsey road or Dunstable road. The hospital can also be accessed through various bus routes and these are the Arriva and Centre bus routes. Luton is one of the United Kingdom’s largest towns. It neighbors Dunstable and Houghton Regis and it is about 50km in the northern part of London. According to the United Kingdom 2011 census, Luton had a population of about 203,200. This was a 10.2 increase from the 2001 census. Out of the 203,200, 46,756 were below the age of 16, 145,208 were aged between 16 and 74, while about 11,23o were aged 75 and above. The local inhabitants are mainly the Lutonians; however, the presence of some immigrants cannot be assumed. The immigration started in the early 20th century when the Irish and Scottish arrived. The groups were later followed by Afro-Caribbean and Asians. Recently, several immigrants from Eastern Europe found home in Luton and this is enough evidence that the town is comprised of various ethnicities. To go with statistics, Pakistani makes 14.4%, Indian makes 5.2% while Bangladeshi makes 6.7% of the total Luton population (Office for National Statistics, 2012). However, t he whites still remain the majority in the town. According to 2011 UK census, Luton ethnicity comprised of 54.6% whites, 4.1% mixed, 30% Asian or Asian British, 9.8% black or Black British while the rest make 1.5%. There are various religious groups and these include

Marketing - Purchase Decision & Consumer Behaviour Assignment

Marketing - Purchase Decision & Consumer Behaviour - Assignment Example Issues which contributed to choosing the brand and buying the product I have been using this brand for a long time, and I seem to like it. I always buy yogurt which I take when I feel like eating something during the day. Date 21 July 2013 Items 1X Non-stick frying pan Cost $204.00 Seller Kleenmaid/ Compass Capital Partners Time spent on making the decision One month Effort put into decision making process Low involvement Substitute products or competing brands This decision was not made in light of the brand of the product. I only needed a non-stick pan for doing my frying. Issues which contributed to choosing the brand and buying the product I needed a non-stick frying pan, and a friend suggested this particular brand to me. Date 21 July 2013 Items 2X Temptin Chocolate biscuits Cost $24.00 Seller Dick Smith Foods Time spent on making the decision None/ Impulse buying Effort put into decision making process Low involvement Substitute products or competing brands There are a number o f both substitute products as well as a number of competing brands. These include the Tim Tam biscuit brand among others. Issues which contributed to choosing the brand and buying the product This was an impulse buying, which was not determined by any brand or utility considerations. I do not have any considerations for candy brands and buy any brand. Date 21 July 2013 Items A bottle of Aglianico red wine Cost $395.00 Seller Brown Brothers Milawa Vineyard Time spent on making the decision

Sustainable development practices in civil engineering projects Essay

Sustainable development practices in civil engineering projects - Essay Example Therefore, civil engineers should play a very big role in sustainability since they are responsible for designing and building structures that support the society’s daily lives. [2] Sustainable Development In any professional career, there are a set of code of ethics that guide the practices in that field and thus must always be followed. Almost all countries in the world have these set of ethics and relevant bodies that ensure they are followed. For instance, the American Society of Civil Engineers (ASCE) Code of Ethics in the USA defines how Civil Engineers should be practice professionally. Sustainable development is the pillar of any engineering practice since if it is followed strictly, then other ethical practices will immediately fall in to place. [1] Sustainability can be defined as a way of using a resource in way that it is not depleted permanently. In construction, it can also be referred to as green construction since it is concerned with socio-economic and environ mental impact of creating structures that can be reused. Therefore to ensure sustainability, contractors and engineers are required to design and build structures that will not cause long-term damage to the environment. Sustainable structures are supposed to energy efficient, ensure health safety of people living in around it and also reduced pollution and waste release. [1] Sustainable Development Practices Civil Engineers play a very important role in sustainable development. A civil engineering project will require the incorporation of a various professionals from various disciplines i.e. geologists, biologists, surrounding community and agencies concerned with the enforcement of the code of ethics. All these groups have interest in the project and are supposed to ensure that the project meets all the sustainability practices and also ensure their interests are not put at risk. It is the responsibility of a civil engineer to combine all the interested disciplines and parties in o rder to produce a design and build a structure that meets the goals of the client. [5] For instance, if a new building structure is to be built in an area that was initially used for crop farming, the surrounding area must be able to continue support crop farming even after the completion of the project. Also, if the area is surrounded by a major water body and is used for recreation, these water body need not to be polluted and recreation has to continue after completion of the project. This therefore requires aspect of sustainability practice. A civil engineer will have the responsibility of determining if the characteristics of the soil, layout of the facility, the drainage of the site and the past usage of the land will support the characteristics of the new facility. The engineer will also determine if the available modes of transport system to the facility are adequate, come up with a design that will take into consideration both the aquatic habitat, flora and fauna and design the structure in a way that it has minimal environmental impact to the people living in the surrounding. The design of this facility should also meet the set code of ethics standard. Therefore for such a successful evaluation, an engineer must have an understanding and knowledge of these multiple disciplines and this is brought out by the concept of sustainable devel

Discuss critically how you would bring about an identified change in Assignment

Discuss critically how you would bring about an identified change in an organisation (or organisational unit) you are familiar with - Assignment Example This is a good example of the need for change in our organizations. Clients are now able to access information, which they require at the comfort of their homes or different work places. This has spurred a lot of pressure to their service providers and media, as they need to live up to the expectations of their clients. Organizational change is an issue that most organizations need to embrace and adopt in order to survive and keep up with the business world today. Failure to do this, such firms and organization will experience a competitive environment that may need to them failing to achieve their goals in the near future. Organizations and firms must learn and embrace organizational change at their different work places. This is very essential and important to them. However, sometimes it is difficult to enhance change in an organization. This is because most employees have adopted a certain culture and routines, which they really embrace at their workplaces. A lot of resistance from these employees may be evident if this kid of change has to be implemented. When parties and stakeholders who are involved follow the right steps, this kind of change can be implemented successfully without much resistance from the employees. Organizational change can affect any department in the organization; hence, the heads of these departments must remain positive and open to any change, which might come along. Firms and organization are prone to changes in today’s business world that is greatly evolving Armenakis (Armenakis and Harris 2009). Both internal and external environmental factors can prompt change to occur in an organization. External changes can originate from the global business market. First and foremost, competition in the might take a higher notch that may require an organization to make some changes in its entire structure. At such a situation, the organization is supposed to come up with different marketing

Case Analysis Coursework Example | Topics and Well Written Essays - 750 words - 3

Case Analysis - Coursework Example The surplus khaki comes in different colors such as French navy, deep moss, chino black, chino steel and chino ginseng. The stripe khaki has two colors namely navy stripe and khaki stripe. The weekend straight fit khaki is available in stone and khaki. The price for these types of khaki pants is $44.50. The women’s section uses different classification for pants. The pants are arranged according to the type of cut such as straight leg, wide leg, curvy, demi-boot cut, and the on-sale pants. The sizes for women vary from regular, petite and tall. The khaki pants for men in this website fall under casual pants which ae narrowed down to pleated, flat front and cargo. The pleated khaki pants has 24 items, the flat front khaki pants has 22 items while the cargo type has 4 items. The name of the items includes the brand, the fit and the front type. The brand names are Dockers, St. John’s Bay and Stafford among others. The fit of the types may be classic, loose and comfort-fit. By clicking on the picture, the next page shows the features of the khaki pants which are the individual fit waistband, â€Å"no wrinkle† finish, classic fit and soft microsanded fabric. The colors may range from black, British khaki, cafà ©, cement, heather grey, midnight navy, and moss. The suggested shirts, shoes and belts that may go with the khaki pants are visible on the side of the screen which also includes the price. The prices differ depending on the size so the khaki pants are priced from $29.9 to $46.00. Khaki pants fall under the category casual pants which are similar to Gap.com however the keyword khaki cannot be found on the name of the item. Instead, the word chino is commonly used for the khaki type of pants. The fit of the khaki pants for men can be traditional, comfort, tailored or relaxed. The waist style ranges from regular, comfort, drawstring and elastic. The front style can either be

The role of the media within the British political system Essay

The role of the media within the British political system - Essay Example There is a relationship between mass media and society as there is the view that the media are part of democracy since they are themselves a 'free' institution. The media assist the working of a democratic system through facilitating free speech and unrestricted public debate. However, some who believe that the media are anti-democratic argues this with their power to manipulate the way people think about politics. With these two notions in mind, I think that this demonstrates the overall power of the mass media, since they can either set people's minds against the political system or help to generate popular support for it. The mass media refers to all those forms of communication where large numbers of people are exposed to an identical message. The mass media provide the ideas and images, which help most people to understand the world they live in and their place in that world. (Coxall 2003, 1-22). Along with politicians, the public, parties and other organizations, the media play a crucial role in structuring and widening political debate in Britain so that issues such as environment, law and order, or the state of the public services receive attention and are addressed by the government. Television programmes have to compete with each other in order to gain more viewers and readers. They therefore have to make their programmes more attractive to the viewer so there is usually a tendency to make the news more attractive by treating it as entertainment rather than serious news. This may explain why some newspapers are bought more than others because the popular papers provide the public with what they want to read. In terms of a free market, these papers will thrive, while unpopular and unread papers will struggle, with perhaps valid information regarding... Television programs have to compete with each other in order to gain more viewers and readers. They, therefore, have to make their programs more attractive to the viewer so there is usually a tendency to make the news more attractive by treating it as entertainment rather than serious news. This may explain why some newspapers are bought more than others because the popular papers provide the public with what they want to read. In terms of a free market, these papers will thrive, while unpopular and unread papers will struggle, with perhaps valid information regarding communities going unread. Newspapers can be helpful, 'Children achieve more success in early reading skills if they have experience with books and other print media and were read to as preschoolers.' (Comstock, 1991). In England, we value the freedom of the press. The press is the one place where most people go to get educated on issues facing their community, city and most of all their country. Everyone knows that the media plays a major role in people's lives; however, their role of gatekeeper is not completely understood. The press decides which issues to report and how to report them. In order to improve the society and country we live in, I think that the media should present their unbiased findings to allow people to make up their own minds. However, this is not the case. The media often shows it bias. Their widespread exposure enables them to communicate their ideas to the public, regardless of the public's responsiveness.

Romeo and Juliet Essay Example for Free

Romeo and Juliet Essay The Montague’s and the Capulets are also holding a grudge for one another for very pointless reason. Now a day’s people all around the world hold grudges on people for very minor things. This is why Shakespeare is still relevant to today. Shakespeares idea on love in Romeo and Juliet relates a lot to today’s point of view on love. Romeo and Juliet know their families hate each other and disobey they parents just to see one another. This also relates to the 2002 movie ‘Bend it like Beckham’. Jesminder disobeys her parents and continues to do what she loves which is to play soccer. This is similar to Romeo and Juliet because the star-crossed lovers and Jesminder continue to disobey their parents. These just prove that Shakespeares plays are still relevant to today because Bend it like Beckham is a movie of this time period meaning Shakespeares play Romeo and Juliet influenced it. Loyalty is an important theme in Romeo and Juliet. Loyalty is displayed when Mercutio (Romeo’s best friend) to a blow for Romeo. Loyalty is still a very important aspect to today, as friends and family would do anything to keep one another alive. A great example of loyalty is John Marsden’s novel ‘Tomorrow When the War Began’. In the part where Lee was shot in the leg, Robyn could’ve left Lee to die and save her own life instead she helped lee. Robyn put her life on the line to save a friend. This is a great example of loyalty as it targets the young children of this generation. Shakespeare’s play Romeo and Juliet is still relevant to today. To conclude, Shakespeares plays are still relevant today because they deal with issues and themes that are still relevant today. Shakespeare has used Pointless fights and grudges, Love and loyalty as main points in his play Romeo and Juliet and all these ideas transcends across time.

Issue Of Single Sex And Coeducational Physical Education

Issue Of Single Sex And Coeducational Physical Education There has been a constant debate surrounding the idea as to whether or not students would benefit more from a single sex environment or mixed sex environment for education (Mael, 1998). This debate has led to extensive research into this issue whereby some researchers have supported single-sex classes while others have supported mixed-classes the two nature of classes have been particularly discussed in relation to issues such as socioemotional, academic, as well as interpersonal development (Harker, 2000). The purpose of this study is to investigate whether it is advantageous to run single-sex physical education classes as opposed to coeducational classes, in which case the relationship between several variables will be examined. In addition, the study attempted to delve into the impact of these variables upon the effectiveness of physical education learning for girls. The study involved both qualitative and quantitative study techniques, whereby, a total of 50 female students were interviewed. To collect more information, the researcher repeated this process on 10 female physical education teachers. Questionnaires were designed and administered to both the female students and the teachers, in which case the questions that were asked were both open-ended and closed-ended. To ensure informed participation, Cone and Foster (2003) pointed out that it is critical to seek informed consent from the participants and also ensure their confidentiality. In this view, the researcher will ensure that a clear, informed and voluntary agreement is made by the participants (Ellis and Earley, 2006). The kind of informed consent, which will be used in this study, will have to meet specific requirements including a statement that the study is about research, specification of any experimental procedures, a description of the procedures that will be involved, an explanation of the purpose of the research, and details of the expected period of participants involvement (http://www.strath.ac.uk, accessed 22.02.2013). Analysis of the results of the interview presented quantitative variables for establishing the girls effectiveness for learning football skills, which was statistically significant, meaning that single-sex environment was preferred. Similarly, the conclusion from the qualitative data was that single-sex physical education environment is a better learning environment,as it offers a more supportive and comfortable environment for girls than a coeducational environment (Elwood and Gipps, 1999). To review the differences of female participation levels in both single sex PE and mixed sex PE Introduction The issue of single-sex and coeducational physical education is a grand debate and has no sign of ending any time soon. Numerous research regarding the pros and cons of coeducational against single-sex has been undertaken in the UK and the world at large, though its results have been largely mixed and unclear (Mael, 1998). In other words, the results of these studies and reviews has been lacking of consistency or strong evidence about the disadvantages and advantages of signal-sex classes over coeducational classes (Mael, 1998). Nevertheless, one of the stronger suggestions is that, when evaluating the effectiveness of either single-sex or coeducational classes, it is important to assess both the social and and the cultural context of the school environment (Smithers and Robinson, 2006). This study is aimed at identifying the all-round debate that concerns the issues of social cultural environment including learning achievement, curriculum design, social issues, and the experience of children in learning physical education among many others. Historically, the issue of gender and education has led to a perception of schools as crucial roots of fostering development of equal society and social change, whereby a social situation for the women is perceived to be less repressive (Salomone, 2004). Nevertheless, the approaches to the question of single-sex physical education can be taken from different perspectives. In this regard, some academic sources provide that, in order to prepare women to stand out academically, it is also important to make sure they take part in physical education, a subject which is becoming compulsory in schools around the world (Oloffsson, 2007). Although this can only be successful if issues of structure, and conditions of physical education classes are put into consideration while designing an all inclusive educational curriculum. Unfortunately studies show that it is a constant battle to get girls to even participate in physical education as shown by Evans (2006) who states that 35% of girls do not enjoy PE compered to a mere 17% of boys. Most importantly, it is argued that girls in single-sex schools can excel academically simply if the lesson is structured to encourage and motivate girls to acquire specific skills, even in areas that are perceived to be male domain, including the sciences (Salomone, 2004). It is also argued that schools should be symbols of equality and environments that can provide students with early knowledge and experiences of gender equality in order to avoid nurturing a society that propagates unequal gender patterns (Warrington and Younger, 2001). In respect to gender equality, the position has been that coeducational classes are a preparation for a society that values gender equality, however it is stated by Hoffman et al. (2008) that females experience gender inequality from a young age as males receive more direct attention from teachers from nursery through secondary school. Nevertheless, provided that gender inequality in most societies is natural, it is important to instill the virtue o f gender equality and awareness in the stakeholders including teachers to avoid the reproduction of gender inequity in academic training (Salomone, 2004). The current educational environment focuses on the achievement of qualifications such as GCSEs and general academic success. However, the educational experience of students throughout their school years must not be ignored. Many researchers have shown how girls experiences within a coeducational PE environment is difficult for them in a number of different ways. For example, it was suggested that teachers intellectually motivated boys and rewarded girls for exhibiting suitable feminine characteristics. Evans (2006) also comments to suggests that girls feel self conscious when par taking in physical activity as being sporty is not considered to be a desirable feminine trait. It was also found that the boys had a tendency of dominating the classes, in which case the teachers supported their domination by taking their contributions more seriously than that of the girls. Howe (2001) suggests that this is due to sports being viewed as a mans game possibly resulting in teachers over looking girls contributions. Notably, the tendency of boys to dominate classes does not affect all boys and at the same time some girls are not typically silent, but exhibit the behaviour of boys. More recent research has shifted focus towards the differences within and between gender groups. The way that students experience schooling is affected by factors such as social class, ethnicity and race; however, the patterns of gender identified in early research is carried on throughout coeducational schools in the present day. This, however, does not mean that the educational system in single-sex environments is entirely positive thus showing why this study is necessary to explore this rather undisputable issue. The issues of coeducational and single-sex physical education classes has been largely researched but the long-term social implications have been scarcely studied this study will explore this aspect in an extensive view. Notably, most of those who support coeducational classes can encourage males and females to work together constructively. In other words, coeducational set ups proponents suggest that the classes should be structured to mirror a real-life situation. In contrast, the proponents of single-sex class argue that, since the female classes do not reflect a real-life situation, it is only important to have single-sex classes. In other words, they propose that, since the western societies are male-dominated and since women plays a second fiddle when it come to opportunities, power, and payments amongst other issues there is a need to separate females and males classes. It is, therefore, important for the students as well as the educators to change this wave of inequality in schools and physical education in particular. Those who have supported single-sex have maintained that single-sex educational environment can present girls with an opportunity to deliver themselves from the strings of discrimination and get an opportunity to prove that they do not have to play a second fiddle to boys. The little evidence that has been presented in relation to the long-term social implications of mixed and single-sex physical education classes has not shown any significant discrepancies in regards to personal development differences between males and females in coeducational and single-sex environments. However, on overall, more questions have been left unanswered in respect to this issue. Therefore, this study investigated whether it is advantageous to run single-sex physical education classes as opposed to coeducational classes, in which case the relationship between several variables was examined. In addition, the study attempted to establish the impact of these variables upon the effectiveness of physical education learning for girls. Literature review A mixed-gender Physical Education (PE) has sparked a lot of argument amongst many stakeholders including researchers and educators (Issues, 1999), most of whom are interested in promoting the learning environment for the females so they can be educated effectively just like the male students (Carpenter Acosta, 2001). Many of those who have studied this area have thought that integration of male and females during PE lessons would remove the problem of discrimination since both genders would receive similar instructions as well as the curricular content (Griffin, 1983). However, many other researchers have contradicted this observation because they found that mixing girls and boys during PE lessons did not amount to equitable treatment for girls (Chepyator-Thomson Ennis, 1997; Derry Phillips, 2002; Hutchinson, 1995). In a qualitative study conducted by Griffin (1983; 1984), integration of both genders during physical education was presented as neither conducive nor equitable for girls and some boys. The capacity of girls to learn in such environments was inhibited by the behaviuor of boys including display of physical contact, verbal harassment and taking of girls turns (Griffin, 1983). On the other hand, girls did not inhibit the performance of boys and actually opted to stay away from them (Griffin, 1983). Another highly influential factor that affected the mixed-gender classes is the manner in which boys controls the activities during the PE classes, hence rendering the girls more or less inactive (Chepyator-Thomson Ennis, 1997; Derry Phillips, 2002). Furthermore, girls have a tendency of losing enthusiasm during interaction with their peers in the course of physical education this makes them to develop a fearing attitude and a negative feeling towards the interactive physical activity, whi ch in effect reduces their level of participation (Kunesh, Hasbrook, Lewthwaite, 1992). Furthermore, the settings of physical education classes are important in shaping the attitudes of girls towards participating in physical education. Researchers such as Sallis and McKenzie (1991) have agreed that the participation in physical education, by adolescents, is largely influenced by positive learning experiences. Research studies have also disclosed that girls are increasingly ending their participation in physical activities at the high school level (Jaffee and Ricker, 1993; Douthitt, 1994). The level of girls participation in physical activities is influenced by factors such as self-esteem, level of enjoyment, the time of engaging in learning, perceived athletic competence, and the health benefits gained by taking part in the physical activities (Brustad, 1993; Jaffee Manzer, 1992). The debate by different researchers regarding the suitability of mixed-gender PE has been highlighted by many researchers, with Koca (2009) reporting that many researchers have found that mixed-gender PE provides an opportunity for the learners to interact socially and share positive ideas. However, on the flip side of the coin, the likes of Olafson (2002) supported an argument that the perceived social interactions during mixed-gender PE classes is the same factor that makes adolescent girls to avoid taking part in the coeducational classes. In a study conducted by Treanor, Graber, Housner and Wiegand (1998), which aimed at interviewing the students to find their opinion regarding the best approach to physical education; that is, the one between coeducation or single sex physical education is better and most suitable. The findings of this study were that a majority of the students prefers single-sex classes over the mixed-gender classes. Nonetheless, Treanor, et al. (1998) noted tha t the views of the students alone could not be relied upon to resolve that single -sex classes are the most suitable for middle school physical education especially because their views are biased and lack any credible ground. Although most of the students implied that their preference for single-sex classes was based on issues such as better behaviuor, more practice time, less fear of injury and better competition, most of their opinions was not subject to their personal conviction, but on gender-bias attitudes. Derry (2002) echoed the findings of Treanor et al by supporting that an awesome 75% of the students interviewed pointed out single-sex classes as their preferred mode of classes. Derry (2002) also added that 84% of the girls that participated in single-sex physical education classes maintained that they liked such an environment and would like to continue with it next time. Ideally, it is known that as students approach their adolescent age, they become less physically active. This problem has been cited as the major determining factor in the attitude of students before they enter the adolescent age and after they are past the adolescent age (Harmon Ratliff, 2005). The results as presented by Harmon Ratliff (2005) shown that the percentage of girls who are active in physical exercises decreased from 31% in the 9th grade to 17% in the 12th grade. Similary, Treanor, et al. (1998) found that males have a relatively high level of participation in physical education in all the three middle school grades. To add to this, Felton et al. (2005) found that 45% of the 12th grade girls and 67% of the 9th grade girls were found to take part in an energetic physical activity about 20 minutes for at least three days per week. Whitlock (2008) disclosed that indeed adolescence is a stage of dramatic change and hence it is a period that a young girls undergoes a lot of hardships. In this stage, girls undergo a dynamic and developmental life when they make very important decisions regarding their typical behaviours such as physical activity, diets, use of tobacco and alcohol, and participation in social activity among other aspects of life that shapes their health and wellbeing up to the time they become adults (Whitlock, 2008). Essentially, developmental changes, under which the young adolescent girls undergo a traumatic experience, cause them a lot of trouble for example, because of sexual harassments and incidents of upsetting remarks that is common in environments of mixed-education (Derry Phillips, 2004). Some of these facts were affirmed in Olafsons (2002), where one of the girls reveled that , like they dont know the emotional pain they cause when they call you bad names (p. 2). This student was comp laining about the way she is usually offended my the male students who use offensive names when referring to girls. Olafson (2002) found that the tendency of girls to skip physical education is mainly because they have an attitude that such activities are totally embarrassing. The reason for this is because the girls kept complaining that the boys used offensive language and insulted them severally hence they would rather keep off such activities. Olafson also realised that the girls behaved in a strange manner in order to avoid attending the PE classes, including presenting notes from their parents claiming that they have been told not to attend PE classes, refusing to put on gym outfit, and skipping classes altogether. The male students have been found to mock girls in respect to their body type and also putting them, something that really annoys girls. Constantinou, Manson, Silvermans (2009) studied the behaviuor of girls when attending physical education classes and found that boys show no regards to the girls abilities but rather belittle and disrespect them. Actually, they found that the offensive acts that were perpetrated to humiliate girls were not common amongst the boys themselves. Several studies have associated self-esteem with physical education It has been suggested that thegirlss participation in physical activities is largely as a result of self esteem. Eriksson, Nordqvist, and Rasmussen (2008) defines self esteem as the extent to which individuals like themselves as persons. A commonly determining factors of the girls self-esteem when they are in their adolescent age includes their body type and size this determines whether their self -esteem is positive or negative. Some of the female students in Olafson (2002) claimed that they avoid physical activities at school because they have a negative feeling towards showcasing their bodies especially in front of male students. In fact, it has been found that girls who participate in physical education lessons struggle to improve the outlook of their body so they can have the kind of body type and image that they perceive to be perfect. The girls were found to have perfected an image of favorable body types in their minds and also observed to have developed a habitual tendency of evaluating the body of their peers through constant gazes (Olafson, 2002). It was ideally learnt that girls were expected to be always in control, to be graceful, and generally to be able to do at least all things. It was expected the girls should stay composed even if they got injured in the course of the physical exercises. When girls accidentally got injuries in the their face and looked funny, the boys mocked and looked down upon them (Olafson 2002). Besides being offended based on the way girls appear, the studies have also found that the nature of boys including their competitive behaviuor and body size is a significant factor that turn off girls during coeducational classes. Derry (2002) found that boys were very domineering during physical education and this was causing girls to reduce their level of participation. According to girls, boys have the habit of taking over everything in coeducational classes. A case in point is whereby boys have the perception that girls are less capable of doing things and hence always find themselves taking charge of everything (Derry, 2009). This concept is also found in Derry (2009) whereby a girl that was interviewed claimed that she did not like playing with boys because if she is given a chance to enter the pitch with them, she can hardly get a chance to touch the ball. On the other hand, the comments of teachers regarding this issue show that boys look down upon girls and have a perceptio n that physical education is too competitive for them to take part (Koca, 2009). Furthermore, girls are intimidated by the physical size and strength of boys. They also do not like their aggressive and intimidating attitude (Derry, 2002). Despite the degrading manner in which girls are treated by boys, Constantinou, et al. (2009) found that girls have a conviction that they are competitive and athletic. Constantinou, et al. (2009) added that the female students who believe they are athletic feel comfortable participating in physical activities together with boys because, as they said, this makes physical learning a fun and an interesting experience. Their findings were echoed by Olafson (2002) who agreed to the fact that they had fun in physical learning. In summary, there are study findings that have revealed that coeducational physical education is advantageous,, but at the same time there are other studies that have supported the idea that physical education should be based on single-sex. Generally, the students who were asked about their opinion regarding coeducational physical education, maintain that positive interaction with the other gender is the main advantage (Osborne, et al. 2002). Additionally, it is believed that coeducational environment promotes exchange of diverse ideas from both genders; but overall, the studies show that the majority of the students supports single-sex physical education (Osborne, et al). Methodology This study interviewed a total of 50 female students, 25 of whom will come from coeducational classes and the last 25 will come from single-sex physical education classes. The students that were selected to participate in the study had to be in the age bracket of 12 and 15 years and within school years 7 and 9. The female participants were asked a series of open-ended and semi-structured questions regarding their personal physical education experiences. To gather more information, the researcher repeated this process on 10 female physical education teachers, 5 of whom came from single-sex classes and 5 from coeducational classes. Throughout the interview, an audiotape was used to record the conversation and later transcribed for analysis. In order to supplement the audio interview with observable features, the researcher videotaped the proceedings with a camera. The study included 4 different secondary schools two of which were single sex physical education and the other two were coe ducational. To identify common themes, different categories were identified and grouped depending on the nature of the ideas, and henceforth the frequency counts were computed and responses were coded. Any information that was of no use was discarded appropriately. To ensure informed participation, Cone and Foster (2003) pointed out that it is critical to seek informed consent from the participants and also ensure their confidentiality. In this view, the researcher will ensure that a clear, informed and voluntary agreement is made by the participants (Ellis and Earley, 2006). The kind of informed consent, which will be used in this study, will have to meet specific requirements including a statement that the study is about research, specification of any experimental procedures, a description of the procedures that will be involved, an explanation of the purpose of the research, and details of the expected period of participants involvement (http://www.strath.ac.uk/, accessed, 22.02.2013). Results As discussed, the research involved both qualitative and quantitative techniques. The hypothesis that collected quantitative data stated that girls in single sex classes achieved significantly higher goals for learning football skills than girls in mixed-sex physical education classes. To achieve this, a questionnaire was adapted from the Fennema and Shermans Self-Confidence for Learning Mathematics Scale (1976), which was filled out by the students to reveal their opinions regarding their level of learning football skills. This scale is divided into three sub-scales levels that quantify goal achievement, which was categorised into footballs suitability of gender, confidence of learning, and effectiveness of football. To this effect, the researcher identified standard deviations, means, as well as t-test, with the aim of identifying the relevant relationship amongst different variables. Table 1 presents the standard deviations and the means of the sub-scales as derived from the SPSS. On the other hand, the results for the t-Test have been presented in Table 2, this shows the comparison of groupings which was taken after the tests. The total number of the questionnaires completed was 50, 25 from the mixed-sex settings and 25 from the single sex settings. The students answered 15 questions, which were allocated scores ranging from 1 to 4, whereby the highest scale represented the highest confidence level. This has shown that the means and standard deviations from the sub-scales reveal that girls in single-sex settings had a higher achievement of goals for learning football than girls in mixed-sex learning environments. The results of a t-test of the relationship between girls in mixed-sex settings and effectiveness variables of single sex classes revealed that the 2 groups were significantly different since the p-value for single-sex was higher than that of the mixed-sex (before-test 0.57 From the results of the interviews, the divide was apparent with some students preferring coeducational classes while others preferred single-gender physical education classes. The preference for either of the two PE environments was conducted with the help of a questionnaire and allowing the researcher to analyse the common themes qualitatively. Many of the girls explained that they preferred single-sex classes over mixed-education because they did not like the behaviour of boys who kept domineering and telling the teachers what to do hence causing a lot of trouble. One of the girls who provided this sentiment commented that coeducational PE is an unstable as the teachers are forced to waste a lot of time trying to force discipline into the uncooperative boys. These sentiments are similar to those proposed by Osborne et al. (2002), who observed that the majority of girls dislike the uncooperative nature of boys during coeducational PE classes and linking back to point made by Hoffma n et al. (2008) where he stated that boys receive more attention in class than girls. It may be that these girls have a preference for coeducational classes as they want to prove their abilities and skills to their opposite sex. In this respect, one of the female students maintained that she is good in sports and therefore felt good when sharing a pitch with boys so she could show them that she is also capable of playing football and others sports just like them or even better. Another female student revealed that she hated sharing a pitch with boys because she was worried about her looks, an observation that contrasted with Obsbone et al. (2002) conclusion that girls perform better when soccer is inclusive of both sexes. Koyucu (2010) agrees with this telling us that many young girls a very self conscious about their image, this mainly comes from the media and the way in which they portray many women. Students participation in physical education is ideally dependent on the environment of learning (Derry Phillips, 2004). The way students partake in the education environment in turn influences factors such as skills development, off-task behaviour, and activity time. One student who supported same-sex PE classes maintained that she did actually learn more when in a single sex environment simply because the instructor does not waste time trying to discipline the errant boys. She added that she concentrated more in single sex classes, and therefore gets a chance to practice what she has been taught. This observation had been echoed by Derry and Phyllips (2004), who noted that students who joined same-sex classes interacted more with teachers and had more time to learn. The interaction in same-sex classes was characterised by more girls approaching their instructors to ask questions than their counterparts in coeducational classes. From the open-ended questions as well as the observab le features, it seemed the structure in the PE classes was a great determinant of the way students interacted in classes. Apparently, the students as well as their teachers agreed that the classes are more fulfilling when students have more friends to interact with in the class. In this regards, a female student mentioned that she liked to play football in class when she had many friends to mingle with, because it made football more interesting. Elsewhere, a female student remarked that provided she was friendly to other classmates, she enjoyed working as a team with them because she communicated well with them. Another female student maintained that the majority of the boys were not only bigger, but also stronger than girls and this has caused girls to avoid boys during physical education. The comments of these students amplified those of Derry (2000), which found that girls are usually aware of the high athletic ability exhibited by boys, in addition to their noticeable strength a nd physical size, which supersedes those of girls. The differences between boys and girls was ideally a source of intimidation on the part of girls and hence they ignored boys that had bigger body sizes. In regards to class structure and social impact, the students and teachers revealed that the way peers treated each other was a critical factor influencing the way the students interacted. This perception was tied to the expectation set by teachers as well as the nature of the classroom environment. The students that were interviewed seemed to be very much aware of their learning environment as well as the way other people perceive their activities. Discussion The quantitative results from this study revealed that the effectiveness of learning football skills for girls in a single-sex environment is better than the girls effectiveness within a coeducational setting. A previous study by Lirgg (1994), has found that the girls in single-sex environments were more confident while learning PE lessons than their mixed-sex counterparts. It was also evident that the students skill levels were positively associated with the type of class. Those girls that were confident of their skills in football cited coeducational environment classes as their preference while the girls that were described as non-authorities identified with single-sex classes. The information regarding the opinion of girls on the way boys conducted themselves during physical education classes as well as the way the boys viewed their own conduct showed a rather negative side of boys. Many girls maintained that the boys have notoriously made the classes troublesome and were not cooperative at all. As such, the girls lamented that the uncooperative behaviour exhibited by boys was particularly annoying and caused trouble to the class environment. The girls were perturbed by the fact the teacher had to keep on ordering the boys to pay attention during PE classes. Perhaps, the boys could have had an opinion different from that of the girls because, from the review of literature, they do not perceive their conduct as disorderly and considers their behaviour as suitable. Hargreaves (1994) suggests that t

Archibald Macleish :: essays research papers

Still he stands   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Watching the vortex widen and involve   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  in swirling dissolution the whole earth   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  and circle through the skies till swaying time   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  collapses, crumpling into dark the skies -from the poem “Einstein'; INTRODUCTION   Ã‚  Ã‚  Ã‚  Ã‚  Archibald MacLeish was always a loner. Although he married he was always wondering about man’s relationship to the world. He wondered why people could not see that they were wasting the little time we have on this earth. He tried to show in his poems “the reality of the emotions that words cannot describe.';(Falk 27) Often he would include in his poems laws of nature and physics which gave him a unique style. (Falk 24) BIOGRAPHY   Ã‚  Ã‚  Ã‚  Ã‚  Archibald MacLeish was born in Glencoe, Illinois to an average middle class family. His father, Andrew MacLeish, was a businessman. His mother, Martha Hillard MacLeish, was a homemaker. His parents soon realized they had a very gifted son so they sent him to the Hotchkiss School. This school catered to his many different interests. Of all the things MacLeish excelled at he was the best at writing. Archibald graduated at the top of his class and was accepted to Yale University. While at Yale MacLeish studied law, but continued his writing and in his off time the university published a book of his works.   Ã‚  Ã‚  Ã‚  Ã‚  After Yale, MacLeish decided to focus on his poetry and his new wife and children. During this time off he wrote his first collaboration called Tower of Ivory Then in 1917 he went to France to serve in the war as a private. He rose from private to captain in just one year of service. Upon his return to the United States MacLeish began teaching at Harvard. While there he taught International Law and Constitutional Law which improved his grammar skills greatly. MacLeish was accepted by the Massachusetts bar in 1920. He began practicing law in Boston and continued to do that for three years. MacLeish then returned to France to focus on his writing. While in France MacLeish spent much time outdoors so he wrote about what he saw and what he thought of it. During his time in France, MacLeish wrote the poems “The Happy Marriage';,';The Pot of Earth';, and the controversial poem about religion called “Nobodaddy.';(Moritz 143)   Ã‚  Ã‚  Ã‚  Ã‚  MacLeish returned to America in 1928 and that same year he wrote The Hamlet of A. MacLeish. This book was a tribute to Shakespeare , but his work reflected that of his fellow poet ,T.

Stepfamilies and Divroce Essay -- essays research papers

â€Å"Money, frequently cited as the biggest source of stress in family life, is often an even more challenging matter for members of stepfamilies† Statistically, in our world today, half of all marriages will end in divorce. About fifty-percent of our population will also live in a stepfamily environment. In other words, more than half of the American families today, are now or eventually will be in involved in one or more stepfamily situations during their life according to the U.S. Census Bureau in 1990. The â€Å"U.S. Bureau decided to discontinue providing estimates of marriage, divorce, and remarriage, except for those that are available from our current census. Thus many of our current estimates were derived from the 1990 census and earlier sources† (Step Family Fact Sheet, 1). Therefore the exact statistics in regards to stepfamilies today may be more or less from the estimated fifty- percent. Stepfamilies nowadays consist of many family members and are very complex. â€Å"Today’s stepfamily consists of you, me, your kids, my kids, our kids, your ex’es, my ex’es, even our ex’es new mates, and all the kin of these various folks. Stepfamilies give a new meaning to the concept of complex family relationships† (Hildebrand, 255). For that reason, the interactions within this family unit can be complicated and uncomfortable. There are many changes, positive and/or negative, that stepfamilies try to adapt to. For instance, adults take on new parenting roles and children take on new roles as well, such as a new stepparent or sibling. The parents and/or children may be required to relocate into a completely different house in a completely new neighborhood or city, which leads to separation issues with their nuclear family. With all these issues at hand it is obvious that this can be very stressful for everyone. Even more, this causes even more str esses, such as money. An ecological factor such as economics can have a huge impact on stepfamilies. This means financial decisions within a stepfamily have more people contributing to economic decisions. In turn, this can lead to more rules, emotions, and financial wishes and requests. When a couple decides to marry, especially for their second, third, or fourth time, it only brings in past experiences into the picture. Both spouses in the stepfamily most likely are in the work force as well. This also leads to the assumption th... ...ely on each other, and all members of a stepfamily adapt to rely on each other. As the entire family is going through change. In conclusion, money is powerful in our society and always has been throughout history. Therefore money has a major impact on families and research show’s that it may even have a larger impact on stepfamilies. References Clark, Janet A., Leigh, Sharon. Financial Decision Making in Stepfamilies. Retrieved from http://www.muextension.missori.edu/xplor/hesguide/ humanrel/gh6603.htm Facts and FAQ’s- Stepfamily Fact Sheet. Retrieved from http://www.saafamilies.org/faqs/index.htm Fletcher, N. Cynthia, (1992). Living in Stepfamilies: Making Financial Decisions. Iowa State University. Hildebrand, Verna (2000). Knowing and Serving Diverse Families (2nd ed.). New Jersey: Upper Saddle River. Klein, David M., White, James M.(1996). Family Theories. Pill, Cynthia J.(1990). Stepfamilies: Redefining the Family. Family Relations, 39, 2, 186-201. Stepfamilies: Meeting Challenges and Building Strengths (1995). Research Review. Retrieved from http://montana.edu/wwwhd/family/ f1195res.html Keri Smith CFD335-Booth Stepfamilies: Economic Factors

A CLOCKWORK ORANGE :: essays research papers

Many of us like to think that humanity as a whole is progressing to a better future where we will live united and in peace with one another, a time of a more enlightened society. But there are those among us that do not share these beliefs. In A Clockwork Orange, by Anthony Burgess, the futuristic world is displayed as a world turned upside down and in shambles. This 1962 classic is a frightful depiction of what our society could become and possibly what it already is. Drugs almost seem to be legal and unregulated and subsequently are widely used. The prison system is overcrowded with young punk criminals who are inherently evil with no regard for humanity, or any part of society for that matter. The youth takes over the streets at night and beat anyone they encounter. The elderly sit around in bars and drink the remainder of their lives away. The people have become desensitized to violence, because it is so prevalent in their lives. A Clockwork Orange is a very intriguing story tha t deals with many social problems, not offering a solution, but pointing out obstacles in the way of the creation of a more perfect society. A Clockwork Orange is written in the first person by the main character, Alex. This makes the story more personable by allowing the reader to see into the mind of Alex as he goes through the many changes that he does. Three of his friends or droogs that help him in his crimes are Dim, Pete, and Georgie. Throughout the story the author creates his own language called nadsat, which is used by the youth of the futuristic world and is at the height of fashion. Nadsat is a mix of Russian, English, and the slang words of both. It is meant to set the violence apart from reality, making it almost cartoon like. The story begins at the start of a wild and violent night with Alex and his friends sitting in a diner. To start off a typical night they encounter an old man walking the streets, so they harass and hit him. But this is not just any ordinary harassing episode but more of a complete and utter pounding. They beat the defenseless man until he is all bloody and disoriented. They then send him on his way, half naked and crawling home, later that night they saw an old drunken man sitting on the ground and they decided to beat him until he was delirious.

Planning a catch-up party Essay

I have not seen my friends for a long time. Only the way we can find out what we are doing is phone call, face book message etc. Last night when we were on chat on face book we decide to have a small catch up party. All though we plan for it , we were not sure whether all our friend will be available for the party. Then we decided to send message to our friend about the party. We send message for more than 20 of our friends but only 10 can make it. The main challenging thing was venue. Where we can have a party. We plan to make it at public park then we have to cancel it because of weather and public access. Finally we decided to make it at my place because we have a big backyard. Before that I said that I have to conform to my house owner and other roommate and make sure that my neighbour are not disturb as there will be lots of sound. Then we start to calculate the budget and ask each other how much each can invest. In the beginning we decided to buy all the things that are required for the party then we find that there will be difficulties for just two of us to arrange a party which will cost a lot for us. Then we start to calculate the budget and ask each other how much each can invest. We also decided that me and my friend will buy the all the glossaries and share the bill. It’s little bit difficult. At the end we come to conclusion that everyone will invest equal amount. So finally it will be $60 per head. So our budget will be $900.Everyone agree to transfer $60 into my account by this week. Second week * give ring and ask for permission with roommate and owner * send text to all the friends about the party * send text of bank account to every one

Rhetorical Analysis Reflections Essay

I struggle with Rhetorical Analysis essays, but this particular paper seemed to puzzle me more than the other rhetorical analysis essays that I have come across this year. The score I received was an 8, and I was honestly quite surprised to see that. I knew I had written a paper to pass, but to show that I had sufficiently written the paper shocked me. This essay was tough in particular because the rhetorical strategies were very difficult to locate. I noticed that Richard Rodriguez wrote using a lot of compare and contrast, so I based my essay off of that. With that idea, I elaborated the technique in great detail, and that may have accounted for the high score that I received. The paper was very well structured, but it was very one-sided in my opinion. The main reason I was unsure about a high score was due to a lack of inclusion of other rhetorical strategies. I knew that the paper was well written, but I was not necessarily sure how well I was going to do. While reading sample essays released from Collegeboard , I did notice that they were looking for something to do with compare and contrast, and I believe that is why I scored to high on the paper. I did not know that compare and contrast was a rhetorical technique, but it is good to take your idea, and let your thoughts flow. That is how you create very strong writing. WC: 250 Midwest Rhetorical Analysis Reflection The Midwest Rhetorical Analysis Essay was hard to write because I had a lack of interest towards this particular prompt. The Midwest has never fascinated me; it has always been the West or East Coast that I have been really interested in. My lack of interest towards the Midwest made it a very difficult write. Over the year, when I am given topics that interest and fascinate me, I am able to write them very well. However if I am given a prompt which I do not really care about, I will pick the easier side to  write about and go from there. Passion elevates my writing. The lack of passion towards this essay is the reason it is not written very well. It was a difficult write, and I am positive that with a prompt involving the west or east coast, your writing improves. The score of 6 that I received is due to the fact that this paper was very adequate, and easy to follow. The text is very boring, but the reason it was scored as a passing paper if primarily due to following the necessary standards of the AP scoring rubric for 6 papers. Cause and effect was the main strategy that I used in talking about rhetorical devices. I used it to explain how the Midwest is not the same as people may perceive it. The Midwest has a lot to offer, and people just need to give it a chance and figure out what is hiding within the land. WC: 259 Summative Rhetorical Analysis Reflection I believe I deserved the score of an 8 on this paper. I really connected to the text, and my ideas just started flowing. This paper demonstrated a lot of my strengths as a writer, and my score reflects that. My use of personal anecdotes to describe the author’s imagery and pathos really enhanced my essay. I was able to use personal evidence amd samples from the text to demonstrate my ability to master this paper. Essays that I can relate to are very easy to describe and write about. That is exactly what happened as I was writing this paper. The text, Last Child in the Woods reminded me of my childhood, and I used specific example from the text to describe that. This paper displayed much strength and very few weaknesses. A problem I have with my writing is poor grammar, and I believe that is due to the timing factor. You really have no time to fix your mistakes when you are crunched for time. Luckily you are scored on what you do well rather than everything that you have done wrong considering that this paper is not a finished product. Anecdotes, contrasting views, imagery, and pathos were all rhetorical strategies that I have present in my essay. This was the final rhetorical essay that I had written all year, and my improvement is clearly demonstrated from my first essay to my last. Improvement is key, and I am happy to have my best writing at the end of the year rather than the start. WC: 262

Calvin’s Ideas About the Church Organisation Essay

There are many factors which are important to examine in determining the main reason for the success of the Genevan Reformation, for example Calvin’s ideas about the Church organisation and Calvin’s leadership and personal impact, the previous exposure of Geneva to Protestantism and Calvin’s ability to overcome his opponents. Calvin himself placed a strong emphasis on The Ecclesiastical Ordinances, differing from Luther who left organization to the Princes. As it was vital to him, in 1541 Calvin drafted an ecclesiastical constitution for Geneva which should be accepted in return for him taking on responsibility for the spiritual welfare of the city. With some modifications it was approved by the political authorities and set in place a Calvinist Church order. Calvin believed there must be a strict structure to preach the Word and it consisted of four orders of ministers: Pastors to teach, preach, administer the Word and publicly and privately ‘admonish’ people’s conduct, Doctors to teach true doctrines and act as teachers in schools, Deacons to care for the poor, needy and sick who were chosen by the Little Council and finally the Elders who were to ‘supervise every person’s conduct and to warn backsliders and those of a disorderly life’; 12 lay people from different parts of the city. Those who failed to comply with Calvin’s strict standards could be punished by the Calvinist court. The Consistories were independent of civil courts and secular authorities. It was hard to argue with this model as it was based on the scriptures and was widely copied. After 1555 his authority was unchallenged and the Little Council even adopted practices of the Grabeau. The Ordinances indoctrinated children in a sense; soon there was a generation who knew nothing but his teachings. However, this links to the previous exposure of Geneva to Protestantism, as Calvin offered an appealing solution in a time of religious crisis in the country. There were a small number of Genevan Reformers in the 1520s such as Farel and Viret. Both Lutheran and Zwinglian reformations were making great progress and the city of Berne had also carried out a reformation in 1528. Despite this, the Council could not make a decision and churches were ransacked, masses suspended and the cathedral clergy lef t. Three months later there was a feeling of apathy as to what would replace the broken Catholic Church. Calvin came to Geneva offereing a truly reformed faith that was well ordered and supported authority. This appealed to many and he offered an alternative to Lutheranism which he felt had not ‘gone far enough’. This links to the next point, as Calvin himself was key in asserting authority through fear and his own charisma in order to gain support, for example as he was cunningly able to use the current situation in Geneva to manipulate the Council into seeing his ideas as desirable and accepting many of his radical proposals. In many ways Calvin should have been a poor leader; he was an intense scholar and mostly in poor health but he inspired admiration rather than affection. Calvin himself is quoted to have said that the citizens of Berne ‘have always feared rather than loved me’. His single-minded, totally focused approach partly explains his success- also as a theologian and debater many suggested there was no equal. Finally, this links into the next factor that Calvin’s opposition was suppressed, so in most aspects there was no equal contestant, although it was a 14-year struggle. Calvin experienced both religious and political/social opposition. In 1542 Sebastian Castellio who was appointed as head of the Genevan college by Calvin claimed that a book in the Old Testament was in fact an erotic poem which should not be included in the scriptures; which Calvin felt this was an attack on. Castellio left Geneva and was expelled on his return by the Syndic due to Calvin’s convincing. The Michael Servitus affair is also a strong example of Calvin’s effective suppression of religious opposition. He was a Spanish theologian who adopted extreme views and became offended when others did not accept them, eg. he condemned infant baptism and the Doctrine of the Trinity. He was suspected of heresy so went undercover in Vienna where he wrote a book and sent a copy to Calvin. Calvin recognized his work and sent authorities to where he was, but he escaped. Although he later turned up to one of Calvin’s sermons and was then burned at the stake. Diarmaid MacCulloch claims that many people opposed Calvin because they disagreed with his simple laws against e.g. dancing and singing. Some opposition was on the basic principle of who was in charge, the civil government was run by aristocrats and the Church by highly educated French elite so battles were always over who would decide punishments for wrongdoers. The Libertines were constantly called before the Consistory for bad conduct eg. dancing, making obscene gestures and gambling etc. Perrin was part of the Syndic however when he began to complain and demand more power, therefore Syndics began to support Calvin against him. The Libertines were removed from all Genevan councils and fled or were tortured/executed. To conclude, I think that a number of factors were important in the success of the Genevan Reformation, and Calvin’s presence underpins all of them. Although Calvin has been accused of a ruthless approach I believe that his success in suppressing opposition was vital the Reformation as it disallowed powerful opposition from crushing Genevan efforts. I then think that the structure of the Church under Calvin was the next important as many found it hard to fault this approach and it became widely used. Calvin personally was important in the Reformation as it was key that he was able to appeal to or incite fear in people in order to achieve his aims, but this ties in with his ability to suppress opposition. Lastly then, although I found the situation in Geneva and its exposure to Protestant ideas again vital, there were many key factors and it would be wrong to suggest that none played any role in the spread and success of Protestantism in Geneva.

Motivation and Prentice Hall

Essentials of Organizational Behavior, 10/e Stephen P. Robbins & Timothy A. Judge Chapter 5 Motivation Concepts Copyright  ©2010 Pearson Education, Inc. Publishing as Prentice Hall 5-1 After studying this chapter, you should be able to: 1. Describe the three key elements of motivation. 2. Identify four early theories of motivation and evaluate their applicability today. 3. Compare and contrast goal-setting theory and selfefficacy theory. 4. Demonstrate how organizational justice is a refinement of equity theory. 5. Apply the key tenets of expectancy theory to motivating employees. . Explain to what degree motivation theories are culture bound. Copyright  ©2010 Pearson Education, Inc. Publishing as Prentice Hall 5-2 What Is Motivation? The processes that accounts for an individual’s intensity, direction, and persistence of effort toward attaining a organizational goal ? Intensity – the amount of effort put forth to meet the goal ? Direction – efforts are chann eled toward organizational goals ? Persistence – how long the effort is maintained Copyright  ©2010 Pearson Education, Inc. Publishing as Prentice Hall 5-3 Early Theories of Motivation Maslow’s Hierarchy of Needs Theory †¢ McGregor’s Theory X and Theory Y †¢ Herzberg’s Two-Factor (Motivation-Hygiene) Theory †¢ McClellan’s Theory of Needs (Three Needs Theory) Copyright  ©2010 Pearson Education, Inc. Publishing as Prentice Hall 5-4 Maslow’s Hierarchy of Needs Theory Self-Actualization Upper Esteem Social Safety Psychological 5-5 Copyright  ©2010 Pearson Education, Inc. Publishing as Prentice Hall Lower Douglas McGregor’s X & Y Theory X Theory Y †¢ Inherent dislike for work and will attempt to avoid it †¢ Must be coerced, controlled or threatened with punishment View work as being as natural as rest or play †¢ Will exercise self-direction and self-control if committed to objectives 5-6 Copyright  ©20 10 Pearson Education, Inc. Publishing as Prentice Hall Herzberg’s Two-Factor Theory Not Dissatisfied Satisfied Motivation Factors †¢ Quality of supervision †¢ Pay †¢ Company policies †¢ Physical working conditions †¢ Relationships †¢ Job security Hygiene Factors †¢ Promotional opportunities †¢ Opportunities for personal growth †¢ Recognition †¢ Responsibility †¢ Achievement Dissatisfied Copyright  ©2010 Pearson Education, Inc. Publishing as Prentice Hall Not Satisfied 5-7 McClelland's Theory of Needs †¢ Need for Achievement (nAch) The drive to excel †¢ Need for Power (nPow) The need to make others behave in a way they would not have behaved otherwise †¢ Need for Affiliation (nAff) The desire for friendly and close interpersonal relationships Copyright  ©2010 Pearson Education, Inc. Publishing as Prentice Hall 5-8 McClelland's High Achievers †¢ High achievers prefer jobs with: ? Personal responsibility ? Feedback ? Intermediate degree of risk (50/50) †¢ High achievers are not necessarily good managers High nPow and low nAff is related to managerial success Copyright  ©2010 Pearson Education, Inc. Publishing as Prentice Hall 5-9 Contemporary Theories of Motivation †¢ Cognitive Evaluation Theory †¢ Goal-Setting Theory ? Management by Objectives †¢ Self-Efficacy Theory †¢ Equity Theory †¢ Expectancy Theory Copyright  ©2010 Pearson Education, Inc. Publishi ng as Prentice Hall 5-10 Cognitive Evaluation Theory †¢ Proposes that the introduction of extrinsic rewards for work (pay) that was previously intrinsically rewarding tends to decrease overall motivation Verbal rewards increase intrinsic motivation, while tangible rewards undermine it Copyright  ©2010 Pearson Education, Inc. Publishing as Prentice Hall 5-11 Goal-Setting Theory †¢ Goals increase performance when the goals are: ? Specific ? Difficult, but accepted by employees ? Accompanied by feedback (especially selfgenerated feedback) †¢ Contingencies in goal-setting theory: ? Goal Commitment – public goals better! ? Task Characteristics – simple & familiar better! ? National Culture – Western culture suits best! Copyright  ©2010 Pearson Education, Inc. Publishing as Prentice Hall 5-12 Management by Objectives (MBO) †¢ Converts overall organizational objectives into specific objectives for work units and individuals †¢ Common ingredients: ? ? ? ? Goal specificity Explicit time period Performance feedback Participation in decision making 5-13 Copyright  ©2010 Pearson Education, Inc. Publishing as Prentice Hall Self-Efficacy or Social Learning Theory Individual’s belief that he or she is capable of performing a task Self-efficacy increased by: ? Enactive mastery – gain experience ? Vicarious modeling – see someone else do the task ? Verbal persuasion – someone convinces you that you have the skills ? Arousal – get energized Copyright  ©2010 Pearson Education, Inc. Publishing as Prentice Hall 5-14 Equity Theory †¢ Employees weigh what they put into a job situation (input) against what they get from it (outcome). †¢ They compare their input-outcome ratio with the input-outcome ratio of relevant others. My Output My Input Copyright  ©2010 Pearson Education, Inc. Publishing as Prentice Hall Your Output Your Input 5-15 Equity Theory and Reactions to Inequitable Pay Employee reactions in comparison to equitably-paid employees Employees are: Paid by: Piece Time Will produce more Produce less output or output of poorer quality 5-16 Will produce Over-Rewarded fewer, but higherquality units Produce large Undernumber of low Rewarded quality units Copyright  ©2010 Pearson Education, Inc. Publishing as Prentice Hall Equity Theory: Forms of Justice Copyright  ©2010 Pearson Education, Inc. Publishing as Prentice Hall 5-17 Expectancy Theory Three key relationships: 1. Effort-Performance: perceived probability that exerting effort leads to successful performance 2. Performance-Reward: the belief that successful performance leads to desired outcome 3. Rewards-Personal Goals: the attractiveness of organizational outcome (reward) to the individual Copyright  ©2010 Pearson Education, Inc. Publishing as Prentice Hall 5-18 Global Implications Are motivation theories culture-bound? ? ? ? ? Most were developed for and by the United States Goal-setting and expectancy theories emphasize goal accomplishment and rational individual thought Maslow’s Hierarchy may change order McClelland's nAch presupposes acceptance of a moderate degree of risk concern for performance Equity theory closely tied to American pay practices Hertzberg’s two-factor theory does seem to work across cultures 5-19 ? Copyright  ©2010 Pearson Education, Inc. Publishing as Prentice Hall Implications for Managers †¢ †¢ †¢ †¢ Look beyond need theories Goal setting leads to higher productivity Organizational justice has support Expectancy theory is a powerful tool, but may not very realistic in some cases †¢ Goal-setting, organizati onal justice, and expectancy theories all provide practical suggestions for motivation Copyright  ©2010 Pearson Education, Inc. Publishing as Prentice Hall 5-20 Keep in Mind†¦ †¢ Make goals specific and difficult †¢ Motivation can be increased by raising mployee confidence in their own abilities (self-efficacy) decisions, especially when the outcome is likely to be viewed negatively 5-21 †¢ Openly share information on allocation Copyright  ©2010 Pearson Education, Inc. Publishing as Prentice Hall Summary 1. Described the three key elements of motivation. 2. Identified four early theories of motivation and evaluated their applicability today. 3. Compared and contrasted goal-setting theory and self-efficacy theory. 4. Demonstrated how organizational justice is a refinement of equity theory. 5. Applied the key tenets of expectancy theory to motivating employees. 6. Explained to what degree motivation theories are culture bound. Copyright  ©2010 Pearson Education, Inc. Publishing as Prentice Hall 5-22 All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior written permission of the publisher. Printed in the United States of America. Copyright  ©2010 Pearson Education, Inc. Publishing as Prentice Hall 5-23

Questions Essay Example | Topics and Well Written Essays - 500 words - 31

Questions - Essay Example He explains that a lot of failure is often attributed to the use of external interventions that do not recognize the nature of issues on the ground. The best strategy for resolving civil wars is through the effective analysis of the causes and the political and economic demands on both sides. It is also useful to engage such wars through a carefully selected team of representatives and institutions that both sides may clearly engage and understand. In the event the external forces are deployed, like the U.N. or NATO, their presence in the scene need to recognize the limits that are acceptable to the parties and they must be accompanied by relevant political agencies. If interventions are defined in terms of human rights like those that the Bush administration did in Iraq and Afghanistan, the percussions might be inconsistent because other nations are already sharply divided on their approach to international law and humanitarian assistance discourses and theory. James Kurth is very categorical of the imperatives for dialogue and deployment of forces as a solution to civil war. He particularly hails the necessity for effective selection of the forces that can ever intervene in a conflict and their credibility in the estimation of the actual wrangling factions. Suffice it to say, civil war erupt within a historic and economic context that must be yielded if a solution could ever be attained in addressing them conclusively. The Syrian situation is one that is unique and involves complex international and diplomatic nexus. Nevertheless, the United States after the war in Iraq and Afghanistan have lost important credibility in its international standing as a super power. The Iraq and Afghanistan have led to a considerable contestation of the basis of America’s international hegemony as a super power. If America will intervene in Syria, it might take a different form rather than official national deployment of forces. On this basis, the U.S. can supply the