English Exit Exam Essay

My writing journey this semester has been a roller coaster. Since the beginning of this course I have improved in so many different areas. When I first began in this class, I didn’t have a clue how to start my essays. I wasn’t very good with being descriptive either. On top of that, revising was something I hated to do. My writing process was very messy and organization was never something I considered when writing a paper. Since taking this class my skills in organization, revision, and description have improved tremendously. I wasn’t a big fan of drafting before I started this class. My writing process has always been all over the place. I could be writing paragraph one and then skip to paragraph four for no apparent reason. Sometimes I would just write different paragraphs on different pieces of papers and then put them all together afterwards. In this class I was taught why drafting is so important to my writing process. It helped me be more organized and less stressed. My mind was in one place and on track, rather than all over the place. If drafting and organizational skills weren’t already big enough issues to deal with, then revision definitely was. In the past, I hated having to read over my paper repeatedly until it was near perfect. On top of that, event though my personality is big, it doesn’t mean I’m big on sharing my work. I was scared that if I made a simple mistake the person revising my paper would think I was stupid. After reading over some of my classmates’ papers I learned they made some of the same mistakes as me. Then I came to realize I’m only human and I’m going to make mistakes. It was something I had to get use to and I’m glad I fixed that problem in my life. Even though I did a lot of writing in my English class, there were other things we had to do also. Almost every night we had to read in our textbook. The textbook taught me a lot about the right and wrong things to do while writing. It also explained to me the different styles of writing and gave plenty of examples. Not only did I read the book, but I finished an online writing class. This Writing Class was mainly about grammar and how to correct grammar errors. Before writing class, I really didn’t know how to use commas. I would guess most of the time and hope I was right. I should have known one day it was going to catch up with me and it did. Luckily for me, I had a wonderful professor to teach me and help me with my problem. After studying my professor’s lecture and doing the online activities, I was ready to take the online quiz. When I took it, I passed it with flying colors. I really worked hard in all the subjects in Writing Class and I ended up passing all of the quizzes, even the post test. I was recently instructed to revise two of my previous essays I’ve written in class for my portfolio. I automatically knew which ones I wanted to revise. My first one was about my writing journey throughout life. I needed to be more descriptive and also had some grammatical errors to fix. The essay was based upon how I used to read to my peers in Pre-K, which led to me making my own short stories. It also tells about the time I had my poem published in high school by my teacher. Not being descriptive was the main problem I had with this essay. When I wrote my draft I didn’t paint a picture for my audience to see where I was coming from. Instead of saying â€Å"The big red chair†, I would just write, â€Å"the chair† and the difference in these two quotes are obvious and can automatically tell which one is more descriptive. With many changes made to this essay I would say I worked really hard on this one. Especially since it was a more personal subject, I put a lot of work into it. My second essay assignment was to write about a club or organization on campus. The purpose of the essay was to get new college students to join the club of my choice. I chose ROTC because I was a part of it in high school. I love the feeling I got from my lieutenant and cadets. We were all like a big family and kept up with each other a lot. From speaking to a former cadet that attends GGC, I have confirmed that ROTC is the same at this school in many aspects. When writing my draft, again, I didn’t explain things thoroughly. I needed more evidence to support my claims. In many sentences I didn’t use the right word either. Misspelled words and comma splices were all through my paper. When I took the time to revise it, I was able to fix these problems. Instead of letting Microsoft Word find my mistakes, I carefully read through it and did it myself. I reviewed the comma splice lesson and was able to find where those were in my paper. When I did more research on the club, I was able to add more details to my paper. In no time my final copy looked completely from where I started. As a child I was told hard work will definitely pay off. With all my hard work in the class I am hoping that it will surely pay off in me exiting this class early. I have learned to revise my papers, be more descriptive, correct grammatical errors, and last but not least have an organized writing process. With the skills I’ve learned in this class I will be able to succeed in my other classes. Every class in college has some form of writing so I will never get away from it. In order to succeed in my major, I will need to take my writing seriously. It is amazing how I was able to learn so much in so little time. I am glad I was able to fix my faults and write a great paper. I think you will enjoy my portfolio and be more than happy to pass me.

Discuss the powers and constraints on the power of the Prime Minister

The British Prime Minister (PM) is holder of great power(s). ‘The PM is the most powerful figure, indeed the most powerful figure in the British system of government’[1]. He or She leads a group of political figures some of whom have a party or national standing in their own right. At the beginning of the 20th century the PM was described as primus inter pares- first among equals. The PM has can exercise powers which are denied to other members of the cabinet for example the power of patronage. He/she has formal powers inherited by the monarch such as the ability to go to war and more informal powers such as the media. The PM also has constitutional powers for example being able to decide the election date. This essay shall outline some of the powers at the disposal of the PM as well as some of the constraints that can limit the PMs freedom of action. Firstly, ‘The Prime Minister’s role is peculiarly British in two ways. The first is that as the Head of Government, he must control the House of Commons to remain in office[2]. The fact that the PM is head of government gives him/her considerable power. The PM owes his or her position to the party and must not forget such a connection. He or she will use the powers of leadership to keep the party united, working out compromise solutions as necessary. As leader of the majority party the PM retains support of the parliament. As long as the majority is a workable one, the PM and his or her cabinet colleagues are in a position to persuade the House to adopt party policies. In this sense a good relationship between the Pm and his or her party is crucial in allowing the freedom of choice for the PM. Secondly, the PM exercises power under the royal prerogative, powers which can be used but are traditionally powers of the crown. Powers relating to the legislature-e. g. ‘the summoning, proroguing and dissolution of parliament; the granting of royal assent to bills; legislating by Order in Council (e. g. in relation to civil service) or by letters patent; creating schemes for conferring benefits upon citizens where Parliament appropriates the necessary finance’[3]. Powers regarding the armed forces ‘Powers relating to the armed forces e. g. – the Sovereign is commander in chief of the armed forces of the Crown and the control, organisation and disposition of the armed forces are within the prerogative’[4]. Furthermore, ‘the power of appointment and dismissal, can be, and is, used by the Prime Minister to shape the general and specific direction of policy, as Margaret Thatcher demonstrated in September 1981 when she reinforced her Governments commitment to its economic policy by dismissing several so called wets[5]. Thirdly, the PM determines the date of the next general election. The PM alone decides when to ask the monarch when to dissolve parliament and therefore the time of the polling day. Normally this will be after four years in office. The PM will choose a time when victory looks most likely[6], his or her choice may be influenced by party performance in the polls, opinion polls and also by-elections, there are a number of various influences that cast the deciding factor into when election Day is. On the other hand, a constraint on the powers of the PM could be his/her cabinet colleagues. It clearly limits the freedom of action for any PM. No PM can survive long without the support of his or her cabinet colleagues. The fall of Margaret Thatcher in 1990 is often said to be largely the work of her cabinet, ‘the introduction of the Community Charge for local government sounded the death knell for Thatcherism’[7] And her presidential style of leadership were making her unpopular. In 1990 there was a challenge to her leadership. Michael Heseltine stood against thatcher in a challenge to her leadership but ‘despite being only four votes short of outright victory, she stepped down after advice from her Cabinet’[8]. fewer votes than she did but enough to damage her authority to such an extent that in a succession of face to face interviews her cabinet colleagues convinced her not to stand in the second round, thus leaving the way open for john major to be elected. Thatcher was therefore removed from office largely due to the work of her cabinet colleagues. John Major also had some difficulties in his second ministry with some of his cabinet particularly John Redwood and Michael Portillo, because of their underhand opposition to his policy. Brown enjoyed the advantage of being able to reshuffle his cabinet thoroughly when he took over as PM, hence ensuring the exclusion of his enemies and rivals. He made sure to include some of his ‘inner circle’ including Ed Balls sometimes named Mr Browns ‘representative on earth’ [9] A second constraint on the powers of the PM is the support of the media or lack of it. If a PM is to be popular and hence successful, he or she needs the support of a large section of the media; this usually itself can be dependent on the popularity of the PM. The Murdoch press is often credited, especially by the newspapers themselves as having more influence than they really have, a Guardian article affirms ‘ Rupert Murdoch's spell is broken. But not his baleful influence’[10]. Moreover when they transferred their support from Major to Blair in the mid-1990s/ it was certainly harmful to Major’s electoral success. However, if Major had still been popular in the country, it is unlikely that the sun and the times would have switches sides as they did. Brown initially enjoyed a favourable press, largely due to the novelty factor. ‘By the skilful and sustained use of propaganda, one can make a people see even heaven as hell or an extremely wretched life as paradise’ Adolf Hitler’s remarks about the media make the impression that the correct use of it can prove a powerful thing. But by contrast we have seen that when the media turns against the PM it can be a constraint on the power of the PM. Finally, the size of the majority in the commons can have a substantial effect on the PMs ability to push things through. Tony Blair enters Downing Street on a wave of goodwill after a landslide election victory, his Commons majority of 179 ending 18 years of Conservative rule[11]. Tony Blair was fortunate between 1997 and 2005 with two large majorities. This was an important factor in his success, and his ability and his government’s ability to get programs passed in parliament. However, it is arguable that because his majority was so huge, some dissidents on the backbench were more willing to cause trouble than they otherwise would have been. In 2993-5, there were a number of Labour backbench revolts which greatly reduced the government’s theoretical majority in the commons. So perhaps it is better to have a large, rather than enormous majority. But governments with small majorities such as Wilson and Callaghan in the period 1974-0 and then John Major in 1992-7 can suffer considerably in the event of a backbench revolt. Over Europe, Major had great problems within his own party and only managed to ratify the Maastricht Treaty with a majority of one vote because of a backbench revolt. This sort of difficulty undermines the PMs Authority more generally, in the media and among the voters as a whole. Blair found this out for himself in his third term, with a reduced majority, and his first defeat in 2005 on the terrorism bill. Brown of course inherited this slimmer majority from Blair and in March 2008 he faced back-bench rebellions over his counter terrorism bill. In conclusion, it has been argued that the PM has acted beyond the constitutional role which is primus inter pares (first among equals). The PM can exercise powers held by the crown or prerogative powers for example the ability to go to war. Also the PM decides the election date. But most importantly, he or she is leader of government and by definition the most powerful politician in the country. However, should the PM forget the connection established between the press, the people and his or her party the PM will find it hard to succeed as Margaret thatcher’s downfall highlighted.

Environmental Education and Education for Sustainability Essay

QUESTION 1 What international events influenced the development of Environmental Education and Education for Sustainability? List the key developments and events in a short 1-page point-form account providing the relevant names of events and dates/ years in which they took place 1) The 1972 United Nations Conference on Human Environment – Stockholm It led directly to the establishment of the United Nations Environment Programme (UNEP), which became the first UN agency to have its headquarters located outside of Europe and North America – in Nairobi in Kenya, East Africa. Among the first tasks given to the UNEP was to establish term ‘environmental education’. Together with Unesco, UNEP organised the first International Workshop on Environmental Education in Belgrade, Yugoslavia, in 1975 and following on this, the first Inter-governmental Conference on Environmental Education held at Tbilisi in the USSR in 1977. This conference resulted in the declaration of 12 principals – now referred to as the Tbilisi Principals of Environmental Education which provided the framework and guidelines for the practise of environmental education on a global, regional, and national scale. The 1987 International Conference on Environmental Education held in Moscow reaffirmed the Tbilisi Principals as sound guidelines for t he development of national environment al education programmes. 2) The Tbilisi Principles of Environmental Education Consider the environment in its totality – natural and built, technological and social (economic, political, cultural-historical, moral, aesthetic) Be a continuous lifelong process, beginning at the preschool level and continuing through all formal and non-formal stages Be interdisciplinary in its approach, drawing on the specific content of each discipline in making possible a holistic and balanced perspective Examine major environmental issues from local, national, regional, and international points of view so that students receive insights into environmental conditions in other geographical areas Focus on current and potential environmental situations while taking into account the historical perspective Promote value of, and necessity for local, national, and international cooperation in the prevention and solution of environmental problems Explicitly consider environmental aspects in plans for the development and growth Enable  learners to have a role in planning their learning experiences and provide an opportunity for making decisions and accepting their consequences Enable learners to have a role in planning their learning experiences and provide an opportunity for making decisions and accepting their consequences Relate environmental sensitivity, knowledge. Problem-solving skills and values clarification to every age, but with special emphasis on environmental sensitivity to the learner’s own community in early years Help learners discover the symptoms and real causes of environmental problems Emphasise the complexity of environmental problems and thus the need to develop critical thinking and problem-solving skills Utilise diverse learning environments and a broad array of educational approaches to teaching/ learning about and from the environment, with due stress on practical activities and first-hand experience 3) The 1992 Rio Earth Summit The 1992 Earth Summit focused on the role of environmental education as an educational response to the environmental crisis. Chapter 36 of Agenda 21 (UNCED, 1992), was one of the key documents to emerge from the conference , emphasises the need for wide-scale environmental educational programmes in diverse settings, while the â€Å"BioDiversity Convention† includes education and capacity building , as do many of the other international conventions aimed at responding to a wide range of environmental issues Agenda 21 describes environmental education processes that involve teachers and learners in â€Å"promoting sustainable development and improving the capacity of people to address environment and development issues† illustrating the close link between changes in the field of environmental education and the prominence of the notion of sustainable development at the Rio Earth Summit. A development linked to the 1992 Earth Summit was the development of a Treaty on Environmental Education for Sustainable Societies, which was adopted at a plenary meeting by the International Forum of NGOs and Social Movements 4) The NGO Forum Principals Education is the right of all; we are all learners and educators Environmental education, whether formal, non-formal or informal, should grounded in critical and innovative thinking in any place or time, promoting the transformation and construction of society Environment education is both  individual and collective. It aims to develop local and global citizenship with respect for self-determination and the sovereignty of nations Environmental education is not neutral but it value-based. It is an act for social transformation Environmental education must involve a holistic approach and thus an interdisciplinary focus in the relation between human beings, nature and the universe Environmental education must stimulate solidarity, equality, and respect for the human rights involving democratic strategies and an open climate of cultural interchange Environmental education should treat critical global issues, their causes and interrelationship in a systematic approach and within their social and historical contexts. Environmental education must recover, recognise, respect, reflect and utilise indigenous history and local cultures, as well as promote cultural, linguistic and ecological diversity. Environmental education must facilitate equal partnerships in the processes decision making at all levels and stages Environmental education should empower all peoples and promote opportunity for grassroots democratic change and participation. Environmental education values all different forms of knowledge. Knowledge is diverse, cumulative and socially produced and should not be patented or monopolised Environmental education must be designed to enable people to handle conflicts in just and humane ways Environmental education must stimulate dialogue and cooperation among individuals and institutions in order to create new lifestyles which are based on meeting everyone’s basic needs, regardless of ethnic gender, age, religious, class, physical or mental differences Environmental education requires a democratisation of the mass media and its commitment to the interest of all sectors of society. Environmental education must integrate knowledge, skills, values, attitudes and actions Education must help develop and ethical awareness of all forms of life with humans share this planet, respect all life cycles, and impose limits on human’s exploitation of other forms of life. QUESTION 2 The IUCN defines environmental education as follows: Environmental education is a process during which values are discovered and concepts are explained in order to develop skills and attitudes pertaining  to an appreciation of the relationship between man, his culture and his biophysical environment. Environment education also includes the practise of decision-making and the formulation of personal code of conduct on matters affecting the quality of the environment. In a school context, you observe the following: Paper and litter is strewn over the whole school and the school grounds are unkempt Lights are left on in classrooms and offices after school is over Taps are usually left dripping  As an environmental educator you realise that this an opportunity to educate the learners and the staff at your school about the environment issues observed and to help them take action to respond to these issues. Briefly explain: 3) What values you can teach the school in relation to the observed environmental issues? The importance of a clean environment is a healthy environment. We can teach children the importance of recycling. 4) What skills need to be developed to address the problems? We need to educate learners the threats that litter causes to the environment e.g. litter can be a fire hazard; it could harm or kill animals, can block waterways, litter looks bad and is an eyesore for anybody. 5) What attitudes need to be developed in the school? Learners and children need to develop a positive attitude, to involve the entire school in a recycling programme, which can be extended to the community. 6) What decisions need to be made by the school management to address these issues? Create awareness by providing recycling bins for paper, glass and plastic. Pick an area on a weekly basis and involve the learners and parents to participate in cleaning up the area. Have awareness meetings with the learners, have charts in the classrooms, go on field trips. 7) What code of conduct needs to be developed for learners in the school to address these issues? The rules of the school have to be strict, children are to receive detention if they are caught littering. QUESTION 3 Education for sustainability and education for sustainable development are very prominent in this decade for sustainable development. Answer the  following questions regarding this: 3.1 Define the term sustainable development Sustainable development means ensuring the dignified living conditions with regard to human rights by creating and maintaining the widest possible range of options for freely defining life plans 3.2 Name two ecological indicators of sustainability Consumption and generation of waste are minimised Renewable, non-toxic energy sources are used and/ or disposed of to the benefit of the environment and community 3.3 Name two social indicators of sustainability There are adequate opportunities/ technologies for communication within the community and for connecting, as is appropriate, with the worldwide community The talents, skills and other resources of the community are shared freely within the community, and offered outside the community, to serve the greater good 3.4 Name two spiritual indicators of sustainability Cultural vitality is sustained through artistic and other cultural activities and celebrations There is a capacity for flexibility and successful responsiveness to difficulties that arise QUESTION 4 Discuss how you can apply five (5) Tbilisi principals of Environmental Education in teaching an environment education topic of your choice Assessment guide: Your chosen topic has to be an environmental issue that environmental education will be responding to. You need to list the 5 principals and for each principle explain how you will fully incorporate it into the chosen topic. Use the framework below for your answer: Environmental Topic: Tbilisi Principle Application of the principle to the topic 1.consider the environment in its totality Learners are to respect the environment 2.focus on current & potential environment situations Think on the current problems and the problems that can arise in the future if not dealt with now 3.help learners discover the symptoms & real causes of environmental problems Educate learners on how these problems are caused and how to detect them early on 4.emphasis the complexity of environmental problems and the need to develop critical thinking and problem solving Discuss with learners the hazards of environmental problems and ways to prevent them 5.enable learners to have a role in planning their learning experiences Group studies, sharing and brainstorming QUESTION 5 Discuss learning in environmental education under the following headings 5.1 environmental learning strategies or approaches Active Learning Learners should not only learn about the environment, but should also be active participants in the learning situation in environment education Authentic Learning Learning about real environmental threats and problems, and looking for real solutions to these challenges. It also implies active, hands-on learning Problem Solving With the correct guidance and support, learners will make a genuine effort to solve problems if they are real and especially if adults have been unable to find a solution. Critical Thinking Many outcomes for environmental learning include the phrase: â€Å"Learners should critically engage with†¦Ã¢â‚¬  This implies a higher dimension of thought and requires learners to acquire a lot of information on different perspectives associated with an environmental problem, issue or risk if their critical engagement is to be meaningful. 5.2 principles for environmental learning To ensure a holistic approach to learning in environmental education, the following principals should be taken into account Environmental learning is based on knowledge, which is needed to study and solve environmental problems and to address environmental challenges Environmental learning should develop the skills needed to study and solve environmental problems and to address environmental challenges Environmental learning should include the affective domain, specifically the attitudes, values and  commitments needed to ensure a sustainable society 5.3 learners Age Environmental learning should be age appropriate for it to succeed. Learners in different age groups have different learning abilities and exhibit different characteristics Auditory Learners Auditory learners prefer to learn through listening. Typical auditory learning activities in environmental education are listening to verbal presentations on environmental topics and discussions on environmental issues Visual Learners Visual learners prefer learning through seeing. The more visual the presentation, the better it is. In a formal learning situation, visual learners need to see the environmental educators body language and facial expressions to fully understand the content of a presentation Tactile/ kinaesthetic learners Tactile learners prefer learning through touching, moving, and doing. Outdoor learning suits them well, as they prefer a hands-on approach, actively exploring the physical world around them 5.4 inclusive learning in environmental education Inclusive environmental education means More students with barriers to learning in regular environments, more of the time, in more meaningful activities Having additional learning options for meeting the variety of needs of individual learners Mainstreaming learners and offering support, resources and help where needed 5.5 The learning environment in environmental education A learning should be functional and should correspond as closely as possible to the situations in which learning is to applied A learning environment should encourage activity and should engage learners in an interactive and integrated way A learning environment should be lifelike, or at least relate to reality, to ensure that learners can experience what the learning can be used for. A learning environment should contain models, and coaching  should be provided by an expert teacher QUESTION 6 The purpose of this question is to help you master the skill of preparing a lesson for your subject in which you integrate Environmental Education Design a lesson where you indicate how an environmental theme can be taught in your subject. The following should receive attention: Indicate the environmental topic (e.g. pollution, global warming, acid mine water, desertification, deforestation, overuse of resources such as fishing, etc.) Indicate the lesson aims (identify the relevant environmental skills, knowledge, attitudes, and values to be addressed by the lesson) Indicate the environmental content you will use to present the lesson Include learning activities for introduction, middle, and conclusion of lesson Include teacher activities for introduction, middle, and conclusion of lesson Integrate at least two Tbilisi principles in your lesson (how can two Tbilisi principles are used in the school context). Indicate the values you would like learners to accept (e.g. care for the environment, action on behalf of the environment, etc.) Indicate the environmental concepts you would like learners to understand and indicate how you will go about teaching the concepts (e.g. biodiversity, environment, etc.). Indicate the skills learners should master (e.g. Learners must be able to make compost or start a food garden or recycle paper, etc.). Reflect on how successful you were in integrating Environmental education in your lesson.

Workplace Drug Abuse Essay Example | Topics and Well Written Essays - 500 words

Workplace Drug Abuse - Essay Example This can be avoided by making sure employees get their loads checked. Also, new systems exist, such as Global Positioning Systems, that track the drivers and see how long they stop at each location. Another way employees could act as enablers to employees is if there are drugs readily available, such as at a hospital. Employers of hospital staff could make certain drugs like Valium, Marijuana, and others easily accessible. Actually, this is a common problem today, and somewhere from 10-15% of doctors are projected to be using perscriptions illeagally (Guadagnino). Some actions can be taken to prevent employers from acting as enablers to employees using drugs. One of these actions is simply having drug tests. These tests measure the amount of illegal drugs in the person's system, and they are very effective. However, some people argue that it isn't ethical, and it would only be successful for employers that want to stop the drug use, not the very few that encouage it. Currently my job doesn't encourage much drug use, I am a telephone surveyer, and my hours are spend sitting at a desk, being monitored in my calling. However, because it is such a simple job, one could use drugs before going, and it might not be as noticable as other jobs since not much is required to work.

Effects of Terrorism on World Population Essay Example | Topics and Well Written Essays - 750 words

Effects of Terrorism on World Population - Essay Example Part of the United States’ response was to wage a war on a terrorist-sponsoring state, Afghanistan, in an attempt to destroy the group responsible for the attack, which is another effect of terrorism. In addition to political effects, terrorism brings with it economic consequences, which will be made clearer with the September 11 example, and psychological consequences, which will be illustrated using other examples of terrorism from the past century. Overall, the effects of terrorism on a society are grievous and intentional, and they stem from that intentional, schematic use of aggression to inflict harm on civilian populations. Politically, terrorism evokes war and the usual costs of war: military-related deaths (as evidenced by Operating Enduring Freedom), restrictions on personal liberties (as evidenced by the Patriot Act of 2001), and decreased trust in governments and public officials to provide safety and security to the nation. Since 2001 with the beginning of Operati on Enduring Freedom, approximately 2,796 coalition fatalities have occurred, which is a significant impact on communities within the United States, Great Britain, and elsewhere (casualties). The Patriot Act of 2001, which was passed as a means of intercepting and obstructing terrorism, allows federal law enforcement to intercept private communications between American citizens. In addition to restrictions on personal liberties, terrorism generally results in public distrust of governments and public officials. Distrust in government during a time of crisis is generally a source of social destabilization, a form of nihilism that is the ultimate goal of terrorism. Correspondingly, terrorism has definite economic consequences for the regions and countries suffering from its effects. A primary measure of economic productivity, such as GDP, may provide an immediate perspective on how impactful terrorism is on a macroeconomy. According to one analysis, the September 11th attacks reduced r eal GDP growth in 2001 by 0.5%, and increased unemployment rate by 0.11% (or approximately 598,000 jobs) (Roberts). In addition, forecasted GDP growth for 2002 fell sharply because of the attacks, indicating a loss of consumer confidence as a result. Politically and economically, the cost of national defense skyrocketed after the terrorist attacks, which, as economic Paul Krugman notes, is a result of the â€Å"political program enabled by terrorism† (Balogun 115). Sometimes, and ideally from the perspective of a terrorist, the actual attack will significantly influence economic targets. The World Trade Center, for instance, contained essential information for multinational corporations, which was completely lost in the attacks. In addition, the attacks occurred mainly in New York City, which houses the New York Stock Exchange that closed for a week following the attacks—a closure that represented the stoppage of the global economy. Lastly, at a more individual level, the psychological consequences of terrorism are equally severe. All Americans were afflicted with a similar sort of paranoia (often fueled by race) in the days, weeks, and even months after the September 11 attacks.

Platelet Expression of COX1, IL1 and IL10 Research Proposal

Platelet Expression of COX1, IL1 and IL10 - Research Proposal Example Platelets are approximately 20% of the diameter of the red blood cells. They have proteins on their surfaces that enable them to stick to break in blood vessels. Their count is 150,000-350,000 per every microliter of blood (Andre, 2014). Each megakaryocyte produces an average of 1000-3000 platelets in a lifetime. An un-activated platelet is biconvex and disc-shaped, about 1-3 micrometers. In human beings, the average lifespan of a platelet is 7-10 days; however, the lifespan of an individual platelet is determined by the internal apoptotic regulating pathway (Machlus and Italiano, 2013). Platelets are formed from the cytoplasm of the megakaryocytes which are found in the bone-marrow. The megakaryocytes are approximately 75 micrometers in diameter. The megakaryocytes become polyploidy by endomitosis to assemble and release the platelets. They then mature, where the majority of the cytoplasm is packaged into proplatelets and the nucleus extruded. The platelets form at the tip of the proplatelets (Machlus and Italiano, 2013). The platelet formation is divided into two phases; one where the megakaryocyte mature ad when the megakaryocyte generate the platelets. The whole process takes place approximately in 5 days. During the first phase, the megakaryocyte matures and develops and it requires specific megakaryocyte growth factors. The megakaryocyte’s cytoplasm nuclear proliferates and enlarges as the megakaryocyte is filled with cytoskeletal proteins, platelet-specific granules and a sufficient membrane that completes the platelet assembly. The second phase is short and the megakaryocyte generates platelets by remodeling their cytoplasm into pro-platelets and later into pre-platelets that undergo fission and generate discoid platelets. The second phase may just take place in hours. Cytokines are antibody proteins that are mediators between the cells. Most of the cytokines are

The History of Women in the Struggle for America's Independence Essay

The History of Women in the Struggle for America's Independence - Essay Example The most unique aspect of the book was the apparent focus of attention on the contributions of the common woman. Berkin provided a brief acknowledgment of famous revolutionary women such as Martha Washington and Abigail Adams.1 She eventually focused on the core contributions of Native American, black and white women. Consequently, the result was a multifaceted gender revolution by American women. Colonial and Revolutionary Role of Women The colonial society associated the role of women with the traditional function of mother and wife. A majority of the colonial women believed that God created them as helpmates to man and nature.2 Furthermore, the woman was taught since childhood to be obedient, industrious, and faithful with the primary function of bearing and taking care of children. These roles were cemented by religious doctrines such as those by the Puritan divine Cotton Mather that taught women to be like an â€Å"Ornament of Zion looking upon (a husband) as her guide.†3 Later, a new ideal of femininity based on â€Å"pretty gentlewoman† shifted from that of â€Å"notable housewife.†4 The â€Å"pretty gentlewoman† was associated with cleanliness as the primary function and was assisted by slaves and maidservants. ... Among the first evidence of women’s activeness was to say â€Å"No† to colonial policies. This involved the denial to consume British merchant goods such as imported tea.6 Furthermore, the patriotic women followed their husbands to war with some assuming the role of â€Å"camp followers.† Their regular duties included cleaning and cooking for the soldiers.7 Moreover, some women such as Deborah Sampson fought as soldiers although in disguise. In addition, the author narrated about Margaret Corbin who provided water for cooling the cannons during combat and equally assisted the disabled husbands. African American women were more concerned with the quest for freedom and liberty. Consequently, they followed the Loyalist army of the British after being promised freedom from slavery. Evidence advanced by the author from the Philipsburg Proclamation stated, â€Å"†¦every negro who shall desert the Rebel Standard will be granted full security to follow within these , Lines, any occupation he shall think proper.†8 The Native American Indian tribes fought for the British since they hoped for independence and land rights.9 Consequently, it was the influential native women leaders such as Nanyehi and Queen Esther Montour that influenced the Indians into fighting for the king. The war placed a heavy price on the values of women involved in the revolution especially the camp followers. Berkin described the pathetic state in which the women lived and dressed. She illustrated the ragged state of their clothing which got worse as the women were forced to wear â€Å"the coats or shirts they removed from dead or dying soldiers.†10 Furthermore, women were given meager wages for their services.

How Parents Discipline in Public Places Essay Example | Topics and Well Written Essays - 500 words

How Parents Discipline in Public Places - Essay Example 154). The clash of needs transpires when the mother unloads her grocery items at the cashier section while her son unwraps the chocolate bar at the checkout aisle for consumption. When the child does not get what he wants, an unwanted scene is created: the child does temper tantrum. Baumgardner (2003) says that temper tantrum is a â€Å"response of children not getting their way during a specific encounter† (p. 185). The mother is exhausted from carefully selecting and picking the items that she wants to buy -- considering the time and the mind she had allocated -- and the exhaustion is augmented when her son decides to do something which is unplanned and unimportant. Seldom, temper tantrum occurs when a child fails to have what he desires. Bergman (2001) counsels the parent not to give in to the child’s manipulation (p. 261). For him, temper tantrum is a sort of mechanism in which children greatly use in order for their parents to â€Å"get their own way† (Bergm an, 2001, p. 261). On the other hand, mothers vary in their response to this kind of situation. Some good mothers complain to the store manager for putting a â€Å"nag factor† (e.g., checkout aisle) in their grocery store. And some mothers talk to their children of what went wrong.

ENG 105 Essay Example | Topics and Well Written Essays - 500 words

ENG 105 - Essay Example "Poor governance is a major issue in many African countries, and one that has serious repercussions for long-term food security," says a statement by the International Food Policy Research Institute.† (Africa’s Hunger) It is very disheartening to see the authorities playing this blame game, we have been blaming each other for something devastating but it is time to stop this and work in unison to help these underprivileged people. There is increased awareness these days thanks to sources like Facebook, Youtube, Twitter and so on. There are several videos on Youtube showing the fate of young children and adults, who succumb to hunger, this is an ongoing fight to restore parity. â€Å"Every year 15 million children die of hunger.† (The World Hunger Problem) The opulent have enough food to feed their pets and shower their unconditional love on these pets but they often refrain from helping people who need their help the most. Children in Africa can only be saved when the world realizes their problem and unites to solve this long standing problem. Numerous lives have already been lost and many more will succumb to the same in the near future should nothing be done about it. â€Å"Throughout the 1990s more than 100 million children will die from illness and starvation. Those 100 million deaths could be prevented for the price of ten Stealth bombers, or what the world spends on its military in two days!† (The World Hunger Problem) New weapons to destroy each other are being designed by shelling out a fortune almost each day but the people become insensitive when they hear about the suffering of other people. Even young children fail to get the attention when they need it the most. This is very disturbing both emotionally and physically. â€Å"Children are the most visible victims of under nutrition.   Children who are poorly nourished suffer up to 160 days of illness each year. Poor nutrition plays a role in at least

Medicare Prescription Drug Essay Example | Topics and Well Written Essays - 750 words

Medicare Prescription Drug - Essay Example There are many reasons why changes to Medicare were deemed necessary One of the main reasons is that there had been an increase in the number of Americans who were uninsured. Numbers show that those without health insurance had increased by 2.4 million between 2002 and 2003 and stood at 43.6 million in 2003. Costs of health care have been consistently increasing due to various reasons such as expensive new technologies, overusing of equipments and devices, etc. There has been a need for reform in medical liability. It must be possible for patients to seek punitive damages. Legal system was being misused by lawyers. There was a gap in information sharing between nurses and doctors it had to be addressed and also doctors had to be assured that the information they share would not be used to sue them or the hospital. Health care industry had progressed in all aspects but failed to make progress in information technology. The methods of information management were still old school and he nce this had to be changed to improve the services. Therefore modernization of information technology was essential (Bell & Friedman, 2005). Projections said that Medicare would be bankrupt because of the baby boom generation. That is, the number of seniors has increased and in turn the Medicare costs. Even though Medicare was doing a decent job, it lacked flexibility. It did not offer many choices to its participants. It was to address these and many more issues that changes were necessary to Medicare. Main Provisions of the New Legislation and Accomplishment of Desired Goals Prescription drug coverage which enabling seniors to take the drugs they needed rather than being dictated by the government (Office of Legislation, 2004). Choice of individual health care plans that would best suit the individual’s needs. Freedom to choose the place, hospital and doctor along with the kind of care and treatment needed (Office of Legislation, 2004). To fully cover disease preventive mea sures such as cancer and diabetes screenings. Protect seniors from high costs that would burn a hole in their savings. The desired goals have been accomplished to a certain extent. There have been improvements made and the information technology system has certainly improved. Parties Involved In Setting the Agenda for This Policy Change and Their Roles, Interests and Influences Following were the main agenda setters: The then President and his administration (President Bush), AARP, The Centers For Disease Control and Prevention, The National Institutes of Health, The Centers for Medicare and Medicaid Services. Each of these agenda-setters have had interests and played a role in the policy change. President Bush and his team ensured that issue would not die down and continuously brought issue to the limelight through their campaigns. AARP too pushed for a universal drug coverage plan rather than those that would only be targeted at the poor (Campbel & Morgan, 2005). Controversies Sur rounding the Legislation and Claims of Supports and Detractors The legislation was controversial for two main reasons. One was that it needed seniors with higher incomes to pay more for coverage and there were billions of dollars that was needed to stop elimination of existing coverage for the retirees by the corporations. Another reason was that private insurance companies were now given a vast role in health care. Supporters of the bill claimed that modernizing of the Medicare will lead to a better system and

Researched on magazines Essay Example for Free

Researched on magazines Essay My magazine is called Flava and it is aimed at teenagers, as when I researched on magazines I found this one was quite popular. I spent 4 weeks on my magazine and put a lot of effort into it. Before I started to produce my magazine I planned out how I was going to set it out and what type of things I was going to include in it. I chose the above features, as they are the basic things included in a teenage magazine. I used Microsoft Publisher for the majority of it but I also used Microsoft word for things such as my real life stories. I found Publisher better because you get a wide variety of different backgrounds and formats whereas in Microsoft Word it is more basic. I used a number of different formats and fonts. I did a lot of research on the Internet using Yahoo and Google. I worked with another pupil in my class, Khiley Williams, and we both came up with our own ideas. The pages I produced was the, Dear Angel problem page, the album review of Christina Aguileras Stripped, dish of the day page, the real life story of How I coped with Anorexia, the front cover, the celebrity page (all the celebs dressed in black), and the whats hot and whats not page. The page which required the most research was the real life story but I also put a lot of effort into the front cover as I wanted to make it eye catching and interesting. I used Christina Aguilera on my front cover as she is hot and sexy and catches peoples eye as they look at the magazine. She is also a role model for a lot of young people so they would want to read anything that they see her on. The front of my magazine is bright pink as this also helps to draw peoples attention to it and would hopefully be intrigued as to what is inside it once they start looking over the cover. I used the band Busteds logo on my front cover as well as there is a feature on them inside the magazine. To get the logo I went onto the Official Busted website, www. busted. com, and had to cut, copy and paste it onto publisher. I then had to fill in its original red background with pink to match the background of my front cover. Also on the front cover, I have included the price, a barcode and a logo, Girls with taste get Flava. For my barcode I used the search engine Google and typed in barcodes. I found one and cut copied and pasted again.

Steinbeck is interested in the ways hardship and suffering human character Essay Example for Free

Steinbeck is interested in the ways hardship and suffering human character Essay Steinbeck is interested in the ways hardship and suffering human character. Discuss how this is portrayed in Of Mice And Men Of Mice and Men is a novel very much affected by the time in which its author lived. Steinbeck wrote and set Of Mice And Men in a time of great economic change in America, when the countrys 125,000 threshers (men who harvested grain- Californias major product) were slowly being replaced for the new and more efficient form of harvesting-mechanical combines. The Wall Street Crash in 1929 heralded the start of the Great Depression that swept America in the 1930s, and the consequences of this on farming was compacted and increased with the famous dust bowl crisis, forcing many farmers into poverty and immense debt. Migrant farm workers such as Lennie and George fuelled and made possible the intensive farming economy. They travelled many miles by foot or other cheap forms of transportation for a temporary job that would pay enough to survive on, only to be told to leave when they were no longer needed. They would then have to wait for the next vacancy available. In these conditions men most usually travelled alone- it was hard to form any stable relationships in a life where it was vital to travel so often and when self-survival was more important than anyone elses. Its in this world of self survival that John Steinbeck based Of Mice And Men, which is a portrayal of effects these conditions can have on human nature. The most prominent of these effects in the novel itself is loneliness, (a major theme) which is present in some way in every one of Steinbecks characters. The book itself has been described as a symphony of lonliness. In a world where ones own survival and well-being is priority and you are mostly alone, the workers became very isolated. The effects of the lack of friendship, love or compassion on the workers have made them unable to relate in any way to anyone but themselves, and the self-importance that is forced to become their priority renders them unable to feel much pity or empathy for anyone or anything, turning them inwards and embittered towards a world which hasnt treated them well. They all live an existence in which every day is taken as it comes, each one matters in the fight for survival. They do not think in the long term, they spend the small wages they receive as soon as they can in taverns and whore-houses, they do not have dreams of the future. Loneliness effects some characters in other ways. For example, Curleys wife lives a life rivalling and arguably, exceeding the workers in isolation and loneliness. She has entered into a loveless and -the suggestion is- brutal marriage on a ranch full of wary, frightened and suspicious men with no-one to talk to, no love or tenderness, no prospect of change or escape from it. Unlike the men, she also has no motivation to survive. The workers aim in life is to survive, to keep on going, to keep on surviving through all the deprivation, as some still have prospects for change. Curleys wife is stuck at a figurative dead-end. She has arrived at the place she will remain for most probably the rest of her life, in an incessant routine of lonely, endless monotony. It is this isolation and the dissapointment of niave dreams of Hollywood and broken trust that has turned her into the character we are presented with in the beginning chapters of the book. The whore, the slut, the jail-bait, and the tart are her own form of survival- whereas the men have had to become totally self-interested and self-dependent in order to survive, Curleys wife has had to survive by attempting to gain power and attention in the only way she can in a ranch full of men- through sexual supremacy. However it appears there are infact two characters in the novel less affected by the isolation than the other characters, Slim and Lennie. It could be argued that George is also less affected, as his friendship with Lennie saves him from turning totally inward. Lennies friendship and care stop George from becoming like the other ranch workers, as he has to think about Lennies well being in addition to his own. George and Lennies relationship is almost more like that of a parent and child than of friends, and George has to look after Lennie, therefore George thinks about someone other than himself. So far his relationship has had its downsides, because as this isnt a normal friendship and Lennie is less capable mentally, Lennie keeps getting George into trouble. This proves that George needs to become isolated, lonely and inward as the others if he wants to be able successfully to survive. The conditions of the workers affect them in sad, terrible ways, yet its interesting that they actually need to be behave in this way if they want to survive. There is a strange need for loneliness and isolation, and this is how loneliness effects George and ultimately, George and Lennies friendship.

Analysis Study Of Colonial Discourse In Literature

Analysis Study Of Colonial Discourse In Literature Colonial discourse has been defined by many writers such as Diniz (1996:126) who points out hat Colonial discourse usually refers to the writing which runs from five hundred years, through the days of European mercantile expansion, to our own time (1996:126). This definition suggests that the era of Colonialism in literature began in the 17th C. with the publication of Shakespeares The Tempest (1611-12). In this paper, however, the term is used to refer to the literature written in English, but confined to the century of British Colonialism and the decades of anti- or post colonial activity which followed. Saids Orientalism (1978) uses the concept of colonial discourse to re-order the study of colonialism. So it can be said to inaugurate a new kind of study of colonialism. Saids Orientalism examines how the East, including the Middle East, is represented in the history and the literature written by the West. The West always looks at the East as inferior people without religion or morals. Saids projecttries to show how knowledge about the non-Europeans was part of the process of maintaining power over them. In short, Orientalism is primarily concerned with how the Orient was constructed by Western Literature and not with how such construction was received by colonial subjects. It examines the Western attitudes toward the East. Said concludes that the Western writers depict the Orient as irrational, week and feminised other. This depiction can be contrasted with the depiction of the West as rational, strong and masculine. Saids Culture and Imperialism (1994) Colonial discourse is a concept popularized by Edward Said. In this paper, it refers also to the knowledge of Africa constructed by the West (colonial writers: as Defoe and Conrad) to bolster its colonizing interests, and the reaction of the East (colonized writers as: Achebe). Colonial discourse has not been the product of a certain age and it has attracted the attention of several writers and critics. Those celebrated authors as Conrad and Defoe created remarkable works out of the subject of Colonialism. Nowadays, Colonial discourse is one of the most current issues in literary criticism. 1.2. Life and Works of Defoe, Conrad and Achebe 1.2.1. Life and Works of Defoe: Danial Defoe was born about 1660 in London. His father, James Foe, was poor but hard working butcher. Defoe was not able to attend traditional institutions like Oxford and Cambridge because of his fathers opposition. Defoe is often considered the father of English novel. He is a master of simple prose and powerful narrative with a love of realistic detail. He is a great imaginative writer who creates one of the most familiar resonant myths of modern literature. He is influenced by the writings of Addison, Steel and Swift. Defoes important works are: Robinson Crusoe (1719), Moll Flanders (1722), Capitan Singleton (1720) and The History of Peter the Great and Colonel Jack (1722). Defoe died in London on April 24, 1731. 1.2.2. Life and Works of Conrad Joseph Conrad was born in December 3, 1857. His childhood was affected by his homelands struggle for independence. He is a Polish novelist and short story writer. Conrad is one of the English languages greatest stylists. He becomes one of the greatest writers in the world. His major works include Heart of Darkness (1902), Lord Jim (1900), The Secret Agent (1907), Under the Western Eyes (1911) and Nostrome (1904). He died of heart failure on August 3, 1924. 1.2.3. Life and Works of Achebe Chinua Achebe was born in Ogidi in eastern Nigeria on November 16, 1930. His parents instill in him many of the values of their traditional culture. He is one of most well-known post colonial writers. He has become renewed as a father of modern African literature. After publishing Things Fall Apart, he became one of the founders of the new Nigerian literature. Achebes important novels are: Things fall Apart (1959), No Longer at Ease (1960), Arrow of God (1964) and A Man of people (1966). His novels are primarily directed to an African audience, but their psychological insights have gained them universal acceptance. His education in English allows him to capture both the European and the African perspectives on colonial expansion, race, religion and culture. 1.3. The Relevance of the Study There are many writers who have tackled the concept of colonialism in their works. It is customary to read Shakespeares The Tempest as the first important major work to present colonial discourse: the way the colonizer and the colonized portrayed in the characters of Prospero and Caliban. In The Tempest, Shakespeares major addition to the story is to make the island inhabited before Prosperos arrived. That single addition turns the adventure story into an allegory of the colonial encounter. There are two ways of representing colonialism in literature. The first one is represented by the colonizers point of view; the European writers. Those colonial writers are Shakespeare, Defoe, Conard and J.M. Cotezee. Those writers have written plays and novels which deal with the theme of colonialism as Defoes with the them of colonialism as Defoes Robinson Crusoe (1719), Corads Heart of Darkness (1902), Carys Mister Johnson ( ) and Cotezees Foe (1986). Those writers give a negative picture of Africa in particular and the East in general. Africans are depicted as primitrue, savages, uncivilized, inferior and ignorant. As a result of this negative representation of Africa in particular and the East, including the Middle East, which is seen as sub-human in general several critics criticized this subject. Among the critics who criticized this subject are Edward Said, Achebe and other African critics like Ngugiwa, Chinwerza and Nkruma. Those African critics provide a theoritcal frame work to examine the representation of the colonized in the literature produced by the writers belonging to the countries of the colonizer. They have re-written the representation of the colonized from non-Euro. centric perspective. So their writing is a mean of re-writing the history, the culture from their cultural perspective which is called Afro-centric point of view. Saids Orientalism(1978) one of the first works which examines how the East, including the Middle East, is represented in the history and the literature written by the West. The West always looks at the East as an inferior people without religion or morals. Saids projects tries to show how knowledge about the non-European was part of the process of maintaining power over them. It also examines the Western attitudes toward the East. In short, Orientalism is primarily concerned with how the Orient was constructed by Western literature and not how such construction was received by colonial subjects. Said concludes that the Western writers depict the Orient as irrational, weak and feminized other. This depiction can be contrasted with the depiction of the West as rational, strong and masculine. Saids Culture and Imperialism (1994) is another work to explain the complex and the ongoing relationships between the East and the West, the colonizer and the colonized, the white and the black. Said specifically addresses the way in which subjugated people are represented within literature and how it has affected not only these people but also the cultures in which they live. Achebes Things Fall Apart (1959) is one of the first books to represent the African image from an Afro-centric perspective. This novel is always seen as a response to the image created by Conrad and Cary. In this novel, Achebe writes the story of colonization of the Ibo society from an African point of view. In his essay An Image of Africa: Racism in Heart of Darkness, Achebe views that Conrads treatment of native Africans in Heart of Darkness as racist. Achebe focuses on Conrads treatment of Africa as an other world, an antithesis at Europe and therefore at civilization (9th. In Achebe, 3). Achebe specifically criticizes Conrads racism which is expressed through the choice of words, ignorance, fiction, comparison and imagery of the writer. Achebe argues that the choice of words Conrad uses is very limited. He repeats words like inscrutable and frenzy too many times and at several occasions. Conrad changes these for their synonyms. (Ibid). According to him, the image of darkness pointed in the book is just the stereotyped view of Europeans towards African as whole. Achebe believes that Conrad is just pleasing the readers by telling them what they want to hear. In his conclusion, Achebe calls Conrad a bloody racist who mock both African land and African people. 1.4. The Method of the Study This term paper is based on an analytical method. The analysis includes the themes, the characters and the techniques of each novel. Chapter II: 2.1. The Purpose of the Study The principle aims of this research are as follows: To examine the them of colonialism and how its consequences are reflected through Defoes Robinson Crusoe, Conrads Heart of Darkness and Achebes Things fall Apart. To examine how three different writers of two different cultures, races, countries and religions represent the colonizer and the colonized in these three novels. To compare and contrast literary pieces written from the point of view of European imperialists and the African/colonized perspectives. To compare and contrast these two negative and positive representations of the colonized (Africa) [both as land and people] as it was presented in these three novels. 2.2. The Significance/ Importance of the Study Chapter III: section 1 (Defoes Robinson Crusoe) 3.1.1. Plot Summary of Defoes Robinson Crusoe from the perspective of Colonial Discourse Defoes Robinson Crusoe (1719) takes place in the second half of the 17thC. when European companies vied for control and exploitation of colonized lands around the world. Crusoe, the central character, appears to represent his imperialist spirit: first when he goes to Guniea, next when he travels to Brazil and opens plantation, and finally when he becomes king of an island. Crusoe colonizes the island by building houses, taking Friday as his servant after meeting him and refereeing to the mountaineers as his subjects. 3.1.2. Understanding Colonialism in Defoes Robinson Crusoe: Analysis of the Theme and the Characters Defoes Robinson Crusoe (1719) was written when the people of the 18thC. were traveling abroad, discovering new lands and spreading Christianity. They were colonizing lands and imposing their culture and language there. The powerful nation controls the economy, and the territory of a week country. Africa was one of the main colonies of the British Empire and the British were at the centre of power whereas the Other were at the margin of power. In other words, the colonizer suppressed the Other, his language and his culture too. Robinson Crusoe is the second important work to present colonial discourse; the way the colonizer and the colonized are portrayed in the figures/ characters of Crusoe, Friday, non whiteman, and Xury, a servant of Crusoe. The roles of Crusoe, Friday, Xury and the mountaineers have been discussed in terms of rules and subjects in close connection to the treatment of those people by Crusoe. Defoes Robinson Crusoe is often read in modern times as an allegory of colonialism, and there is much in the last chapters to defend this view. Fridays subjection, servitude and submission to Crusoe reflects colonial race relations (Defoe: 185). This is clear when Crusoe thinks that he is helping Friday by making him his servant. Moreover, Colonial terms appear when dealing with the host he mountaineers. Crusoe and the Captain terrify them by referring to a fictional governor of the island who will punish Hem severely. This fiction of governor for shadows the very governor who will no doubt be installed on the island eventually. Because Crusoe has claimed the territory for England. Indeed, Crusoe refers to this community as my colony in the island, which makes us, the readers, wander whether he really consider it his own or it is officially a colony or figuratively so. As the novel sheds light upon the theme of colonialism, the reader observes the way the colonizer and the colonized are portrayed in it. In the novel, Crusoe, the central character, is the representative of colonialism whereas Friday is the symbol of the subjects races. Friday is instructed, given language and converted to Christianity, Crusoes religion. Crusoes instructions on Friday are examples of his attitudes towards human beings who he trained to do his work. As a colonizer, Crusoe wants to spread his religion. He refers to Christianity and to the Bible in order to convert Friday to Christianity. Crusoe teaches Friday the word master even before teaching him yes or no and lets him know that was to be Crusoes name (Defoe:185). Crusoe refers to himself as king over the natives and Europeans, who are his subjects. Moreover, Friday is an example of the self and the other. Crusoe instructs him, gives him language, in order to help him to run his Empire on the island. He is an example of the Other because he is only servant. Pennycook suggest that Colonialism is probably the context without equal of contractions of Self and Other (2002:10). We can observe the process of this construction in the dialogues between Crusoe and Friday: Master: Well, Friday, and what does your nation do with the men they take? Do they carry them a way and eat them, as these did? Friday: yes, my nation eat mans up too; eat all up. (Defoe: P.192). In such dialogues, we can see the relationship not only between Self and Other as constructed by colonialism but also between these and English. Friday has been given a very particular, colonizing English words to expenses his cultural background, besides his speaking in Crusoes own language. Phillispsons discussion (1992) of Crusoes lessons to Friday is one of the earliest instances of English linguistic imperialism which he calls as the locus-classical of the start of English linguistic imperialism to Crusoe, and he has no right to disobey him. Phillipson states that Crusoes-Fridays relationship reflects the racial structure of Western society at the hey day of slavery (P.109). Phillipson sees Crusoe as the epitome of imperialist slavery, i.e. a key figure in the European attempt to gain political and economic mastery over the large areas of the world. According to Brantlinger, what Crusoe cants master- or get to call him master- he sees only as savagery and desert island. (1990:P.2). Crusoes relationship with Friday comes in several layers. At one point in the novel, Crusoe refers to Fridays people as blinded, ignorant pagans (Defoe:170). The relationship between them is like that between Crusoe and Xury. Earlier, Crusoe has told Xury that if he will be faithful to him, he will make him a great man. As soon as the Captain offers 60 pieces of gold for Exury, Crusoe accepts it and sells him for the sake of economic gain. Crusoe stands for the colonizer who occupies the other countries under the pretext that he educates and develops the nation. Crusoe, as a colonizer, changes Fridays language, religion, habits, culture and even his name. This is how the colonizer imposes his own language, religion, culture and identity on the occupied nations. The banishment of Fridays religions beliefs emphasizes the colonization theme. Crusoes attitude towards Friday is reflected in his description. His attitude is that of a master-servant. He requires a complete subservience and faith fullness from Friday. Crusoe looks upon Friday as a creature when he will care for, giving him water, food and clothing. Crusoe does not even try to learn Friday actual name which shows the European supremacy theme in the novel. Crusoe gives Friday his name as he has done with his parrot, Poll. Regarding the Euro-centric attitude of the time, Defoe ensures that Friday is not Crusoes equal in the novel. Friday is clearly a servant and inferior in rank, power and respect. Crusoes vocabulary reveals much about how he imagines his role on the island. He starts to describe himself as generalissimo of an army with Friday as his lieutenant-general. At the very opening of the novel, he is a mere castaway but towards the end, he openly refers to himself as a national leader of military forces. We sense how deeply ingrained Crusoes imagined national role as a king of this island when he refers to his new guests as his subjects. Friday is probably the first non white character to be given a realistic, individualized and human portrayal in the English novel. Friday has a huge literary and cultural importance. If Crusoe represents the first colonial mind in fiction, then Friday represents not only a Caribbean tribes man but also all the natives of Asia, Africa, and America who would later be oppressed in the age of European colonialism. When Crusoe teaches Friday to call him master, Friday becomes an enduring political symbol of racial injustice in modern world and critical of imperialist expansion. Recent rewritings of the story of Crusoe, like Cotezees Foe and Tourniers Friday, emphasize the consequences of Crusoes failure to understand Friday and suggest how the tales might be told very different from the natives perspective. In any case, Crusoe has turned his story of one mans survival into a political tale replete with its own ideas about imperialism. In short, it is not surprising that contemporary readers regard Defoes novel as the prototypical colonial novel of the 18thC. if not in all of English literature. To conclude, this novel is not only a reflection of colonialist practices, but part of large discourse concerned with the colonial customs of the British Empire. 3.1.3. Analysis of the Narrative Techniques in Defoes Robinson Crusoe Defoe combines many narrative methods in Robinson Crusoe to make the novel authentic and realistic. These techniques are narration (point of view), the use of irony, attention to details, symbols and the use of dates and names of places. Robinson Crusoe is both the narrator and the main character of the novel. He narrates the story in both the first and the third person, presenting only what he himself observes. He describes his feelings occasionally but only when they are over whelming. He usually favors a more factual narrative style focused on actions and events. Another important narrative device is the use of symbols and irony. As for the symbols, the author uses three symbols like the foot print, the cross and the bower. The foot print stands for Crusoes conflicted feelings about human companionship in whole he interprets it negatively as the print of all the devil. The cross symbolizes Crusoes new existence on the island and the power stands for the radical improvement in Crusoes attitude toward his time on the island. As for the irony, it is a literary device for Defoe. There are several examples of its use in the novel, but the best example are the discovery of the foot print and the warning of Crusoes father. First, Crusoe ignores his fathers advice; à ¢Ã¢â€š ¬Ã‚ ¦if he goes abroad, he will be the most miserable wretch that was ever born, (Defoe. P.4) Second, Crusoe wishes for human beings to come because he was alone, but when he sees the foot print of a naked man, he is afraid. Crusoe comments on this irony: How strange a checker work of providence is the life of a manà ¢Ã¢â€š ¬Ã‚ ¦. Today we love what tomorrow we hate; today we seek what tomorrow we shun; today we desire what tomorrow we fear. (Defoe: P140). The third narrative technique is the use of a circumstantial method which tells us not only what Crusoe did but how he did it. There are numerous examples of the uses of details such as Crusoes project in raising of the crops of barley and rice on the island, killing the gouts and making a sieve, and the description of the ship wrecks and Crusoes adventures. Such details produce the effect of realism. The last method is the use of dates and geographical place-names. All of these devices add to the realistic effect of the novel. Chapter Three: Section Three: Achebes Things Fall Apart 3.3.1. Plot Summary of Things Fall Apart from the perspective of Colonial Discourse. Achebes Things Fall Apart (1959) traces the life in the Ibo village of Umuofia just before and after its initial contact with European colonialists and their Christian religion. The novel is divided into three parts: the first part deals with the life of the Ibo people before the arrival of the while man, illustrating various aspects of Ibos way of life. The second part deals with Okonkwos exile and the arrival of the missionaries and the effect of their arrival, including the conversation of Nwoye to Christianity. The third part deals with the effects of the white mans religion, education, power, laws and economics on the tribes culture. The first signs of colonization come to Abame when the first white man appears. He is killed by the people of Abame on the order of the Oracle who tells them that the white man would be soon followed by others and he would destroy their way of life. As a result, the village has been destroyed by other white men. During Okonkwos exile, the white man comes to both Umuofia and Mbanta and wins many converts. When Okonkwo returns to Umuofia, he finds that life begins to change. Therefore, he stands up to the colonizers in an attempt to protect his culture. When he kills a British messenger, Okonkwo realizes that he stands alone, and he hangs himself. 3.3.2. Understanding Colonialism in Things Fall Apart: Analysis of the Theme and the Characters Achebes Things Fall Apart relates the story of disintegration falling apart of an African society that came in contact with Western values as a result of the colonization. The novel explores the coming of the white man and its effects on the culture of the people of Umuofia. The coming of the white man brought about culture conflict which affects the people of Umuofias religion, their agriculture, their judicial system and their social life. The collapse of a society that was strongly united is told through the story of Okonkwo and the village Umuofia. The novel shows the general disintegration of this culture when it is attacked by another culture. The incursion of the colonizer is changing every aspect of the Ibo society such as religion, family structure, gender roles, relations and trade. The colonizers bring language, religion, education, commerce, government and law to Umuofia which are unquestionably disruptive. Okonkwo, the representative of the Ibo culture, realizes that the white man has been too successful in his ways to change the tribes ways. He grieves the loss of his tribe and the life he once knew. Okonkwo feels betrayed by his son who joins the white missionaries and his à ©lan who have not stood up against the white intruders. The arrival of the white man and his culture heralds the death of the Ibo culture. The while man does not honor the tribes customs and strives to convince the tribes men that their ways are better. As a result of colonialism, the tribe is split, pitting brother against brother and father against son. Many of the tribes leaders have joined the missionaries and the tribal beliefs and customs are being ignored. Okonkwos final act of resistance exemplifies how Africans and other colonized people have courageously resisted colonialism instead of passively accepting it. In Things Fall Apart, the representatives of the colonizer are Mr. Brown, Mr. Smith and the District commissioner and the colonized are Okonkwo and the entire Ibo society. Achebe gives the reader a dramatic contrast between the first white missionary Mr. Brown and Mr. Smith who replaces him. As his name suggests, Mr. Brown is able to navigate successfully the racial division between the colonizer and the colonized. Mr. Brown appears reasonable, respectful, kind, patient and an open-minded man who is willing to make effort to respect and understand the Ibo beliefs. Mr. Brown succeeds in winning a large number of converts because he listens to the villagers stories, beliefs, and opinions. He be friends many great men of the à ©lan and discusses religious beliefs with them. He accepts the converts unconditionally. Mr. Brown is the most influential character in the novel who does not encourage the conflict between the old and the new faith. Mr. Brown realizes that the direct attack with Ibo is useless. Therefore, he adapts a very clever policy by building a school, hospital and finally a church. Achebe states: In this way Mr. Brown learnt a good deal about the religion of the à ©lan and he came to the conclusion that a fro natal attack on it would not success. (Achebe: 163). Then he asks the people to send their children to the school and argues that the leaders of Umuofia will be men and women who can read and write. It is Mr. Brown who warns them that strangers like the District commissioner will come from other places to rule them. Actually, Mr. Brown is a man who loves peace and respects the traditional culture. So there was no conflict between the Ibo culture and the Western culture during his period. He has a real interest in the welfare of the Ibo people. As an individual, he is a good representative of his society. Mr. Brown stands for the bright side of the colonizer. Another representative of the colonizer is Reverend Smith who replaces Mr. Brown as the new head of the Christian Church. Mr. Smith is strict and uncompromising, the opposite of Mr. Brown who was kind and compassionate. Unlike Mr. brown, Mr. Smith encourages people to hate the traditional people and their religion. Mr. Smith is the stereotypical white colonist. He has no respect for the culture or the traditions of the Ibo. Mr. Smith remains ignorant of all the traditions and therefore has no hope of being respected enough. Mr. Smith thinks he is superior and others are inferior. Mr. Smith sees things as black and white and black [is] evil. (Achebe: 166). Smiths black and white thinking leads to the destruction of the church and the clash between both cultures. As a result of this new missionary, the Christians attack the Ibo belief and culture and insult the tribes traditional customs. One of their victims Okonkwo, whose return co-insides with the arrival of Mr. Smith, the new faith divide father from son. Smiths policy and treatment of the Ibo people show that the colonialist system is more primitive than the Ibo system. The District Commissioner is another figure of the colonizer. He seems more inhuman because he takes interest in Okonkwos suicide only because it will give him a new material for his book. He decides to title his book The Pacification of the Primitive Tribes of the Lower Niger. This decision demonstrates his knowledge about African as primitive and his inability to recognize how he has brought violence instead of peace to the Lower Niger. By concluding his novel with the District Commissioners misinterpretation and misinterpretation writing of the scene of colonial encounter, Achebe suggests that his novel is not simply about the colonial encounter between two different cultures. By drawing the attention to the District Commissioners erroneous sense of history. Achebe reminds the realer that the Western descriptions of Africa have largely been written by men like the District Commissioner. Consequently, Things Fall Apart seek to correct such erroneous historical records by retelling African history from an African perspective. In brief, Achebes Things Fall Apart illustrates what happened to the Ibo society at the time of its colonization by the British and how the colonialism affects the Ibo in many different ways; their religion, family, children and their dead. Achebe describes what happens when different cultures works against each other. à ¢Ã¢â€š ¬Ã‚ ¦ Now he [the white man] has won our brothers, and our clan can no longer act like one. He has put a knife on the things that held us tpgether and we have Fallen apart. (Achebe: 160). In this lines Oberika seems to voice Achebes own thought on colonialism. Okonkwos suicide at the end of the novel represents the end of the Clans ancient way of life because he represents the clansman. 3.3.3. Analysis of the Narrative Techniques in Achebes Things Fall Apart Achebe uses a number of techniques un Things Fall Apart such as the mixture between English language and Ibo vocabularies, use of proverbs and folk tales, symbolism, use of similes and metaphors, comparisons and contrasts and the shift from present tense to past and again to present. The first method that Achebe uses is to develop a hybrid language that mixes Ibo and English words by introducing numerous African terms thought the novel like Chie (personal God-Fate), Obi (hut), Agbala (a man without title) and Osu (outcast). Achebe uses English language as a model of communication between people and to convince the Europeans that Nigeria is a nation with great potential. Achebe uses his language to draw the readers attention to his own language. Another important method is the use if Ibo proverbs as well as traditional folk tales which bring to life the oral culture of Ibo and indicate their intelligence, knowledge, morals, the strong religion and the culture of the country. Early in the novel, Achebe says: if a child washed his hands, he could eat with the kings. Referring to Okonkwo (Achebe:8). This implies that if Nigerians washed their hands, the country could be just as important as Britian. The third method is Achebes use of similes and metaphors to bring the narrative to life and his use of different kinds of comparisons that are related to the Ibo experience as proverbs are the palm oil with which words are eaten. (Achebe: 6). The novel is developed in terms of comparison and contrast between the characters like the comparisons between father and son; Unoka and Okonkwo and between friends like Nwoye and Ikemefuna, Unoka and Okoye Oberika and Okonkwo. Fourth, Achebe provides considerable detail about many aspects of traditional African life like family and clan relation, ceremonies and rituals, social structure (gender relations), political and religions practices and the role of nature in their world. This digression helps the reader to understand the daily activities and religious beliefs of the Ibo people. Achebe shifts from present to past then to present while describing the events and the characters. The best method is the narrative voice. May critics see Things fall Apart as a book with two narrative voices: the traditional which dominates the first two/third of the book, and the modern which takes over the last third. Other critics see the book as narrated by a single narrator, whose tone changes and adopts overtime. The narrator mediates between the individual and the community, between the present and the past. All the previous devices make the novel authentic and realistic. 3.3.4. Comparisons and Contrasts between these three texts Conrads Heart of Darkness, Defoes Robinson Crusoe and Acheb

Internet Copyright Laws Essay example -- essays research papers fc

Internet Copyright Laws A student comes home to his dorm at the University of Scranton after a rough day of classes. With the quick internet connection provided on the school’s network, the student makes a few clicks and logs into Morpheus, a program that enables music fans to download free music. Within a few minutes he is on his way to owning an unlimited amount of songs at no cost. Everything this student is doing is legal, right? Wrong. The downloaded music from the internet is copyrighted material. Today’s internet is considered an â€Å"information superhighway,† a device where anything from music, books, programs and information can be shared worldwide. Since billions of people have the ability to access the internet, the content of the internet can be difficult to regulate. One controversy which has risen because people can transmit and share information broadly via the internet is that of copyright infringement. Arguments over the rights to property on the internet have been heated. For example, Napster (similar to Morpheus) was sued for providing software that enabled internet users to download music at no cost. Since the internet is a device that is used worldwide, copyright laws should exist to protect people who own copyrights so their civil liberties are not infringed upon. Because the internet is sometimes considered unregulated, users often assume that the law does not apply to its use. Widespread misuse of people’s intellectual property via the internet occurs because of this belief, though anyone can access the internet. Since the   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   number of people who have the ability to access the internet is so high, laws that are made to protect people’s publications in other media should also apply to protect them on the internet. Copyrights that protect products can sometimes be confusing to understand. The simplest way to identify copyright infringement is to question if the copyright is handed over with the product. For example, if a person owns a compact disc and lets a friend borrow it, the compact disc i... ...material is under copyright laws. However, while in court, it was thought the publications could be of public domain. The courts decided that the information was not an infringement and returned the confiscated property to Wollershiem and Penny. Copyright laws exist to protect the ownership of material. Where the material is located should not void the copyright. If copying property is for personal use, than a problem should not exist. If a person starts to make money or distribute the copied material, then a problem with copyright laws will arise. In this case, the provider of the material will be at fault. With the arrival of the electronic age, the internet will be another place where copyright laws are needed, and must be enforced; The internet cannot be free and unregulated. Whether it is a tape in a stereo, or a religious hoax on the internet, copyright laws must exist and be upheld to protect individuals from infringement of their property rights. Bibliography: Knowledge and Identity in the Electronic Age. Richard Fearer; McGraw-Hill, 1998. 124 131. Who owns digital works. Scientific American Publication. Ann Okerson; October 13, 2002. 37-41.

Types of ownership Both Cadburys and Sainsburys and plc’s (public :: Business and Management Studies

Types of ownership Both Cadburys and Sainsbury's and plc’s (public limited companies). Company registered as a plc under t Types of ownership Both Cadburys and Sainsbury's and plc’s (public limited companies). Company registered as a plc under the provisions of the Companies Act 1980. The company’s name must carry the words ‘public limited company’ or initials ‘plc’ and must have authorized share capital over  £50,000, with  £12,500 paid up – paid to the company by the shareholders. Plc’s may offer shares to the public and are more tightly regulated than limited companies. Converting a private limited company into a public one has advantages, such as the ability to raise share capital. However, it does have potential disadvantages, such as being subject to the scrutiny of the financial media and city analysts (the company’s financial records must be available for any member of the public to scrutinize). If the founder of a plc perceives the company share price to undervalue the company they may take the company private once more, as Richard Branson did with Virgin in 1989.Selling shares means that you can raise money quickly. A disadvantage of selling shares is that it is very expensive. Limited companies are owned by shareholders. These are people who own shares in the company. Shares are the parts into which the value of the company is divided. So if a business is valued at  £100 million and there are 200 million shares, each share will be worth 50 pence. All shareholders have limited liability. They are only liable for the amount they have put into the business. If a company closes down, shareholders can only lose the money they have invested. They will not be liable for anything else. Limited companies are owned by their shareholders. Large limited Types of ownership Both Cadburys and Sainsbury's and plc’s (public :: Business and Management Studies Types of ownership Both Cadburys and Sainsbury's and plc’s (public limited companies). Company registered as a plc under t Types of ownership Both Cadburys and Sainsbury's and plc’s (public limited companies). Company registered as a plc under the provisions of the Companies Act 1980. The company’s name must carry the words ‘public limited company’ or initials ‘plc’ and must have authorized share capital over  £50,000, with  £12,500 paid up – paid to the company by the shareholders. Plc’s may offer shares to the public and are more tightly regulated than limited companies. Converting a private limited company into a public one has advantages, such as the ability to raise share capital. However, it does have potential disadvantages, such as being subject to the scrutiny of the financial media and city analysts (the company’s financial records must be available for any member of the public to scrutinize). If the founder of a plc perceives the company share price to undervalue the company they may take the company private once more, as Richard Branson did with Virgin in 1989.Selling shares means that you can raise money quickly. A disadvantage of selling shares is that it is very expensive. Limited companies are owned by shareholders. These are people who own shares in the company. Shares are the parts into which the value of the company is divided. So if a business is valued at  £100 million and there are 200 million shares, each share will be worth 50 pence. All shareholders have limited liability. They are only liable for the amount they have put into the business. If a company closes down, shareholders can only lose the money they have invested. They will not be liable for anything else. Limited companies are owned by their shareholders. Large limited

Weight Training Exam :: essays research papers

Weight Training Exam 1.)  Ã‚  Ã‚  Ã‚  Ã‚  Weight training increases a person metabolic rate. 2.)  Ã‚  Ã‚  Ã‚  Ã‚  A consistent weight training routine can reduce your cholesterol level. 3.)  Ã‚  Ã‚  Ã‚  Ã‚  A.) Type I = High aerobic capacity, small in size, fatigue resistant,   Ã‚  Ã‚  Ã‚  Ã‚   Type Ia = Medium aerobic capacity, large in size, fatigable, Type IIb = Low aerobic capacity, large in size, most fatigable 4.) Dynamic contraction (ex. When extending the knee, hip and ankle joints when performing a vertical jump. Eccentric contraction (ex. lowering a weight from the flexed position.) Isometric contraction – (ex. Pushing against an unmovable object.) 5.) The requirements for a effective weight training device are 4 fold.   Ã‚  Ã‚  Ã‚  Ã‚  i.) The device must provide tension within the muscles.   Ã‚  Ã‚  Ã‚  Ã‚  ii.) The device must allow the muscles to be worked through there natural range of motion.   Ã‚  Ã‚  Ã‚  Ã‚  iii.) It must make i and ii VERY safe.   Ã‚  Ã‚  Ã‚  Ã‚  iv.) Should be adjustable in the magnitude of resistance it provides. 6.) When one increases in strength, their endurance increases as well. 7.) The myth is that â€Å"multiple sets of an exercise are superior to a single set for increasing muscle strength and size. 8.) The four key elements in a well designed training program are as follows†¦   Ã‚  Ã‚  Ã‚  Ã‚  - The Repetition: the best reps include raising and lowering of a resistance.   Ã‚  Ã‚  Ã‚  Ã‚  - The Resistance: The key is to use resistance to demand development of muscular strength by the creation of tension within a muscle or group of muscles that is greater than the typical demand.   Ã‚  Ã‚  Ã‚  Ã‚  - Total Body Training: All of the major muscle groups of the body should be trained each time.   Ã‚  Ã‚  Ã‚  Ã‚  - Balance: Am adequate amount of tension should be developed on both sides of a joint so that the joint functions properly and is not prone to misalignment or slipping. 9.) Five guidelines for an appropriate training program. i.)Train using a full range of motion.   Ã‚  Ã‚  Ã‚  Ã‚  ii.) Eliminate fast, jerky movements while raising the weight.   Ã‚  Ã‚  Ã‚  Ã‚  iii.) Emphasize the lowering of the weight.   Ã‚  Ã‚  Ã‚  Ã‚  iv.) Reach momentary muscular failure/fatigue in the prescribed number of repetitions.   Ã‚  Ã‚  Ã‚  Ã‚  v.) Train under supervision and/or with a partner. 10.) HIT or High Intensity Training is extreme effort while incorporating only one work set per exercise with minimum work sets per body part per work-out. 11.) First, to decrease injury potential, and second to increase performance potential. 12.) Vocabulary Definitions: a.)Intensity – The relative stress level that the exercise stimulates places at the approximate systems. b.) Progression – The rate at which you lift more over â€Å"x† amount of time.

Pricing Strategies

Penetration Pricing Price set to ‘penetrate the market’ ‘Low’ price to secure high volumes Typical in mass market products – chocolate bars, food stuffs, household goods, etc. Suitable for products with long anticipated life cycles May be useful if launching into a new marketMarket Skimming High price, Low volumes Skim the profit from the market Suitable for products that have short life cycles or which will face competition at some point in the future (e.g. after a patent runs out) Examples include: Playstation, jewellery, digital technology, new DVDs, etc.Value Pricing Price set in accordance with customer perceptions about the value of the product/service Examples include status products/exclusive productsLoss Leader Goods/services deliberately sold below cost to encourage sales elsewhere Typical in supermarkets, e.g. at Christmas, selling bottles of gin at  £3 in the hope that people will be attracted to the store and buy other things Purchases of other items more than covers ‘loss’ on item sold e.g. ‘Free’ mobile phone when taking on contract packagePsychological Pricing Used to play on consumer perceptions Classic example –  £9.99 instead of  £10.99! Links with value pricing – high value goods priced according to what consumers THINK should be the priceGoing Rate (Price Leadership) In case of price leader, rivals have difficulty in competing on price – too high and they lose market share, too low and the price leader would match price and force smaller rival out of market May follow pricing leads of rivals especially where those rivals have a clear dominance of market share Where competition is limited, ‘going rate’ pricing may be applicable – banks, petrol, supermarkets, electrical goods – find very similar prices in all outletsTender Pricing Many contracts awarded on a tender basis Firm (or firms) submit their price for carrying out the work Purchaser then chooses which represents best value Mostly done in secretPrice Discrimination Charging a different price for the same good/service in different markets Requires each market to be impenetrable Requires different price elasticity of demand in each marketDestroyer/Predatory Pricing Deliberate price cutting or offer of ‘free gifts/products’ to force rivals (normally smaller and weaker) out of business or prevent new entrants Anti-competitive and illegal if it can be provedAbsorption/Full Cost Pricing Full Cost Pricing – attempting to set price to cover both fixed and variable costs Absorption Cost Pricing – Price set to ‘absorb’ some of the fixed costs of productionMarginal Cost Pricing Marginal cost – the cost of producing ONE extra or ONE fewer item of production MC pricing – allows flexibility Particularly relevant in transport where fixed costs may be relatively high Allows variable pricing structure – e.g. on a flight from London to New York – providing the cost of the extra passenger is covered, the price could be  varied a good deal to attract customers and fill the aircraftContribution Pricing Contribution = Selling Price – Variable (direct costs) Prices set to ensure coverage of variable costs and a ‘contribution’ to the fixed costs Similar in principle to marginal cost pricing Break-even analysis might be useful in such circumstancesTarget Pricing Setting price to ‘target’ a specified profit level Estimates of the cost and potential revenue at different prices, and thus the break-even have to be made, to determine the mark-up Mark-up = Profit/Cost x 100Cost-Plus Pricing Calculation of the average cost (AC) plus a mark up AC = Total Cost/OutputInfluence of Elasticity Any pricing decision must be mindful of the impact of price elasticity The degree of price elasticity impacts on the level of sales and hence revenue Elasticity focuses on pro portionate (percentage) changesPED = % Change in Quantity demanded/% Change in PricePrice Inelastic: % change in Q < % change in P e.g. a 5% increase in price would be met by a fall in sales of something less than 5% Revenue would rise A 7% reduction in price would lead to a rise in sales of something less than 7% Revenue would fallPrice Elastic: % change in quantity demanded > % change in price e.g. A 4% rise in price would lead to sales falling by something more than 4% Revenue would fall A 9% fall in price would lead to a rise in sales of something more than 9% Revenue would rise