What was the social impact of Elvis Presley?

In 1955 America underwent a social revolution, the youth of the time wanted to express themselves. Leading the way was Elvis Presley, riding on the power of television and commerciality. Source A is from a music magazine, it details Elvis' ride to fame, using words like â€Å"A winner† â€Å"Amazing and â€Å"The hottest artist†, tells us that people where buying his singles. The title â€Å"Presley hot as a $1 pistol† this gives the impression that Elvis was both dangerous and desirable. From the information in source A, Elvis Presley's impact on the US music scene in 1955 was very important he was selling records and appealing to a large audience the record companies would soon be battling to have Elvis on their books. QUESTION TWO Elvis' impact was huge; whether it was positive or negative, whether people liked him or loathed him he was everywhere. Source B is extracts from some of the most popular newspapers in the US. They are mostly taken from conservative newspapers they give a general negative opinion of Elvis, â€Å"Mr Presley has no singing ability†. Source C is from a popular broadcasting magazine it proves that people were still watching programmes that included Elvis, it doesn't however, mean that these ratings were because of Elvis' involvement in the show. Source D is a photograph of Elvis performing, it shows him gyrating explicitly, and it also shows young girls reaching out towards him. Elvis is dressed in dark clothes adding to his mysterious demeana. Source B highlights the fact that Elvis is having a huge impact on American society, source C also shows that Elvis could have been having a massive impact, source D adds further clarification to Elvis impact, he was driving people crazy having a massive effect on the young people in the 50's. Both sources support C however; they both support it in different ways. Source C shows people are watching the programmes identified in source B, source D shows the main attractions of Elvis, his moving and his outrages disregard for social expectations. This makes source C feasible he may well have â€Å"No singing ability† but that was never the attraction. QUESTION THREE The usefulness of a source is very important; to calculate the usefulness of a source we need to know the content, the reliability and the bias. Source E is three quotes from three highly influential and conservative members of the American right wing. The statements vary in ferocity, source E I is fairly mild, it likens Elvis' music to that of the black peoples of America. Source E II is possibly the most disturbing, â€Å"To do a way with this cannibalistic, Negro-loving rock and roller.† Each word as been carefully chosen to cause maximum impact and offence. Source E III fits somewhere between the two, yet all three have equal importance. Source F is a list of top selling singles for the years 1955,1956 and 1957. Source E's content is tells us what we already knew, conservative members of American society opposed Elvis. As with any development these people will disapprove of the changes. This does tell us that Elvis' impact was large enough to warrant peoples opinions. The reliability of this source is good as they are onions we assume that they are as intend by the author. This source is, however, extremely biased; all the opinions are from a similar group of people. In conclusion this source is moderate useful when determining Elvis' impact. Source F's content is factual information plotting the rise of Elvis' chart sales. Its reliability is superb as they are undoctored facts, there is some bias as the years selected where the years when Elvis was selling records, it doesn't show the years prior to 1955 or after 1957. This source is extremely useful; from this source we can learn just how big an impact Elvis had on the music industry, however as the social impact is not discussed it is not as valuable when discussing the social impact. Source F is the most useful source when looking at the impact caused by Elvis. QUESTION FOUR By 1958 attitudes to Elvis where beginning to change, one of the reasons this change occurred was because of Elvis joining the army, this provided him a with a grounding that many of his opponents reason t respect him and realise his achievements, this combined with the fact that people were getting used to Elvis lead to opposition fading. As with any social revolution, the revolutionary period will slowly be accepted as the norm, this process of slowly seducing the majority of the population can take years, however Elvis appealed to the teenage generation, as these people grew up they become they people in power, the people who three years ago had opposed Elvis. As the supporters of Elvis grew into positions of power the opposition crumbled. One of the main arguments people had with Elvis was his lack of patriotism, they believed his music belonged to the black people and he was undermining the American society by infiltrating it with this black music. These rumours were halted when Elvis enlisted in the army, anyone who fights for their country must have pride in their country, and this gave many of Elvis' opposers the opportunity to see his achievements. The new style was moving in and the old was moving on, the anti-Elvis attitudes were moving on with them, allowing Elvis to continue on his way to musical success. Another point to consider here is Elvis' style, by now he was starting to become more commercialised Elvis was a movie star and Elvis merchandise was everywhere, Elvis was a household name not only for his explicit dance moves but also for his dazzling movie career. QUESTION FIVE Without television, Elvis would never have been as famous as he was, but he was only famous because of his music and performance. The big attraction of Elvis was the fact that he is rebellious and different and exciting, his music is like nothing anyone had heard before and his dance moves were today's equilivent to sex on stage. This was the big pulling force behind Elvis. Source D shows people adoring Elvis' music and performances. Although it must be said that in order to reach the millions of people he did television was crucial. In 1950 around two-thirds of the American population had television sets. One of the most popular shows was the Ed Sullivan show. Millions tuned in to watch; there was something for everyone. I didn't take long for Elvis to realise this was the place to be; he made several appearances on the show to terrific acclaim. During Elvis' career he appeared in several films, it should be noted that Elvis was by know means a terrific television personality, more like a famous footballer who requires constant prompting and guidance, the main reason for Elvis' success on the screen was the fact eh was Elvis, people weren't coming to see Elvis act, they were coming to see Elvis. To the teenagers of the time Elvis was a god, bored of following in the steps of there parents they began to carve out identities for themselves, the invention of the â€Å"Greaser† and the â€Å"Preppie† occurred at this time. They were all united by one common cause, a need to strike back they began to slick back their hair and listen to Elvis. Elvis created the teenager with his music; it provided an outlet for the troubled teens. Elvis' success is mainly attributed to his music and performances but without the use of television the southern states would never have had to share him and he would never had reached the audiences he did.

Case Note: Winfield Refuse Management, Inc.: Raising Debt vs. Equity

Case: Winfield Refuse Management, Inc. : Raising Debt vs. Equity I. Case situation: Decision Proof: 1. First part: â€Å"†¦ , it was Sheene's responsibility to lead the discussion on how to finance a major acquisition†¦ reach a resolution this time. † 2. Last part: â€Å"Board Discussion†,†However, there was decidedly less agreement on the matter of financing†¦ † 3. The article is about background and arguments about whether to raising debt or equity. II. Options: Funding the acquisition through a bond issue or common stock? III. Creteria: 1. Maximum the interest of shareholders/not hurt the existing shareholders' interest. . Stable the stock price and make stock value growth. 3. Solidify its competitive position in the Midwest and make expansion. IV. Analysis of options: 1. Approval of Issuing stock: -Lower cost than bond: ‘the principal repayments on the bond mean an additional $6. 25 million cash outlay every year and it is over 9% of the bond issue. ‘ -‘Lower risk than bond: debt burden will increase risk and will lead to wild swings in the stock price. ‘ 2. Approval of Issuing bond: -Issuing stock would hurt shareholders: the Winfield's shares is now undervalued and issuing more shares would be a disservice to share holders. Weaken the control of Winfield family and a gift to new share holders -EPS would go up: using debt the EPS would go up to $2. 51, on the other hand, the stock issuing would make EPS decrease to $1. 91. -Other major player(competitors) rely on long-term debt in the capital structures. V. Other information: History of Winfield Refuse: -†In 40 years after 1972, the company grew through a combination of organic growth and strategic acquisitions. † >growth history: company amalgamation >Experienced -†During the 1980s, professional management had been brought in. ‘ >Family control -†a consistent policy of avoiding long-term debt† >Risk aversi on -†very steady cash flows and 1991 pubblic stock offering† >Grow sound and already has stocks in market Expansion Opportunity: -â€Å"The management team had proven successful in the post-acquisition phase, avoiding undue actively seeking a larger acquisition target to solidify its competitive position in the Midwest. † >Experienced and well-controlled in management â€Å"As chief financial officer of Winfield Refuse Management, a vertically integrated, how to finance a major acquisition. >CFO: get oriented > identify problems > analysis > decision â€Å"†¦ a waste management operator collected the waste and then processed it for recovery, combustion for energy recovery†¦ † >company: provide new energy, environmental protection â€Å"†¦ generated very steady cash flows. † >take safe with steady cash flow â€Å"†¦ adhered to a consistent policy of avoiding long-term debt† >capability? How many shares did the company issue in the market? â€Å"The Winfield family and senior management held 79% of the common stock. † >The CFO missed the point about ratio of family control. 15 million family 80% = $11,850,000 others 20% $22. 5 million family 52% = $11,850,000 others 48% > The family control would be weakened and it may hurt family interest if issuing stocks. What's more, if one of the family member sold his/her share, the Winfield Refuse Management, Inc would no longer be a family company. â€Å"The management team had proven successful in the post-acquisition phase†¦ † >The company maybe experienced in integrating new companies into its operations but no experience in big companies. The company now has many branches but all in one industry. †¦ had consistently produced 12%-13% operating margins every year for the past 10 years. † >This figure did not compare to the average or competitors in this industry. Exhibit 2 â€Å"operating revenue: 2008: 371,868; 2009: 379. 457â €  >The company make through financial crisis. How? Exhibit 3 â€Å"2011 Total assets: $748,681; Total liabilities and stockholders equity: $749,681† >Debt Asset ratio: Total Debt/Total Assets =1 High debt to assets ratio indicate low borrowing capacity of a firm, and lower the firm's financial flexibility.Exhibit 3 >The issued bond is fixed-rate bond or variable bond? What other equity does the company have? (building, trucks, etc. ) Plus: Approval of Issuing stock: As the article mentioned, â€Å"The Winfield family and senior management held 79% of the common stock† and the fact that the company's stock is undervalued, if the company chose issuing strike, the senior management may own more shares and the change of the stock's price may benefit or hurt them. So issuing strike will motivate senior managers or other employees who own the stocks.

Research Proposal-Intimate Partner Violence Proposal

-Intimate Partner Violence - Research Proposal Example This situation raises further concern because some hospital and clinic-based research bids have also shown that there is an association between increased IPV risk and pregnancy. As such, it becomes necessary for the obstetric-gynecologic nursing department to make rigorous screening so as to handle the health threat posed by IPV. Research has therefore been focused on the significance, completeness, acceptability and accuracy of different screening instruments and methods. Better screening methods and approaches have been identified, but the exercise of screening has not yet attained perfection due to non-disclosure. The problem is disproportionately high among immigrant minorities and this affects implementation of intervention measures to curb IPV. In order to enhance screening there is a need to find out factors that cause non-disclosure, which in turn, affects results obtained and used in decision-making and policy formulation. The determination of these factors will be a helpful step towards finding countermeasures that will help improve the screening process. This paper proposes an approach towards solving the non-disclosure challenge and its underlying causes as well as countermeasures. Key words: Intimate Partner Violence (IPV), Immigrants, Minorities. ... pleteness, acceptability and accuracy of different screening instruments and methods have, either indirectly or directly been the focus of obstetric research. These questions have increased awareness on IPV prevalence, accuracy of screening among various groups and optimal approaches and tools to screening of IPV in the obstetric-gynecologic field (Liebschutz & Chuang, 2002). The results from research bids elicited by such questions have informed the formulation of effective screening of IPV among various groups and appropriateness of methods applied. In spite of improving effectiveness in screening and approaches to screening, nursing practitioners in obstetric-gynecologic nursing have become cognizant of the fact that there are still many cases of ineffective screening. This occurs due to non-disclosure, which is elicited by multiple factors. Cases of ineffective screening are prevalent within immigrant and minority groups and occur to a lesser extent within mainstream populations (Kaguyutan & Shetty, 2002; Pendleton, 2003). Specific factors that influence revelation of information during screening are prominently cited in most pieces of literature on IPV. However, there is a lack of a substantial body of research into the component factors and their relative influence on information revelation during screening and the outcomes of screening. Additionally, there is no comprehensive body of research in to how the factors that influence information revelation and screening can be positively influenced to favor screening. Indeed, effectively ascertaining the significance, completeness, acceptability and accuracy of different screening instruments, is not sufficient in helping improve the screening process (Marks et al., 1998). This is because no matter how effective a

Supply and Demand Essay Example | Topics and Well Written Essays - 500 words - 3

Supply and Demand - Essay Example As such, if the price change leads to an equal change in commodity demanded then that results to a uni elastic demand (Ferguson, 1972) Elastic demand refers to the demand for which the price elasticity is greater than 1. As such, if the demand elasticity is greater than 1 it means that the percent change in quantity is much higher than the percent change in price. Unit elastic demand occurs if the quantity demanded is directly proportional to the price change meaning the coefficient of elasticity is equal to 1. While inelastic demand, occurs when elasticity coefficient is less than 1. This implies that the percentage change in the amount of quantity is less than the price change. Cross price elasticity of demand is the rate of change the quantity required due to the price change of the other commodity (Gillespie, 2007). As such, when two good are substitutes, consumers tend to purchase more of one good due to increase in the other substitute. Similarly, for complementary commodities, price increase in a commodity causes a reduced demand for all goods. Moreover, cross elasticity of demand points out the sensitivity of a particular commodity to price change. For a normal good, increase in income results in an increase in the demand. This is seen as the coefficient of elasticity of N>0 (Ferguson, 1972).For an inferior, an increase in price leads to a decrease in demand. In this case, the coefficient of elasticity is N1. Notably, a superior good exhibits the same coefficient of elasticity similar to normal good. Demand

THE GREATER MIDDLE EAST Essay Example | Topics and Well Written Essays - 1500 words

THE GREATER MIDDLE EAST - Essay Example Most of these groups were Christians and they included Armenians, Balkan, Persians among others (Howland, 1940). Because of Osman, Orhan, Murad I, and Bayezid I the Ottoman-Turkish Empire emerged as the most powerful Empire in the world. These leaders originated from the Turkish tribe and formed a dynasty of professional officers that led the empire in conquering Christians, Europe and other states in the Middle East. Howland (1940) argues that Ottoman-Turkish Empire was created by Turkish tribe. In addition, it was led by Osman I from r. 1290 to 1326. During that time Osman I converted many soldiers from other religions to Islam and made them Turkish warriors. These warriors were the custodian of Islamic faith and held the title ‘ghazi’. The warriors fought against the Christian Byzantine state and their success meant the spread of Islamic religion in lands that they conquered. However, Langer and Blake (1932) claim that, since Osman’s ancestors were from the Kayi tribe Ottoman-Turkish Empire was, therefore, founded by that tribe. In my opinion, Langer and Blake’s arguments are based on false assumptions. If Osman belonged in the line of his ancestors, it does not make Kayi tribe the founder of Ottoman-Turkish Empire. Instead, it is the people who physically volunteered in forming the Empire that would be identified as the founders. However, Langer and Blake would have argued that Kayi tribe was one of the contributors to the formation of Ottoman-Turkish tribe. This is because Osman’s ancestors were the founders of the dynasty. On the other hand, Howland assumptions are true. Indeed, the Turkish tribe established Ottoman-Turkish Empire under the influence of Osman I. The empire was a combination of Osman’s people, known as the Ottoman, and the Turks. Furthermore, the two groups happened to be in a similar geographical location called the Anatolia where they settled in 1071. Turks came into the

Evaluating The Research Methods Assignment Example | Topics and Well Written Essays - 500 words

Evaluating The Research Methods - Assignment Example This is whereby data is collected and analyzed so as to come up with a trend or gather information from it. This is in contrast to deductive approach which collects data with an already pre-existing hypothesis and looks to prove or disprove it. His research is also non experimental since he has no controls and his results do not have a specific precision that they must fulfill. This is in contrast to experimental research where the observer has a controllde environment and has a precise expected result. His research is also quantitive in nature since he relies on numerical statistics to come up with results. A good example is the way he also samples several tourist hotels for bed occupancy after taxation and uses this data to come up with generalizations about the whole industry. In one instant where he says they edited a book on Japan day to day life, he was an active observer. This can be deduced from the questions that he sought to answer e.g. why vending machines were so prevalent. From this easy, it is easy to see that a researcher can choose to use a mix of methods to best suit his aims. Mak, J., Moncur, J. E., & Yonamine, D. (1976). Selected summary statistics of U.S. westbound visitors to Hawaii: From the 1974 Hawaii Visitors Bureau visitor opinion survey. Honolulu: University of

Music 004 written assignment Essay Example | Topics and Well Written Essays - 750 words

Music 004 written assignment - Essay Example This is a wonderful children’s movie that emphasizes the values of family. It reinforces the fact that people are never apart in spirit although they may be physically separated. is a plucky, happy-go-lucky fish and the music reflects that character. Music says a lot about the personality of a character. This music is free-flowing, happy, and joyful in tone. Basically, Nemo’s life is good and this music reflects the joy and wonder he has in his life. This clip reveals what Nemo’s family life is like, and is a little curio which showcases how good life is before he gets lost. At this point the story is still in the stage of exposition—there is some narrative hook that is going to grab the audience, but not quite yet. The music is light and happy. creates a joyful and carefree atmosphere. This music is supposed to characterize Nemo’s life as a young fish—he does not have any worries, and his life is relatively unfettered by problems of the world out in the big sea, as he mainly sticks close to home. However, the music does foreshadow, at least a bit in all its utter happiness, that perhaps this music is a backdrop for the more serious material that is going to be coming in the future. Basically this â€Å"happy† music is a lead-in to a more tranquil side of music which will match the tone of the movie when Nemo gets lost. In that sense, this music can sound very superficial and has almost a dreamlike quality to it. gets lost. As Marlin (one of the characters) says, â€Å"No! I didnt come this far to be breakfast!†1 So is the struggle that Nemo will find once he leaves the ambience of the happy music. Music has the ability to give a certain quality to situations on-screen that otherwise would not have been as clearly delineated. In Finding Nemo, the composers do an excellent job of conveying feelings through the music. make the audience aware of the happy life Nemo had before getting lost—but it also conveys a

Political Parties Essay Example | Topics and Well Written Essays - 1000 words

Political Parties - Essay Example As we may notice, Republicans and Democrats seem to uphold comparable ideals when the interest of the American population as a whole is concerned, only that they do not share the same opinion as to who are most appropriate to be bestowed the right of governance. Upon declaration of the winning candidates in an election, cries of deception are hardly evident unlike in some countries where political parties exist in multitude and demonstrate hostility against one another. There is more assurance to a majority consensus given the fact that there are only two options available and a â€Å"clear-cut choice between groups standing for opposing policies.†4 If there are other parties, then elected officials do not necessarily get majority of the votes; thus, what came about is not to be considered national unity. Another reason that gives favor to the two-party competition lies in the conviction that it is â€Å"the simplest and likeliest way to have an effective democratic governmen t.†5 In a country that upholds democracy, all citizens are granted equal share in the decisions that affect their lives. There is no point making a choice when there is no sufficient information to serve as a common ground. In the presence of many prospective governing groups, people can have a hard time monitoring qualifications, performances, and credibility among aspects that must be look into before a ballot is filled out. In a country as large and varied as the United States, a multi-party system would be likely to produce paralysis of government at the national level.†6 Similarly, the ruling party is openly held accountable for overseeing the government7; that should incumbent officials fail in their undertakings or rather fall short of expectations, they are bound to devise approaches that can ameliorate the situation. In this case, it is safe to assume that the general welfare is put on top priority and corruption, although not completely brought to an end, is at least kept to a minimal degree. People will simply go the other direction in the instance of dissatisfaction, and this is what the party in power works hard to avoid. The other party serving as its critic is compelled to instigate remonstrations when dishonesty in the service is observed. They keep a watchful eye on proceedings that do not coincide with the constitutional provisions, and needless to say, hope for a better political standing in the future. In result, power is dispersed accordingly, and any attempt to replace the democratic structure of the government is constantly impeded. The absence of monarchists and Marxists as real choices in most American elections seems an acceptable price for the advantages of the two-party system.†8 The United States is a country of liberalism—a government of the people, by the people, and for the people. A form of power that is vested upon a single person by birthright9, and the principle that actions and human institutions ar e economically determined10 will only lead to insurrections from the citizens who believe that

Q Manual Essay Example for Free

Q Manual Essay After the lecture Tutorials and your learning Reading in your study 2. 8. 1 Reading to understand or comprehend 2. 8. 2 Reading for critical comment Checklist for studying faculty units and courses 13 14 14 15 16 16 Chapter 3 The research process: A basic guide 3. 1 The research process 3. 1. 1 Step 1: Understand the assignment topic/question(s) 3. 1. 2 Step 2: Decide what sort of information you need to complete the assignment 3. 1. 3 Step 3: Decide where to look for this information 3. 1. 4 Step 4: Develop and use a search strategy for database searching 3. 1. 5 Step 5: Evaluate the information found and revise the plan 3. 1. 6 Step 6: Presentation 3. 1. 7 Step 7: Final evaluation Using the Internet for research 3. 2. 1 Some further tips for productive Internet research 17 17 17 17 18 18 20 22 22 23 23 3. 2 Chapter 4 Academic writing skills 4. 1 4. 2 4. 3 4. 4 Characteristics of successful writing 4. 1. 1 Responding to the task Exam question, Accounting and Finance 4. 2. 1 Initial analysis, key terms and directions Structuring your writing clearly 4. 3. 1 Writing structure Forming and expressing your perspective on the task 4. 4. 1 â€Å"Crystallised response† 4. 4. 2 Plan the response Supporting your perspective 4. 5. 1 Paragraph structure 4. 5. 2 Use of references Presenting a consistent and logical response Expressing your ideas clearly 4. 7. 1 Formal academic language 4. 7. 2 Some other features of academic language Checklist for academic writing skills 25 25 25 27 27 27 28 29 29 30 31 31 32 33 33 34 34 36 4. 5 4. 6 4. 7 4. 8 Chapter 5 Writing essays 5. 1 5. 2 5. 3 5. 4 Analyse the task Synthesise your information Plan the essay Reference the sources of information 37 37 37 37 38 Chapter 6 Writing a literature review 6. 1 6. 2 6. 3 6. 4 The nature of a literature review Procedure for completing a literature review Writing the literature review Checklist for a literature review 39 39 40 40 41 Chapter 7 Report writing 7. 1 The process 7. 1. 1 Identify the purpose of the report 7. 1. 2 Identify the readers and their needs 7. 1. 3 Research the topic 7. 1. 4 Outline the report 7. 1. 5 Write the draft 7. 1. 6 Edit the draft 7. 1. 7 The finished product 7. 2 Report presentation and layout 7. 2. 1 Structure of a report 7. 3 Report writing checklist 42 42 42 42 42 43 43 43 44 44 44 46 Chapter 8 Case study method 8. 1 8. 2 Some general issues Problem solving case format. 49 49 49 Chapter 9 Academic integrity and honesty: avoiding plagiarism in written work 9. 1 9. 2 What is plagiarism? Monash University Statute 4. 1 and policy regarding plagiarism 9. 2. 1 What happens when plagiarism is suspected 9. 2. 2 Students’ responsibility Using references appropriately in your written work Use of references in writing 9. 4. 1 Unsuitable use of references Suitable integration of references 9. 5. 1 Techniques for using an author’s ideas 9. 5. 2 A summary 9. 5. 3 Paraphrasing, or writing in your own words Conclusion 51 51 52 53 53 54 54 54 55 55 56 56 57 9. 3 9. 4 9. 5 9. 6 Chapter 10 Referencing. 10. 1 10. 2 10. 3 10. 4 What is referencing? When should you reference? Why should you reference your work? Referencing using the APA style 10. 4. 1 Creating in-text citations 10. 4. 2 Creating a reference list Footnoting 10. 5. 1 In-text citations using footnotes 10. 5. 2 Creating the bibliography 58 58 58 59 59 59 62 69 70 74 10. 5 Chapter 11 Presentation skills 11. 1 11. 2 11. 3 What is a presentation? Planning and preparation 11. 2. 1 Analysing your audience Presentation design 11. 3. 1 Objective 11. 3. 2 Content 11. 3. 3 Structure Visual support 11. 4. 1 Handouts Delivery 11. 5. 1 Methods of delivery 11. 5. 2 Rehearsal Nerve control 11. 5. 3 11. 5. 4 Your voice 11. 5. 5 Non-verbal communication Group presentations 11. 6. 1 Team balance 11. 6. 2 Transitions 11. 6. 3 Support for the speaker 11. 6. 4 Your role as coach Evaluating the presentation Why do some presentations go wrong? 76 76 76 76 76 76 77 77 79 79 80 80 80 80 80 81 82 82 82 82 82 83 83 11. 4 11. 5 11. 6 11. 7 11. 8 Chapter 12 Exam strategies Preparing for exams 12. 1. 1 Establish the type of exam 12. 1. 2 Develop a broad understanding of the unit’s objectives 12. 1. 3 Develop summaries of topics 12. 1. 4 Review unit material and topics 12. 1. 5 Practise past exam questions 12. 1. 6 Multiple choice questions 12. 1. 7 Short answer and essay questions 12. 1. 8 Calculation questions 12. 2 Operating in the exam 12. 2. 1 Reading and noting time 12. 2. 2 Completing the exam Answering multiple choice questions 12. 2. 3 12. 2. 4 Completing written response questions 12. 3 Checklist for exams 12. 1 84 84 84 84 85 85 85 85 86 87 87 87 87 88 88 88 Q Manual Preface and Acknowledgements The purpose of the Q (for Quality) Manual is to provide new students with practical and easily accessible information regarding university-level study. As its name suggests, this publication is aimed at increasing your effectiveness as a student. For many of you who have not experienced university level study, the Q Manual will provide you with ideas, suggestions and guidelines to enable you to achieve academic success by producing quality work, and getting it submitted on time. We suggest you read the Q Manual thoroughly and refer to it often throughout your course of study. The Q Manual commences with an overview of the Faculty of Business and Economics, its goals, structure and expectations regarding student performance, as well as important policy information about student assessment. The next chapter provides useful advice in relation to approaches to study at the university level. Then follows the bulk of the Q Manual, which focuses on research skills, academic writing skills, and in particular, chapters devoted to commonly required academic assignments, such as essays, literature reviews, reports and case study method. The section relating to academic writing and assignment preparation is followed by chapters covering academic honesty and referencing techniques. The final sections of the Q Manual cover oral presentation skills and exam strategies. There are many people whose valuable contributions to this edition of the Q Manual must be acknowledged. They include (in no particular order): Andrew Dixon, Caulfield Campus Library David Horne, Caulfield Campus Library Owen Hughes, Faculty of Business and Economics Sally Joy, Faculty of Business and Economics Lynne Macdonald, Faculty of Business and Economics Michael Scorgie, Department of Accounting and Finance Claire Tanner, Faculty of Arts Our special thanks go to Lynne Macdonald and Claire Tanner for the many hours spent collating and editing the content and for coordinating production of the Q Manual. Without your efforts and patience, this edition could not have been published. Sincere thanks also go to my dear friend and colleague, Glenda Crosling, who has collaborated with me for many years on a number of significant educational projects for the faculty. A dedicated educator, Glenda works enthusiastically and tirelessly, keeping an open mind, and most importantly, always retaining her wonderful sense of humour! Glenda also thanks Nell for her collegiality, dedication, inspiration and hard work on this and other educational projects. Together, we have produced a publication that we hope will assist you in your studies. Finally, we wish you a stimulating, challenging and rewarding learning experience throughout your undergraduate and postgraduate studies with the Faculty of Business and Economics. Nell Kimberley Department of Management Faculty of Business and Economics January, 2008 Glenda Crosling Education Adviser Faculty of Business and Economics Chapter 1 Introduction 1. 1 Welcome Congratulations on your selection to study one of the courses offered by the Faculty of Business and Economics at Monash University. This manual is intended to provide you with information on how to produce quality work and achieve the best possible results in your examinations. The major goal of the university is to assist you to obtain an excellent education so that you may take your place in society as a well-qualified graduate. It is important to note that while the courses provide the teaching support and the necessary framework for your studies, success can be achieved only through your personal commitment and dedication to hard work throughout all the years of your course. The following information is aimed at familiarising you with the Monash University study environment and increasing your effectiveness as a Monash student, thereby enabling you to reach your potential. For those of you who are experiencing university level study for the first time, this manual will lay an important foundation and prepare you for a new world. 1. 2 Monash University Monash University was established in 1961 and named after General Sir John Monash (1865–1931). Sir John was a soldier, scholar and engineer, and the Commanding General of the Australian forces in France in World War 1. In addition, as the first Chairman of the State Electricity Commission, he took on the immense task of overseeing the development of the LaTrobe Valley’s brown coal resources. Sir John was a man of wide interests and vast intellectual range. He was this country’s first Doctor of Engineering and exemplifies the University’s motto – Ancora Imparo (I am still learning). The university now has a population of more than 50,000 students from over 100 countries, who speak 90 languages. There are eight Monash campuses and two centres, in Italy and London. The primary pursuits of teaching and research are carried out in the university’s ten faculties. The faculties, which each cover a specific body of knowledge, are: Art and Design; Arts; Business and Economics; Education; Engineering; Information Technology; Law; Medicine, Nursing and Health Sciences; Pharmacy; and Science. 1. 3 1. 3. 1 Faculty of Business and Economics Goals The aim of the faculty is to use its scale, scope and unique internal diversity to become an international leader in the pursuit, dissemination and analysis of knowledge, particularly in the disciplines of accounting, banking, econometrics, economics, finance, management, marketing, and tourism. By the application of such knowledge, its staff and students will contribute to the economic, social and commercial development of Australia and other countries in an increasingly globalised environment. 1. 3. 2 Faculty structure The Faculty of Business and Economics is the largest faculty in the university, with more than 17,000 students enrolled over five Australian campuses at Berwick, Caulfield, Clayton, Gippsland and Peninsula, as well as in Malaysia and South Africa. In addition to a diverse range of undergraduate bachelors degrees, the faculty offers a comprehensive range of graduate courses including an executive certificate, graduate certificates and diplomas, masters degrees by coursework and research, the Master of Business Administration, the Doctor of Business Administration, the Master of Philosophy and the Doctor of Philosophy. Courses are delivered on campus, usually through lectures, tutorials and WebCT Vista, while offcampus students are catered for by distance education. 1 The Dean and the main faculty office are located on the Caulfield campus. In addition, there are faculty staff located at the other campuses. Go to http://www. buseco. monash. edu. au/student/contact/ for location and contact details. 1. 3. 3 Departments and centres The Business and Economics faculty is subdivided into organisations that are responsible for particular areas of knowledge. There are six departments and two research centres. The departments are: Accounting and Finance, Business Law and Taxation, Econometrics and Business Statistics, Economics, Management, and Marketing. The research centres are: Centre of Policy Studies, and Centre for Health Economics. They cover fields of study including accounting, banking, business law, business statistics, economics, econometrics, finance, international business, management, human resource management, marketing, taxation and tourism. Whatever your major or areas of study it is essential that you have an understanding of each of the disciplines and how they interact with each other in the overall operations of a business organisation. 1. 3. 4 Aims for learning at Monash University and in the Faculty of Business and Economics The university and the faculty recognise the needs of students for their lives following graduation. As a Monash graduate you will be operating in a globalised and rapidly-changing world, and the university and faculty aim to develop in students’ attributes beyond the ability to understand and operate competently with course and unit content. The aims are that students will develop in ways that will enable them to: †¢ Engage in an internationalised and increasingly globalised world; †¢ Engage in discovery, analysis, integration and application for problem solving and learning with knowledge; †¢ Communicate competently orally and in writing across cultures and settings, including their specific disciplines. As you undertake your studies, you will notice an emphasis on these attributes and you will be engaged in activities and tasks to help you develop them. In the following chapters of this guide, we explain the influences of these attributes on your approach to study. 1. 3. 5 Units Each department offers a wide range of undergraduate and postgraduate units. In a three-year undergraduate degree, there are twenty-four units, with four units to be taken in each semester (parttime students would normally undertake two units each semester). The unit leader or coordinator is responsible for the administration of the particular unit. You can consult with your unit leader, and or coordinator in larger units you may also consult with the other lecturers and tutors. 1. 3. 6 Role of lecturers/tutors Lecturers and tutors have a key role as facilitators of your learning. They are able and most willing to help you with your studies and can be contacted using your student email account. Their email addresses are located in the unit outline. Alternatively, academic staff can be contacted during their consultation hours which are often posted on their door or outside the main administration office. 1. 3. 7 Role of on-line sources of information Monash has adopted a learning management system which provides you with access to on-line unit information. The web contains information that you need to know for the unit, both of an administrative nature as well as useful material for your studies. 2 1. 3. 8 Role of course directors/coordinators If you are encountering academic performance issues, course progression and similar problems you should initially discuss these with enrolment officers or course advisers. You may, occasionally, then be referred to course directors or course coordinators to help with these issues. Undergraduate students are referred to course directors or course coordinators by the faculty office and postgraduate students by departmental administration staff. If referred, course directors and coordinators are available during their consultation hours. 1. 3. 9 Additional important information The Undergraduate and Postgraduate Handbooks and the Student Resource Guide provide important information regarding various aspects of university life. The Student Resource Guide is distributed to all students at the time of initial enrolment and is available on-line at www. monash. edu. au/pubs. It contains details of the university’s code of practice for teaching and learning, as well as grievance and appeals procedures. Further copies can be obtained from Student Service Centres on all campuses. An excellent resource for students is also available on-line via the student link on the Business and Economics Faculty webpage at http://www. buseco. monash. edu. au/student/. The site contains links to important information regarding: courses and units, admissions and enrolments, schools and departments, exams and results, administration, study resources, calendars and timetables, IT and computing, support services, careers and employment, international students, and clubs and associations. 1. 4 Faculty expectations of student performance As students of the faculty, there are a number of units that you will study as part of your course. Although these units may have differing methods of assessment, the faculty has the following expectations of your behaviour and performance. 1. 4. 1. Attendance and participation at lectures and tutorials Lectures and tutorials are central to your performance in the university. Lectures provide the material you require in order to understand the overall nature and direction of the unit. Important concepts and analysis can be emphasised by the lecturer and put into context for the student. Tutorials are a vital part of your studies. They reinforce lecture material and provide you with an opportunity to discuss material presented in lectures, as well as to ask questions. Tutorials also provide you with the opportunity to develop your oral communication skills. The material presented is not designed to give you one view on a topic but to facilitate your understanding of the issue under discussion. Where there are alternative views on an issue, you should learn to articulate, critically approach and assess these differing positions. 1. 4. 2 Special consideration and extension of time for submission of an assessment task Students need to use a Special Consideration Application when applying for Special Consideration for overall assessment, end-of-semester examinations, or additional assessment for a unit (or units) studied during the current semester. Please refer to the following webpage for information on both faculty and university special consideration policy and procedures: http://www. buseco. monash. edu. au/secretariat/policies/spec-con. html Students who require more time to complete a piece of work should apply for an extension of time for submission of an assessment task. Reasons for special consideration include serious short term circumstances beyond the student’s control, such as illness, accident, personal trauma, family emergency or compassionate grounds. Applications should be discussed with the examiner/lecturer/tutor responsible for assessing the task. Please refer to the current student faculty webpage for forms and further information: http://www. buseco. monash. edu. au/student/exams/specconsemester. html 3 1. 4. 3 Workload You are expected to undertake private study in addition to attending lectures and tutorials. Preparation of work to be discussed in tutorials is essential. You will also be required to complete assignments and projects and submit them on the due dates. When taking into account the work carried out during mid-semester breaks and exam weeks, you would expect to study more than thirty hours each week. 1. 4. 4 Self-reliance Compared to your school experience, at the university you are expected to be more independent and self-reliant. In contrast to teachers at school, lecturers and tutors usually teach large numbers of students, sometimes as many as one thousand. They are happy to assist you, but you need to approach the staff member and be clear about what you wish to discuss. It is also your responsibility as a self-reliant student to attend lectures and tutorials, prepare your tutorial work and submit all written work on time. 1. 4. 5 Time management. The expectation at the university is that you learn to manage your own time. This applies to full-time students who have a great deal of time available outside of classes, as well as for part-time students who have to balance work and study. The following chapter on study techniques in this manual provides, among other things, some helpful hints on how to best manage your time and get the most out of your career as a student. 1. 5 Student assessment Assessment in a unit may be made up of several components: a formal examination, essays, tests, assignments, oral presentations and tutorial participation. Assessment details for each unit are provided in the unit guide that you will receive in the first week of each semester. The final mark that a student receives in a unit will be determined by the board of examiners on the recommendation of the chief examiner, taking into account all aspects of assessment. The rights of students to have assessed work re-marked are determined at the departmental level. A student can only be failed after the exam paper has been marked by two staff members. All results are reviewed by the unit leader. You can find further information relating to the university’s assessment in undergraduate units and the responsibilities of examiners using the main policy bank link at: http://www. buseco. monash. edu. au/secretariat /policies/ 1. 5. 1 Examinations For details of examination regulations, please refer to the Monash University Calendar: http://www. monash. edu. au/pubs/calendar/ 1. 5. 2 Use of English dictionaries and calculators As English is the language of instruction within Monash University, foreign language translation dictionaries are not permitted to be used by students sitting examinations. Calculators are permitted if specified on the examination paper, but some units may have a calculator restriction. Students are advised to familiarise themselves with any calculator restrictions applying in units they are studying. For permitted calculator(s) for examinations and units of study go to the faculty policy link at: http://www. buseco. monash. edu. au/secretariat/policies/calculator. html 4 1. 5. 3 Results At the end of each semester, following the completion of examinations, a board of examiners considers student performance as a whole before the results are published. All undergraduate and coursework graduate students who pass are graded into the categories of high distinction, distinction, credit and pass. Honours courses use a different grading system, classified into first class, second class division A, second class division B, third class and pass. 1. 5. 4 Marks and grades Following is a list of marks and grades used within the faculty: 0–49 40–49 45–49 50–59 60–69 70–79 80–100 N NS NP P C D HD NE WH Fail Fail, supplementary exam awarded by Board of Examiners only to graduate students and under special circumstances Near pass is only awarded to undergraduate students. It may be awarded for the last unit to complete a degree. Pass Credit Distinction High distinction Not examined. Used when a unit is taught over two semesters Withheld. Used, for example, when assessment is outstanding due to a special consideration application or incomplete assessment. DEF Deferred examination granted SFR Satisfied faculty requirements This grading system will be current until 2009. For amendments after this time go to: http://www. buseco. monash. edu. au/secretariat/policies/methods-assessment. html 1. 5. 5 Honours grading Honours units are graded as follows: Below 50 50–59 60–69 70–79 80–100 Fail HIII HIIB HIIA HI 5 1. 5. 6 Examples of grades and corresponding achievement levels HD High Distinction 80–100% D Distinction 70–79% A very high standard of work which demonstrates originality and insight C Credit 60–69% Demonstrates a high level of understanding and presentation and a degree of originality and insight Thorough understanding of core texts and materials P Pass 50–59% Satisfies the minimum requirements N Fail 0–49% Fails to satisfy the minimum requirements General description. Outstanding or exceptional work in terms of understanding, interpretation and presentation Strong evidence of independent reading beyond core texts and materials Demonstrates insight, awareness and understanding of deeper and more subtle aspects of the topic. Ability to consider topic in the broader context of the discipline Demonstrates imagination or flair. Demonstrates originality and independent thought Highly developed analytical and evaluative skills Ability to solve very challenging problems Reading Evidence of reading beyond core texts and materials Evidence of having read core texts and materials. Very little evidence of having read any of the core texts and materials Knowledge of topic Evidence of an awareness Sound knowledge of and understanding of principles and concepts deeper and more subtle aspects of the topic Knowledge of principles Scant knowledge of and concepts at least principles and concepts adequate to communicate intelligently in the topic and to serve as a basis for further study Articulation of argument Evidence of imagination or flair. Evidence of originality and independent thought Clear evidence of analytical and evaluative skills. Well-reasoned argument based on broad evidence Sound argument based on evidence Very little evidence of ability to construct coherent argument Analytical and evaluative skills Problem solving Evidence of analytical and evaluative skills Some evidence of analytical and evaluative skills Very little evidence of analytical and evaluative skills Ability to solve non-routine Ability to use and apply problems fundamental concepts and skills Well developed skills in expression and presentation Good skills in expression and presentation. Accurate and consistent acknowledgement of sources. Adequate problem-solving Very little evidence of skills problem-solving skills Expression and presentation appropriate to the discipline Highly developed skills in expression and presentation Adequate skills in expression and presentation Inadequate skills in expression and presentation. Inaccurate and inconsistent acknowledgement of sources Source: University of Adelaide 2005 6 Chapter 2 Approaching study in the Faculty of Business and Economics Introduction Study at university is like a full-time job that requires commitment, and cannot just be added on to a range of other interests. It differs in many ways from study in other educational settings. A major difference is the independence and self reliance expected of students in their study. This idea concerns: †¢ Managing your time, balancing your study with other commitments. †¢ Your approach to learning in your units. In this chapter, we discuss the implications of independence and self reliance for the way you approach your studies. Assistance with time management is also available from university learning and personal support services, go to http://www. monash.edu/pubs/handbooks/srg/srg-266. html for faculty and campus contacts. 2. 1 The study â€Å"mindset† The units that you study present information, concepts and theories. It is expected that you will understand these fully. In addition, you must think critically and analytically so that you can evaluate and apply the knowledge, concepts and theories to different situations. You also need to think about the information from international and global perspectives, and to communicate your thinking clearly and appropriately orally and in writing. This means that you must do more in your written work than merely describe the concepts and knowledge, which will not get you good marks. There are times when you do need to provide definitions and an overview of concepts and theories, but such information usually only functions as an introduction for your integration of ideas, critical analysis and application, in relation to the issue, topic and task. Integration of information and critical and analytical thinking are central to the idea of independence in study. It means that you take an objective approach to the knowledge, concepts and theories. Such an approach is necessary so that you can: †¢ Integrate sometimes contrasting ideas from a range of sources and develop your own perspective on an issue or topic in relation to these; †¢ ‘Pull apart’ the knowledge in your units and explain how the parts all work together (analysis); †¢ Evaluate the strengths, weaknesses, advantages and disadvantages of knowledge, concepts and theories for particular situations (critical approach). This emphasis may differ from how you approached your study in other educational settings. For instance, you may have expected there to be one right answer, or two sides to an issue or topic. In your university studies, you need to understand that there are multiple views surrounding a topic or issue. The suitability of the view that you develop, often by synthesising several views, depends on the perspective from which you look at the issue. Such a concept of the relativity of knowledge applies to all the business and economics disciplines. In accounting, for instance, particular accounting situations are interpreted in terms of the Standard Accounting Concepts, and in econometrics and business statistics, a set of data is interpreted in relation to a particular purpose, or the needs of a particular user. Your ability to operate in the way explained above is based on you understanding the nature of academic enquiry and discovery, as we explain in the next section. 7 2. 2 Academic enquiry, discovery and independence in study Academic enquiry and discovery are concerned with the development or advancement of knowledge in a field of study, which occurs through research and investigation. Students engage in academic enquiry and discovery, to some degree, when they integrate and apply knowledge, concepts and theories to different situations. Thus, in university study, there are: †¢ No absolutes †¢ Knowledge evolves as researchers challenge, confirm or modify earlier understandings. When investigating an issue for an assignment task that is based on evidence from the literature, you need to overview and integrate the range of views surrounding the issue or topic. When you have formed your response and structured your written work to express this, you must indicate to your reader how you have arrived at that view. That is, the ideas and views that you read in the literature function as the ‘building blocks’ of your response. In your writing, if you do not explain to your reader the evidence or the building blocks for your view, you are only expressing opinions. These are ideas unsubstantiated by evidence and are not valued in university study. Another perspective The manager has a range of roles that are significant in the operations of an organisation, and decision making is one of these (Mintzberg, 1979) One perspective Decision making is an important aspect but only part of the manager’s role (Lee, 2000). Decision making in the manager’s role. Further perspective Decision making is the foundation of a manager’s role (Brown, 2002) Figure 1: Multiple views of a topic or issue Figure 1 depicts the situation in relation to a topic in a unit that relies on views in the literature. Note how decision-making in the manager’s role is seen from different perspectives by different authors. In a unit such as econometrics and business statistics, you may be required to analyse a set of data from a perspective of, for instance, a marketing manager, or a city council. Thus, the information in the data that would be relevant for the former would be on aspects such as sales, while for the city council which is concerned with providing services, the emphasis would be on the city’s population and its needs. Thus, in units that rely on data such as econometrics and business statistics, you need to analyse the data, form a perspective on the issue from the data analysis, and then select from your data to support the viewpoint you have developed. In a unit such as economics, it means being able to distinguish between facts and value statements. 8 2. 3 Approaching study in the faculty disciplines As you continue with your faculty study, you will realise that the approaches to knowledge in the disciplines of the faculty differ in some ways. Understanding such variation will help you adjust your thinking and approach across your units of study. This is particularly applicable if you are a double degree student and studying across two faculties. For instance, when you are studying a first year law unit in your Business and Economics degree, you will be presented with problem question assignments. You approach and think about these, and structure information differently, than you would for essays in a unit such as management, or, for example, reports in a marketing unit. You are using different forms of data and evidence, and applying critical analysis in ways that are particular to the unit and its discipline. The approach that the disciplines take to knowledge is reflected in the way information is put together in the texts and in lectures. These exemplify the characteristics of the particular discipline. To develop some understanding, you should think about your units in terms of: †¢ The type of data and info.

The Significance of Sarah Essay Example for Free

The Significance of Sarah Essay The Significance of Sarah, Jimmy and Doalty Doalty, Sarah and Jimmy Jack Cassie have three main roles in Translations. Firstly, they represent those Irish people who will be left behind during the development of the country by the English. Secondly, they all contribute to the concluding scene and its outcome. And thirdly, they all in some way represent Ireland as a whole. Unlike Maire and Owen, none of these three characters has any desire to leave Baile Beag. When Jimmy Jack sets out on a spring morning in 1798 with Hugh to join the rebellion he, like Hugh, soon feels homesick and returns eagerly to where he feels he belongs And it was there in Phelans pub reminisces Hugh that we got homesick for Athens, just like Ulysses. The desiderium nostrorum the need for our own. Jimmy Jack, the peasant scholar, is a personification of a past, idealised Ireland when Ireland kept alive the light of learning during Europes Dark Ages. His filthy clothes, and shabby exterior are compensated for by the inner richness of his cultivated mind. Again he is like Ireland, materially poor but possessed of cultural wealth. Yolland appreciates both Jimmy Jacks knowledge and the different order of experience presented by Irish culture. For Jimmy Jack, the classics and everyday life are interwoven. For the lonely, ageing man, the gods of Greece and Rome move as easily around Baile Beag as they do around Ancient Rome and Athens. He even turns to the classics for practical tips on farming, telling Doalty that he should follow the advice given in Book Two of Virgils Georgics and give his upper field over to corn rather than potatoes. Although Jimmy Jack is obviously quite capable of learning English, as he has managed to learn the more complicated languages of Latin and Greek, he does not seem to want to learn English. His knowledge of English and England itself is minimal to him they are unimportant and lack poetry. It is possible that when speaking English became essential, he would not be ble to conform. As Hugh observes, Jimmy Jack sees himself as shaped by a mythological history, based in the classics, rather than real history that is affected by the here and now. The idea of fluency in English being necessary to progress, either as an individual or a country, is totally lost on him. In the final act of the play he seems to lose touch with reality informing Hugh of his engagement to the Gre ek goddess, the flashing-eyed Athene. His confusion of reality with mythology has become complete. And yet in his conversation with Maire in the same scene, he provides an insightful commentary on the plays action on marrying inside and outside the tribe. Although he is in fact talking about his supposed engagement to Pallas Athene, it seems to Maire and the audience as if he is warning Maire about her relationship with Yolland. Either marry outside the tribe and cause possible conflict, or be safe and marry inside the tribe i. e. Manus. And the word exogamein means to marry outside the tribe. And you dont cross those borders casually both sides get very angry. These sentiments would have been recognised by the modern Irish 1980 audience, as mixed marriages between Catholics and Protestants in Ireland can be problematic even today. The idea of not marrying outside the tribe can apply to childhood friendships and schools also you stick to your own kind. By contrast with Jimmy Jack, the Infant Prodigy, Doalty is quite a slow learner he struggles with the Latin and Greek that Hugh throws at him and his arithmetic is similarly painful. More than any of the other characters, he speaks in Irish slang and with a more common type of vocabulary and phrasing. Aul fella, the wee get aul eejit too lazy be Jases. Again, unlike Jimmy Jack, he is a man of action whose knowledge is limited to farming. He alone seems to worry about the cows going mad in the heat. In a way he almost a stereotype of the slow, thick Irish peasant. His name is pronounced Dolt-y, as Maire points out. He is also a mischief maker (taking the Sappers poles) and pote ntially confrontational (in the face of Lanceys threats of eviction, he declares he would put up a fight for his property, for what little he has). Although Doalty is shown as basically good-natured throughout the play, despite his boisterous behaviour, he has links with the Donnelly twins who may be associated with more serious acts against the English soldiers (the horses found at the bottom of the cliff, the disappearance of Yolland and the fire at the camp). Under certain circumstances we could imagine Doalty becoming less pleasant. In Act 3, Doalty clearly has knowledge of Yollands disappearance. He confesses to Owen that the Donnelly twins are most likely responsible, but he still acts suspiciously himself, whistling through his teeth and ignoring further questions. He tells Owen that Manus should never have left, implying that Manus has implicated himself in the crime by doing so, but plainly Doalty knows the truth. By his persistent concealment of what he knows about Yollands disappearance, Doalty is siding with the possibly murderous Donnelly twins and exposing Baile Beag to the soldiers retaliation. All that follows beyond the span of the play in terms of the destruction of the animals and the village is a consequence in part of Doaltys silence. Sarah is the least able to learn English and by implication therefore the least capable of moving on and embracing new ways as she has an obvious speech defect that is so bad that all her life she has been considered dumb. Her communication has been confined to grunts and nasal sounds, according to Friels opening description of her. At the beginning of the play she is learning to speak with Manuss assistance and can say her own name, opening up a whole new world of possibilities: Now were really started! Manus says to her. Nothingll stop us now! Nothing in the wide world! . But by the end, under Lanceys intimidation, she loses her newfound ability and the wider horizons and again becomes mute, despite Owens encouragement to speak, and is forced once again to communicate in a sign language that is not always understood. Even though Owen tries to kindly reassure her He frightened you. Thats alls wrong. Sarah herself knows to the contrary. Without Manus to support and guide her, she cannot hold on to her new ability to communicate. However, while she could speak we must assume that she gave vital information to Manus: the embrace she witnessed between Yolland and Maire. This leads to the implication of Manus in Yollands disappearance I had a stone in my hand when I went out looking for him I was going to fell him. The lame scholar turned violent. Her presumed part in the plot is pivotal: if she had not told Manus of the kiss, Yolland might never have disappeared, Manus would not have had to leave Baile Beag, the village would not have been threatened with destruction and Sarah herself would not have been abandoned by her mentor. It has been suggested that in the scene with Lancey in which she loses her power of speech, Sarah represents Ireland. As she closes her mouth and lowers her head, according to the stage directions, the parallel is drawn with Ireland losing both her language and her power. Although Sarah, Jimmy and Doalty are all minor characters in terms of lines spoken and appearances in the play, they all make an essential contribution to the play, either in contributing to or commenting on the plot. By Act Three in contrast to the cheerful optimism of Act One, they and the play have become much darker. Sarah has lost the power of speech as well as the man who helped her discover it; Jimmy Jack has crossed the boundary between reality and fantasy, and Doalty through his concealment of the truth, has put the village and its people in danger.

Controversy Of Coca Cola Company In India Commerce Essay

Controversy Of Coca Cola Company In India Commerce Essay This case study states the controversy of Coca Cola Company in India because of the allegations of CSE (Centre for Science and the Environment) which stated the presence of high levels of pesticide in 12 cold drinks in and around Delhi. It analysis the controversy to how the stakeholders were affected and also recommends the different strategies that could have been used to tackle the situation in a better way. This controversy is the biggest crisis in Coca Cola India which affected the company in a big and negative way. CONTENT Introduction..3 Analysis.3-4 Stakeholders theory.5 Recommendations..6-7 Conclusion8 References9 INTRODUCTION Coca Cola Company is the worlds largest beverage company with manufacturing, distributing and marketing of non-alcoholic beverage concentrates around the world. Coca Cola brand and formula was bought by Asa Candler in 1889 who integrated the Coca Cola Company in 1892. Coca Cola offers almost 400 brands in more than 200 countries. CSE had a press release which stated some 12 cold drink brands in and around Delhi contained a deadly cocktail of pesticide residue in it. The tests were conducted by the Pollution Monitoring Laboratory which found 12 cold drink brands containing pesticide residue exceeding the global standards by 35 times (Sanjeev Gupta 2003). Since the Bureau of Indian Standards (BIS) has an unclear and indeterminate standards for pesticide residues, CSE used the European standard for maximum acceptable limits for pesticide in package water. The pesticide that has been found is harmful for the human body, which were known to cause cancer, birth defects and severe damage to the immune system, nerves and reproductive systems. All these aspects, social, environmental, ethical and political, are affected and each play an important part in the whole crisis in Coca Cola (India Kaye- Jennifer 2005). ANALYSIS Many of the scientists have been arguing that the pesticide which is a by-product of Indias agriculture industry, leaked into the groundwater which Coco Cola uses for the manufacturing of the drinks. Most of the industries in India are required to meet an acceptable amount of pesticide allowed but when tested; the level was far more than the acceptable level (Coco-cola in India. 2012). In a matter of only 2 3 weeks the sale of Coca Cola dropped by 40 percent. The President and CEO of Coca Cola India, Sanjiv Gupta denied the allegations made by CSE and also stated them to be unaccredited and misleading. They even challenged the credibility of CSE and their results and plan to make the data public. On one hand the tests done by CSE, resulted in the exceeding presence of pesticide in those 12 samples but on the other hand when the government did the tests, it found no unsafe level of pesticide which was stated by the Minster of health and family welfare (Indian Resource Center 2012). CSE disputed the testing and stated that both the results cannot be right. Later Coca Cola hiked the prices by 15 percent in India giving the reasons that the hike in prices will cover up the increase in raw material, the cost of distribution and also the effect of the false pesticide accusation which led to a decline (Brady, D 2007). This uproar also crossed across to the United States where the University of Michigan stopped the sale of Coca Cola products along with universities like New York University, Rutgers University New Jersey and Santa Clara University California which also stopped the sale of Coca Cola products. All these universities had a 1.4 million contract with Coke. In India, Coca Cola teamed up PepsiCo on a campaign to prove that their products were safe and they also issued a combined statement in the crisis through ISDMA (Indian Soft Drinks Manufacturers Association). They also stated that the customer safety was their priority and that the soft drinks which are manufactured in India fulfil the international as well as the national norms and regulations (Indias cola crisis bubbles up 2003). Coke was under a lot of pressure by the protestors, who even attacked the shops in Delhi which sold Coca Cola products. The Indian Supreme Court also pressurized the company to reveal the secret recipe which has been kept a secret for almost 120 years, so that more testing could be done. States like Gujarat and Madhya Pradesh banned the Coca Cola products and wanted a nationwide ban (Amelia Gentleman 2012). Sales dropped by 40 percent and also the Coca Cola Bottling Company stock went down by 5 percent. This is arguably the biggest controversy in Coca Cola Company in India (Reynolds, J 2007).Coke concentrated more on arguing the allegation made by CSE of the pesticide charges instead of concentrating on getting back the support of the customers, especially in India. This caused a backfire as stated by Richard.S.Lewick who specialises in crisis management. All this led to the main concern of winning back the support of the consumers, quality issue, environmental issue and political is sue (Fraser P. Seitel 2010). THE STAKEHOLERS THEORY MANAGEMENT EMPLOYEES INVESTORS COCACOLA COMPANY SUPPLIERS LOCAL COMMUNITY GOVERNMENT CUTOMERS CONSUMERS The table below states the degree of importance and the power of influence of each stakeholder individually: STAKEHOLDERS DEGREE OF IMPORTANCE POWER OF INFLUENCE Employees 5 4 Investors 5 4 Suppliers 5 4 Management 5 5 Consumers 5 4 Customers 5 5 Government 5 5 Local community 4 3 RECOMMENDATIONS I hope the following recommendations and strategies will help Coca Cola rebuild its image and reputation in India to increase sale of Coca Cola products, improve the ratings and also earn back and regain the trust of the people in India. Internal recommendations: The first priority should be to re examine the testing amenities and update the water purification system throughout the plants in India since the company dedicates to offer healthy and refreshing products (Earth Talk 2012). The employees should also be regularly updated on how the crisis is being administered. A mandatory bi monthly meeting should be held which will brief on the lab results, procedure and the new policies. A toll free 800 number can be created where the customers can call and ask the operators with any questions they might have and want cleared. External recommendations: Immediately after the CSE allegations and the press release of high level of pesticide in Coca Cola products, the President and CEO of Coca Cola India should have held a news conference addressing the issue and assuring the public that the company is dedicated to offering high quality product and that the Coca Cola independent tests have resulted in the support of the standards set by the European Economic Commission (EEC), and the officials also should take care of not admitting to the guilt but assuring that the company is dedicated and loyal to the safety of the people and always keeps on researching on improving all the products. The company should also have increased the transparency by making the lab results public on quality control etc., on their website. Instead of attacking the CSE for the allegations made by them, joining forces with them would help a lot in solving the problem which would avert the loss of customers in India and also around the world. Coca Cola Company could also have stated that the tests done by CSE, was done by a third party. The company could have been less offensive which would make the public believe that the company is taking this matter seriously and they do care about the health and safety of the public (Nandlal Master,  Lok Samiti  Amit Srivastava 2008).   Another recommendation can be a case of DENIAL i.e. Coca Cola India can just ignore the allegations made by CSE. Coca Cola being a powerful brand could deny the allegations, by just ignoring it because eventually after a while the people will forget about it. This is a simple alternative but it can also backfire because the reporters are known to criticise and make an issue through media. Even though the NGOs are small, but the public trusts them more which could turn out to be a disaster for Coca Cola. Just as in the case of Belgium, a couple of years earlier, Coca Cola India could arrange a PR campaign which would help them regain customer loyalty. In the case of Belgium, the company there arranged a PR campaign in which vouchers, products were being delivered to the house and offered which worked for Belgium because it only consists of 4.4 million households which is comparatively less to that of India. So the PR campaign plan has to be tailored to reach out to the people in India. It can also show and demonstrate that Coca Cola is not just a huge greedy company which concentrates only on profits but is a global citizen which also gives back to the people of the community. This strategy will also help build an image which will show the company as to being responsible both socially and environmentally. Coca Cola India can go green and create a green logo which can be put up and stamped in all the bottles and cans of the soft drinks products so when the people buy the product they have an assurance and a satisfaction that the product is safe. This will not only show that the product is safe for consumptions but also that it is not harmful to the environment. A regular taste testing could be organised in the urban and rural communities so that the people themselves could give feedbacks on the quality of the product and as to how to make it better. This can also include community services with the people cleaning the river, streets, ponds etc (Cokes crime in India 2004). When the improvement in the quality is made the public will automatically start working in behalf of the company to restore and promote the product while the company continually keeps on the quality of the product and the public safety as their priority. CONCLUSION It can be assured that the recommendations and strategies mentioned above will prove itself to be socially and environmentally responsible which prioritizes the safety of the public in providing safe and delicious soft drinks which will eventually lead to the sustainability of Coca Cola India.co and its profit. The crisis spotlights on the factors and commodities like clean drinking water, which cannot be taken lightly and is a serious matter which needs to be made a priority and the quality of the product should continually be examined and updated. The transparency of Coca Cola India was also questioned. The analysis of the crisis regarding socio- ecological and political changes, all are covered here as in the government taking a stand, environmental measures and public safety (Desertplace 2009). Coca Cola India learnt a lot of things from this crisis as to making public safety their priority and not neglecting the main issues which concerns with the safety of the consumers and als o the environment.

The Electric Kool-Aid Acid Test and Takin it to the Streets as Drug-in

The Electric Kool-Aid Acid Test and Takin' it to the Streets as Drug-influenced Literature Art influenced by drugs faces a unique challenge from the mainstream: prove its legitimacy despite its "tainted" origins. The established judges of culture tend to look down upon drug-related art and artists, as though it is the drug and not the artist that is doing the creating. This conflict, less intense but still with us today, has its foundations in the 1960s. As the Beatnik, Hippie, and psychedelic movements grew increasing amounts of national attention, the influence of drugs on culture could no longer be ignored by the mainstream. In an age where once-prolific drugs like marijuana and cocaine had become prohibited and sensationalized, the renewed influence of drugs both old and new sent shockwaves through the culture base. The instinctual response of the non-drug-using majority was to simply write drug-influenced art off as little more than the ramblings of madmen. Some drug-influenced artists tried to ignore this preconception, and others tried to downplay their drug use in the face of negative public scrutiny. For some drug-influenced artists, however, it was imperative to gain popular acceptance by publicly challenging the perception and preconceptions of mainstream America. An article in Newsweek from 1965 included in the anthology Takin' it to the Streets provides a useful indicator of mainstream society's distrust of youth culture in general and drug culture in particular. Citing federal and FCC regulations banning the broadcast of "obscene, indecent, or profane material," the writer of this article appears to be absolutely scandalized by the increasing presence of double entendres in popular music. Here, amid mutterin... ...hanged dramatically since the dawn of the 1960s, granting a sort of semi-legitimacy to drug-influenced art that grows stronger and less self-conscious every year. This pervasiveness of drug imagery in our culture today is no accident-it represents the outgrowth of these artists' introduction of drugs into the popular consciousness. The lingering effects of their efforts to publicize and poetize their altered states of mind can be readily seen in the mainstream culture of America today, which possesses both an awareness of and begrudging respect for the drug experience. Works and Sources Cited Allen, Donald. The New American Poetry. Berkeley: University of California Press, 1960. Bloom, Alexander and Wini Breines. Takin' it to the Streets. New York: Oxford University Press, 1995. Wolfe, Tom. The Electric Kool-Aid Acid Test. New York: Bantam Books, 1968.

Graduation Speech: In Memory of Those Who Did Not Make It :: Graduation Speech, Commencement Address

Good evening and welcome parents, family, community members, friends, the School Board, faculty, and seniors to the County High School Class of 2012 commencement ceremony. It is a great honor to be able to welcome you here today. Class of 2012, you have worked hard for 12 years; tonight we celebrate your achievements - this night is yours. Congratulations! I have heard that some faculty members have coined the term "survivors" with reference to our graduating class. Indeed, we are survivors and I cannot think of a better term to describe us. Throughout the past year, our class has been subjected to several devastating tragedies. The deaths of three of our family members at County High: Joy M., Serik P., and George F. These three members of our family at County High School were each amazing and loving individuals. Their spirit of love lives on and was clearly exhibited by the manner in which the students and faculty pulled together to comfort each other and mourn their deaths. Their families will remain in our thoughts and prayers. As you graduate tonight, I would ask you to remember their love and strive to make it an integral part of your lives. The great Mahatma Gandhi called the love that I believe these three held in their hearts "all embracing ... [a love that] transforms all it touches ... [with] no limit to its power." And, most definitely, their love transformed people's lives. They certainly have inspired me. A wise man simply known to us as Paul wrote of this love as the "most excellent way." Paul wrote, "Love is patient, love is kind. It does not envy, it does not boast, it is not proud. It is not rude, it is not self-seeking, it is not easily angered, it keeps no record of wrongs.