Enduring Love - Free Essay Example

Sample details Pages: 5 Words: 1421 Downloads: 2 Date added: 2017/09/22 Category Advertising Essay Type Argumentative essay Tags: Character Essay Love Essay Did you like this example? How does Ian McEwan make chapter one of Enduring Love interesting and intriguing? McEwan uses a number of techniques to make the first chapter of Enduring Love interesting and intriguing. The techniques used in the opening passages draw the reader into the narrative, gaining their curiosity and forcing them to read on. By writing in the first person McEwan allows the reader to empathise with his main character from the very first page. This gives the reader an immediate intimacy with the narrator, making us feel involved in the action as soon as it begins. For instance the first page drags the reader into the story almost immediately with the repeated use of the word â€Å"I†. For example â€Å"†I don’t recall,† â€Å"I ran faster,† and â€Å"I see us†. At this point we don’t even know our characters name and we only know minimal, abstract details about him. Using â€Å"I† so much at this point without telling us much about the character, could be an attempt by the author to subliminally make us think we are the character. By making the character anonymous yet personal we are drawn into the novel as we feel what is going on will directly affect us. This would give us an instant understanding of the characters situation making us interested in what will happen next and thus willing us to read on. As mentioned we don’t find out the characters name in the first passages or indeed the entire first chapter of the novel. We find out lots about his life, where he lives, his interests, what his relationship with his girlfriend is like and what she is interested in but we don’t find out as simple a thing as his name. On the one hand we could interpret this as simply the author adding intrigue, making us want to read on to find out his name. However, it could also be, as mentioned above, a device by which we are able project on to the main character. As in, because he is nameless but sp eaks in the first person there is nothing to stop it from being â€Å"me† experiencing the events the character is experiencing. Again, this technique could be said to make us empathise with the character, making us more interested with the narrative. The characterisation of the narrator (who we come to call Joe, and I will refer to as Joe for ease of reference) also helps to make chapter one of Enduring Love interesting and intriguing. Throughout the first chapter Joe, on multiple occasions, uses scientific or mathematical references in moments of tense action. For instance on the second page Joe talks of â€Å"the comforting geometry† of the â€Å"convergence of six people†. This gives us an important insight into Joe’s personality. His use of language such as this at such moments in the narrative suggests that he possesses a highly analytical personality as not many a person would talk of geometry as â€Å"comforting†. This reference and h is later description of helium on page 3 give us little snippets of his mindset, making us interested to learn more about him but also give us an insight into the importance of the event to Joe. If this was just a throwaway part of the narrative the author would just give us the details of the event. As the detail and description is so extensive it gives us the impression that the event has been turned over and over in Joe’s mind and every small part of the event has been carefully analysed. This gives the reader a sense of the importance of this chapter and encourages them to read on to find the relevance of this event to the rest of the story. This idea of the importance of the event being hinted at by the level of description on the part of the narrator is again made apparent to the reader through the author’s use of â€Å"digressions† in his narrative. McEwan writes the chapter in a decidedly non-linear fashion allowing for little side stories, for instan ce Joe taking delivery of Clarissa’s book and picking up a picnic (page 3) in the middle of the most critical part of the narrative. This is referred to directly in the narrative (at the bottom of page 2) when it is related â€Å"I’m holding back, delaying the information†. As well as suggesting that the scene has played over and over in the characters mind the digressions from the main plot serve to heighten the tension by withholding the details of the storyline. This technique makes the narrative more interesting and intriguing, making the story gripping so you want to read on. Another effect of the use of these digressions is the fact that they make the pace of the story change dramatically at various points within the narrative. Obviously this is most apparent on page 3 where the narrative breaks from the action to describe the events leading up to the accident finally returning to the same point on page 8. Clearly, this serves to intrigue us as reade r through withholding the story as mentioned in the above paragraph but also allows McEwan to play with the emotions of the reader. Just as we are getting into the journey to the park and Joe and Clarissa’s relationship we are dragged back to the balloon as quickly as we were dragged away from it earlier. This variation in pace makes the chapter more emotional for the reader and adds to the suspense. When the author focuses on the action the pace is much faster. The writing at these points is exciting and dramatic. The very first sentence is a good example of this. It is short and ambiguous, â€Å"The beginning is simple to mark† and this is incredibly powerful in a number of ways. First it prompts the question â€Å"The start of what? † which draws the reader in to the narrative. Secondly it promises that something important is going to happen which gives a sense of anticipation to the reader as well as beginning the tension that will mount all the way th rough the first chapter. Lastly, it puts us, the reader, in the middle of the action from the word go, there is no build up, we are already here, at the beginning of what is going to happen. McEwan maintains the tension of the action scenes through use of short, ambiguous sentences as explained above as well as the use of sharp, interest catching vocabulary, shorter words and the use of more commas. This gives us the impression that the narrator, Joe, is caught up in the action of the moment and his thoughts are coming thick and fast rather than well chosen and descriptive as when he is more is pensive. This is apparent on page 9 when Joe just starts reeling of lists of adjectives to describe what he is seeing, for instance â€Å"†¦complacency, exhaustion†¦Ã¢â‚¬ . This, again, serves to further draw us into the story by making the narrator more believable and therefore relatable. I believe the single most important technique the author uses to interest and intrigue the reader are the constant allusions to the future that colour the text of the first chapter. The best examples of this are on the first and third pages of chapter one. The opening line, as discussed above very clearly indicates that the event that will occur shortly will be the cause of something big. The line on page 3 â€Å"this was the last time I understood anything clearly† reiterates the impression given by the first line. Both of these quotes impress upon us the importance of what is to come which is really just a very simple way of making the reader feel obligated to read on. If it is as important as is suggested it must be worthwhile reading. To conclude, the author’s use of the first person gives us an instant intimacy with the narrator and uses detailed description to create a believably intricate character, all the while withholds essential details, allowing us to place ourselves in the narrator’s shoes. Through the use of a non-linear narra tive McEwan prompts the reader to continue by denying the conclusion of the story for as long as is reasonably possible. We are compelled, by hints as to what the rest of the novel holds and the intriguing details of the character’s personalities, to read on. Through these techniques McEwan makes the opening chapter of Enduring love both interesting and intriguing. Don’t waste time! Our writers will create an original "Enduring Love" essay for you Create order

Monarchy Vs. Democracy By Thomas Hobbes And John Locke

Monarchy vs Democracy Through assessing both monarchy and democracy from both perspectives of Thomas Hobbes and John Locke, one can see that democracy creates the most beneficial outcome. Hobbes had a pessimistic view of people. He believed humans were selfish, doing anything to further their own position in life. Hobbes believed in an absolute monarchy, a government that gave all the power to a king or queen. Even though he distrusted democracy, he believed that a diverse group of representatives present the problems of the common people would prevent a king from being unfair and cruel. Today, many people associate the ideals Locke adopts with democracy. Although, in Locke’s book, Second Treatise of Government, he did not solely focus on democracy. He listed many types of government, not favoring any. He believed that as long as they adhere to his rules, they remain valid. As a result of looking through Thomas Hobbes’ view on monarchy and John Locke’s view on democracy, both perspectives provide a vast amount of information of an ideal government. In Locke’s book, Second Treatise of Government, chapter 11 is devoted to legislative power, which Locke identifies as the most important part of the government. Locke provides rules for this legislative power. The first is the preservation of society. No one can challenge the power of the legislative body, or pass laws of their own. This power is invested in the body of the majority. In this chapter, he brings up a constantShow MoreRelatedImpact Of Thomas Hobbes During The Age Of Absolutism1009 Words   |  5 PagesThomas Hobbes During the Age of Absolutism The Age of Absolutism was a time during the 16th to 19th centuries where many political, religious and colonial conflicts were rising. Some philosophers began to analyze the ideas of their civilizations in depth toward the end of this time period as it led into the Age of Enlightenment. One of these philosophers was Thomas Hobbes. He had quite a few accomplishments during his lifetime including writing many books and supporting the popular belief thatRead MoreHobbes Vs. Marx On Government s First Duty1038 Words   |  5 PagesHurless Mrs. Sauter World History – Block G 15 December 2014 Topic #1 – Hobbes vs. Locke vs. Marx â€Å"Government’s first duty is to protect the people, not run their lives,† said Ronald Reagan. Some political philosophies like John Locke would agree to this statement, while other, like Thomas Hobbes would not, and some will both agree and disagree, like Karl Marx. You will come to learn why the â€Å"social contract† of John Locke is the best through the review of all three philosophers main ideas on governmentRead MoreJohn Locke And Thomas Hobbes Essay1490 Words   |  6 PagesMadison’s model. These four components include separation of powers, checks and balances, federalism, and republicanism. The philosophies of John Locke and Thomas Hobbes influenced Madison in a way that allowed him to have both liberty and order at the same time. John Locke believed in individual liberty and freedom from the government whilst Thomas Hobbes believed that the state of nature is that people are born selfish. These two philosophers managed to influence Madison b ecause Madison wantedRead MoreThomas Hobbes And John Locke s Leviathan And Second Treatise Of Government1852 Words   |  8 PagesHobbes vs. Locke This paper will compare and contrast the beliefs of Thomas Hobbes and John Locke expressed in Leviathan and Second Treatise of Government. The paper will show the basic differences between the two philosophers views, is Hobbes distrust of the people and Locke s relatively greater trust of the people and distrust of the government s power and the likelihood of the abuse of that power. Hobbes view in Leviathan aims at ensuring civil order, which means for him the absolute powerRead MoreAn Essay on Social Contract Theory3139 Words   |  13 Pagesstate of nature. It has been often noted, indeed, that social contract theories relied on a specific anthropological conception of man as either good or evil. Thomas Hobbes (1651), John Locke (1689) and Jean-Jacques Rousseau (1762) are the most famous philosophers of contractarianism, which is the theoretical groundwork of democracy. It is also one of a few competing theoretical groundworks of liberalism, but Rousseaus social contract is often seen as conflicting with classical liberalism whichRead MoreAn Essay on Social Contract Theory3151 Words   |  13 Pagesstate of nature. It has been often noted, indeed, that social contract theories relied on a specific anthropological conception of man as either good or evil. Thomas Hobbes (1651), John Locke (1689) and Jean-Jacques Rousseau (1762) are the most famous philosopher s of contractarianism, which is the theoretical groundwork of democracy. It is also one of a few competing theoretical groundworks of liberalism, but Rousseaus social contract is often seen as conflicting with classical liberalism whichRead MoreOrganisational Theory230255 Words   |  922 Pages. Organization Theory Challenges and Perspectives John McAuley, Joanne Duberley and Phil Johnson . This book is, to my knowledge, the most comprehensive and reliable guide to organisational theory currently available. What is needed is a text that will give a good idea of the breadth and complexity of this important subject, and this is precisely what McAuley, Duberley and Johnson have provided. They have done some sterling service in bringing together the very diverse strands of work

Book Report on “Babouk” Free Essays

Guy Endore tells the story of the drastic slave history through the eyes of an African – Babouk. He starts by focusing on the cargo of a French slaver during the late years of the eighteenth century. He explores the characteristics of a slave trade through his presentation of the ship and its primary quest. We will write a custom essay sample on Book Report on â€Å"Babouk† or any similar topic only for you Order Now As the ship gets loaded with captured slave at Goree, readers are provided with the concept of how lowly did the early Americans view the African Negroes. The way in which they were â€Å"loaded† to the ship makes the thought of slavery dreadfully equated to the scene of hoarding tools and equipment that will soon be used to gain profits. In general, what makes the story terribly disturbing is the way by which one race maltreats the other because of their difference in color, race, and cultural structures. This was shown when the slaves were stricken with opthalmia during their long, tiring, and devastatingly miserable trip towards San Domingo. During the voyage to the enslaved land, those who failed to meet and satisfy the standards of â€Å"slave eligibility† because of the disabilities that they developed (such as the loss of the sense of sight) were disposed in an inhuman way- being thrown overboard to drown and die. As the slaves reach their unfortunate destination of lifelong enslavement, the story becomes much worse as the once free men take their roles as full-pledged slaves under the rule of â€Å"masters† who treat them disdainfully and without any sign of gratitude and appreciation. However, the drastic enslavement also brings about a positive effect on the part of the Haitians. The slavery drives them to fight. The pain of being treated appallingly and the feeling of being taken away from their home and families eventually evolved into an urge to fight and defend themselves. The slavery of their white fellows transformed them into revolutionaries which eventually became as harsh as they were. Unfortunately, the supposed enlightenment of the slaves ended in their tragic death. Apathy yields indifference In the story of Babouk, readers were provided with a glimpse of how dreadful early Americans treated their potential slaves. In the story, they showed no signs of remorse in what they were doing. They failed to recognize that Africans like Babouk had the same rights and privileges that they enjoyed. They equated their potential slaves in the same way that they treat beasts of burden and tools for trade and profit. They showed no apathy and acted as if the indifference was a normal part of life and living. In effect, they instilled hatred in the heart of their slaves and they promoted the idea that a human being may treat their fellows in an inhuman way, for as long as they can delineate differences in their race and culture. They showed that violence was normal part of societal interaction and that â€Å"survival of the fittest† exists not only in the jungle. In response to this elaborate show of apathy, they harvested nothing but indifference from their revolutionist slaves. The most disturbing demonstration of this sadistic harvest is when Babouk threw a white child on the ground, struck a pike into its innocent and defenseless body, and used it as a banner. Reference: Endore, Guy (1934). â€Å"Babouk†. New York: Vanguard Press How to cite Book Report on â€Å"Babouk†, Papers

Key Concepts in Marketing

Questions: 1. Explain the methods company uses to inform, persuade remind its customers?2. Use examples to identify how the company uses promotional mix elements (advertising direct selling personal selling sales promotion public relations internet marketing)?3. Criticize the current promotional mix elements used by the company, suggest improvements? Answer: 1. Some of the ways used by Facebook to inform, persuade remind its customers are: Reciprocation Like Comment Scarcity Consistency Social proof Authority Some of the ways used by Coca Cola to inform, persuade remind its customers are: Packaging: The unique waist shaped bottle gives an added advantage to coca cola Labeling: It provides factual and nutritional information on the label itself. Sales promotion: Providing a glass free with a purchase of 2 liters bottle Use of advertisements in many forms Mass media marketing by making their videos viral over the net Some of the ways used by Nestle to inform, persuade remind its customers are: Advertisements with the help of various mediums such as television, newspapers, bill boards, magazines Use of various marketing jingles slogans which spreads happiness Use of public relations (PR) i.e. share its newsletters, annual report, lobbying and donation in various charitable events Conducting road shows, trade shows, sponsorships, heavy discounts, etc Some of the ways used by Cadbury to inform, persuade remind its customers are: Special occasion pricing such as during Diwali, Rakshabandhan, Christmas, New Year so as to increase the sale of chocolates Use promotional pricing i.e. keep the price of one product lower so as to increase the sales of another Economy pricing Cash rebate pricing i.e. with the purchase of big bar of Cadbury dairy milk get a pack of nutties at a subsidized rate 2. Facebook uses promotional mix elements: High levels of revenue is made with the help of advertisements Create an advert with the help of Google Adwords Promote a business via face book page Coca Cola uses promotional mix elements: Sports sponsorships Below line promotion such as campaigns, Point of Sale (POS) High frequency advertisements Global branding Associations with big brands such as McDonalds, Dominos, KFC, PVR Cinemas, DT Cinema etc Nestle uses promotional mix elements: Use of advertising campaigns in terms of slogans, tunes (Nescafe tune - one of the most popular in town) Innovative marketing campaigns for their best sling product i.e. Maggi Use of TVSs ATL marketing has helped Nestle to turn out as one of leading FMCG companies Cadbury uses promotional mix elements: Use of information technology (IT) A communicative website Sales promotion methods such as road shows, trade shows, free gift vouchers or hampers 3. Suggestions for improving promotional mix to Facebook: Use press releases so that general public get to know about the organization Use emails to build relationship with the public Suggestions for improving promotional mix to Coca cola: Use of print media will help Coca Cola to reach in the rural areas Advertisements shall be made keeping in mind the elder people as well Suggestions for improving promotional mix to Nestle: In order to attain competitive from its competitors better tools such as LinkedIn, Twitter or any social media shall be done regarding any improvement in the products or services offered by the same. Suggestions for improving promotional mix to Cabury: Use of print media such as brochures, flyers shall be used in certain parts of the globe where internet technology will not help Press releases shall be practiced by Cadbury References Blythe, J. (2009).Key Concepts In Marketing. Los Angeles, Calif.: SAGE. Richter, T. (2002).Marketing mix standardisation in international marketing. Frankfurt am Main: Peter Lang.

Whirlpool Corporation Essay Example

Whirlpool Corporation Essay Whirlpool Corporation is the premier constructor and marketer of appliances in the world. Principal goods encompass laundry appliances, refrigerators, preparing nourishment appliances, dishwashers, and mixers and other little house appliances. Whirlpool markets and circulates appliances under diverse emblem titles for example Whirlpool, Maytag, KitchenAid, and Jenn-Air to retailers, vendors, and builders. Whirlpool Corporation furthermore deals goods to other manufacturers, vendors and retailers for resale under their emblem titles in North America (Goldsmith Carter, 2010).1.  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Discuss what factors emerged at Whirlpool that impacted its talent needs.The growth, size, scale of the business was the foremost factor that emerged the need for new skill sets and capabilities for successful competition (Kapferer, 1997). Since the business was set to grow enormously, the consumer demands were augmenting and to meet these dema nds it was necessary that innovative and technology savvy people were hired to work. However, since the competition level was unmatched, Whirlpool had difficulties finding such talent due to increasing desire by competing companies (Goldsmith Carter, 2010).2.  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Discuss how expanding globally changed the talent requirements at Whirlpool.The greatest talent challenge faced by Whirlpool Corporation is staying ahead of the demand curve. Whirlpool is in the enviable position of doubling revenues over the last six years. It needs to manage both increased execution expectations as well as more and more competition in the global marketplace (Goldsmith Carter, 2010).With skill shortages and an aging workforce, Whirlpool Corporation must have the right technology in place to attract the best talent from Indiana to India.   In order to meet these challenges, technology and innovation must play a very dramatic role in Whirlpo ol’s human capital management initiatives.   Whirlpool drives innovation from all over the world and across all segments of its business. Whirlpool employees worldwide contribute to innovation-re ­lated activities resulting in new ideas, products, and services that deliver real value to consumers in ways never-before seen in the home appliance indus ­try (Goldsmith Carter, 2010).Whirlpool is using innovative processes and technology to build a world-class employment brand and to find top talent that is a good fit for the company. Talent drives the business and the company is finding, hiring and retaining the best. Employees love working at Whirlpool Corporation because it’s innovative, exciting and rewarding (Denison, 2001).3.  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Discuss how Whirlpool used its Leadership Model to manage its talent.With the use of expertise and discovery, Whirlpool Corporation is adept to appeal the peak gifts they require to rendezvous the dispute of residing before the demand curve. The company’s achievement can be assessed in how very fast they at ­tract and enlist gifts, an expanded occurrence on school campuses to get that demographic stimulated about an appliance business, and expanded concern in their authority development program. They’ve glimpsed submissions to the vocation website for Leadership Development Programs triple over the past two years.Leadership Model was exclusively created for Whirlpool. This was based on the past and present position of the company and where the company was forecasted to be in future (Kapferer, 1997).The Model proposed a perfect assessment tool for all leaders at Whirlpool. The Leadership Model turned out to be a baseline for bringing out leadership qualities from the employees at Whirlpool. The four competencies namely, Though Leadership, Extraordinary Results, Driver of Change and Attracting, Engaging and Developing Talent were the pr emise of the Model under which people assessed were almost always successful (Goldsmith Carter, 2010).4.  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Discuss how Whirlpool used metrics to improve the quality of talent hired.By now, most HR professionals have gotten a handle on   rudimentary HR metrics, for example   how long it takes to   charter persons and how much it charges to convey   them on board. Now, HR managers are discovering the stimulating opportunity of how their workforce, and each partition or group of workers, assists to their organization’s economic goals. They are graduating from HR department metrics to organization wide human capital metrics (Denison, 2001).Whirlpool Corporation’s quality of hire metric employed for talent management was a tool to gauge the efficacy of various sources especially the assessment capabilities and MAP (Master Assessor Program). The results of this quality of talent will be taken to make the final decision regarding the hiring and not hiring of an individual. This hire metric proved to give positive results indicated that MAP process had a considerably good impact on the quality of people hired (Goldsmith Carter, 2010).5.  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Discuss future consideration at Whirlpool related to managing and sustaining talent.Whirlpool, with the success of master assessor program, decides to develop a MAP Level II training program. This will help in employees to learn their core competencies and develop new skills in order to perform more productively. This level is more responsive to leadership competencies and top talent indicators.   This will help in acquiring internal and external assessment.Whirlpool has turned out be an intriguing name for people that are employed and also those looking for a job and this pertain to overall authority in business. HR managers in associations work on this responsibility and execu te unbelievably well at organization’s transformation. The future is all set for Whirlpool to develop leadership talents through the MAP Level II assessor (Goldsmith Carter, 2010).ReferencesDenison, D. R. (2001). Managing organizational change in transition economies. Routledge Psychology Press.Goldsmith, M., Carter, L. (2010). Best practices in talent management: How the world’s Leading corporations manage, develop, and retain top talent. San Francisco: Pfeiffer.Kapferer, J.-N. (1997). Strategic Brand Management: Creating and Sustaining Brand Equity Long Term. Kogan Page.

Preparing A Nutcracker and Scrub Jay Study essays

Preparing A Nutcracker and Scrub Jay Study essays In this experimental design, I would get fully grown adults of 30 nutcracker species and 30 scrub jay species from the wild. I will also get naive 30 nutcracker species and naive 30 scrub jays that were just born in the wild and have not had much chance to practice caching in the wild and bring it into captivity in the laboratory. There would be total of four chambers, one for fully grown nutcracker species, one for naive nutcracker species, one for fully grown scrub jay species, and last one for naive scrub jay species. The naive nutcrackers and scrub jays would stay in these chambers in laboratory for about 3 months before I would actually run the experiments, and the wild nutcrackers and scrub jays would stay in these chambers for only three days before the experiment. The main experiment of this design would be to measure the total number of seeds that nutcrackers and scrub jays of both adult and naive are able to retrieve over a certain limited amount of time (control) and over a longer amount of time. The chambers would be of equal size, and during the initial 3 months before the experiment, the conditions of the chambers will be kept at very optimal conditions so that the naive birds are healthy and not deprived of anything until the experiment. For instance, the temperatures of the chambers will be optimal so that the birds will not get hypothermia or hyperthermia, the birds would be given its optimal diet, the birds would be given enough amount of water, and the birds will be exposed to optimal light/dark cycles (e.g. 12:10 light to dark). It is possible that during the initial 3 months before the experiment, a male nutcracker might mate with a female nutcracker or a male scrub jay will mate with a female scrub jay, and in this case, the newly born offspring would be taken out of the chamber and released into the wild or kept somewhere else, because they will not be tested in this experiment. During the 3 months be ...

Explanation of Richard Dyers Model for Analyzing Star Image Essay

Explanation of Richard Dyers Model for Analyzing Star Image - Essay Example Dyer explains that stars are images and not actual people. As images, every star should represent a particular ideology. The success of a star arises from his ability to represent such ideologies both consistently and effectively. This way, the audience develops a unique perception of the star a feature that influences their consumption of successive films starring every star (Being & Rutsky, 2001). A star must, therefore, represent particular social values. Successful stars make successful films. However, the success in this context originates from the ability of a director to use a specific star effectively in a manner that makes him or her represent the various social values the audience anticipates from them. Additionally, Dyer explains that the media creates a star out of several materials including adverts, films, magazines and even music videos among others. In order to create a star, all the above media content must present the star in a similar manner thus making such stars represent consistent ideologies. Institutions create celebrities and icons for financial gains. This implies that celebrities sell specific ideological dimensions to their target audience thus earning financial gains for the developers (Allen & Gomery, 1985). People pay billions of dollars to watch films for various reasons key among which is the character staring in a film. Audiences develop divergent views and mindsets about a star. They, therefore, watch a film while investigating the portrayal of the particular star. Such explanations validate the star theory, which defines stars in four key points. The theory explains that stars have capital value, are deviant, constructs and have cultural values. Stars break rules in the society a feature that enhances their ideologies as presented in the films.

Racial Profiling Goes Beyond Black and White by Polakow-Suransky, Essay

Racial Profiling Goes Beyond Black and White by Polakow-Suransky, (Pages.200-205) - Essay Example rican Americans, especially young males, are more likely than are whites to be involved in the commission of a crime.   Racial profiling is illegal but police are allowed to stop and search drivers if they have reason to believe that person may be in possession of drugs or weapons so therefore, this practice continues. Since September 11, 2001, law enforcement agencies around the country are practicing a new type of racial profiling which has the approval of most all citizens. It is referred to as ‘flying while Arab.’ â€Å"In the post-September 11 climate, ‘driving while black’ has become ‘flying while brown’† (204). Many cases have been reported where Arab, or ‘Arab looking’ Americans have been ordered to depart airplanes simply because their appearance was making some of the other passengers uneasy. Decisions regarding what person to hire, which people will be admitted and who will be detained by airport security as their suitcase is ransacked while they are trying to catch a plane is based upon characteristic generalities that are either observable or perceived. However, even when generalizations are statistically legitimate, they can be very erroneous in particular cases. For example, many black students are more prepared, scholastically speaking, to enter a university than many white students. Racial profiling is, by anyone’s definition, a rational method of discrimination. While most would have agreed prior to September 11, 2001 that racial discrimination is morally wrong and cannot be justified for any reason, those following the tragic events which killed more than 3000 Americans and the continued threat of terrorism has made this practice more palatable and even desirable. Had the terrorists that committed these acts not been of Arab descent, then the profiling of airplane passengers and the widespread fear of this particular ethnic group would not be a matter of discussion. Profiling Arabs is an easy sell to a country made up

Issues Related to Social Security Fund Essay Example | Topics and Well Written Essays - 1000 words

Issues Related to Social Security Fund - Essay Example In 2012 balance of payment in the fund was 57.3 Billion dollars on the plus side after paying complete liabilities which shows good situation of the fund. However 2012 Trustees Report has projected calculations according to which the fund will collapse by year 2033 due to downward trend in wages and excessive borrowing by Treasury. There have been speculations by financial experts according to which the fund lacks strength to sustain itself over coming decades despite current value of $ 2.7 Trillion quoted by National Committee to Preserve Social Security and Medicare ( 2012 ) . According to There is one opinion that it is unfair to charge the same amount from a billionaire and the one earning $110,000 per annum . The fixation of earning limit is known as Payroll Cap, which is required to be enhanced to $ 250,000 to keep it progressive for the next 75 years, according to few analysts. According to senator Bernie Sanders quoted by Common Dreams Website (2012) â€Å"Social Security Fu nd faces no risk†. Currently 55 Million American benefit from the fund. Although the income may be as low as $ 23000 for a couple, in many cases this is the only source of income they have in the old age. In this back drop the fund is saving millions from poverty in old age and remains one of the best social programs in American history. The significance of program can be judged from the fact that before it half of senior citizens lived under poverty whereas after its launch only 10 % live under that line. The current discussion about the program is related to budget deficit in USA. Few financial experts have proposed that in order to balance the budget a cut should be introduced on social security fund and other programs like Medicare and Medicaid etc. President Bush introduced tax cuts for two years in 2010 which will expire in the end 2012. There is a debate that these tax cuts be made permanent despite the fact that over next 75 years loss in revenue due to taxation would be twice as great as shortfall in social security fund. For long-term solvency in Social Security Fund an early decision by lawmakers is necessary to spread cost over decades and give savings confidence to people retiring over the years. The budgetary cuts imposed now will have economic impact on American Nation in the decades to come therefore extreme caution is required while making changes in legislation. People who were born in baby boomer era would be entering retirement bracket in current decade therefore there would be a bigger pressure on Social security Fund. However it is upto the policy makers to guide the Nation in the correct direction. Why was the article written about the topic at the current time? The article has been written at the current time due to following reasons. First of all Bush Administration enacted the Taxation laws in end 2010 for two years, the limit of this law would have terminated by end of 2012 however it has been extended by President Obama accord ing to Jennifer (2012) . This means payment of more taxes in the name of Social Security and other related programs. Since Social Security Fund is already surplus to the tone of $ 57.3 Billion after paying liabilities, there has been a demand to slash down the fund. Historically it is common for this fund to exceed liabilities therefore reduction in this fund to balance the budget (due to recession) is being demanded which is not logical in the long term effects on dependents of fund. How

Critique Of Difficulties For Students Studying Abroad English Language Essay

Critique Of Difficulties For Students Studying Abroad English Language Essay Introduction The article, Cultural Variations: Difficulties for Students Studying Abroad, was written by Ballard and Clandchy, in 1984. The authors describe three kinds of difficulties which students studying abroad have to face, different styles of thinking, learning, writing and presenting ideas. They also point out that if overseas students want to have a good studying and living condition, they must try to change their thinking, learning and writing style into critical and analytical approach in order to adjust to the western country. Generally the viewpoints are good, but there are some weaknesses about examples which should be re-evaluated. Summary To the first question-different style of thinking, the authors observe that culture variation lead students with different context think for different purposes. This phenomenon is not only for the different languages, but also culture background. An example about a Japanese student studying at Australia is given to support this view. He was a good student who had studied Economics for two years in Tokyo before coming to Australia. However he even could not pass the exam and mistook the meaning of his essay question because of different thinking style. When he was able to see the problem and adapted to the Australian thinking pattern, he became a promising student again. The authors second main point is different styles of learning. They present three kinds of learning method: reproductive approach, analytical approach and speculative approach. Different students from different culture background are used to their own ways of learning. When they come to a new academic environment, it is hard for them to develop a critical and hypothesising attitude towards tasks. A Singapore undergraduate, a Japanese MA student and an Indian PhD students comments proved that the variety of learning style make them unfit. An Indonesian postgraduate also suffered with the studying problem when she moved to Western university. Once she switched her thinking and learning approach and began to ask questions, she was successful. Moving on to the third style main pointstyle of writing and presenting ideas, the authors refer to Kaplans research. He argues that there are five independent patterns for writing: English pattern, Romance and Russian pattern, Semitic pattern and Oriental pattern (cited in Kaplan). Each pattern has its own characteristic. For example, English pattern is a linear one, moving from main opinions directly to examples, which is totally different from Oriental pattern, indirectly, circling round the main ideas for avoiding making an ultimate conclusion. Critique In the article, Ballard and Clanchy point out that Asian student should exert critical thinking to adjust to the Western learning system. Though the authors viewpoints were raised in 1984, I agree with it to a large degree. But there is no example about Chinese students in the article and many examples are not powerful enough to support their view. Overseas students lack critical thinking, even today Though the article was written in 1984, generally its views are good, many of which are still valid today. Back to Chinese traditional culture, the thinking and learning style are different from that of western countries. In China, we were used to absorb what teacher said, and never doubted whether it was right or not. Because in our eyes, teachers duty is to preach, teach and disabuse, so they must be exactly right (Patrick Huang, 2009). If someone is doubtful of teachers words or theories on the book, he will be regarded as not respecting teachers or crazy. When I came to the UK, what I felt on the lectures made me to recognise the learning style is different from China. Whenever, British students feel a question got them, they would put up their hands, though in my mind, the question was easy. On the lectures, it is can be often heard from a teacher: Are you all happy with that? It is the time that the teacher wants to get some feedbacks from his students, whether they understand his lecture or not. Most of the time, some British student will shout out what make him confused. But to our Chinese, though the question is really hard, we would read some reference books rather than to raise it up on the lecture, because there is a high-self-esteem ideology in our mind. I will feel shame if all of the other classmates understand the question, but me. Examples are not powerful enough As mentioned above, the authors ideas are generally good, but the examples used in the article are not convincing evidence to function as the authors expect. Firstly, the examples in the article are not enough in quantity and quality. In my opinion, a questionnaire about whether different culture context have different learning style and comparison between Asian students and Australian students should be done in Ballard and Clanchys investigation. An example like Biemans and Mil raised in their research is expected: 25 Chinese students and 16 Dutch students were divided into two groups respectively. Most Chinese students have the characteristics that reflect a reproduction-directed and an undirected learning style, while the Dutch students as a group do not demonstrate any one particular learning style (Biemans and Mil, 2008). In addition, the evidence is not relevant to Chinese students. According to Ku at el, the most common difficulties For Chinese students are associated with language ability, academic performance, and social adjustment (Ku at el. 2001). It is thus clear, besides critical thinking and learning strategy, language ability is another obstacle which limits Chinese students progress. Another weakness is the analysis Ballard and Clanchys did is not deep going. To the Chinese style of learning, it must be retrospect to the fundamental education for children. I have read a funny story about a Chinese couple, taking 3 year-old son, visited their American friends who had 3 children. When these children played the building block, the Chinese child often asked his mother to help him, while these American children never did that. Oppositely they were happy to help their new friends solve the problem. At dinner, these American children were happy to see the guests using chopsticks, so they copied the actions to eat food. Whereas the Chinese kid did not want to eat by himself, just shouting: mom feed me, mom feed me The Chinese lady had no choice but feed him. It is an example in our daily life, yet we can get more information and think deeply rather than the superficial meanings. Sometimes we consider kindergarten or primary school is where fundamental education begins. W ell actually parent is childrens first teacher whose teaching style effects initiatory learning style of the kids. In my opinion, most Chinese parents like to teach their children hand by hand. Just like my parents, when I was young, they checked up my homework every day and told me to remember the equations or formulae time after time. Western country parents will not do that, because they think that is the teachers work. They just tell the children to learn by themselves. So when children step in schools, they would be used to the ways of learning from their parents. And also the teachers, under different culture context, teach their students with different ways. These factors lead students to form the habit of how to learn and not adapt to other style of learning. Just like the authors mentioned, we cannot say which learning method is superior to the others. Reproductive style lay emphasis on memorisation and imitation, which, I think, is suitable for primary schools study, not for high school or university, because it prepares students for bigger tasks ahead. But when they go to study abroad, normally western countries, the speculative style of learning, such as, group discussion, questionnaire, makes them uncomfortable. Otherwise, with the combination of eastern and western culture, more and more universities of the eastern countries have begun to attach importance to analytical and speculative learning style and encourage students to ask questions. Conclusion When a western university takes over an overseas student, I think, his marks and English level must be both good enough. Maybe only the way of learning and thinking is different from that he acquired in his country. What he needs to do first is to learn how to ask questions. Never be shy! And then try to use critical and analytical views to do the different tasks. When he breaks through these main points, everything will go well. He can prove he is excellent both in his country and abroad.

Essay About Family: Regular Angels :: Personal Narrative essay about my family

Regular Angels My brother is a pissed off, broken angel, all contour and shade under the lights, with an angular jaw and a mop of hair that lingers perpetually between haircuts. He shines from his altar, sweat glistening against his brown skin like diamond dust and waves of fourteen-year old girls break against the stage, reaching and crying for a handful of him. He spills over with pain, seeding it with guttural groans and sibilant screams, and they receive it and in them it blooms and changes and becomes beautiful. As kids we take rockstar lessons from Rob Phaler, a local guitar hero who's prospects for fame outside of Boise, Idaho have long been buried under years of the prostitution of cover songs. He makes a living instructing over-privileged white kids whose parents pay him weekly stipends to reassure them that their progeny are prodigy. He smells of twenty years playing bars, and of the strong black coffee that softens the blow of morningafter upon morningafter. Out of the earshot of our parents, he calls us names, and when we haven't practised he rails at length against the injustice of two no-talents like us having beautiful new Fenders to play. My brother, he says, is hopeless. No ear and an ego the size of the Capital building. There is true wrath carved on my brother's soft child face as he crams his sheet music into his backpack and storms out of the studio, swearing in a color he's learned from our truck driver uncle. I, the peacemaker and ever so aware of the expense of our indentu rement to Rob, mumble apologies and pack the guitars carefully, laying the straps across them in the cases like roses in caskets. "Do any of you believe in love? Because I don't," The girls scream and the boys howl and my brother wails a high, splintered note. The microphone cord twines around his body, an electric serpent, as he dances wild, bouncing on the balls of his feet and whipping his six-foot frame back and forth. The girl next door is actually the girl across the street in our PTA neighborhood two blocks from the high school. From our house, it appears that the distant spire of the Mormon temple rises directly from her roof. My brother rides his bike back and forth in front of her house bathed in the chilly slanted light of October.

Island of the Sequined Love Nun Chapter 60~61

60 Meanwhile, Back at the Ranch Mary Jean sat behind a desk fashioned entirely of rose quartz veined with fool's gold and stared out the window at the Houston skyline. A brown haze had risen to the level of her fiftieth-floor office as the exhaust of a million cars huddled against the stratosphere and curled around the city like a huge rusty cat looking for a place to nap. It just made her made as a cowpoke wearing bob-wire pants, but not mad enough, of course, to sell her shares of GM and Exxon. Blue chips was blue chips, after all, and the great state of Texas ran on oil. The intercom beeped and Mary Jean keyed her speakerphone, not because she needed her hands free to work, but because the phone receiver either got caught in her hairdo or her clip-ons rattled against it making all sorts of distracting racket. There'd been a time, before Prozac, when she'd thought for six months that the FBI was tapping her phone line, only to find out it was a pair of twenty-carat ruby cluster earrings banging against the earpiece. â€Å"Yes, Melanie.† â€Å"Tucker Case on the phone, Mary Jean. He's been calling all day. I've tried to put him off, but he says that people are going to die if you don't talk to him.† â€Å"Does he sound drunk?† â€Å"No, Ma'am. He sounds serious.† Mary Jean took a deep breath and looked up at the Monet hanging on the far wall. Twenty million dollars, depreciated as office furnishings, ap-preciated to twice its value and donated to a museum as a donation write-off at full value, with no capital gains, and there it would hang until the day of her death when it would go to the museum. And it also matched the couch. â€Å"Put him through,† she said. â€Å"Mary Jean, it's Tucker.† â€Å"I was just thinking of you. How are you, sweetie?† â€Å"Mary Jean, I'm stone sober and I need you to listen.† â€Å"Go on, Tucker. I got more ears than a cornfield in June.† â€Å"First, I know that there were never any criminal charges filed, and I don't blame you for trying to get me out of the way. But I could really use some help.† Mary Jean blanched. â€Å"Can you hold one second, darlin? Thanks.† She pushed the hold button and then the intercom. â€Å"Melanie, dear, would you mind bringing me a couple of number five Valiums and a little glass of juice? Thank you.† She clicked back to Tuck. â€Å"Go on, honey.† And Tuck did, for fifteen minutes, and when he finished, Mary Jean said, â€Å"Well, that's just not right. That's just terrible.† â€Å"Yes, it is, Mary Jean.† â€Å"We just can't have that,† she said. â€Å"You give Melanie your number there. I'll see what I can do.† â€Å"Mary Jean, I really appreciate this. If I could go to anyone else, I would.† â€Å"And hurt my feelings? No, you wouldn't. Tucker Case, I've been selling the power to change yourself for forty years. Now, if I don't believe in the power of redemption, then I'm guilty of false advertising, aren't I? You sit tight, now. Bye.† She clicked the intercom. â€Å"Melanie, get me Jake Skye on the line, please. Thank you, dear.† 61 Roundhouse Aloha Tuck stood at the arrival gate amid a group of Hawaiian college students wearing grass skirts and sarongs and festooned with leis they were draping on tourists as they came out of the tunnel from the 747. Tuck spotted Jake Skye well before he came out of the tunnel. He was a head taller than most of the tourists and one of the few who had a tan. Tuck waved to him and Jake tossed his head to show he'd seen him. He came out grinning with his hand extended. Tuck smiled and hit Jake with a roundhouse to the jaw that knocked him back into a group of pseudo hula girls. Jake apologized to the girls and rubbed his jaw as he turned to Tuck. â€Å"We done?† â€Å"I guess so,† Tucker said. He knew that Jake would never apologize for selling him out. Jake fell in beside Tuck and they walked through the terminal. â€Å"I didn't see that coming. You've changed, buddy.† â€Å"I guess so,† said Tuck. â€Å"Thanks for coming.† â€Å"I'm just here to take you home.† Jake pulled two airline ticket folders out of his shirt pocket. â€Å"Mary Jean says you can bring your new girlfriend.† â€Å"I'm not going home, Jake.† â€Å"You're not?† â€Å"No. I need your help, but I'm not going back to Houston.† â€Å"There's a stop in San Francisco. You can get off there.† â€Å"No. I've got some things I need to do.† â€Å"Buy me a drink.† Jake turned and walked into an open cocktail lounge where a twenty-foot waterfall fell over black lava rock among a forest of bromeliads and orchids. â€Å"Cool airport,† Jake said, pulling a stool up to the bar. â€Å"You ever think about living in the tropics?† Tuck whipped around on his stool and Jake held up his hands in surrender. â€Å"Just kidding. Okay, what's the story?† This time Tuck told the story leaving out none of the details, and to his credit, Jake did not call him crazy at the end. â€Å"So what do you think you can do?† â€Å"Well, first, I thought you could hack the doctor's computer and erase the database. It might slow up the process if he has to do all the tissue types again.† Jake was shaking his head, â€Å"Can't do it, buddy. Even if I wanted to.† â€Å"Why not? I've got the password.† Jake drained off the last of his third Mai Tai. â€Å"He's on a satellite uplink net. The connection only goes two ways if he wants it to. I won't be able to get in. Besides, it's not in the mission parameters. I'm supposed to come here, get you, and take you home. Period.† Tuck dug a slip of paper from his back pocket and unfolded it. â€Å"I've got these. Maybe they can help.† Jake was still shaking his head, but he stopped when he saw the numbers written on the paper. â€Å"Where did you get those numbers?† â€Å"They were on the bottom of a desk drawer in Curtis's clinic.† â€Å"They're not computer codes, Tuck. You see those letters at the end? BSI? You know what that is?† Tuck shook his head. â€Å"Banc Suisse Italiano. Those are Swiss bank account numbers.† Jake tried to snatch the paper and Tuck pulled it out of his reach. â€Å"You willing to expand the mission parameters?† Tuck said. Jake was staring at the paper in Tuck's hand. â€Å"How much?† â€Å"Half.† Jake scratched his three-day growth of beard. â€Å"And they were getting how much per kidney?† â€Å"Half a mil.† Jake cringed, then relaxed and put his hand on Tuck's shoulder. â€Å"What did you have in mind, partner?† â€Å"I want to get the Shark People off the island.† â€Å"How many? Three hundred and change? Hire a ship.† â€Å"I want to go sooner. I want to fly them off.† Jake smiled. The wheels were working now. â€Å"It's going to take a big plane: 747 or L-1011. That island got enough runway for something that size?† â€Å"Can we get something that size?† â€Å"Not legally,† Jake said. â€Å"I'm not worried about legally. I'm worried about logistically.† Jake stood up. â€Å"I'm not flying it. I get you a plane, I get half. Deal?† â€Å"I'll give you one of the account numbers as soon as we get the plane. You take your chances whether there's money in it or not. If I don't make it, and the money's in my account, you're screwed.† Jake considered it, then nodded. â€Å"I can live with that. Let's go watch the big planes take off.† Tuck was amazed at the way Jake's mind worked. The second he'd accepted that they were going to steal a 747, it became a problem, and when it came to solving problems, Jake was the best. They stood on an open walkway that overlooked the tarmac, watching the 747s taxiing into the terminal. â€Å"The best thing,† Jake said, â€Å"about stealing a 747 is that no one assumes that anyone is crazy enough to try it.† â€Å"I thought people tried to steal them all the time. It's a league sport in the Middle East, isn't it?† â€Å"They hijack, they don't steal. With hijacking, you have to take a pilot with you.† Jake pointed to a row of planes docked at the terminal by rolling walkways. â€Å"These guys? Out of the question,† he said. â€Å"Why?† â€Å"Because they've just come in and they're low on fuel or they're being fueled to take off again, and most of the time, if you can get in them, there's a crew on board.† He pointed to some jets parked near hangars at the far side of the airfield. â€Å"Those are our babies. They've got fuel, but they're waiting for a crew and passengers. After midnight nothing goes out of this airport except FedEx. The advantage of a vacation destination. Nobody wants to fly in our out at night.† The planes were a good half a mile away. â€Å"That's a long way to go across an airfield without the tower seeing us and calling security. And we have to drive a ramp over to it to get inside.† â€Å"No, we don't. There's an emergency escape hatch for the pilots in the roof over the cockpit.† â€Å"That's four stories up. How are you going to get up to it?† â€Å"Down to it,† Jake said. â€Å"Down?† â€Å"The problem is how to get the hatch unlatched. They only open from the inside.† â€Å"I'm still a little unclear on the ‘down' part of the plan,† Tuck said. At some point he was going to be on top of a 747 and heights made him nervous. â€Å"Let me worry about that,† Jake said. Then he snapped his fingers as if conjuring the answer to his problem out of thin air. â€Å"I've got the answer right here in front of me. What was I thinking? I'm working with the master.† Tuck looked around, thinking that Jake was talking about someone else. â€Å"Are you talking about me? I don't know how to do anything.† â€Å"But you're wrong, Tuck, you're wrong. For this part of the plan we need the cooperation of a flight attendant. Come on, let's get my bag. I've got an extra change of clothes you can wear.† â€Å"What's wrong with these clothes?† Tuck asked. He was still wearing the oversized and now distressed hand-me-downs of Sebastian Curtis. â€Å"Like you have to ask.† Jake spent an hour studying flight schedules and talking to counter people at the different airlines. Tuck took the opportunity to call the hotel to check on Sepie. She answered on the second ring. â€Å"Hello. How much is washer-dryer combination?† â€Å"What?† â€Å"Maytag washer-dryer combination with minibasket and wrinkle guard. How much?† â€Å"I don't know. Maybe a grand. Are you okay?† She'd put the phone down and he heard her shouting at the TV, â€Å"Is a grand! Is a grand! You fuckin' mook! Oh, no.† She picked up the phone again. â€Å"You wrong. Is eleven nine nine suggested retail. You lose.† â€Å"You're watching ‘The Price Is Right'?† â€Å"They give you things if you know how much. Is very hard.† â€Å"Do you need anything?† Tuck asked. â€Å"I can call room service from here and have them bring you some food.† â€Å"Perfume and lipstick,† Sepie said. â€Å"That'll have to wait. I'll be back soon, okay?† â€Å"Okay. Tuck?† â€Å"What, Sepie?† â€Å"What is washer-dryer combination?† â€Å"I'll explain later. I have to go now.† She hung up on him. Evidently, her fascination with plumbing and television didn't extend to the telephone. He found Jake talking to a girl at the United counter who was obviously taken with the grungy pilot's charm. He saw Tuck and said good-bye. â€Å"I've found our plane and the crew assignments. We have a ten-minute window to get to Gate 38 so you can work your magic.† The plan was for Tuck to spot a flight attendant coming off the plane, get to know her, and convince her to go back into the jet and throw the latch on the emergency hatch before the plane was cleaned and moved away from the terminal. They waited at the tunnel into Gate 38. The passengers had long since deplaned, as had the pilots. â€Å"Remember, you want to go ugly,† Jake said. â€Å"I know,† Tuck said. He'd changed into Jake's clothes, which fit him, at least, even if he looked like a guitar player for a Seattle grunge band. â€Å"And old if you can get it.† â€Å"I know,† Tuck said. â€Å"You want a woman who looks like she couldn't get laid in a men's colony.† â€Å"I know,† Tuck said. â€Å"Would you back off? I haven't done this in a while.† â€Å"Like riding a bicycle, buddy.† The first flight attendant out of the tunnel was a pretty blond woman, about twenty-five. â€Å"Pass,† Jake said. The next was a man, and the next a tall black woman who could have been a runway model. â€Å"They're killing us here,† Jake said. â€Å"How would you feel about going for the guy? He's our best chance so far.† â€Å"Fuck off, Jake.† â€Å"Just an idea.† They waited for five more minutes before a tired-looking woman in her fifties came down the tunnel pulling her flight bag behind her. â€Å"Go to it, stud,† Jake said. He gave Tucker a little shove. Tuck shoved back without taking his eyes off the woman. â€Å"I can't do this, Jake.† â€Å"What?† Jake Skye grabbed Tuck's wrist and pretended to be taking his pulse. Tuck pulled away from him. â€Å"I can't do this.† â€Å"Don't pull this shit on me, buddy. She's getting away. This is what you do.† â€Å"Not anymore, I don't.† â€Å"Well, I sure as hell do.† Jake pulled off the flannel shirt he was wearing open over his black T-shirt and threw it to Tuck. â€Å"Go back to your hotel and wait for me to call. What room are you in?† â€Å"Twelve-thirty.† Jake pushed the T-shirt sleeves up just enough for his biceps to show and took off down the concourse after the middle-aged flight attendant. Tuck went outside and found the shuttle to the Hyatt Regency. During the ride back to the hotel, he realized that he had no idea how to explain a washer-dryer combination to someone who had never worn shoes or a shirt until two days ago. He decided to go with magic.

Domestic Violence Course Assignment

Questions: Answer the following questions. Name three consequences for women victimized by male partner violence. ? Describe the following three theories: traumatic bonding, Stockholm syndrome, ND attachment. How do these theories explain a victim's entrapment in the relationship? Why can't battered women count on the criminal Justice system to protect them from an abusive male partner? Chapter 9 Review – Abusive Heterosexual Partners: Primarily Men Discuss at least three different types of definitions of partner violence. Discuss blame. Evaluate how it affects battered women and partner violent men. Discuss what is known about female partner abuse offenders.Compare and contrast differences with male offenders. Assignment – Due: Wednesday, April 4, 2012 Discuss the meaning and importance of practice, policy and prevention issues. Evaluate agency services versus individual counseling services. What problems do agencies appear to have? Discuss cultural competence and why is it needed in practice, policy and prevention. Discuss the controversy over treatment of male abusers. What is your opinion? Assignment – Due: Wednesday, April 1 1, 2012 Chapter 4 Review – Child Physical Abuse Should corporal punishment be outlawed?Is it effective? Why or why not? List five general categories of the effects of CPA on children. Describe a prototypical adult who abuses children. Assignment #5 – Due: Wednesday, April 25, 2012 Chapter 12 Review – Abuse of Elderly and Disabled Persons How does elder abuse compare with abuse of younger adults? What is elder self- neglect? What sorts of individuals are most likely to abuse elders? What are some of the forms of abusing disabled persons that appear to be unique? What elder abuse problems and responses to abuse occur in nursing homes?

The 44 Phonemic Sounds in English for Spelling

The 44 Phonemic Sounds in English for Spelling When considering a spelling program and how to best help children learn the sounds of the English language you need to remember to choose words that help them understand all of the 44 word sounds, or phonemes. English contains 19 vowel sounds including 5 long vowels, 5 short vowels, 3 diphthongs, 2 oo sounds, 4 r controlled vowel sounds, and 25 consonant sounds. The following lists provide sample words to teach the sounds in the English language. Certainly, you can find more words to fill out word families or align with a sight vocabulary list, such as the Dolch Word Lists.   The 5 Short Vowel Sounds short -a- in and, as, aftershort -e- in pen, hen, lendshort -i- in it, inshort -o- in top, hopshort -u- in under, cup The 6 Long Vowel Sounds long -a- in make, takelong -e- in beet, feetlong -i- in tie, lielong -o- in coat, toelong -u- (yoo) in rulelong -oo- in few, blue The R-Controlled Vowel Sounds -ur- in her, bird, and hurt-ar- in bark, dark-or- in fork, pork, stork The 18 Consonant Sounds C, Q, and X are missing as they are found in other sounds. The C sound is found in the k sounds and in the s sound in words like cereal, city, and cent. The Q sound is found in kw words like backward and Kwanza. The X sound is also found in ks words like kicks. -b- in bed, bad-k- in cat and kick-d- in dog-f- in fat-g- in got-h- in has-j- in job-l- in lid-m- in mop-n- in not-p- in pan-r- in ran-s- in sit-t- in to-v- in van-w- in went-y- in yellow-z- in zipper The Blends Blends are 2 or 3 letters combined to form a distinct spelling-sound. -bl- in blue and black-c- in clap and close-fl- in fly and flip-gl- in glue and glove-pl- in play and please-br- in brown and break-cr- in cry and crust-dr- in dry and drag-fr- in fry and freeze-gr- in great and grand-pr- in prize and prank-tr- in tree and try-sk- in skate and sky-sl- in slip and slap-sp- in spot and speed-st- in street and stop-sw- in sweet and sweater-spr- in spray and spring-str- in stripe and strap The 7 Digraph Sounds -ch- in chin and ouch-sh- in ship and push-th- in thing-th- in this-wh- in when-ng- in ring-nk- in rink The Other Special Sounds Including Diphthongs -oi- in foil and toy-ow- in owl and ouchshort- oo in took and pull-aw- in raw and haul-zh- in vision

Finance for Managers Essay Example | Topics and Well Written Essays - 250 words

Finance for Managers - Essay Example This section of the act is one of the most significant in ensuring that the financial statements being published by the publically trading organizations are reliable and trustworthy. This is because this section empowers the auditors to work in an independent manner and they do not need to fear the higher level managers of the organization such as the director who used to psychologically coerce auditors into providing misleading and fraudulent financial statements and audit reports. Now auditors may no longer feel threatened to report any wrongdoings or misleading information that organizations provide in financial statements. Due to the failure of the directors to influence the auditors, the organization itself would be afraid that they might be held accountable for providing wrongful information. They may fear that their organization’s reputation may be at stake or they may be heavily fined for indulging in misconduct. Due to this, they themselves may be deterred from provid ing misleading information and influencing and coercing the

MISSING PET SUPPLIES Case Study Example | Topics and Well Written Essays - 500 words

MISSING PET SUPPLIES - Case Study Example Both Dwayne and Fred faced some ethical issues since they had to operate cooperatively with their eventual competitors; therefore they decided to start a new venture of their own. They had better access to market and suppliers and several years’ industry experience as their main competitive advantages for running a new venture. However, in my opinion, they did not have an accurate business plan at the beginning and it caused dilemma at every phase of the project development. In addition, they were not adequately leveraged with capital, and subsequently their business confronted with a sequence of crises. It seems that some assumptions they made were unreasonable. For instance, they thought that capital acquisition would be an easy process; and that misconception led them to difficulties. 2. Dwayne and Fred had to address many ethical issues while contemplating starting their business. They were to spend more in order to comply with the projected ramp up. It caused some unexpec ted financial expenditure and badly affected the balance of designed budget. In order to meet the startup costs of $87,500 and possible operational losses, the partners took a loan of $300k a large regional bank called Zinc’s. As a result of various expansion activities, their monthly operational expenses rose to $24k (including several interests).

Religion Essay Example | Topics and Well Written Essays - 250 words - 6

Religion - Essay Example Whereas the cycle of life in Buddhism is continuous, the cycle of life in Sikhism continues until one can attain a oneness with God; at which point being freed from the constraints of birth, life, and death. Conversely, Hinduism and Jainism also represent a very old and a relatively newer religion. Whereas many scholars argue that Hinduism may be the oldest extant religion on planet earth, Jainism only came into being around the year 600 BCE. Hinduism on the other hand can definitively be traced back as far as 1700 BCE. Hinduism retains no specific founder and instead rests its claim to truth based upon the universal acceptance that it seeks to inspire. Alternatively, Jainism seeks to integrate three main principles into the life of its adherents: non-violence, non possession, and non-absolutism. Both religions have an array of gods and seeking to understand their respective pantheon requires a great deal of

Chalk Dust, Cinnamon Spice and Coffee Ground as Insect Repellants Essay Example for Free

Chalk Dust, Cinnamon Spice and Coffee Ground as Insect Repellants Essay BACKGROUND OF THE STUDY: There are several household problems we and our helpers encounter at home. These may be issues regarding food supply and storage, cleanliness and sanitation. One of the most common problems is the presence of household ants, especially the red ones, causing a disturbance in our own system of food storage. Red household ants do not only infest stored food in the kitchen but also bite our skin and destroy well- landscaped gardens by building ant hills. Because of this observation, we decided on conducting a study that would eliminate ants with the use of alternative substances that can also be found at home. With this study, we will not only discover other uses and benefits of household waste products but also provide new ways of promoting clean and sanitized homes by eliminating insects. Once proven effective, chalk dust which is one waste product in the classroom, will also be of good use at home. OBJECTIVE: The study aims to find more possible uses of household waste products aside from remaining as garbage such as coffee grounds, and discover further and effective use of chalk dust. Also, we aim to eliminate household insect especially ants that would cause a nuisance in our kitchen. DEFINITION OF TERMS: Talcum Powder- an ingredient in both chalk and baby powder, and is a natural ant repellant. Brewed Coffee- coffee produced from a process with the use of coffee maker wherein hot water drips onto coffee grounds held in a coffee filter made of paper, plastic, or perforated metal, allowing the water to seep through the ground coffee while extracting its oils and essences. The liquid drips through the coffee and the filter into a carafe or pot, and the spent grounds are retained in the filter. Coffee ground- is the used bitter powdered coffee that remains in a pot or coffee-maker after brewing your  coffee. HYPOTHESIS: All three substances tested will give significant results in repelling ants. VARIABLES: INDEPENDENT| CONTROLLED| * 50 grams of coffee ground * 50 grams of cinnamon spice * 50 grams of chalk dust| * Similar area where the three experiments will be conducted, same length * The same ant pathway where the substances will be placed * 1-3 tbsp. of sugar | Resulting Variable: Time it takes for the ants to move away from the repellants CHAPTER II RELATED LITERATURE Ant and Its Symbolism â€Å"Chinese consider and identified ant as the â€Å"righteous insect† and attribute orderliness, virtue and patriotism. On the other hand, Muslims consider the ant as the earthly teacher of Solomon and an embodiment of wisdom.† (Retrieved from http://sherryandrea.com/ant-symbolism-and-meaning/) http://www.jewishencyclopedia.com/articles/1570-ant-in-jewish-literature-the: â€Å"In the Old Testament, the Ant is referred to as some harvesting species which are to this day found in Syria and all around the Mediterranean basin. These species wherever they are found, as the latest investigations of naturalists have proved, lay up stores for the winter. In the Tamuldic Literature, The ant was mentioned being experimented by Simon ben Halafta to ascertain whether they inhabit without a ruler. Also, it was mentioned that ants procure food. There were also statements in the Book of Proverbs where it is pointed out that the wisdom of the Creator is manifested in the fitness of the body and wonderful life of the Ant.† â€Å"From a purely scientific point of view, the Ant is treated by Gershon ben  Solomon, in his work, â€Å"Sha’ar ha-Shamayim.† The Ant, he says, gathers its wheat in the harvest, biting off the germs of the grains in order to prevent them from sprouting and thus preserving them from rotting- a fact verified by recent observation. The Ant, he says further, is proportionately the strongest of all creatures, being able to carry from two to four times its own weight. Moreover, it can move both ways, forward and backward.† History of Brewing Coffee In the early history of coffee, the coffee beans were dried and eaten. By the 16th century, coffee was roasted before being ground and boiled in water. The entire resulting mixture of liquid and grounds would be consumed. The invention of the Ibrik (A small pot used in brewing and serving Turkish coffee that was invented in the late 16th century.) allowed for a more skillful technique of brewing. In the 18th century, the French developed the drip brewing technique wherein coffee is produced by using a cloth bag as a filter to separate grounds from the liquid coffee. This technique allowed for steeping the coffee at a lower temperature as it was not brewed while constantly adding heat. (Retrieved from http://coffee.wikia.com/wiki/Brewing) Chalk in Prehistoric Times As found in nature, chalk has been used for drawing since prehistoric times, when, according to archaeologists, it helped to create some of the earliest cave drawings. Later, artists of different countries and styles used chalk mainly for sketches, and some such drawings, protected with shellac or a similar substance, have survived. Chalk was first formed into sticks for the convenience of artists. The method was to grind natural chalk to a fine powder, then add water, clay as a binder, and various dry colors. The resultant putty was then rolled into cylinders and dried. Although impurities produce natural chalk in many colors, when artists made their own chalk they usually added pigments to render these colors more vivid. Carbon, for example, was used to enhance black, and ferric oxide (Fe 2 O 3 ) created a more vivid red. CHAPTER III METHODOLOGY 1. Gather the variables needed. You can find cinnamon spice in your kitchen. If not, you may use any spice available (e.g. pepper, black pepper, garlic). Collect coffee grounds after brewing coffee with the use of a coffee maker. Collect chalk dust from other classrooms. Measure the quantity and make sure that each one reaches the same amount- 50 grams. 2. Choose an area at home where you can find an ants’ pathway and measure its length. This will also be one of the controlled variables in the experiment. 3. Make sure that there are ants present. If none, place a few pinches of sugar or food crumbs to attract the ants. 4. Once the ants are present, choose among the three substances to be placed first along the path and put it evenly making a thin line. 5. Record the time it takes for the ants to leave the place. 6. Repeat steps three to five with the use of the other two substances and record the results on the Table of Data and Observation below. You may also take pictures du ring the experiment.

Experinces of Working in an International Team

Experinces of Working in an International Team This paper tries to bring out the personal views of the author in terms of his experience of working with an international group. Being an Indian and coming down to UK to study, it is a different experience in itself. But the level of interactions with people across borders and cultures has given the author a chance to explore and understand people with diverse backgrounds. Doing a post graduate program here in UK not only gives the author access to the best education but also immense opportunity to network with people across nations. It is a different experience indeed. With time and increase in interaction, there is change in perception and a complete washout of the pre conceived notions regarding cultures and people. And surprisingly, not only people behave and act in different manners across the geography, they also think very differently. This paper tries to look at the benefits of such diverse thinking. With all the benefits also come some problems and hindrances. As mentioned above, preconceived notions regarding cultures and people is a big issue addressed in the paper. The paper also looks at the argument as to how much diversified can the group be, and the possibilities of not been able to reach consensus easily while working in a group and also handling conflicts and differences in opinions. The paper also looks at the possibilities of discrimination on the basis of race, gender and culture. The author also tries to give some suggestions to overcome these problems. He talks how these problems can be overcome and how the cultural mix and diversity can actually act as a advantage. The structure of the paper involves the introduction about the topic and then detailed insights and some experiences. Then about the advantages and disadvantages of working in such groups. The author then tries to bring in the concept of cultural intelligence and how it could solve issues related to problems arising among co workers of diverse backgrounds. So the reports concludes with some suggestive ideas. Introduction With the advent of globalization and vanishing of boundaries between the countries, it is very common to see people from various geographies, cultures coming down and working or studying. It is a common scenario even at a work place or a college where we can spot people from various countries interacting with each other, doing businesses, studying or being part of each others life in a big way. Before going ahead and describing about my experiences lets try defining cultural and its importance at workplace. Culture could be defined anything related to art, culture, lifestyle, music, etc relating to a particular community or a group of people living together or having and following the same set of beliefs. Now looking at the importance of culture in the workplace, it plays a very vital role. Cultural defines the values, the beliefs of the individuals or a community, even their day to day behavior is influenced by it. So it has a direct impact on their working style and relationships with people at workplace, their behavior at workplace, etc. Now when we talk about this, we should also consider the organization culture and its impact on the individual. Of course, the organization or the institution plays a significant role in shaping the behavior and the culture of the individual at work place, now how does he fit into this is important. Generally people opt for such organiza tions or institutions where they fit in on or where similar values and culture exists. Now let us look how things are today with the advent of organizations which consists of diverse teams. But before that let me share some of my experiences One thing I was really looking to when I decided to come to UK was to meet and interact with various people. But at the same time I was very nervous. I had all sorts of doubts in my mind also. Would I be accepted? Would I fit into the culture? Being lived in India throughout my life and not interacting with anyone from outside India, I had all notions in my head. Even I had apprehensions regarding the lifestyles and the behavior of the people. But after I landed in UK my perception changed a lot. I was not the only guy who had left his country and had come down here. There were thousands like me. And even the people were very receptive. Though I mingled with my community and country folks in the beginning, it was only after I came into college and started working and meeting other students I realized that it was not bad actually. All my perceptions and fears were a complete false. My first interaction was indeed during one of those assignments. My group had perceived me as a geek and someone who would be good at mathematics so would have by birth analytical skills being an Indian. But I really had to tell them that though we have quite a good number of the population who was good at these things back home, but I was a terrible lot at mathematics. This was when we all realized how we had pre-conceived notions about people based upon their cultural and geographical backgrounds. Like I thought, Pakistanis were a closed lot who would be tough to interact but they were as a matter of fact just like me. Of course, people always find comfort in people with similar interests or similar community and background. Like for example, I was only with my Indian friends for almost a month after I came to UK. I was just too shy and scared to interact or make friends with any one else. And I had so many Indians that I didnt find the need to also. But soon I realized that by doing so I am stopping myself from expanding my horizons in knowledge also. I got to know about a lot of things through my series of interactions with various people. Benefits of Cross-Culture Teams With the team being more and more diverse, the thinking will be different and it will result in really different perspectives and ideas flowing in. The team would not just reach consensus but really think of many solutions or different answers. This would encourage creativity and innovativeness. It makes the group brainstorm effective. Mutual benefits The whole team being diverse would fulfill the short comings of each other to some extent. And also it is a learning experience. Getting to know about other cultures, languages, and people is always interesting. Enhancement of interpersonal skills. Working with such a team, broadens your thinking and you come across new avenues and perspectives. Makes you more adaptable to any environment and people. Continuous improvement groups with such diversity always questions, thus making it more and more challenging and striving to get the best out of the group. Sometimes people in homogenous groups do not participate much thinking everyone thinks the same. But in such cases comparatively the participation levels of the group is high. Because everyone bring in a different thinking and perspective before the group. If I have to talk about my experiences, well I must say I have gained immensely. At first I used to be silent and non-participative. But now I feel I can pour in very important points because I think very differently from the rest of the group, so I bring in a different set of thinking. This actually benefits our discussions. I have really developed great interpersonal skills also. Now I feel free to talk to anyone and from anywhere. I am not shy or scared anymore. Even being in a diverse group, we use each of our individual strengths and combine them to form the strengths of the group. For example, one of my team members is good at identifying and collecting the data, I am good at analyzing it, some one else is good at presenting it and the other at identifying errors. So all these strengths are combined together so that we finally present the masterpiece. Problems faced with cross-culture teams Language: This is one of the major issues. Though English has emerged as the common International language but there is a lot of difference in British English and American and of course Indian. Even the pronunciation and the spoken language differ a lot. This can sometimes cause miscommunication. Language barriers can also lead to non-participation or inability to express ideas freely. Apart from verbal and written communication, a major part of communication happens through Non-verbal communication. Now across various cultures we have different communication styles and also different meanings to certain things. Now it is extremely important to better know before we communicate anything as others might get offended if we do not understand properly. Cultural clashes Sometimes, there can be a total clash in the cultures and their beliefs. Such things should be handled properly and not just ignored. Time this is a very important factor while working in groups. The attitude of the team members towards time is very important. Sometimes few of them group members emphasize on time a lot but others do not consider it that important or neglect it because of their old beliefs and practices. This could lead to a conflict of interest. Pre-conceptions and stereotypes: People have a lot of preconceived notions in their minds regarding people from some cultures and places. Now that could be totally wrong. The person might be totally different. So it is not good to judge anyone just because they belong to a culture or a location. Difference in execution of work. False Consensus effect: Sometimes people think that others also think exactly like them or they feel that everyone would have the same set of beliefs. Ways to overcome difficulties faced when working in an international team Effective communication: This is one of the most important aspects. The members should check if their points are properly understood. And check for any miscommunication. Adhere to certain rules, which can be framed accordingly, so that everyone sticks to it. For example, we talked about the importance of time. Now its better if the group decided that time has a lot of importance and no one is late for the meetings, etc. Having a global mindset always helps rather than carrying those old beliefs to the group. Every member of the group should workout on their strengths and weakness so that we can work out of the overall strengths and weakness. Avoiding preconceptions and stereotypes The whole energy of diversity is good if used positively and for the betterment of the group. But we have to be careful and avoid any negativity or conflicts. Now let me come to my personal experiences. I have already mentioned about the benefits I had got working with such a group. But I too faced many problems. Like for example, in the beginning I was not so good at understanding the language. Though I had learnt English throughout my education in India, but sometimes the level of vocabulary and the pronunciation was very difficult to grasp in the beginning and I used to sound funny with my Indian accent. Those were my tough times when I sometimes kept shut so that I dont embarrass myself or even I didnt understood anything I would not repeat it. But then of course during the course of time, things settle down. There was a similar experience with time. Being a lazy Indian, I was not used to the punctuality in my school or college. Back home it was a sort of a relaxed environment. But here every second counts, hence I had to really change myself to adapt to the current values and beliefs of the group. One of the effective ways of overcoming such problems is by increasing the Cultural Intelligence of the team members. Now what is this Cultural Intelligence? It is trying to understand others behavior and trying to understand his values and beliefs so that to interact with him in a way he is comfortable. People can be classified into 6 categories of Cultural Intelligence : The Provincial: Such person is effective only when working with people from a similar culture and background of his own. Lacks the ability to work with others. The Analyst: He is the person, who would analyze the culture of his fellow mate and try to get the strengths and frame strategies accordingly. The Natural: Relies entirely on intuition and is not interested in analyzing or learning new beliefs and about new cultures. The Ambassador: He is nice and friendly. Though he is not aware much about the people or individuals from other cultures and backgrounds, but he is confident he can handle them. The Mimic: He gels in very well and has tremendous confidence and he knows he will fit into the role. The Chameleon: Changes his colors accordingly. He is sometimes even confused about his origin. He fits into very perfectly. Now the work would be classifying all the members into the above category and work out how to handle them. Conclusion We have seen through this paper and through the insights and experiences of the author about the cross-culture teams and their benefits and challenges. But these days, with the advent of globalization such teams are unavoidable. Hence, we should work to overcome the challenges and use the strengths of the individuals to build up the strengths of the team. It is important to really understand individuals and their cultures and work accordingly so that there is no miscommunication or conflict.

Whitewater vs. Watergate :: American America History

Whitewater vs. Watergate. Both are political sandals that have rocked the nation. As Watergate unraveled, many of Nixon's dirty tactics were learned, including assorted lists of enemies (a number of which became targets of IRS tax audits), wiretapping, political sabotage, burglary, blackballing, and smear campaigns. Similarly, as Whitewater unfolded, the scandal appeared to involve more than just an illegal loan. It touched on possible hush money paid to witnesses and includes the acquisition of more than 900 confidential FBI files on Bush and Reagan appointees. In many aspects, the two are very similar. They are alike in the cover-ups they both produced. But they still are about two totally different events. Each of these scandals is associated with a central criminal event and both involved a web of political intrigue.1 First, what were Whitewater and Watergate? Whitewater started as a land development of riverfront property in Arkansas in the 1980s. The Clintons received a large share of the development without putting up any money. The development went bad, so additional capital was needed. There is evidence and testimony suggesting that this cash was obtained illegally from the federal government and never paid back. As for Watergate - though it was revealed by the Senate Watergate committee as an unprecedented abuse of presidential power that was extremely dangerous to the country, it is remembered 25 years later as a strange and unsuccessful burglary in the Watergate office building by people linked to the reelection committee of Nixon. But Watergate was so much more than a political burglary. The Senate hearings showed Watergate was composed of constant criminality by the Nixon White House, and was driven by an extreme commitment to maintain control of power by any means, including criminal co nduct. It included the break-in of a psychiatrist's office for the purpose of smearing Daniel Elsberg - the leaker of the Pentagon Papers; the misuse of the IRS and other federal agencies to punish those on the president's "enemies list"; the illegal wiretapping of journalists and members of Nixon's own administration; and the purposeful editing of government documents to enhance a political agenda.2 Many similarities come up when discussing Whitewater and Watergate. The scandals may be separated by two decades, but much irony is evident when they are compared. For example, in 1974, Hillary Rodham was employed as a lawyer by the House Judiciary Committee's impeachment inquiry, along with Bernard Nussbaum, former chief counsel at the Clinton White House. Whitewater vs. Watergate :: American America History Whitewater vs. Watergate. Both are political sandals that have rocked the nation. As Watergate unraveled, many of Nixon's dirty tactics were learned, including assorted lists of enemies (a number of which became targets of IRS tax audits), wiretapping, political sabotage, burglary, blackballing, and smear campaigns. Similarly, as Whitewater unfolded, the scandal appeared to involve more than just an illegal loan. It touched on possible hush money paid to witnesses and includes the acquisition of more than 900 confidential FBI files on Bush and Reagan appointees. In many aspects, the two are very similar. They are alike in the cover-ups they both produced. But they still are about two totally different events. Each of these scandals is associated with a central criminal event and both involved a web of political intrigue.1 First, what were Whitewater and Watergate? Whitewater started as a land development of riverfront property in Arkansas in the 1980s. The Clintons received a large share of the development without putting up any money. The development went bad, so additional capital was needed. There is evidence and testimony suggesting that this cash was obtained illegally from the federal government and never paid back. As for Watergate - though it was revealed by the Senate Watergate committee as an unprecedented abuse of presidential power that was extremely dangerous to the country, it is remembered 25 years later as a strange and unsuccessful burglary in the Watergate office building by people linked to the reelection committee of Nixon. But Watergate was so much more than a political burglary. The Senate hearings showed Watergate was composed of constant criminality by the Nixon White House, and was driven by an extreme commitment to maintain control of power by any means, including criminal co nduct. It included the break-in of a psychiatrist's office for the purpose of smearing Daniel Elsberg - the leaker of the Pentagon Papers; the misuse of the IRS and other federal agencies to punish those on the president's "enemies list"; the illegal wiretapping of journalists and members of Nixon's own administration; and the purposeful editing of government documents to enhance a political agenda.2 Many similarities come up when discussing Whitewater and Watergate. The scandals may be separated by two decades, but much irony is evident when they are compared. For example, in 1974, Hillary Rodham was employed as a lawyer by the House Judiciary Committee's impeachment inquiry, along with Bernard Nussbaum, former chief counsel at the Clinton White House.

Corprate Global Strategy

Final Year Core Unit Corporate & Global Strategy Hemis Code: 5J3060 UNIT HANDBOOK 2011/2012 Tutors: Maria Allen Room 901d 0161 247 6527 m. [email  protected] ac. uk Carole Forbes Room 901a 0161 247 3830 c. [email  protected] ac. uk Dr. Panagiotis Kokkalis Room 808a 0161 247 6641 p. [email  protected] ac. uk Rationale Strategic management has become an integral mechanism for firms operating in the global economy, which is characterised by its high level of integration and cross-national operation. Strategic management issues relate to all aspects of an organisation, including its relationship with the environment and its internal processes. Accordingly, a vast amount of research has been conducted and published in the academic field of strategic management. Yet, far from showing a consensus, this literature is populated by a diversity of approaches, schools of thoughts, and paradigms. Understanding strategic management entails studying traditional and orthodox approaches to achieving and sustaining competitive advantage, as well as evaluating new and nnovative ways of organising and strategising in a global environment. Aims * To provide insights into the concepts relating to corporate and global strategy in the context of multinational, international and small to medium enterprises * To identify the impact of micro and macro influences on organisational strategising * To understand variables involved in strategic decision-making processes Unit Learning Outcomes On completing this unit, you should be able to: 1. Identify the key corporate and global level strategic management concepts. 2. Critique the concepts relating to the corporate and global levels of strategy in relation to a range of multinational and small to medium business enterprises. 3. Abstract from the global environment the key factors driving strategic change. 4. Critically evaluate the strategies of a range of enterprises involved in both manufacturing and service areas of business. 5. Measure the impact of global drivers on the operation and development of multinational enterprises. 6. Think creatively and develop the ability to recognise different strategic theories and practices in organisations. Assessment Coursework 40% comprising one element – an individual strategic analysis report assessing learning outcomes 2, 4, 5, 6. (See the brief below) Examination 60% – assessing learning outcomes 1, 2, 3, and 6 Assessment BA (HONS) BUSINESS MANAGEMENT BA (HONS) BUSINESS STUDIES COMBINED HONOURS CORPORATE AND GLOBAL STRATEGY You are required to conduct a strategic analysis of an international company of your choice. You should choose a company in which you have worked; have some knowledge, or one that has a high media profile. If you are in doubt about your choice of company, consult your tutor. You should use as the focus for your analysis a topic taken from the lecture programme and apply this to your chosen organisation to look at the particular aspects of the strategy within that organisation. However, this should be set in the context of the broader environment in which the organisation operates. It is important that you relate relevant theoretical frameworks to the empirical information (data) you have gathered in order to analyse, and not merely describe the organisation’s strategy. You should aim to evaluate the viability of the firm’s current strategy and make any recommendations for changes to the strategy that you consider to be appropriate. This analytical report should be no more than 3,500 words in length, should demonstrate your ability to identify and employ relevant academic concepts, theories and models, and should be fully referenced using the Harvard referencing system (refer to examples in handbook). Please attend the assignment preparation tutorials (see schedule below) where you will be provided with further information about the required content and scope of the work. In the event of a late submission, university regulations will apply. Submission date: Week commencing 16th January 2012 An assessment pro-forma is attached below for guidance. MANCHESTER METROPOLITAN UNIVERSITY BUSINESS SCHOOL Course: BA (Hons) Business, BA Combined Honors; BA (Hons) Business Studies Year: FinalSubject: Corporate & Global Strategy| Assignment: Strategic AnalysisStudent:Tutor:| Mark:| 1st:(as 2. i +) creative, innovative, intellectual depth, extraordinary quality of work| 2. :competent, complete, insight & observation, analytical and critical, total clarity | 2. ii:adequate, good coverage, some sound analysis, allowable flaws | 3rd:just sufficient, some theory, some observation, flawed but not failing | Fail:Simply incomplete OR totally uncritical OR no analysis OR inadequate material| THE INTRODUCTION sets the scene; and it indicates the areas to be covered, and in what order. | 1st 2. i 2. ii 3rd Fail| | THE LITERATURE/SOURCES/ surveyed is adequate in amount and qu ality, & is relevant to the selected topic. 1st 2. i 2. ii 3rd Fail| | The DEPTH OF ANALYSIS is sufficient, with a critical approach; underlying concepts are investigated. No unsupported statements: there is evidence for substantial arguments. | 1st 2. i 2. ii 3rd Fail| | THE APPLICATION OF RELEVANT MODELS has an appropriate focus in the analysis of the specific company. | 1st 2. i 2. ii 3rd Fail | | THE CONCLUSIONS, drawn from the analysis are realistic and intelligent| 1st 2. i 2. i 3rd Fail| | As an ACADEMIC REPORT, the language is appropriate, the structure is clear and manifest, & correct forms of academic referencing are used. | 1st 2. i 2. ii 3rd Fail| | Other comments: Teaching and Learning Strategy Learning will be through a mixture of lectures, seminars, discussions, reading and video material. Students will be encouraged to debate concepts and apply them to practical business situations and their own business experiences. Lectures will be complemented by seminars in which students have the pportunity to apply the theoretical frameworks that are covered in the lectures and gain an in-depth understanding of individual publications in this area. Seminars will take the form of group work, student presentations and discussions (focused on textbook material and journal articles) case studies and feedback. Tutorials The tutorials are intended to provide students with the opportunity to gain a more in-depth understanding of academic studies and apply theoretical frameworks to the analysis of real-world organisations. Tutorials take place every week and usually consist of group discussion and group presentations where appropriate. Students will be expected to prepare for the tutorials by undertaking their own research and carrying out the designated reading. Where students are allocated a specific article/paper/chapter to prepare, they should summarise it, present the main points and then comment on/critique it. To effectively critique the piece, students should research and read around the topic. It is expected that all students will read and prepare for these tutorials and contribute actively to them. The recommended textbook is Bob de Wit & Ron Meyer ‘Strategy Process, Content’, Context, an International Perspective’ 4th Edition, Thomson. Some of the designated preparatory reading chapters will be from this text. However, the recommended textbook does not cover every aspect of the unit and additional reading from books and journal articles are indicated for the relevant topics, to support the content of each lecture and the tutorial discussions. The following programme is indicative only; the order, specific content, activities and allocated readings are subject to change and amendments. Week/C| Lectures| Tutorials| Preparatory reading| Term 126 Sept| 1. Introduction to course aims and objectives, content review teaching/learning arrangements, assignment and assessmentCarole Forbes/Maria Allen/Panagiotis Kokkalis| No Tutorial| Practice accessing journal articles from the library electronic resources and Google scholar. Look for:Porter, M. E. (1996)Whittington, R. 2004)| 3 Oct| 2. Origins and ‘nature’ of Strategy. Panagiotis Kokkalis| Groups forming. Introduction to critical analysis. | Read: Porter (1996) Whittington (2004)| 10 Oct| 3. Theory of the firm and entrepreneurship theory Panagiotis Kokkalis| Origins of strategy Readings discussion| Origins of strategy Readings:Porter (1996) Whittington (2004)| 17 Oct| 4. Strategy formationPanagiotis Kokkalis| Assignment workshop 1| Decide on a topic and a companyCHANG E IS EXCLUDED. | 24 Oct| 5. RBVPanagiotis Kokkalis| Strategy formationReadings discussion| Strategy formation. Readings:Mintzberg and McHugh, (1985)| 31 OCT – 4 NOV – RED WEEK| Week/C| Lectures| Tutorials| Preparatory reading| 7 Nov| 6. Competences and CapabilitiesCarole Forbes| Strategy FormationReadings discussion| Strategy FormationReadings:Hodgkinson and Clarke (2007)| 14 Nov| 7. KnowledgePanagiotis Kokkalis| Resource Based ViewReadings discussion | Resource Based ViewReading:Barney (1991)| 21 Nov| 8. Strategic ThinkingPanagiotis Kokkalis| Competences and CapabilitiesReadings discussion| Competences and CapabilitiesReadings:Teece et. al. (1997)| 28 Nov| 9. LeadershipMaria Allen| Knowledge Based ViewReadings discussion| Kowledge Based ViewReadings:Nonaka (1994)| 5 Dec| 10. The International ContextMaria Allen| Workshop| Draft report| 12 Dec| No Lectures on this course| Drop In| | 16 DEC – 9 JAN 2012 – CHRISTMAS BREAK| | Lectures| Tutorials| Preparatory reading| Term2201209 Jan| 11. Drivers of Globalisation and FDIMaria Allen| Knowledge Based ViewReadings discussion| Knowledge Based ViewReadings:Szulanski (1996)| 16 Jan| 12. Strategic AlliancesCarole Forbes ASSIGNMENT DUE| LeadershipReadings discussion| LeadershipReadings:Cyert (1990)| 23 Jan| 13. Structure of industries and markets and the general government and business contextMaria Allen| LeadershipReadings discussion| LeadershipReadings:Case Study: Strategic Leadership and innovation at Apple Inc. Heracleous and Papachroni (2009)Page 681 DeWit and Meyer| 30 Jan| 14. Strategic ChangeCarole Forbes| GlobalisationReadings discussion| GlobalisationReadings:Levitt (1983)| 06 Feb| 15. Strategy as practice, ANT, CoPPanagiotis Kokkalis| GlobalisationReadings discussion| GlobalisationReadings:Douglas and Wind (1987)| 13 – 17 FEB – RED WEEK| Week/C| Lectures| Tutorials| Preparatory reading| 20 Feb| 16. Visiting Lecturer or Corporate Strategy| AlliancesReadings discussion| AlliancesReading:Koza and Lewin (1998)| 05March| 17. Organisational purpose & StakeholdersCarole Forbes| AlliancesReadings discussion| AlliancesReading:Gulati et al (2000)| 12March| 18. Corporate Strategy or Q& ACarole Forbes| Structure of industries and marketsReadings discussion| Structure of industries and marketsReading:Miller and Friesen (1983) | 19 March| 19. Exam RevisionCarole Forbes| Structure of industries and marketsReadings discussion| Structure of industries and marketsReading:Selsky et al (2007)| 26 March| 20. Exam RevisionCarole Forbes| Drop in | | 26 MARCH – 09 APRIL – EASTER VACATION | (The references for the authors shown in the programme are listed at the end of this handbook) The Recommended Textbook: Bob de Wit & Ron Meyer, Strategy, Process Content Context an International Perspective, Cengage Learning, 4th Ed. Journals Harvard Business Review Academy of Management Journal Academy of Management Review Long Range Planning Strategic Management Journal Recommended Reading Origins and Nature of Strategy Porter, M. E. (1996) ‘What is strategy? ‘, Harvard Business Review, November/December 61-78. Whittington, R. (2004) ‘Strategy after modernism: recovering practice', European Management Review, 1 62-68. Clegg, S. , Carter, C. and Kornberger, M. (2004) †Get up, I feel like being a strategy machine†, European Management Review, 1 (1), 21. Andrews, K. (1998) The concept of corporate strategy. In Strategy: Process, Content, Context (Eds, de Wit, B. and Meyer, R. ) Thomson Learning, London, pp. 86-93. Evered, R. (1983) ‘So what is strategy? ‘, Long Range Planning, 16 (3), 57. Cornelissen, J. A. (1977) ‘Corporate Strategy in the Eighties', Long Range Planning, 10 Oct. , 2. Campbell, A. and Alexander, M. (1997) ‘What's wrong with strategy? ‘, Harvard Business Review, November-December 39-52. Chaffee, E. E. (1985) ‘Three models of strategy', Academy of Management Review, 10 (1), 89-98. Hambrick, D. C. and Fredrickson, J. W. (2001) ‘Are you sure you have a strategy? ‘, The Academy of Management Executive, 15 (4), 48-59. Prahalad, C. K. and Hamel, G. (1994) ‘Strategy as a field of study: why search for a new paradigm', Strategic Management Journal, 15 5-16. Huff, A. S. (2001) ‘The continuing relevance of strategy', Human Relations, 54 (1), 123-130. Barry, D. and Elmes, M. (1997) ‘Strategy retold: towards a narrative view of strategic discourse', Academy of Management Review, 22 (2), 429-452. Theory of the firm and entrepreneurship theory Seth, A. and Thomas, H. (1994) ‘Theories of the firm: Implications for strategy research', The Journal of Management Studies, 31 (2), 165-193. Spender, J. C. (1996) ‘Organizational knowledge, learning and memory: three concepts in search of theory ‘, Journal of Organizational Change, 9 (1), 63-78. Grant, R. M. (1996) ‘Toward a knowledge-based theory of the firm', Strategic Management Journal, 17 (Winter Special Issue), 109-131. Spender, J. C. and Grant, R. M. (1996) ‘Knowledge and the firm: Overview', Strategic Management Journal, 17 5. Lawrence, T. B. (1999) ‘Institutional strategy', Journal of Management, 25 (2), 161-188. Tsoukas, H. (1996) ‘The firm as a distributed knowledge system: a constructionist approach', Strategic Management Journal, 17 (Winter Special Issue), 11-23. Hodgkinson, G. P. and Clarke, I. 2007) ‘Conceptual note: Exploring the cognitive significance of organizational strategizing: A dual-process framework and research agenda', Human Relations, 60 (1), 243-255. Denis, J. -L. , Langley, A. and Rouleau, L. (2007) ‘Strategizing in pluralistic contexts: Rethinking theoretical frames', Human Relations, 60 (1), 179-215. Strategy Formation Mintzberg, H. and McHugh, A. (1985) ‘Strategy formation in an adhocracy', Administra tive Science Quarterly, 30 (2), 160-197. Grant, R. M. (2003) ‘Strategic planning in a turbulent environment: evidence from the oil majors', Strategic Management Journal, 24 491-517. Hart, S. L. nd Banbury, C. (1994) ‘How strategy-making processes can make a difference', Strategic Management Journal, 15 (4), 251-269. Mintzberg, H. (1990a) ‘The design school: reconsidering the basic premises of strategic management', Strategic Management Journal, 11 (3), 171-195. Prahalad, C. K. and Hamel, G. (1994) ‘Strategy as a field of study: why search for a new paradigm', Strategic Management Journal, 15 5-16. Mintzberg, H. (1994) ‘The fall and rise of strategic planning', Harvard Business Review, 72 (1), 107. Ansoff, I. H. (1965) Corporate strategy, revised edition, McGraw-Hill, New York Ansoff, I. H. (1991) ‘Critique of Henry Mintzberg's ‘the design school: Reconsidering the basic premises of strategic management†, Strategic Management Journal, 12 (6), 449-461. Bowman, C. , Ward, K. and Kakabadse, A. (2002) ‘Congruent, divergent and incoherent corporate level strategies', European Management Journal, 20 Dec, 671-679. Mintzberg, H. and Waters, J. A. (1985) ‘Of strategies, deliberate and emergent', Strategic Management Journal, 6 257-272. Mintzberg, H. (1990b) Strategy formation schools of thought. In Perspectives on strategic management (Ed, Fredrickson, J. W. JAI Press, Greenwich, CT, pp. 188-209. Mintzberg, H. (1987) ‘Crafting strategy', Harvard Business Review, 65 (1), 66-75. Mintzberg, H. and Lampel, J. (1999) ‘Reflecting on the strategy process', Sloan Management Review, 40 (3), 21-30. Hodgkinson, G. P. and Clarke, I. (2007) ‘Conceptual note: Exploring the cognitive significance of organizational strategizing: A dual-process framework and research agenda', Human Relations, 60 (1), 243-255. Resource Based View Barney, J. B. (1991) ‘Firm resources and sustained competitive advantage', Journal of Management, 17 (1), 99-120. Mahoney, J. T. (2001) ‘A resource-based theory of sustainable rents', Journal of Management, 27 (6), 651-660. Wernerfelt, B. (1984) ‘A resource-based view of the firm', Strategic Management Journal, 5 171-180. Teece, D. J. , Pisano, G. and Shuen, A. (1997) ‘Dynamic capabilities and strategic management', Strategic Management Journal, 18 (7), 509-533. Campbell-Hunt, C. (2000) ‘What have we learned about generic competitive strategy? A meta-analysis', Strategic Management Journal, 21 (2), 127-154. Competences and Capabilities Teece, D. J. , Pisano, G. and Shuen, A. 1997) ‘Dynamic capabilities and strategic management', Strategic Management Journal, 18 (7), 509-533. Eisenhardt, K. M. and Martin, J. A. (2000) ‘Dynamic capabilities: what are they? ‘, Strategic Management Journal, 21 (10-11), 1105-1121. Knowledge Tsoukas, H. and Vladimirou, E. (2001) ‘What is organizational knowledge? ‘, Journal of Management Studies, 38 (7), 973-993. W enger, E. (2004) ‘Knowledge management as a doughnut: shaping you knowledge strategy through communities of practice', Ivey Business Journal, January/February 1-8. Nonaka, I. (1994) A Dynamic Theory of Organizational Knowledge Creation. Organisation Science, 5 (1), 14 – 37. Szulanski, G. (1996). Exploring Internal Stickiness: Impediments to the Transfer of Best Practice Within the Firm. Strategic Management Journal, 17 (Winter Special Issue), 27-43. Strategic Thinking Hodgkinson, G. P. and Clarke, I. (2007) ‘Conceptual note: Exploring the cognitive significance of organizational strategizing: A dual-process framework and research agenda', Human Relations, 60 (1), 243-255. Eisenhardt, K. M. and Zbaracki, M. J. (1992) ‘Strategic decision making', Strategic Management Journal, 13 (Special Issue), 17-37. Leadership Cicero, L. Pierro, A. and van Knippenberg, D. , (2010) ‘Leadership and uncertainty: how role ambiguity affects the relationship between leader group prototypicality and leadership effectiveness’, British Journal of Management, 21 (2), 411-421. Cyert, R. M. (1990) ‘Defining Leadership and Explicating the Process’, Non-Profit Management and Leadership, 1 (1), 29-38. Hakimi, N. , van Knippenberg, D. , and Giessner, S. (2010) ‘Leader Empowering Behaviour: The Leader’s Perspective’, British Journal of Management, 21 (3), 701-716. The International Context and Drivers of Globalisation and FDI Maguire, S. nd Hardy, C. (2006) ‘The Emergence of New Global Institutions: A Discursive Perspective', Organization Studies, 27 (1), 7. Geppert, M. and Matten, D. (2006) ‘Institutional Influences on Manufacturing Organization in Multinational Corporations: The ‘Cherrypicking' Approach', Organization Studies, 27 (4), 491. Vaara, E. , Tienari, J. and Laurila, J. (2005) ‘Pulp and paper fiction: on the discursive legitimisation of global industrial restructuring', Organization Studies. Douglas, S. P. and Wind, Y. (1987) ‘The myth of globalization', Columbia Journal of World Business, 22 (4), 19-29. Tong, T. W. , Alessandri, T. M. , Reuer, J. J. and Chintakananda, A. (2008) ‘How much does country matter? an analysis of firms’ growth options', Journal of International Business Studies, 39 387-405. Theodosiou, M. and Leonidou, L. C. (2003) ‘Standardization versus adaptation of international marketing strategy: an integrative assessment of the empirical research', International Business Review, 12 141–171. Svensson, G. (2001) ‘†Glocalization† of business activities: a â€Å"glocal strategy† approach', Management Decision, 39 (1), 6-18. Schlie, E. and Yip, G. 2000) ‘Regional follows global: strategy mixes in the world automotive industry', European Management Journal, 18 (4), 343–354. Levitt, T. (1983) ‘The globalization of markets', Harvard Business Review, 61 (3), 92–102. Leknes, H. M. and Carr, C. (2004) ‘Globalisation, international configurations and strategic implications: the case of retailing' , Long Range Planning, 37 29-49. Strategic Alliances Gulati, R. (1998) ‘Alliances and networks', Strategic Management Journal, 19 293-317. Gulati, R. , Nohria, N. and Zaheer, A. (2000) ‘Strategic networks', Strategic Management Journal, 21 (3), 203-215. Koza, M. P. and Lewin, A. Y. (1998) ‘The co-evolution of strategic alliances', Organization Science, 9 (3), 255-264. Sydow, J. (2006) ‘Managing to Collaborate: The Theory and Practice of Collaborative Advantage', Organization Studies, 27 (4), 605. Steven White, S. S. -Y. L. (2005) ‘Distinguishing costs of cooperation and control in alliances', Strategic Management Journal, 26 (10), 913-932. Kanter, R. M. (1994) ‘Collaborative Advantage: The Art of Alliances', Harvard Business Review, 72 (4), 96-108. Structure of industries and markets and the general government and business context Miller, D. and Friesen, P. H. (1983) ‘Strategy-making and environment: The third link', Strategic Management Journal, 4 (3), 221-235. Selsky, J. W. , Goes, J. and Baburoglu, O. N. (2007) ‘Contrasting Perspectives of Strategy Making: Applications in ‘Hyper' Environments', Organization Studies, 28 (1), 71-94. Bourgeois, L. J. (1980) ‘Strategy and environment: a conceptual integration', Academy of Management Review, 5 (1), 25-39. Strategy as practice, ANT, CoP Hendry, J. (2000) ‘Strategic decision-making, discourse, and strategy as social practice', Journal of Management Studies, 37 (7), 955–977. Moisander, J. and Stenfos, S. 2009) ‘Exploring the edges of theory-practice gap: epistemic cultures in strategy-tool development and use', Organization, 16 (2), 227-247. Hutzschenreuter, T. and Kleindienst, I. (2006) ‘Strategy-process research: what we have learned and what is still to be explored', Journal of Management 32 (5), 673-720. Hendry, J. (2000) ‘Strategic decision-making, discourse, and strategy as social practice', Journal of Management Studies, 37 (7), 955–977. Organisational Purpose and Stakeholders Augier, M. and March, j. g. (2001) ‘Conflict of interest in theories of the organization: Herbert A. Simon and Oliver E. Williamson', Journal of Management and Governance, 5 (3/4), 223-230. Williamson, O. E. and Haas, W. A. (1999 ) ‘Strategy research: Governance and competence perspectives', Strategic Management Journal, 20 (12), 1087-1108. Huff, A. S. (2000) ‘Changes in organizational knowledge production', Academy of Management Review, 25 (2), 288-293. Rocha, H. O. and Ghoshal, S. (2006) ‘Beyond self-interest revisited', Journal of Management Studies, 43 (3), 585-61. MMUBS’ referencing standard Examples of references for different source materials using MMUBS’ referencing standard (a style of the Harvard system of referencing) A document is available (electronically in your Moodle areas) providing instruction on applying the MMUBS Harvard referencing standard to your work – this includes detailed instruction on how to cite from and reference different sources. Book Huczynski, A. A. and Buchanan, D. A. (2007) Organizational behaviour: An introductory text. 6th ed. , Harlow: Financial Times Prentice Hall. Book chapter Gordon, R. , Druckman, D. , Rozelle, R. and Baxter, J. (2006) ‘Non-verbal behaviour as communication: Approaches, issues and research. ’ In: O. Hargie. (Ed. ) The handbook of communication skills. London: Routledge, pp. 73-119. Journal article Hass, M. (2006) ‘Knowledge Gathering, Team Capabilities, and Project Performance in Challenging Work Environments. ’ Management science, Vol. 52, no. 8, pp. 1170-1184. Internet source – author Kennedy, J. (2008) Contract Killer. Directory of Social Change [Online] [Accessed on 6th August 2008] http://www. dsc. org. uk/NewsandInformation/News/Contractshindercharities Internet source – organisation Business in the Community. (2008) Skills boost for North West companies. [Online] [Accessed on 5th August 2008] http://www. bitc. org. k/news_media/skills_boost_for. html Newspaper article – paper copy Milmo, D. (2008) ‘Ryanair launches price war as sales slump. ’ The Guardian. 8th August. p25. Newspaper article – Internet copy Wray, R. (2008) ‘Sony buys Bertelsmann out of joint music business. ’ The Guardian. [Online] 6th August. [Accessed on 11th August 2008] http://www. guardi an. co. uk/business/2008/aug/06/musicindustry. sony Government command paper Department of Trade and Industry. (2005) Our energy future: Creating a low carbon economy. Cmnd. 5761, London: TSO. Act of Parliament Companies Act 2006. (c. 46) London: HMSO. Dissertation Paucar-Caceres, A. (2006) Business culture and management science methodologies in England and France. Ph. D. Manchester Metropolitan University. introductory text. Harlow: Financial Times Prentice Hall. (For instruction on citing secondary sources, see the referencing standard document for MMUBS) Report ECOTEC. (2003) Guidance on Mapping Social Enterprise: Final Report to the DTI Social Enterprise Unit. London: ECOTEC Research and Consulting Ltd. (C2453). (When referencing a report, if there is no report code or number on the report that you have used, leave this field blank. )