Price Leadership in Coffee Shops Coursework Example | Topics and Well Written Essays - 1500 words

Price Leadership in Coffee Shops - Coursework Example All of these coffee shops have specific strategic moves for them to obtain substantial market share, competitive advantage and long-term existence in their industry. Their ultimate goal is to increase profitability, which is the bottom line. However, one of the obvious strategies that can be identified when it comes to how these coffee shops compete with each other is based through the price of their product offerings. The proponent visited these three coffee shops and recorded the recent prices of their product offerings which include Cappucino, Cafee Latte, Chai Latte, Americano, Mocha, Espresso, and Hot Chocolate. The actual raw data gathered by the proponent are shown in Appendix 1 to 3. Common product offerings among the three coffee shops are Cappucino, Cafee Latte, Americano, Mocha, Espresso and Hot Chocolate. Each of these product offerings has corresponding three kinds of prices namely for small, regular and large categories. The corresponding prices of each category of offerings are shown in Tables 1 to 3. For visual identification of differences in the respective prices of the offerings of the three coffee shops, a bar graph is used in plotting the raw data from Appendix 1 to 3. In most of the categories of product offerings from among the three coffee shops and as shown in the previous tables, Starbucks seems to be in the lead when it comes to pricing. From regular category of product offerings, Starbucks’ prices for its product offerings are relatively higher than those of Costa Coffee’s. The same trend is observed from regular to large category types of offerings. Starbucks relatively prevailed over than the prices of Costa Coffee and Caffe Nero. As stated earlier, Starbucks had more than 700 stores in 2009 and more than half of them are in London. This company is still growing and in fact, has dominated in its industry. The very proof is its

Tourism as a Form of Neocolonialism

Tourism as a Form of Neocolonialism One of the most crucial areas within the literature is how power plays a part in the development of tourism. The specific balances of power determine how tourism can be developed in a region, and whether this is an indigenously motivated process or part of a neo-colonialist agenda. Butler and Hinch (2007:308-309) point out that power is usually not evenly distributed within most regions, and that political power and economic power determine how tourism develops. For example, in Australia the Aboriginal people are encouraged to engage in tourism development, yet they have little say in how this development occurs, and they have few means to access their specific cultural images or representations. Whilst this shows the inequality in power, the work does not show what the consequences of this are. It shows that non-indigenous people do not often have control over tourism development, but not what the agenda of the non-indigenous culture is. Also, this is a specific case involving indig enous and non-indigenous peoples in one country, rather than one region lacking control over their tourism strategies in light of influence from foreign organisations. However, this argument is a good starting point because it is from such economic and political inequalities that tourism as neo-colonialism occurs. From the 1960s onwards, tourism was seen as a great moderniser that could improve the prospects of developing countries. However, because these developing countries often did not have the means to develop this industry themselves, the resources and expertise of developed countries made it possible. This also meant the developed countries set the agenda for development, focusing on what would be a good model for a developed country in Europe, for instance. This, as stated by Hughes (in Lew, Hall and Williams, 2004:498-499) can be used as a way for developed countries to maintain control over developing nations and maintain the need for their dependency on developed countries. However, this does not adequately explain whether this type of neo-colonial development was short-lived, or whether it still continues today. Also, it looks at the pr oblem only from whether tourism itself in this form is useful for the destination region, rather than the intertwined relationship of all regions involved tourism activities. The point being missed here is that it is logical for many tourism initiatives to be influenced and determined by the needs of those outside the destination region. Whilst local tourism is one concern, it is a small concern when compared to the possible economic advantages of attracting tourists from developed countries. As Akama (in Hall and Tucker, 2004:140-141) points out, this is certainly the case in the development of safari tourism in Africa. It was initially created during the colonial era, and is still influenced by the power structures that existed at this time. This was certainly necessary in terms of the development of tourism as foreign investment was required. However, what is crucial here is that this neo-colonial influence means that whilst tourism meets the needs of those from developed countries, so the revenues generated often do not remain within the destination market, and so no development past this tourism is easily possible whilst there is such a reliance on t he developed countries. How this is interpreted really depends on the specific levels of empowerment being discussed. Church and Coles (2007:205) say there are three types of empowerment national, local and personal. If we are talking about national empowerment, then tourism does suffer from neo-colonial influence. This is because national economies in many developing countries remain dependent on specifically Western-centric forms of tourism and its development. However, the influence is perhaps less obvious at local and personal level. Tourism provides work and jobs, which can help individuals move away from previous levels of poverty. It can also revitalise an area and provide new facilities for locals. However, this is very much dependent on the type of tourism being developed and the specific economic level of locals versus the facilities being created. What is clear here is that even though tourism at a national level can be deemed neo-colonial in many areas, this does not mean the neo-colonial influ ence reaches down to create negative consequences at the local or personal levels. However, according to Richards and Hall (2003:27) it is likely that negative neo-colonial influence can extend to the local or personal level, particularly if the type of tourism pays little attention to traditional culture and its values. Also, where tourism occurs in only some regions within a country, it adversely affects other regions. As money is invested in one region, another region can suffer and gain more power. This leads to unequal development, and also could leave locals with a choice between living in an area where their traditional cultures are eroded but money is available, or living where traditions are maintained but investment is not forthcoming. However, this still does not examine whether current tourism practices are specifically neo-colonial. It only shows that in its most extreme form, neo-colonial tourism can have a negative impact at all levels and can maintain power inequalities, despite the seeming economic advantages on the surface. This idea of pervasive neo-colonialism in tourism is reinforced by Mowforth and Munt (2008:56-57). They explain that countries such as Fiji, despite political independence, remain neo-colonialist economies because their continued stability and prosperity depend upon tourism from Western countries. This means further development has to take into account these needs, and also helps to maintain previous colonial spatial structures because they are best suited for the needs of the market that remains so important to the country. Whilst this certainly seems to the consensus when it comes to many developing countries that depend on tourism, the focus is perhaps too much just on the economic impacts rather than the potential impacts that neo-colonialism through tourism could have on race, culture and class. For example, Crick (1994:65) points out a study by Mendis (1981) that suggests the nature of tourism in Sri Lanka has led to a culture of servility that risks creating a generation of butlers. This wipes away cultural traditions and places racial inequalities between the tourists who are served and the locals who serve them. In order to continue bringing in tourists, these countries have to hide other inequalities and poverty, thereby potentially making these problems worse down the line and tacitly helping to maintain the stereotypes and inequalities between developed countries and the destination region. This again shows that neo-colonial tourism has, at least in the past and possibly still now, occurred. However, what is the overall level of tourism as neo-colonialism, and are there different approaches to tourism than the neo-colonialist approach? One area that could be described as a response or antidote to neo-colonial tourism is the increasing growth of the independent traveller. These are people who do not tend to visit regular tourist destinations, and do not seek out established tourist structures. These individuals believe they are not contributing to the inequalities that are seen through major tourist development, but in fact such inequalities are often inescapable. As tourists move away from one tourist area to independently travel, new lines of tourism are inevitably formed. Also, by attempting to control or decide exposure to tourist facilities, the traveller is inadvertently contributing to decisions about the development of certain areas. For example, some boatmen and guides in India have licenses that restrict the areas they can go with tourists. This means tourists have greater access and mobility within the destination environment than the local guides another example of inequality, even when it is merely an effort to potentially allow a less neo-colonial tourist experience. Furthermore, it is this idea of First World tourist determining the agenda to the Third World that contributes to inequalities, no matter the form of tourism being developed (Lozanski, 2008:31-33). This is perhaps the biggest problem -that the entire debate is only focused on the flow of mobility, education, economics and decision-making in one direction. For example, the tourist situation in Jamaica is often looked at from the negative neo-colonial standpoint, where large foreign hotel chains such as RIU Hotels mean that much of the money generated through tourism leaves Jamaica and ends up back in Western countries (Dei, 2006: 200). Even though this is a valid criticism, it only looks at the situation from one side. It does not take into account the desires and needs of the Jamaican people, and whether or not having these hotels that remove revenue from the economy is any worse than having no industry at all. It is not specifically that revenue is removed, but how this decision is made. If it is developed as part of an indigenously-led tourism model, then it cannot be seen to be totally negative. This is not studied enough in the literature, and the literature does not look a t the underlying decision-making processes of countries in terms of tourism development. For example, it should not be assumed that just because an area is developed to meet tourists needs and some elements of traditional culture removed that this is going to have a negative impact on the local population or that it is unwanted. This is only our perception from the Western-centric perspective that it is unwanted. Maintenance of traditional culture is not always desired by locals, and in fact its maintenance may be antithetical to other types of growth. For example, in Beijing, China, many of the traditional hutong streets and residences are being replaced with newer high-rise buildings and commercial buildings. Whilst some bemoan the loss of this culture, it can provide better accommodation and facilities to locals who lived in these old areas, and can provide much-needed jobs and activities for a growing middle class (Kuhn, 2006). Not all tourism is controlled by international corporations and their influence over the destination region. Local and nationally-controlled tourism initiatives perform differently to neo-colonial tourism, and can potentially empower and help a nation to grow. This is of course shown in developed countries most readily, where locally controlled tourism helps preserve aspects of culture that are deemed locally important, as well as helping regions to develop and move closer together. However, it is less obvious and prevalent in developing countries. More research is required here, outside of the few specific examples that are generally cited to show how local tourism initiatives in developing countries are providing an alternative to the neo-colonial model (Theobald, 1998:69). The issue is that any adverse effect from tourism or any specifically capitalist market-driven decision in tourism is often seen as neo-colonialism in practice, but in fact the deeper roots of the decision need to be looked at rather than merely the outcomes. Local tourism initiatives may take advantage of capitalist structures for tourism development and specifically cater development to the needs of those from developed countries as well as their own people. It is therefore important to focus on the specific underlying influence of certain power structures on tourist decisions around the world, and this will give a clearer picture as to the true prevalence of neo-colonialism within tourism (Sharma, 2004:66-67). It must not be seen that changes within a country due to tourism are specifically because of neo-colonialism, or that tourism is merely the yoke that replaces colonialism in many countries. Whilst this is certainly true is some areas, it is also true that change occurs naturally and that tourism, whether influenced by foreign corporations or not, is a lucrative business (Mowforth and Munt, 2008:49). However, the real test for neo-colonial influence is whether these changes from tourism and the way tourism has developed is down to local needs and wishes, or whether it is purely created by undue influence from large foreign corporations. It could well be argued though that there is a thin line between the inequalities that inevitably emerge from a neo-liberal market due to the economic and political inequalities between the developing and developed world and the direct influence of neo-colonialism on tourism. Both can lead to negative consequences for developing countries, even though the decision-making processes might be quite different (Jamal and Robinson, 2009:154-155). In conclusion, the literature review shows that tourism has and continues to be a neo-colonial activity in at least some areas of the world, and that this has likely led to negative effects for developing countries. However, there are certainly gaps in the literature in terms of how much of tourism is based on neo-colonial ideals, and no real mention of tourism in developed countries, which contributes a lot to tourism and obviously is generally not seen as neo-colonial in nature. However, even if merely focusing on developing countries, there is a lack of information about the root causes for decisions in these areas, and too much of a focus on negative outcomes that perhaps have more to do with general economic inequalities rather than the prevalence of neo-colonialism in tourism. The next section will attempt to look at ways in which theoretical frameworks and research methods can be used to fill the gaps in this research and come to a conclusion about the extent to which tourism is a neo-colonial activity. Methodology For this paper, primary research was initially considered as a method, but was dismissed because of the difficulty of access to potential participants. Much of the focus of tourism as neo-colonialism has to be on developing countries, which immediately makes data collection more difficult. Also, in light of potential conflicts of interest between workers within tourism industries in these developing countries and those that employ them makes primary research not viable for this specific topic. Therefore, secondary research is the most logical design for this paper. This also follows on from the findings of the literature review, which identified a number of gaps in the research as well as areas of research that can be examined in greater detail using various theoretical frameworks. This methodology section will outline the various secondary research methods that will be used, how these fit in with the literature review findings and what they can bring to the discussion on the prevalence of tourism as a neo-colonial activity. The first important thing to remember is to avoid misreading the extent of neo-colonialism by being stuck within the perspective of neo-colonialism as the entire framework for the research. The study must not merely be conducted from the viewpoint of the First World, and must look at how both roots of decision-making within tourism and outcomes are perceived from the perspective of developing countries. We must also look at the way in which those tourists from developing countries flow into other developing countries and developed countries, as this will help us to understand the bigger picture when it comes to tourism and its activities. In order to avoid making snap judgements about the nature of tourism, the scope of analysis needs to be broadened and a multi-perspective approach adopted. This is of course challenging, and it is difficult to avoid Western-centric thinking at times. However, it is only by using this method that the true motivations for tourism activity around the w orld can be understood. As Ateljevic, Pritchard and Morgan (2007:24-26) explain, this is known as de-centrising the tourism universe. This is important as a methodological basis for the further research, because the literature review identifies the fact that many sources focus only on the problem from a Western perspective, particularly when espousing the problems of neo-colonialism. For example, many of the definitions or examples of neo-colonialism focus on the way in which Western countries such as the US took advantage of countries such as Cuba as their playground, and that this was detrimental to the country. This does not take into account the perspective of Cuba, and also the other political aspects that led to negative outcomes in the region reasons that are far wider than merely the Western influence on the tourism industry (Jafari, 2003:122). However, taking a broader approach does not mean ignoring specific case studies and examples that could shed light on the nature of tourism in developing countries, particularly as it stands now. Whilst it should be left to those in these countries to decide what aspects of their culture are authentic or changeable, it can clearly be seen in areas such as the Caribbean that, economically at least, tourism is still dominated by the predominantly white and Western corporate influence. For example, most hotel managers in the region are still expatriates, with only lower positions being held by locals. This may not be a deliberate example of neo-colonialism as it may genuinely be that this is the best way to make the business successful. However, it is surely an area that needs exploring and greater understanding given to how these unequal structures arise and if they are indeed only a small problem or part of a larger problem of Western dominance over these industries (Bennett, 2005:15 -17). This is why case study methodology is important in this paper. There are many existing case studies already evident, but as mentioned many of them do not take forward this multi-perspective approach to understand the decision-making within tourism and how this reduces or increases potential inequalities, and whether or not these inequalities are directly part of neo-colonial practice or for other reasons. Tourism is a process, which unless there is an obviously dominant hegemony at work, requires a look at the complex flow of global ideas, people and capital. As global trends change, so case studies must look at the current situation and not merely stick to preconceived notions of inequality (Salazar, in Richards and Munsters, 2010:188). The case study approach can be an initial entry into understanding some specific examples of tourism activity in various countries, and then different trends or patterns can be identified in order to start forming a more general and overall understanding of the pervasiveness of neo-colonialism within tourism. The case study is useful here as well because it is less important to understand the outcomes of decision-making, because these can be negative or positive no matter the influence. Instead, it is important, through a multi-perspective approach, to understand the root decision-making within tourism around the world, and this will determine whether tourism is merely serving a neo-colonial agenda or whether it is actually a complex global process that is influenced by foreign and local actors in different ways, leading to different outcomes in different areas rather a definite neo-colonial dominance (Beeton, in Ritchie, Burns and Palmer, 2005:37-40). There are many good examples of potential case studies that can be analysed and used to build up this wider picture that do not necessarily just fit into the traditional model of viewing a tourist area from the position of Western dominance and developing world dependency. For example, Wearing and McDonald (2002:191) look at the role that intermediaries play in isolated rural communities in Papua New Guinea. This is not focusing on the outcomes of tourism, but looking at how different groups interact, and that it is possible through intermediaries for the tourist to be an equal part of a system rather than at its centre. This would suggest the potential for a power shift away from neo-colonialism, even if inequalities and certain negative outcomes may continue and wider issues of economic neo-colonialism continue. This means that tourism does not have to be specifically neo-colonial in nature, even if other inequalities persist for now. Another good example is a study by Hasty (2002:47) that looks at tourism across Africa and the promotion of Pan-Africanism. This study focuses on tourism in Ghana that is controlled by those within the country and developed to promote more unity within Africa. The problem here is that various different agendas mean that tourist events to promote Pan-Africanism remove discussion of potential differences and contradictions. In this sense it is not merely a problem of neo-colonialism, but wider concerns between a variety of actors and the careful balancing act between culture, politics and economic interests. Finally, for tourism as neo-colonial activity and its extent to be understood, current research should be understood in light of the global post-colonial landscape. This fits in with the multi-perspective approach previously mentioned, as it goes beyond the initial attempts to correct neo-colonialism that themselves could lead to colonial inequalities. For example, appealing to sustainable tourism as a means to combat neo-colonialism could exacerbate the problem because the agenda and demands for sustainability would be set by the developed countries once again, and did not necessarily take into account the needs to the destination regions. The post-colonial framework goes beyond this to look at the situation from all perspectives rather than the previous ideal of trying to solve the inequalities created from neo-colonialism and colonialism before this (Carrigan, 2010:202-203). For example, if we look at the case of tourism in the West Indies in a post-colonial sense, we can see many of the previous inequalities that may have been associated with neo-colonialism. These inequalities could be viewed as part of neo-colonialism if viewed from one perspective or not adequately analysed. Rich West Indian minority elites have taken charge of some parts of the tourism industry, and are exhibiting similar dominance and influence to previous neo-colonial influence. However, as the inequalities in this sense shift and neo-colonialism becomes less of an issue, the negative effects on many of the local population remain. Further, these new leaders within the market can move into the international market, and therefore a greater interactive phase of tourism begins where flows of money and influence come from developing countries as well as to developing countries (Laws, Faulkner and Moscado, 1998:231-232). It is also likely that the definition of neo-colonialism will need to alter as globalisation continues and companies become more global in their outreach and ideals. Multinationals may then be as entwined in the destination region as their previous region of origin, or the multinational may indeed originate in the destination region. This alters how these companies are able to influence tourism, and also how they positively or negatively influence tourism. What was previously a one-way relationship will develop into a complex dialogue between consumers, employees, companies and both local and national governments to determine how tourism develops and where its interests lie (Page and Connell, 2006:467). It may be that neo-colonialism only exists in its most extreme form in specific types of tourism that are already of an exploitative nature, such as sex tourism. These forms of tourism are unequal because of the very nature of the activity, but these forms of tourism are slowly being removed and reduced in the post-colonial world as all actors within the tourist industry begin to deem them unacceptable. However, it is hard to completely remove these problems due to greater issues of economic inequality outside of the tourist industry (Bauer and Holowinska, 2009:6). Overall, the approach to the research needs to be multi-perspective, focused on a wide variety of case studies in order to build up a picture of the current status of tourism. Most importantly, it needs to be set within the post-colonial context and the questions to be answered determined by the subjects rather than the researcher. This will give a view of tourism as neo-colonialism that is not already mired in neo-colonialist thought (Belsky, in Phillimore and Goodson, 2004:286). The discussion section of the dissertation will use these methods to analyse the topic, and then the following conclusion section will summarise these findings and further recommendations for research. Conclusion In conclusion, the main findings in this paper are: There is still a clear economic imbalance between the First World and Third World, which is caused by a variety of factors including First World hegemony and the effects of colonialism and neo-colonialism. The Western, developed nations still dominate the tourist market, mainly due to their economic superiority. Cultural changes are less of an issue than they were during the colonial era, but economic dominance can still undermine destination cultures. Developing countries still need the money in the form of investment to build up tourist markets, and this allows Western countries to dictate terms, including the flow of money back to developed countries through multinational companies and the use of expatriate staff over local staff. This is not simply a matter for tourism however, and is a problem in almost all economic sectors. In tourism the problem is no worse, and in fact in many ways it is more of a closed system. The benefits of tourism often go to Western countries, but in general these are the countries that fuel demand. Sometimes this neo-colonialism shows itself within the tourist industry, leading to inequalities and negative outcomes for developing countries. Not all negative outcomes within tourism are due to neo-colonialist factors, and not all neo-colonialist factors within tourism lead to negative outcomes, particularly when looked upon from national, local and personal levels. Tourism as neo-colonialism does keep developing countries dependent on developed countries, particularly if tourism is a large part of their GDP. However, not all factors should be considered negative, because it is not just tourism that keeps developing countries dependent on developed countries. Overall economic and political inequalities also contribute, as do internal problems within developing countries such as poor management, lack of resources, wars and political instabilities. Tourism, even when dominated by foreign companies, does provide much-needed jobs that may not otherwise be available, and can help to maintain political stability in countries because of the needed revenues from tourism. Also, not all tourism that is locally influenced is positive. It can still be exploitative between different regions or ethnic groups, and can do as much damage to culture and the environment as neo-colonial tourism. Much of the research is too focused on outcomes and the potential ways to solve neo-colonialist problems within tourism. Outcomes are not the main focus here. The focus should be on the initial decision-making process, because this is where influence and inequalities are most keenly felt. Currently, the research that condemns neo-colonialism only further imbeds it because it is too Western-centric and does not understand the differences between what might reverse foreign influence and what is actually wanted and accepted by the destination countries. Instead, a post-colonial, multi-perspective approach shows that whilst neo-colonialism in tourism still persists, global flows of money and information are changing, and with it so is tourism. The world has changed in the last fifteen years or more with the rapid development of technology and the internet. This has globalised society to some extent and has allowed information flows to go in different directions for the first time. For instance, the Chinese are a growing influence on world tourism, both in terms of China as a destination and its growing wealthy class as tourists travelling around the world. These sorts of developments therefore need to be looked at from different perspectives, and not just from the previously established perspective of tourism as a neo-colonialist activity. Whilst economic inequalities allow developed-country dominance to continue, this does not mean that tourism flows are not altering or that First-World businesses that are involved in other countries are unwelcome or having a negative impact. Tourism, whilst still showing the inequalities within the rest of society, is slowing beginning to move away from neo-colonial practices. Global inequalities will continue, but tourism is seeing some change. As citizens from developed countries become more aware of other cultures their demands for tourism change. Also, as developing countries continue to change and develop and their cultures alter, their own capabilities and needs change. The flow of money and information is no longer one-way, and this means that not only will developing countries have a say in their own tourism markets, but they will become the future patrons of other tourist markets in both developed and developing countries. This will all move tourism further away from being a solely neo-colonial practice. In relation to conclusion 3, further research should move away from outcomes-based examinations of the tourist industry when looking at influences on tourism, and instead focus on decision-based analyses. It is in the area of decision-making that influence and inequalities most likely come out. If negative or positive outcomes arise from these decisions is certainly important, but if the decision is not heavily influenced by multinational corporations under the guise of neo-colonialism, then regardless of the outcomes these tourist activities cannot be said to be neo-colonialist. Furthermore, analyses that focus on the roots of decision-making will give a better understanding of how tourist industries develop and change over time in the modern global society. Based upon conclusion 4, further research should move away from the neo-colonial base as the start for analysis. Globalisation and the rise of larger developing countries such as China have created a truly post-colonial landscape where traditional measures of colonialism and neo-colonialism are less useful. Whilst rich-poor and 1st/3rd world inequalities still predominate, flows of tourism, influence and money are changing and becoming more complex. Merely trying to solve the previous neo-colonialist bias of tourism is not enough, because any analysis that starts on this basis will not take into account the status of the modern global society and the inevitable cultural changes in developing countries. It is important to conduct research from many perspectives, rather than the futile effort of trying to solve neo-colonialism by starting from a Western-centric perspective that is decidedly neo-colonialist in nature because it does not take into account the actual views and needs of th ose who supposedly need saving from the dominance of Western society. We should not assume that they need saving, or that indeed if they do that we can be the ones to bring about this salvation. Finally, based on conclusion 5, it is important for further research to conduct more in-depth studies of the global tourist market, and the flows of culture, influence and money that occur. Taking one country at a time is a good start to understand the basics of these flows, but it requires a global study, looking at the ways in which different actors interact with each other, in order to truly understand how the power balance currently sits and where it is likely to move towards in the coming decades.

Being Different - Short Story Essay examples -- Papers

Being Different - Short Story Matthew had lived down the street from me most my life, and yet I still knew very little about him except for his name and his disability. Poor Matthew had been born retarded, and also owned many slight disabilities which made the mere act of living more difficult than it should have to be. Matthew was now a full grown man but he had the mind of a nine year old. He looked like an adult, but his actions and behaviour were definitely those of a young child. He walked with difficulty, and was visibly clumsy and uncoordinated. Life had not been easy for Matthew, and it seemed the older he was, the harder things got. When he was younger, even though he was teased by his peers he at least appeared to fit in with his classmates. Even though at second glance, it was easy to recognize the differences between Matthew and the other kids, Matthew did not really stand out in the crowd. Now as a full grown man Matthew looked out of place, no matter where he was, or who he was with. I ...

Comparative Essay for Poetry Unit Essay

Cultural conflict is when a new set of beliefs and habits overtakes and conceals the old set, deteriorating the sacred cultural connections established at birth. Sujatas â€Å"Search for My Tongue† and John Agards â€Å"Half-Caste† are both excellent examples of cultural conflict. In the both cases, the authors are attempting to depict the hardships involved with a clash of culture. In Search for My Tongue, Sujata Bhatt finds conflict between two languages: what would you do/if you had two tongues in your mouth (3-4). In Half-Caste, Agard protests the racial discrimination towards the Guyanese interior hidden by the British exterior. Both poets express these cultural conflicts with the use of perspective, cultural context, literary devices, imagery and variations to syntax. The similarities in these poems show that cultural conflict is abundant and ubiquitous, whereas the differences provide uniqueness amongst the cultural conflicts. In Search for My Tongue, Bhatts poem encompasses the conflict between mother tongue and the foreign tongue. These very physical objects replace her native language of Guajarati and foreign language of English. The use of this metaphorical analogy is widespread, such as in the French language, where the word langue means both tongue and language. According to Bhatt, if you had to/speak a foreign tongue,/your mother tongue would rot (10-12). The conflict between languages continues in the subconscious world, where the mother tongue always returns and blossoms out of my mouth (38). Similarly Half-Caste is also a conflict of cultures, specifically race. John Agard is a mixed race of black and white light an shadow (13). His life in Britain has allegedly suppressed his black, unwanted side. This protest poem is the black side attempting to be freed just as how Bhatts mother tongue wants to grow(s) back (31). Agard often describes himself as half a person, standing on one leg (2), Half-a-eye (41), half-a-dream (43), half-a-shadow, (46). Bhatt searches for her two tongue but only finds one. Contrastingly, Half-caste is a poem of external conflict between Agard and the disapproving English society, whereas Search For My Tongue is about self-discovery and internal conflict. In Search for My Tongue, lines between 1 and 14 are all in the 2nd person, which connects the poem to the reader.  It is more dramatic and heartfelt than a narrative. Bhatts internal conflicts are voiced out to the world, searching for an answer to the question I ask you, what would you do (3). Half-caste uses the exact same strategy in order to achieve a different goal. The 2nd person narrative is installed between lines 4 and 37. He uses phrases like Explain yuself/wha yu mean (4-5), which directly targets the discriminating British (you need proof of that from his poem) yo put the on metaphor with the sun dont pass in England society, it fits really well here . External conflicts between Agard and the society are immediately voiced. Both poems employ the perspective of the it is not 2nd person , JUDD told me that on Search for my tongue isto connect with the reader, but one does it to apply the internal conflicts to the outside world whereas the other does it to be heard. Bhatt brings out her internal conflicts so that she can connect with the reader. In Search for My Tongue, many literary devices are used to bring out these internal conflicts. Her metaphorical tongues actually symbolize languages. She often changes between the ambiguous meanings. For example, she states that if you had two tongues in your mouth,/and lost the first one, the mother tongue, (4-5). Bhatt is giving supernatural qualities to the physical tongue. In an another example, she states that your mother tongue would rot,/rot and die in your mouth (12-13). In this case, Bhatt is creating personifications by giving lifelike, natural properties to a language. This shows how Bhatt is switching between the multiple meanings. In Half-Caste, Agard also draws on multiple examples. Contrastingly, he uses allusions or references to external literary works. The two apparent allusions are Picasso and Tchaikovsky. Put the lines Both of these artists use contrasts to create a greater piece of work. According to Agard, a mixed person is a living example of beauty derived from two contrasting cultures. Although the meaning of these allusions is not ambiguous, they are often sarcastic and direct. The differences in the use of literary devices have to do with the fact that Bhatt is unclear about her cultural conflict, whereas Agard understands his cultural conflict. Both poets use the literary device of repetition to express cultural conflict. For example, in â€Å"Search for My Tongue,† the words tongue and mouth are very abundant. The word â€Å"tongue† ends lines 2, 5, 7, 11 and 37. The word â€Å"mouth† ends lines 4, 13, 34 and 38. Not only does the repetition bring the poem together, it strengthens the message Bhatt is trying to send. It resembles a distress signal from a person with dire need. Similarly, John Agard repeats the phrase â€Å"Explain yuself† in lines 4, 10, 23 and 31. This reminds the reader of the aggressive tone in this rebellious poem, and ties the poem together. Every time a new idea is brought up, â€Å"Explain yuself† is the introductory line. Another way the poets attempt to describe cultural conflict is by the use of imagery. At the end of the poem, Sujata Bhatt writes â€Å"It grows back, a stump of a shoot† (31). This is a metaphor, comparing the mother language to a growing bamboo. The metaphor adds to the clear imagery. Continuing,Grows longer, grows moist, grows strong veins,It ties the other tongue in knots,The bud opens, the bud opens in my mouth,It pushes the other tongue aside. (32-35)These lines paint a very explicit picture in the reader’s mind, helping the poet come across with the meaning. Similarly, John Agard also appeals to the many senses. The â€Å"red an green† (8) on the â€Å"canvas† (9) feed on the human sense of sight. The â€Å"black key† (28) and â€Å"white key† (29) in the â€Å"symphony† (30) by â€Å"Tchaikovsky† (26) affect the human sense of hearing. Together, it allows the reader to fully experience the idea of â€Å"Half-Caste.†Finally, both poets use a strange form of syntax. In â€Å"Search for My Tongue,† Bhatt adds a full section of Gujarati. This symbolizes the rebirth of the mother tongue within Bhatt’s subconscious mind. In addition, between lines 31 and 35, there are no periods, replaced by commas. This section holds the imagery explained above, and periods would add unnecessary breaks. Similarly, â€Å"Half-Caste† has no punctuations. Together with the differing dialect, it shows the poet opposing his surroundings. This is a form of  protest, since Agard is not following the general rules of writing set by his racist opponents. Therefore, both poets express cultural conflict with variations to syntax. When reading Search for My Tongue, a monolingual person would not be able to fully comprehend Bhatt’s cultural conflict, except when it is described physically. By allowing the reader to picture two tongues in their mouth, Bhatt’s internal conflicts are expressed externally, allowing her to share her pain with the world. However, someone who is bilingual may have already experienced similar cultural conflicts. Therefore, this bilingual reader will understand â€Å"Search for My Tongue† much better than a regular monolingual reader. Similarly, â€Å"Half-Caste,† is also geared towards two different types of people. A person who isn’t mixed will not be able to comprehend this poem as well as someone who is mixed. In addition, Half-Caste protests against discriminative English people. In a less discriminative culture such as Canada where the use of racial slurs like half-caste is scarce, it is much harder to comprehend Agards cultural conflicts. Therefore, both Half-caste and Search for my Tongue are both good examples of how cultural context impacts how the poem is perceived. In conclusion, both poems are affected by cultural context, which dictates the effect on the reader. For example, as previously stated, a bilingual person will be able to comprehend Search for My Tongue better than a monolingual person. However, Sujata Bhatt needs to ensure that the monolingual demographic will still be able to extract the full meaning. Both Bhatt and Agard achieve this by employing very similar methods. The narrative, metaphors and personifications, vivid imagery and variations to syntax all contribute to expressing cultural conflict. Although the two poems have many commonalities, they are based on different subject matter. Search for My Tongue is about Bhatts internal conflict with herself, whereas Half-Caste is about Agards external conflict against his society. These conflicts differ, but are all linked to culture the overriding link between these entwining poems.

Feasibility study of laundry shop Essay

A. Background of the study Before the advent of the washing machine, apart from watercourses, laundry shop was also done in communal or public washhouses, water was channeled from a river or spring and fed into a building or outbuilding built specifically for laundry purposes and often containing two basins – one for washing and other for rinsing – through which the water was constantly flowing, as well as a stone lip inclined towards the water against which the washers could beat the clothes. Such facilities were much more comfortable than washing in a watercourse because the launderers could work standing-up instead of on their knees, and were protected from inclement weather by walls and a roof. Also, they didn’t have to go far, as the facilities were usually at hand in the village or at  the edge of town. These facilities were public and available to all families, and usually used by the entire village. The laundry job was reserved for women, who washed all their family’s laundry or the laundry of others as a paid job. Clothes washer technologies develop as a way to reduce the manual labor spent, providing an open basin or sealed container with paddles or fingers to automatically agitate the clothing. The earliest machines were hand-operated and constructed from wood, while later machines made of metal permitted a fire to burn below the washtub, keeping the water warm throughout the day’s washing. Koronadal city is also known as a †MARBEL†, a third class City in Philippines and Capital town of South Cotabato and Regional center of Region Xll, the word Koronadal has been derived from two B’laan words-â€Å"Koron or Kolon† meaning cogon grass and â€Å"Nadal or Datal† which means the place to the natives. The other name of Marbel is a B’laan term â€Å"MARB-EL† means â€Å"MURKY WATER† referring to a river and now called Marbel River. B. Rationale of the study A laundry shop is intended for the residents of Koronadal City and it’s nearby Municipalities. It significantly act as a helper for the people who does not have enough time to do the laundry, it’s basically to help the residents lessen their work loud and ensure that their clothes are clean. In that case, a laundry shop is the answer to the need for clean clothes in less time, less cost and less effort. C. Objectives of the study The study aims to determine the feasibility of establishing a laundry shop in Koronadal City. Specifically it such to understand the following question. 1. Describe the profile of laundry shop business in Koronadal City. 2. Discuss the feasibility of the purposed study of the following aspects: a.  Organizational b. Operational or technical c. Marketing d. Financial 3. Present the findings of the purposed study of the following aspects: a. Organizational b. Operational or technical c. Marketing d. Financial D. Scope of the study This study focuses only on laundry. E. Significance of the study This study aims to provide information data of establishing laundry shop in Koronadal City. What ware the essential aspect involve in this business to make this business profitable, give satisfaction for the customers and help the economy of the nation. F. Definition of terms Laundry -is the washing of clothing and linens. -the material that is being washed, or has been laundered. Laundry shop -a place where clothes are washed and iron Washing machine -is a machine to wash laundry, such as clothing & sheets. CHAPTER II Review Related Literature CHAPTER III Methodology This study will present based on the procedure of the research study which starts in the research design, target population and sampling procedure, data gathering procedure and data processing analysis. A. Research Design In order to gather the necessary information/fact, the researchers of this study used the descriptive method to be able to know the different requirements regarding the viability and desirability in terms of organizational, operational or technical, marketing and financial aspects of the business. To gather more information and fact about this study, the researchers approached the various owners/managers of existing of the laundry shop. The study focuses within the locality of Koronadal City. The researchers conduct interviews and observation to come up to the reliable information and facts.

50 Important Facts You Should Know About Teachers

50 Important Facts You Should Know About Teachers For the most part, teachers are undervalued and underappreciated. This is especially sad considering the tremendous impact that teachers have on a daily basis. Teachers are some of the most influential people in the world, yet the profession is continuously mocked and put down instead of being revered and respected. A large majority of people have misconceptions about teachers and do not truly understand what it takes to be an effective educator. The Silent Majority As in any profession, there are teachers who are great and those who are bad. When adults look back on their years in school, they often remember the great teachers and the bad teachers. However, those two groups only combine to represent an estimated 5% of all teachers. Based on this estimate, 95% of teachers fall somewhere in between those two groups. This 95% may not be memorable, but they are the teachers who show up every day, do their jobs and receive little recognition or praise. Misunderstood Profession The teaching profession is often misunderstood. The majority of non-educators do not have any idea what it takes to teach effectively. They do not understand the daily challenges that teachers across the country must overcome to maximize the education their students receive. Misconceptions will likely continue to fuel perceptions about the teaching profession until the general public understands the true facts about teachers. What You May Not Know About Teachers The following statements are generalized. Though each statement may not be true for every teacher, they are indicative of the thoughts, feelings, and work habits of the majority of teachers. Teachers are passionate people who enjoy making a difference.Teachers do not become teachers because they are not smart enough to do anything else. Instead, they become teachers because they want to make a difference in shaping young peoples lives.Teachers do not just work from 8 a.m. to 3 p.m. with summers off. Most arrive early, stay late and take papers home to grade. Summers are spent preparing for the next year and at professional development opportunities.Teachers get frustrated with students who have tremendous potential but do not want to put in the hard work necessary to maximize that potential.Teachers love students who come to class every day with a good attitude and genuinely want to learn.Teachers enjoy collaboration, bouncing ideas and best practices off of each other, and supporting each other.Teachers respect parents who value education, understand where their child is academically and support what the teacher does.Teachers are real people. They have lives outside of school. They have terrible days and good days. They make mistakes. Teachers want a principal and administration that support what they are doing, provide suggestions for improvement and value their contributions to their school.Teachers are creative and original. No two teachers do things exactly alike. Even when they use another teacher’s ideas, they often put their own spin on them.Teachers are continuously evolving. They are always searching for better ways to reach their students.Teachers do have favorites. They may not come out and say it, but there are those students, for whatever reason, with whom they have a natural connection.Teachers become irritated with parents who do not understand that education should be a partnership between themselves and their child’s teachers.Teachers are control freaks. They hate it when things do not go according to plan.Teachers understand that individual students and individual classes are different and tailor their lessons to meet those individual needs.Teachers do not always get along with each other. They may have personality conflicts or disagreements that fuel a mutual dislike, just as in any profession. Teachers appreciate being appreciated. They love it when students or parents do something unexpected to show their appreciation.Teachers generally do not like standardized testing. They believe it creates added unnecessary pressures on them and their students.Teachers do not become teachers because of the paycheck; they understand that they are usually going to be underpaid for what they do.Teachers dislike it when the media focuses on the minority of teachers who make mistakes, instead of on the majority who consistently show up and do their jobs on a daily basis.Teachers love it when they run into former students who tell them how much they appreciated what they did for them.Teachers hate the political aspects of education.Teachers enjoy being asked for input on key decisions that the administration will be making. It gives them ownership in the process.Teachers are not always excited about what they are teaching. There is usually some required content that they do not enjoy teachi ng. Teachers genuinely want the best for all of their students: They never want to see a child fail.Teachers hate to grade papers. It is a necessary part of the job, but it is also extremely monotonous and time-consuming.Teachers are consistently searching for better ways to reach their students. They are never happy with the status quo.Teachers often spend their own money on the things they need to run their classroom.Teachers want to inspire others around them, beginning with their students but also including parents, other teachers and their administration.Teachers work in an endless cycle. They work hard to get each student from point A to point B and then start over the next year.Teachers understand that classroom management is a part of their job, but it is often one of their least favorite things to handle.Teachers understand that students deal with different, sometimes challenging, situations at home and often go above and beyond to help a student cope with those situations.Teach ers love engaging in meaningful professional development and despise time-consuming, sometimes pointless professional development. Teachers want to be role models for all of their students.Teachers want every child to be successful. They do not enjoy failing a student or making a retention decision.Teachers enjoy their time off. It gives them time to reflect and refresh and to make changes they believe will benefit their students.Teachers feel like there is never enough time in a day. There is always more that they feel they need to do.Teachers would love to see classroom sizes capped at 15 to 20 students.Teachers want to maintain an open line of communication between themselves and their students parents throughout the year.Teachers understand the importance of school finance and the role it plays in education but wish that money was never an issue.Teachers want to know that their principal has their back when a parent or student makes unsupported accusations.Teachers dislike disruptions but are generally flexible and accommodating when they occur.Teachers are more likely to accept and use new technologies if t hey are properly trained on how to use them. Teachers become frustrated with the relatively few educators who lack professionalism and are not in the field for the right reasons.Teachers dislike it when a parent undermines their authority by denigrating them in front of their children at home.Teachers are compassionate and sympathetic when a student has a tragic experience.Teachers want to see former students be productive, successful citizens later in life.Teachers invest more time in struggling students than any other group and are thrilled by the â€Å"light bulb† moment when a student finally starts to get it.Teachers are often scapegoats for a student’s failure  when in reality it is a combination of factors outside the teacher’s control that led to failure.Teachers often worry about many of their students outside of school hours, realizing that they do not always have the best home life.

Lincoln Surname Meaning and Family History

Lincoln Surname Meaning and Family History The Lincoln last name means  from the lake colony, or one who came from Lincoln, England. The name derives from the Welsh element lynn, meaning lake or pool and the Latin element colonia, meaning colony.   Surname Origin:  English Alternate Surname Spellings: LINCOLNE,  LYNCOLN, LINCCOLNE Fun Facts About the Last Name LINCOLN: Lincoln is a popular given name in America, primarily  given in honor of Abraham Lincoln (1809-1865), president of the United States during the American Civil War. Famous People with the Surname LINCOLN: Abraham Lincoln - president of the United StatesRobert Todd Lincoln -  American lawyer and secretary of war; first-born son of President Abraham LincolnHenry Lincoln - British author and actorBrad Lincoln - American Major League Baseball pitcherElmo Lincoln - American actor, best known for his role in several Tarzan films Where is the LINCOLN Surname Most Common? According to surname distribution from  Forebears, the Lincoln surname is most prevalent in the United States. It is also somewhat common in England, Australia, Bangladesh, Ghana and Brazil. Surname maps from  WorldNames PublicProfiler  indicate the Lincoln surname in America is most common in the New England states of Massachusetts, Maine and New Hampshire, as well as in Montana. The highest concentrations of the Lincoln surname, however, are found in New Zealand, especially the Waitomo district, as well as in Tazmania, Australia. Within England, the Lincoln surname is now most commonly found in Norfolk, not Lincolnshire.   Genealogy Resources for the Surname LINCOLN: U.S. Presidential Surnames Their MeaningsDo the surnames of U.S. Presidents really have more prestige than your average Smith and Jones? While the proliferance of babies named Tyler, Madison, and Monroe may seem to point in that direction, Presidential surnames are really just a cross-section of the American melting pot. Lincoln Surname DNA ProjectThe goal of the the Lincoln surname project is to identify and trace as many separate Lincoln lineages as possible, including the progenitors of the Lincolns in America. Lincoln Family Crest - Its Not What You ThinkContrary to what you may hear, there is no such thing as a Lincoln family crest or coat of arms for the Lincoln surname.  Coats of arms are granted to individuals, not families, and may rightfully be used only by the uninterrupted male line descendants of the person to whom the coat of arms was originally granted. LINCOLN Family Genealogy ForumSearch this popular genealogy forum for the Lincoln  surname to find others who might be researching your ancestors, or post your own Lincoln query. FamilySearch - LINCOLN GenealogyExplore over 400,000 results from digitized  historical records and lineage-linked family trees related to the Lincoln  surname on this free website hosted by the Church of Jesus Christ of Latter-day Saints. DistantCousin.com - LINCOLN  Genealogy Family HistoryExplore free databases and genealogy links for the last name Lincoln. GeneaNet - Lincoln  RecordsGeneaNet includes archival records, family trees, and other resources for individuals with the Lincoln  surname, with a concentration on records and families from France and other European countries. The Lincoln  Genealogy and Family Tree PageBrowse genealogy records and links to genealogical and historical records for individuals with the Lincoln  surname from the website of Genealogy Today.- References: Surname Meanings Origins Cottle, Basil.  Penguin Dictionary of Surnames. Baltimore, MD: Penguin Books, 1967. Dorward, David.  Scottish Surnames. Collins Celtic (Pocket edition), 1998. Fucilla, Joseph.  Our Italian Surnames. Genealogical Publishing Company, 2003. Hanks, Patrick and Flavia Hodges.  A Dictionary of Surnames. Oxford University Press, 1989. Hanks, Patrick.  Dictionary of American Family Names. Oxford University Press, 2003. Reaney, P.H.  A Dictionary of English Surnames. Oxford University Press, 1997. Smith, Elsdon C.  American Surnames. Genealogical Publishing Company, 1997. Back toGlossary of Surname Meanings Origins

How to Write a Case Study Analysis for Business School

How to Write a Case Study Analysis for Business School When writing a business case study analysis, you must first have a good understanding of the case study. Before you begin the steps below, read the business case carefully, taking notes all the while. It may be necessary to read the case several times to get all of the details and fully grasp the issues facing the group, company, or industry. As you are reading, do your best to identify key issues, key players, and the most pertinent facts. After you are comfortable with the information, use the following step-by-step instructions (geared toward a single-company analysis) to write your report. To write about an industry, just adapt the steps listed here to discuss the segment as a whole. Step 1: Investigate the Company’s History and Growth A company’s past can greatly affect the present and future state of the organization. To begin, investigate the company’s founding, critical incidents, structure, and growth. Create a timeline of events, issues, and achievements. This timeline will come in handy for the next step.   Step 2: Identify Strengths and Weaknesses Using the information you gathered in step one, continue by examining and making a list of the value creation functions of the company. For example, the company may be weak in product development but strong in marketing. Make a list of problems that have occurred and note the effects they have had on the company. You should also list areas where the company has excelled. Note the effects of these incidents as well. Youre essentially conducting a partial  SWOT analysis  to get a better understanding of the companys strengths and weaknesses. A SWOT analysis involves documenting things like internal strengths (S) and weaknesses (W)  and  external opportunities (O) and threats (T).   Step 3: Examine the External Environment The third step involves identifying opportunities and threats within the company’s external environment. This is where the second part of the SWOT analysis (the O and the T)  comes into play. Special items to note include competition within the industry, bargaining powers, and the threat of substitute products. Some examples of opportunities include expansion into new markets or new technology. Some examples of threats include  increasing competition and higher interest rates. Step 4: Analyze Your Findings Using the information in steps 2 and 3, create an evaluation for this portion of your case study analysis. Compare the strengths and weaknesses within the company to the external threats and opportunities. Determine if the company is in a strong competitive position, and decide if it can continue at its current pace successfully. Step 5: Identify Corporate-Level Strategy To identify a company’s corporate-level strategy, identify and evaluate the company’s mission, goals, and actions toward those goals. Analyze the company’s line of business and its subsidiaries and acquisitions. You also want to debate the pros and cons of the company strategy to determine whether or not a change might benefit the company in the short or long term.​ Step 6: Identify Business-Level Strategy Thus far, your case study analysis has identified the company’s corporate-level strategy. To perform a complete analysis, you will need to identify the company’s business-level strategy. (Note: If it is a single business, without multiple companies under one umbrella, and not an industry-wide review, the corporate strategy and the business-level strategy are the same.) For this part, you should identify and analyze each company’s competitive strategy, marketing strategy, costs, and general focus. Step 7: Analyze Implementations This portion requires that you identify and analyze the structure and control systems that the company is using to implement its business strategies. Evaluate organizational change, levels of hierarchy, employee rewards, conflicts, and other issues that are important to the company you are analyzing. Step 8: Make Recommendations The final part of your case study analysis should include your recommendations for the company. Every recommendation you make should be based on and supported by the context of your analysis. Never share hunches or make a baseless recommendation. You also want to make sure that your suggested solutions are actually realistic. If the solutions cannot be implemented due to some sort of restraint, they are not realistic enough to make the final cut. Finally, consider some of the alternative solutions that you considered and rejected. Write down the reasons why these solutions were rejected.   Step 9: Review Look over your analysis when you have finished writing. Critique your work to make sure every step has been covered. Look for grammatical errors, poor sentence structure, or other things that can be improved. It should be clear, accurate, and professional. Business Case Study Analysis Tips Keep these strategic tips in mind: Know the case study ​backward and forward before you begin your case study analysis.Give yourself enough time to write the case study analysis. You dont want to rush through it.Be honest in your evaluations. Dont let personal issues and opinions cloud your judgment.Be analytical, not descriptive.Proofread your work, and even let a test reader give it a once-over for dropped words or typos that you no longer can see.

Gone Girl by David Fincher Movie Review Example | Topics and Well Written Essays - 2250 words

Gone Girl by David Fincher - Movie Review Example The movie is the screen version of the best-seller by the former television critic Gillian Flynn. The critic Scott Smith wrote about it: â€Å"I cannot say this urgently enough: you have to read Gone Girl. It’s as if Gillian Flynn has mixed us a martini using battery acid instead of vermouth and somehow managed to make it taste really, really good. Gone Girl is delicious and intoxicating and delightfully poisonous. It’s smart (brilliant, actually). It’s funny (in the darkest possible way). The writing is jarringly good, and the story is, well†¦amazing. Read the book and you'll discover - among many other treasures - just how much freight (and fright) that last adjective can bear† (Smith). Flynn wrote the script for a movie herself. She says that her main goal was to keep the spirit of the novel. This spirit is gloomy and depressive. Therefore, it is no wonder that the author of movies Seven, The Game, Fight Club, Panic Room, Zodiac, Girl with the Dragon Tattoo David Fincher decided to make the screen version. For now, his only optimistic picture is "The Curious Case of Benjamin Button". In all the other works Fincher tells us about maniacs, mental pathologies, etc. Certainly, we shouldn't forget about his "Social network", but it also cant be called optimistic. It is interesting that Gone Girl is a feminist and anti-feminist movie at the same time. For example, Fincher's "The girl with the dragon tattoo" was absolutely feminist. However, as a new movie of the director is in general anti-human, it contains two opposite doctrines: the sacrifices women make for men are great and dramatic, but women also mock at men so much that it depreciates their own sacrifices. The ps ychological thriller is a genre that is very popular in the modern world, but the movies of this genre are usually very pessimistic. The inner world of every person is dark and frightening, thus this genre appears to be the most difficult and not every director decides to work with it.                  Ã‚  Still, there is one thing that makes Gone Girl less gloomy. One of two main characters seems to be too specific, not corresponding to the ideas of an average person. Rothman states: â€Å"Gone Girl† is a fantasy, of course, and it takes place in a dream world, not reality. Leaving the theatre, you have to ask yourself how connected these ideas are in real life. And you can’t miss the fact that, fundamentally, â€Å"Gone Girl† is a farce. There is no  real  crime or horror in the Dunne household. Amy and Nick hurt one another, but in unexceptional ways; Nick’s affair with a sexy student - Emily Ratajkowski, of the â€Å"Blurred Lines† music video - is played for comedy. In fact, it’s the creation of a heightened atmosphere of suspicion around those banal â€Å"crimes† that leads, eventually, to the real ones. Maybe â€Å"Gone Girl† is just playing around-making up, rather than finding, connect ions within our imaginative lives†. The movie is a fantasy; therefore, it is not necessary to make frightening generalizations. But they still can be made. And this really frightens.      

International Relations Lab Report Example | Topics and Well Written Essays - 750 words

International Relations - Lab Report Example He wards off the accusation that America had been propagating self-interest and declares that they are in fact led by greater causes, through the Cold War years till the present times. Quoting former president Harry Truman, he asserts that "God has created us and brought us to our present position of power and strength for some great purpose." The major objectives that he sets are to defeat terrorist adversaries and to build enduring peace. While the first objective will have to deal with the defeat of radical Islamist extremists, the second will have to be linked to the building of a comprehensive coalition with other nations with similar objectives. Referring to the view by the Democratic candidates that there will be withdrawal of U.S. troops from Iraq to the end the war, McCain reiterates that the war in Iraq cannot be wishes away and one has to take into account the realities in the theatre instead of taking decisions based on the political winds at home. He also makes the point that Afghanistan will continue to nurture terrorist groups like the Al Qaeda in the present political situation, and this has to be curbed with sufficient initiative from the U.S. He proposes that there needs to be a continual work with the Pakistani President Pervez Musharraf to dismantle the camps of Taliban and Al Qaeda there, to help Pakistan resist Talibanization and extremism. He identifies Iran as the world’s chief state sponsor of terrorism. He suggests a multilateral move to resist this and to keep the option of military action open, though not preferred mostly. He claims that America will continue to support Israel against the threat s from Iran, Hezbollah, Hamaz and others. He makes the paradoxical statement that he will try everything to aid ‘moderate’ Muslims who resist the fundamentalist outfits. Approving the steps taken by the Truman

The Objective of Investment Essay Example | Topics and Well Written Essays - 1500 words

The Objective of Investment - Essay Example Investors now believe that real estate is an important investment opportunity and increasingly investors are investing in real estate (IPF, 2007). There are fluctuations not only in the asset or equity markets but even real estate investment have their own fluctuations as well. So, it is important for investors to analyze the rise and fall in the market of real estate. Therefore considering the changes in the market, the report aims to understand how the commercial property business operates as an investment and analyze the internal and external factor that influence the prices of properties. The main the purpose of the report is to understand how to maximize income on properties through purchasing the right product at the right time and how the capital value is influenced by that. The second part of the statement  will identify how to maximize the revenue in term of capital value and income revenue through ‘ProActive‘ Management, it will provide further knowledge towar ds the way management overall affect or improve the value of a property. Investment in commercial properties is defined as buying and purchasing of commercial properties with the objective of earning returns or buying commercial properties for the purpose of renting it. Adair et. al (2009) have published a report in which the properties of United Kingdom has been analyzed and from the analysis, it has been found that the value of the commercial properties in the  UK accounts to  £762 billion. However, the value of the residential properties is equal to  £3,400 billion. From the  £762 billion invested in the commercial properties, it has been found that almost 90% of the investors or owners of the properties are using their properties with the aim of achieving returns by giving their properties for rent to the tenants.

Corrections Essay Example | Topics and Well Written Essays - 1750 words

Corrections - Essay Example In some cases, corporal punishment s used, but in the modern era, prison is the most desired type of punishment. This paper will look at the various forms of correctional philosophies in the prison system and various issues in correctional management. Throughout historical times most societies have been known to have some places where they hold criminals. Confinement in form of prisons is a new thing since in ancient times corporal punishment was the best kind of punishment; beheading, hanging, whipping and rack stretching to take a few examples. Early jails were overcrowded, dark and filthy and there was no separation of the inmates. In America, imprisonment was realized in 1600s after the abolishment of death penalty (Simonsen, Allen, & Latessa, 2004). The federal prison system was established to hold inmates who are sentenced to time in prison and those who await trials. It contains of prisons and detention facilities. The organizational structure of American correction systems gives the department of justice the authorization to control all operations in the system. The governor, who is the second in rank, is in charge of supervision of the activities in correctional facilities (Todd, George, & Michael, 2011). There are four directors who are mandated to supervise the legislative affairs, information, quality assurance, medical docket and public communication; all these in the attempt to make the correction system a perfect place for reformation. The hierarchy follows to the support administration in charge of matters relating to field operations, operations support, community development, and correctional facilities administrations. Under them there are junior officers who oversee research, parole, human resources, operations, and security and general inmate’s welfare. Correctional management considers several philosophies for corrections. This paper will look into five main philosophies namely, rehabilitation, restorative justice,

Employment Law Compliance (Principles and Strategies) Essay

Employment Law Compliance (Principles and Strategies) - Essay Example The business management principles are considered to be the central operation of business. Planning involves determining what the appropriate objectives for the business are and how those objectives are going to be accomplished. It is necessary to organize the structure of the resources and activities of the business, so that the objectives are accomplished. Staffing involves hiring the right people to do the activities of the business, training them to do the job and rewarding them appropriately. Directing is leadership, motivating the employees to achieve the business objectives. Controlling is the process of evaluation and correction that is needed to make certain that the business stay on track towards its goals. Planning and controlling are closely linked since planning sets the goals and standards for performance. Mr. Stonefield is planning to open a Limousine Service in Austin, Texas with twenty-five employees’ the first year with the intent of hiring more employees when the business generate profitable revenues. The Limousine Service will operate around the metropolitan area of Texas. This memo outlines on identifying applicable laws as well as the consequences of noncompliance with these laws. Included are The Americans with Disabilities Act of 1990, The Age Discrimination in Employment Act of 1967, Family and the Medical Leave Act of 1993, The Consolidated Omnibus Budget Reconciliation Act (COBRA) of 1986, and Sexual Harassment in the Workplace. Mr. Stonefield should consider a Long-term Strategic (Business Plan) that should influence the design of benefits within the Limousine Service, the Stage of Development to include the projected rate of employment growth for the geographic deployment within Austin, Texas area that is profitability. The Consolidated Omnibus Budget Reconciliation Act (COBRA) of 1986 companies with at least twenty employees must make medical coverage available at group insurance rates (100% premium plus a 2%

The Impact Of Social Networking On Our Daily Lives Essay

The Impact Of Social Networking On Our Daily Lives - Essay Example The paper tells that the development of formal and informal contacts takes place in the social networks, Facebook, Twitter, LinkedIn and Google plus. Statistics show that over 1.2 billion people use Facebook as a social network. Despite the fact that it can be termed by many as the greatest development of the twenty-first century, it is still a high predator against social values, social structures, and moral development. Most people believe firmly that social networks breed more good than evil in society. There are major positive impacts as a result of electronic information exchange. To start with is the promotion and facilitation of competition in trade. This can be achieved through harmonization of business practices, standardization of information, convenience in reaching out to sister companies and the market. Social networks have enabled consumers to maximize their freedom of choice. Organizations can, therefore, win consumers by producing only the best and also having an up t o date integrated informative system. Such as competition enhances economic growth and development. To add further on the impact of social networking to the global economics, millions of people today get employed by social institutions. These employments can be appreciated for alleviating poverty, higher standards of living and the decrease of the dependency ratio. The management of huge organizations can enjoy reduced costs of managing this can mainly be through, ease in channeling of information between and/or among branches, eased supervision, and coordination of decision making in different branches. The wind of technological social networking can also be rewarded for positive impacts on health matters. In the USA for instance, the increasing population of the old people as compared to the decreasing population of young people can be termed as one of the mysteries by the growth and development of social networking, the need of care providence increase with old age. The unavailab ility of young people to provide informal care to the old can be resolved by the use social networks. The people in need of care keep communicating with formal caregivers at the comfort of their homes. On social relations, social networking can enable people to communicate with acquaintances far away from their comfort. People can initiate, maintain and control relationships beyond geographical, political and economic boundaries. Students today can discuss with their colleagues and teachers through social networks. This has led to more products of research and academic performances on related fields. There still a myriad of other positive fruits of social networking ranging from indirect and direct improvements in job seeking, increasing the mobility of labor and taking religion to people yet unreached in the virtual world among many others. On the other hand, social networking can be termed to be a threat to the human society. To begin with, the young people are getting incapacitat ed to communicate on a face to face basis. This deprivation is a threat to the replenishing role entrusted to the family by the society.

Employment Law Compliance (Principles and Strategies) Essay

Employment Law Compliance (Principles and Strategies) - Essay Example The business management principles are considered to be the central operation of business. Planning involves determining what the appropriate objectives for the business are and how those objectives are going to be accomplished. It is necessary to organize the structure of the resources and activities of the business, so that the objectives are accomplished. Staffing involves hiring the right people to do the activities of the business, training them to do the job and rewarding them appropriately. Directing is leadership, motivating the employees to achieve the business objectives. Controlling is the process of evaluation and correction that is needed to make certain that the business stay on track towards its goals. Planning and controlling are closely linked since planning sets the goals and standards for performance. Mr. Stonefield is planning to open a Limousine Service in Austin, Texas with twenty-five employees’ the first year with the intent of hiring more employees when the business generate profitable revenues. The Limousine Service will operate around the metropolitan area of Texas. This memo outlines on identifying applicable laws as well as the consequences of noncompliance with these laws. Included are The Americans with Disabilities Act of 1990, The Age Discrimination in Employment Act of 1967, Family and the Medical Leave Act of 1993, The Consolidated Omnibus Budget Reconciliation Act (COBRA) of 1986, and Sexual Harassment in the Workplace. Mr. Stonefield should consider a Long-term Strategic (Business Plan) that should influence the design of benefits within the Limousine Service, the Stage of Development to include the projected rate of employment growth for the geographic deployment within Austin, Texas area that is profitability. The Consolidated Omnibus Budget Reconciliation Act (COBRA) of 1986 companies with at least twenty employees must make medical coverage available at group insurance rates (100% premium plus a 2%

Borrowings in Classical Music Between Countries, Composers, Different Essay - 1

Borrowings in Classical Music Between Countries, Composers, Different Ages - Essay Example The opera Fidelio was performed in 1805 and was the only opera of L. Beethoven. 1805 was a watershed between German Classicism and German Romanticism marked a new era in German music and artistic movement. The opera Fidelio belongs to German Classic era depicting domestic comedy and high seriousness of social landscape. The artistic movement of this age was open to every foreign idea, new or old, and interested itself in every accessible literature. It was partly because the artistic movement was not deeply rooted in the national life that it drew so much of its matter from foreign sources, until as critics have seen a desire for national originality began to arise, in advance of patriotism. It is obvious that the free use of the intellectual and artistic capital of German’s neighbors was an advantage, even a necessity for Germany in her backward condition; these countries themselves had freely plundered superior civilization in their own day as every 'young' literature must; these in their particular made no secret of his immense debt to France and England. That the results of these borrowings were not always fortunate goes without saying; Insel Felsenburg and Die schwedische Grà ¤fin have few of the merits of the work of Defoe and Richardson. But what is perhaps peculiar to Germany in this matter of imitation is that the habit became so deeply rooted that even national pride could not affect it much, and came in fact, by a natural compensation, to claim this very receptivity as a national virtue (Breuilly, 2001). The German nation, narrowly confined geographically and politically disunited, cannot be expected to produce one, and, speaking just after the French Revolution, Goethe hesitates to wish for the upheaval that would be required in Germany to prepare the way for classical works. But his words indicate that it is by no means certain that he would have disapproved of the Nationalism of modern Germany if he could have lived to see it (Gagliardo 19 91). He might have looked upon it as a necessary stage in the evolution of truly classical German literature.

Taboo Language In The Elf Classroom English Language Essay

Taboo Language In The Elf Classroom English Language Essay Nowadays, theEnglish language is very important and spread widely all around the world. Everybody has their own reason why they study English language, for example business contacts, study, exams, and for daily life. In fact, the teacher teaches only Standard English in the English classroom. There are few teachers that mention non-standard English such as taboo words in their classroom. What are taboo words? Taboo words aresanctioned or restricted on both institutional and individual levels under the assumption that some harm will occur if a taboo word is spoken. The exact nature of harm to befall the speaker, listener, or society has never been entirely clear (Heins, 2007). We use taboo wordsto be emotionally expressive, but people use taboo words with their friends to show the depth of their relationship and there are many reasonswhy we use taboo words.This essay will show understanding about taboo words. The readers will have better understandingabout taboo words through these qu estions: Why do we have to know taboo words? Why do speakers use taboo English? How often do people say taboo words and who says them? How important of taboo word between L1 and L2. What are the most frequently used taboo words compare with their own language and English language? Why dont students often use taboo words? How do we use taboo words? When should we use taboo words? Why dont teachers put taboo in the lesson? How do they receive taboo? The perspective of taboo words has changed from past to present. Taboo words were unacceptable from ten or fifteen years ago. The BBC has a list of words whichare not allowed to be used on broadcasts but there are increasing use of taboo words in the contemporary media contextas you can see in the present(Arndt, Harrey and Nuttall, 2000).In real life, native speakers dont only the Standard English sometimes they speak slang, taboo words or swear words. When they shout of you with taboo words, do you know what do they want or what dose it mean if you dont know the meaning of taboo word? They might insult you or they might want to hurt or threaten you. The reason that taboo words should be taught parallel with Standard English is because students are aware when they are threatened or are insulted. Its not necessary just for protecting themselves from danger but it is used more and more frequently in everyday speech and is becoming increasingly common in songs particularly in the lyric s of popular hip-hop music, and in the media. There are many studies which have indicated that taboo words occur frequently in everyday speech, especiallyin arguments (Jay Janschewitz, 2008). Reasons for using taboo words depend on the conversational goals of speaker for example feeling (expressing pain, frustration, annoy, anger), adding emphasis to statements whether positive or negative in context.In addition,if youre with a group of close friends, the more relaxed you are, the more you swear (sign of comfortableness).Or the reason of acceptance in some social circle for example, in a group of workmen, they said If you dont join in, you are thought an outside (Wright, 1974).There are a lot ofstudies which have showed that those who swearregularly suffer less from stress than those who do not such as if I say motherfucker it makes me feel better that when I say darn (WEB). There are researches that have indicated that taboo words appear to cause less anxiety when spoken in a foreign language. L1 and L2 are frequently learned in different context. The L1 is learned in the context of family life and thus generally includes emotional extremes and usually also an individuals earliest encounters with the gamut of human emotions (Schrauf, 2000). An L2 is frequently the language of school, work, and professional achievement and thus comes to be associated with emotional control, autonomy, and achievement (Dewaele Pavlenko, 2002).Taboo words are remembered better than nontaboo words that similar idea with research about recalling taboo words has showed that the arousing properties of taboo words produce vivid memories without elaborative processing, which may be sufficient to override the burden of limited attentional resources. On the other hand, nonarousing words rely on elaborative processing for better memories (recalling taboo and nontaboo words, 2008).P eople respond to taboo wordsin L1 better that L2. They have strong reaction to emotionallyladen childhood reprimands in the L1 but not the L2 (Harris, 2003).They prefer to use taboo wordsfrequentlyin their own language more thanEnglish languagebecause they have confidence and they know how to use and when to use it in their own language. In the English language, they lack confidence and experience taboo words because taboo words in English can be expressed in many forms not only in negative form. As mentioned before, international students do not often use taboo in the English language because they are not sure about grammar, situation andlack of confidence. It will not surprise if students do not often use taboo in English language because taboo words can be used in many forms of grammarsuch as noun, verb, adjective or even adverb, for example the word fuck. It can be explained in grammar as following table. The Grammar Of Fuck Anintransitive verb. Jeffry fucks. Atransitive verb. Jeffry fucked Mary. An adjective. Its so fucking cold. As part of an adverb. Jeffry eats too fucking much. As an adverb intensifying an adjective. Jeffry is fucking handsome. As a noun. Jeffry doesnt give a fuck. As aninfix (part of a word). Thats abso-fucking-lutely wonderful! Adapted From: (Hoster, 2005) Other way to be express taboo words in many functions and many feeling The Functions Of Fuck Greetings How the fuck are you? Difficulty I dont understand the fucking question. Fraud I got fucked by the car dealer. Despair Fucked again. Dismay Oh, fuck it! Incompetence He fucks up everything. Trouble Well, I guess Im fucked now. Displeasure What the fuck is going on here? Aggression Fuck you! Lost Where the fuck are we? Disgust Fuck me. Disbelief Unfucking believable. Confusion What the fuck? Retaliation Up your fucking ass. Adapted From: (Hoster, 2005) The Grammar Of Taboo English Use 1. As separate utterances (expletives and abusives): Shit! Jesus Christ! You Bastard! 2. As adsentences (loosely tied to a sentence, before or after): Shit! I forgot all about that. You have to tell me, for Gods sake! 3. As major constituents of a sentence (Subject, verb, adverb etc.): That stupid bastard came to see me. He fucks up everything. He managed God damn it to get his degree. 4. As part of a constituent of a sentence (adjective, adverb:) This fucking train is always late! Hes got a bloody big mouth. 5. As part of a word (compound or derivational, as prefix, suffix or infix): Thats abso-bloody-lutely wonderful news. Thats a fan-fucking-tastic job. Adapted From: (Hoster, 2005) Teachers didnt teach taboo words in the English classroom because they think that its not necessary. In fact, it depends on student needs, for instance people who want to study business. They dont need to study any taboo words because when they do business, they use just terminology words to talk with partner or boss. On the other hand, if they hang out with friends in the evening after work they might have to speak or understand taboo in communication. In additional, hip-hop groups always use taboo words in their music or even in their communications in daily life. So if students want to join in a peer group or they just want to know the meaning of hip-hop song. They need to understand the meaning of those taboo words and know how to use it as well. So teacher cannot decide that they need to teach or they dont need to teach, but it depends on students needs. People think that taboo words should not be allowed to be taught in the English classroom because its rude and inappropriate e specially teacher and older. Taboo words are used in many form not only used to insult or abuse. In some situations, we use taboo words in adverbs to clarify the picture. For example,Jeffry eats too fucking much. It means that he eats a lot more than human being eat. In the present, taboo words are used more openly, publicly and with more confidence than ever before(Hoster, 2005). Another case, teachers do not often teach taboo words in the English classroom because teachers are not familiar to taboo words for the reason that they arent native speakers. There are few natives that teach in Asia,for example in Thailand. Most teachers are Thai people they have few knowledge about taboo words in the English language because they never learn it and they never use it in daily life. If students are interested in this topic, Thai teachers cannot explain to them. If students want to study with natives, they have to pay extra money just for few hours of teaching which is quite expensive. So t hey dont have a chance to learn daily unless Standard English. We learn about taboos through the socialization of speech practices, which creates an oral or folk knowledge of swearing etiquette. Reports that swear words occur frequently in everyday speech are consistent with the argument that native speakers of any culture learn when and with whom it is appropriate to use taboo words (elaborated in Jay Janschewitz, 2008). Everybody has heard taboo or uses taboo words outside the classroom. In reality, there are many ways that we receive taboo words outside the classroom such as friends, movies, television and music. As I mentioned before, television is allowedusing taboo words morefrequently than the past because it might be the best way to communicate. According to Hoster (2005) 75% percent of the respondents in the British study thought Taboo English was a fact of life and acceptable in certain situations.In the present music has became a connection between people although they are different nationality, religion or language. Teenagers exchan ge their culture or language through music. So they can receive taboo words through music and friends who like the same kind of music, especially Hip-hop music. Hip-hop music uses slang and taboo words in the music to make their music is outstanding or to be different. So music is an important way that everyone can receive taboo words. This essay has discussed the taboo words in English classroom which include many topics. For example, the importance of taboo words, the ways people receive taboo words and the reason the teachers dont teach taboo words in classroom. There are few teachers teach taboo words in the English classroom. Although it isnt necessary, it is used in every day life. People who travel on the bus or walk on the street each day, is in agreement that Taboo English was being heard more frequently in the public arena. Moreover, these teachers were in agreement that the younger generation was using taboo language more frequently in public.à  Ã‚ ¸-à  Ã‚ ¸Ã‚ ³Ãƒ  Ã‚ ¹Ã¢â‚¬Å¾Ãƒ  Ã‚ ¸Ã‚ ¡Ãƒ  Ã‚ ¸Ã¢â‚¬Å¾Ãƒ  Ã‚ ¸Ã‚ £Ãƒ  Ã‚ ¸Ã‚ ¹Ãƒ  Ã‚ ¸-à  Ã‚ ¸Ã‚ ¶Ãƒ  Ã‚ ¸Ã¢â‚¬ ¡Ãƒ  Ã‚ ¹Ã¢â‚¬Å¾Ãƒ  Ã‚ ¸Ã‚ ¡Ãƒ  Ã‚ ¹Ã‹â€ Ãƒ  Ã‚ ¸Ã‚ ªÃƒ  Ã‚ ¸Ã‚ ­Ãƒ  Ã‚ ¸Ã¢â€ž ¢Ãƒ  Ã‚ ¹Ã¢â€š ¬Ãƒ  Ã‚ ¸Ã… ¾Ãƒ  Ã‚ ¸Ã‚ £Ãƒ  Ã‚ ¸Ã‚ ²Ãƒ  Ã‚ ¸Ã‚ °Ãƒ  Ã‚ ¸Ã¢â‚¬Å¾Ãƒ  Ã‚ ¸Ã‚ £Ãƒ  Ã‚ ¸Ã‚ ¹Ãƒ  Ã‚ ¹Ã¢â‚¬Å¾Ãƒ  Ã‚ ¸Ã‚ ¡Ãƒ  Ã‚ ¹Ã‹â€ Ãƒ  Ã‚ ¹Ã†â€™Ãƒ  Ã‚ ¸Ã…  Ãƒ  Ã‚ ¹Ã‹â€ Ãƒ  Ã‚ ¹Ã¢â€š ¬Ãƒ  Ã‚ ¸Ã‹â€ Ãƒ  Ã‚ ¹Ã¢â‚¬ °Ãƒ  Ã‚ ¸Ã‚ ²Ãƒ  Ã‚ ¸Ã¢â‚¬Å¡Ãƒ  Ã‚ ¸Ã‚ ­Ãƒ  Ã‚ ¸Ã¢â‚¬ ¡Ãƒ  Ã‚ ¸Ã‚  Ãƒ  Ã‚ ¸Ã‚ ²Ãƒ  Ã‚ ¸Ã‚ ©Ãƒ  Ã‚ ¸Ã‚ ²,tabooà  Ã‚ ¸Ã…“à  Ã‚ ¹Ã‹â€ Ãƒ  Ã‚ ¸Ã‚ ²Ãƒ  Ã‚ ¸Ã¢â€ž ¢Ãƒ  Ã‚ ¹Ã¢â€š ¬Ãƒ  Ã‚ ¸Ã… ¾Ãƒ  Ã‚ ¸Ã‚ ¥Ãƒ  Ã‚ ¸Ã¢â‚¬ ¡, à  Ã‚ ¸Ã¢â‚¬Å¾Ãƒ  Ã‚ ¹Ã‹â€ Ãƒ  Ã‚ ¸Ã‚ ²Ãƒ  Ã‚ ¹Ã¢â€š ¬Ãƒ  Ã‚ ¸Ã‚ £Ãƒ  Ã‚ ¸Ã‚ µÃƒ  Ã‚ ¸Ã‚ ¢Ãƒ  Ã‚ ¸Ã¢â€ž ¢Ãƒ  Ã‚ ¹Ã‚ Ãƒ  Ã‚ ¸Ã… ¾Ãƒ  Ã‚ ¸Ã¢â‚¬ ¡Ãƒ  Ã‚ ¹Ã¢â‚¬Å¾Ãƒ  Ã‚ ¸Ã‚ ¡Ãƒ  Ã‚ ¹Ã‹â€ Ãƒ  Ã‚ ¸Ã‚ ªÃƒ  Ã‚ ¸Ã‚ ³Ãƒ  Ã‚ ¸Ã¢â‚¬Å¾Ãƒ  Ã‚ ¸Ã‚ ±Ãƒ  Ã‚ ¸Ã‚  A project commissioned by the British Broadcasting Standards Commission in 1999 investigating audience attitudes towards taboo words, found that just over half (54%) of the respondents thought that there was too much swearing and offensive language on television However, other participants, notably those who travelled on the bus each day, were in agreement that Taboo English was being heard more frequently in the public arena. I am becoming more aware of younger people swearing more openly, publicly and with more confidence than ever before. When I travel by bus, I hear most of these words quite frequently. Especially in the mornings from high school students. If the pedestrians are passing groups of school children they will hear a lot of swearing.

An Argument Of The Lack Of Lawyer?s Morals :: essays research papers

Synthesis Paper   Ã‚  Ã‚  Ã‚  Ã‚  I clearly remember one wild and crazy Saturday night, I had just turned 19 years old and was out celebrating with my buddies. On my way home I decided to act like if I was on an episode of â€Å"COPS† and was arrested for drunk driving, reckless driving, evading police, resisting arrest, and underage drinking. When I went to court for my first hearing I was facing a minimum of one year in jail, five thousand dollars in fines, and a two year suspension of my drivers license. Right then I knew then that I had to find myself a lawyer and was not going to settle for a worthless public defender. As I was walking out of the courtroom a lawyer approached me and asked if I needed a lawyer. Before I could answer he said he could get my case dismissed and all of my charges dropped for three thousand dollars. He didn’t even know all the details of my case and already knew he could win my case. The lawyer didn’t care whether I was guilty or innocent he ju st wanted the money for taking my case. This goes to show that some lawyers don’t care who is innocent or guilty as long as they can get paid a good sum of money for your court case. I will show you that some lawyers aren’t interested about who is innocent or guilty all they want is the chance to profit from the case. I have included three cases in this essay where lawyers don’t care whether their clients are innocent or at fault. The first case I will be discussing is Liebeck Vs McDonald’s. In this case an 81 year old woman (Stella Liebeck) using the drive through window at a local McDonald’s ordered a cup of coffee. While in her vehicle Liebeck spilled the coffee on her lap and groin area and received second and third degree burns from it. With a lawyer on her side she filed a lawsuit stating that McDonald’s coffee was served too hot and it was a dangerous temperature. McDonald’s would not settle out of court because they believed they had proof of negligence on the victim, and would win the case. After a long and timely lawsuit, McDonald’s lost the case and the jury awarded Liebeck 2.9 million dollars. We all know that Liebeck was at fault for spilling coffee on herself, but to the lawyer it doesn’t matter.