Gender Differences in Computer Attitudes Essay

The article titled â€Å"Gender Differences in Computer Attitudes, Ability, and Use in the Elementary Classroom† is written by Dr. Robin Kay who is an assistant professor in the Faculty of Education at the University Of Ontario Institute Of Technology. He has published several other articles in the field of computers and their use in education. He has also presented numerous papers at conferences both locally and internationally. Dr. Robin Kay has taught computers, mathematics, and technology for over 15 years of his career. At the end of the article Dr. Robin Kay states that the main reason for research is to assist in seeing all students develop an ability to adapt to changes in technology so that all can enjoy the benefits of the wealth of electronic information. According to the aforementioned article, Dr. Robin Kay asserts that computers play a vital and prominent role in society and it is therefore important that both boys and girls are given equal opportunities in learning, working with and benefiting from computer technology. He however notes that according to research carried out by Whitley, there is a gender imbalance in study and use of computer technology whereby computers are viewed as masculine tools. Females are less confident than boys in use of computer technology. Differences in perception of computers and computer technology can be largely attributed to the traditional attitudes that tend to spare females from technical issues thus females are generally less interested in technological issues. In the same breath, it can be concluded that even in the few cases when females are interested in computers, they are not amply encouraged to pursue this interest. Dr. Robin Kay’s research notes that existing research has not addressed the differences in computer ability between boys and girls particularly in elementary school. Lack of initial support to females at the tender age of elementary school is blamed as the genesis of the gender imbalance. Dr. Robin Kay has gone to great lengths to offer proposals and solutions to help eliminate the issue of gender imbalance The disparity between males and females and their related abilities in usage of computers and computer technology should be addressed at the grassroots level whereby efforts to encourage females to take interest should be made. It is therefore evident that Dr. Robin Kay views the gender imbalance in computer usage as a matter of perception and not practicality meaning that neither gender has an upper hand against the other if computers and computer technology were approached on an even ground. The idea of same sex computer groups would be particularly effective because it would help in alienating males who tend to be faster in grasping technological issues from females who take longer. This alongside with revised computer syllabuses for elementary schools and positive attitudes from the teachers will go a long way in bridging the gender imbalance in computer usage and benefit in elementary schools. In conclusion, Dr. Robin Kay has done a considerably good job given the fact that the scope of the research itself is limited. Gender imbalance in computer usage is not a research topic that would generate numerous noteworthy points but Dr. Robin Kay has done an outstanding job in enlightening readers on an otherwise dull topic. The solutions given to the problem of gender imbalance are workable even though they are generally limited to addressing the gender imbalance in computers and computer technology at the elementary school level: not much has been done to assist female victims of the imbalance. Affirmative action could be adopted to address the problem of females who have limited or little knowledge of computers when the females are put on the same platform with their male counterparts.

Empowering Community at Grassroorts

We had 16 youth representatives from Nepal, Bangladesh, Sir Lankan and India. (Unfortunately, Pakistan Participants were not given visa, though the clearance from the Ministry was given. Secretariat has already sent the protest note to the all concerned. ) This workshop took place as a part of Core Group new mission statement. For this workshop, we brought together youth of South Asia who are willing to work as community facilitators at the grassroots.The workshop main Contents were: SAP Perspective on Globalization Conflict and Conflict Transformation Non-violent process Cycle of Violence/Breaking the cycle of violence Case study discussion : Role of teacher, student and parent Consensus building demonstrative exercise Community Facilitation process Role of facilitator Participatory process Prepare two day workshop and prepare one sample activity sheet Prepare One year plan Globalization: Introducing the theme Regional brought the SAP perspective: need for SAP mission, SAP mission i n the context of globalization.Role of youth in it. He explained in simple language the character of the present globalization. Normalization, Prevarication and Mechanization. Each one of them was picked up with example and also small role lays, how this three are playing havoc with the lives of people. Mr.. Rammers built on the perspective on globalization further with the group by undertaking group exercise and examples. Linking further with Globalization and conflict. Looking deeply into globalization and its impact on the daily lives and also its national and International dimension.He moved from conflict to conflict transformation process. Rammers presented detail analysis and made participants understand through group exercises. The role of Democratic Globalizes in challenging the process and model of development and how one can go about it in tackling the issues. Consensus building demonstrative exercise Living in pluralistic society and participation of community in the deci sion making process is important. Nobody should feel left out. Working with the community and arriving at a decision is a difficult process.It takes time and requires patience. There are many ways to make decision, if you want to work in groups. Voting, raising hands have limitation and creates problem. Majority and minority decision making leaves out people dissatisfied. Giving equal share, keeping people together, helping group to grow. It is about the value, democratic view. Why it is preferable, as it helps n taking people along with you. Group Exercise: RSI. 50 from each person was collected from the group (Total RSI. 850).The group was given the task that they need to arrive at a decision â€Å"collectively' how the amount needs to be spent. Everyone needs to agree with it and there is should be Consensus. What are things they need to do for facilitating? Aware in using words Listening attentively Respect for each other. Everyone (Cooperates) help to facilitate Reminding the group to be focused : About the Time and goal Follow the process To be aware of actions when we facilitate Reminding and summering the agreementsJustifying the one opinion and giving reasons for opposing Avoid distraction or deviating from the Goal Lesson learnt Facilitator listens and needs to interpret properly Combination of ideas and Linking Collective ideas for our goal It requires lots of team work Respecting one another Facilitator to know-What and How Rules and regulations(No exceptions) Cooperation (We should know how to work in groups) Cycle of Violence Typography focused on the Non-violent process. Taking Journey by making effort to make group understand the Violence, the Cycle of Violence and how to break the cycle of violence.Typography also made group work on the case study. Where student in a school had a problem with the teacher. The group then divided into three groups: Parents, teachers, Students and came out with different perceptions that each stakeholder had. Ga ndhi thought is revolutionary Mr.. Alabamian, known as born atheist. Influenced by Gandhi values and he has been practicing nonviolence. He came all the way from Piscataway to share his knowledge and wisdom to the youth. He gave a Historical perspective of nonviolence movement in India and how Gandhi embroiled the people by feeling pulse of the national Gandhi thought is revolutionary.Gandhi was traditional, was a visionary and revolutionary personality. A rare combination. He carried the traditional wisdom, had vision and courage to act on it. The activism inside him made Gandhi a revolutionary personality. He went on with saying that Human become enemy of nature and how the Globalization is creating conflicts. SAP PLANS Towards the end of the workshop. Typography said, muff need to continue to work what you are doing. We expect you to integrate the learning. They need to identify the specific area and community.Participants were given assignment of Preparing a model two day worksh op for their areas. And out of all the activity planned for two days they pick up one activity and come out with One activity sheet. Narrating details of how that was to be done. All participants were also asked to prepare One year calendar plan of activities. Bangladesh 1 . Mr.. Mohammad and Mr.. Talked came from Bangladesh. Both male participants were shy in the beginning. Language was the problem as they knew only Bengali language.Mohammad was able to understand some English and communicate the other was not able to understand at all. 2. Participation Level: Can be said as fair. They plan to meet Anastasia and discuss with him. They also plan to interact with the community. They plan to organize programmed like games, cultural programmed etc. They will also organize programmer based on the learning from the workshop. Yearly chart of activities has been prepared by them. Sir Lankan 3. Ms. Kilogram and Mr.. Roman from Sir Lankan actively participated in the process.Both of them pre pared separate plans and both seem to be clear about what they will do. Ms. Kilogram prepared chart having columns of Content) With whom(Target Group) What (support needed) 4. Mr.. Roman came up with â€Å"Building up a Non-violent community's mini project proposal with project aground, Target group, Resources required, objectives and time line. Nepal 5. Mr.. Jaywalk and Ms. Klan both of them Jointly made a plan sheet which included org workshop, Radio programmer and having program on the human rights day. Both were active in the session 6. Mr..Jaywalk came from Gate organization and is working in grassroots. Klan is with Antenna foundation. Both have showed the commitment. India 7. From India we had two Ms. Maya and Ms. Bin from attractant, Lax Ashram (Our co-coordinator Radar Bath place. 8. Ms. Maya was more vocal and shared experiences and raised questions. Bin was quiet but sensitive. She knew about the issues. Both made presentation in Hindi. They were married and working with community. 9. Ms. Sarnia and Vandal came Visitants network organization. Santa is young, enthusiastic and willingness to learn new things.She has field experience and is adventurous. 10. Vandal is matured, stable and good field workers. Good understanding capacity. Both were married and worked with the community. 11. Mr.. Kennedy is interesting young person from Maniple, North East, India. His recommendation came from HIM. Keen learner. Eager to facilitate. He has gone to the field of Est. Parish and was charged up with what he saw. His plan talked of exposure, helping the organization. He has good links with Nehru Yuba Kinder (Youth network of Goof India). His link organization will be HIM. 2. Mr.. Hammered represented HIM in the Workshop. â€Å"Culture of peace† is the programmer that he will be coordinating for HIM. He is enthusiastic learner. He also contributed his translation skills for the workshop. 13. Mr.. Regenerated was recommended by HIM. He is actively engaged w ith the community on the land and livelihood issues for several years. He had good interaction with Regional and is eager to be part of Jan Straight 2012. Susann is the organization and has developed good cadre in Andorra Pradesh. 14. Mr.. Sham is active youth workers.He is with â€Å"Peace Film Fest† which is traveling film festival reaching out to educate the community on the issue of Nonviolence, Justice and Peace. 15. Mr.. Dharma and Krishna came from South India. Danna is active worker in Thumbnail. He is too eager to take forward the learning to the field. It was good to have Krishna in the workshop. SAP has invested good amount of resources in building the capacity. He will be closely working with Bijou to coordinate SAP south India. Krishna has made plan for follow up and a yearly calendar prepared. Visa Barbarity April 18, 2011

Words Are Mightier Than the Sword

Ayoub Awadalla Prof. Brumfield October 9, 2012 Words Are Mightier Than The Sword The story â€Å"By Any Other Name,† by Santha Rau, explains the memory of the writer’s first and last week as a student at an Anglo-Indian school. Santha Rau speaks about the happy, sad, and embarrassing moments she had in school. She also speaks about how earning a â€Å"valid† education, in western terms, is difficult to achieve in India. When someone is in an environment where it is typical to hear insensitive and irresponsible language, s/he will likely become insensitive and irresponsible.Insensitive and irresponsible speech typically becomes a chain reaction. Once someone speaks or says an insensitive or irresponsible thing, the other person will follow with being insensitive and irresponsible. An example was when Permila, Santha’s older sister, was getting ready to take a test, but the teacher made her and the other Indian kids sit in the back with a desk in between eac h other. The teacher said, â€Å"It was because Indians cheat. Once Permila heard this insensitive statement, she stormed out of her class, marched into Santha’s class and told her â€Å"get up, were going home. † When she got to Santha’s class, the teacher smiled at her in a kindly and encouraging way and said â€Å"now, you’re little Cynthia’s sister? † Permila wore a poker face that did not betray a single emotion. Treating Santha’s teacher with an insensitive way, just like her teacher treated her. Changing a name of a child is a confusing matter for the child to understand.A child is a stranger when it comes down to lying. Most children, from ages of 3-6, are innocent and do not know how to lie. The head mistress changed Permila’s name to Pamela, and Santha’s name to Cynthia. Santha was too young to understand and was okay with the name changing. Permila kept a â€Å"stubborn silence† while Santha replied, à ¢â‚¬Å"thanks you. † And when the teacher asked Santha for her name, she replied, â€Å"I don’t know. † She was confused; thus, did not know if she should say her real name, or the new name she received from the head mistress.This act by the head mistress was very irresponsible. She was too lazy to call Santha, her real name, so she gave her an artificial name. Being rude, insensitive, or speaking irresponsibly to someone will most likely cause him or her to be rude, insensitive, or speak irresponsibly to you too. One must be carful of what s/he speaks, because what comes around, goes around. Just like the head mistress spoke to the girls insensitively and irresponsibly, they both left the school and never went back.

English difficulties Essay Example | Topics and Well Written Essays - 750 words

English difficulties - Essay Example This paper will define this difficulty primarily among the immigrants because the French-speaking population enjoys the privilege of being one Canada’s two national languages. French is explicitly protected as well as promoted in Canada particularly through the Official Languages Act of 1968. Throughout the country, English and French appear together on cereal boxes, in public places such as airports, parks and restrooms. In addition, all federal government publications are issued in both languages. (Ricento and Burnaby 1998, p. 305) And so the French speakers do not suffer the dilemma faced by immigrants who come from other countries with different languages. According to the World Bank, between 1980 and 2002, Canada became home to 4.2 million immigrants as an average of 181,000 people entered the country annually. (Maimbo and Ratha 2005, p. 144) The demographics of these immigrants illustrates a dominant non-English speaking population: 58 percent came from Asia and the Middle East; 20 percent from Latin America and the Carribean; 8 percent from Africa. (p. 144) Learning a new language is one of the greatest problems for foreign-trained migrants as this is essential in adapting to the community and the workplace. Goodman and Graddol (1996) stressed that all professional associations and in trade, to some degree, consider fluency essential to safe practice and public safety. (p. 224) Their point is that English language proficiency is considered to be an objective measurement of one’s ability to perform in work and everyday life. And so, non-English speakers are faced with the challenges of English assessment for registration in professional associations, job application and in school admissions. Non-English speakers have difficulty accessing community program of any description. The government does provide translation services for a more comprehensive access to its services, the budget for it is limited. For example, Toronto offers third-party

Critique and Analysis Coursework Example | Topics and Well Written Essays - 500 words

Critique and Analysis - Coursework Example Dancing in public is a challenge to many students. The teacher assures the student that by listening and following the lesson they will not have to worry about dancing in public. They get the assurance that if they listen they will be able to impress their fellow student and dates. How to act in public so as to impress others and to avoid embarrassing oneself are is a key challenge to while learning how to behave in social spheres. Therefore, the teacher’s choice to use these factors to motivate the students to listen was an effective teaching skill. It was an effective choice because it addressed an issue the students faced. I would suggest a situational example to emphasize further the importance of the lesson. The lesson was well organized. The introduction shows the intended plan to achieve the goal of the lesson. The body is well organized and systematic. The students start by learning what rhythm is and how to recognize it in music. They then learn about movement and eventually how to incorporate rhythm and movement to make a dance. The conclusion restates the purpose of the lesson and relates it to an actual event in the lives of the students. The systematic organization was effective. The teacher involves the student actively from the introduction of the lesson by asking the students questions. The teacher keeps asking questions through the lesson to determine if the students understand the topic. To ensure participation, the teacher applies a random sampling technique. The lesson also involves a class dance routine involving all the students. The teacher’s techniques were effective in involving the students in the lesson. Particularly the dance routine that the students had to learn. The random sampling technique used to ensure participation was effective since it keeps the students alert and aware that they all had to participate. The teacher chooses to

Explain how self-creation, social status, and the idea of success Essay

Explain how self-creation, social status, and the idea of success inform the major theme of Winter Dreams by F. Scott Fitzgerald - Essay Example His desire and aspiration to come out of the shell of a middle class individual in order to become rich and wealthy is one of the most important aspects of the story, which is propelled by his association with the rich and famous golf players such as Mortimer Jones. The meandering relationship of Dexter with Judy, the daughter of Mortimer Jones depicts an intriguing portrait of his character, as well. The intention of Dexter to quit his job as a caddy and his vociferous ambition propels him to reach the pinnacle of life. Fitzgerald’s use of such phrases as â€Å"second-best grocery store† corresponds with Dexter’s hankering for a certain status in the society which is achieved when he becomes a partner in a laundry. As a matter of fact, his longing for status led him to leave the state school and joining the university even though he was pressed for money. The author of this story has carefully weaved his protagonist, Dexter by providing different shades to his imagination and his urge to change his social status by wrapping it with success. However, amidst different incidents in the story particularly the failure of Dexter to marry Irene proves his infidelity towards her; at the same time, he could not satisfy Judy Jones though Fitzgerald has also mentioned the depth of his feelings for Judy: â€Å"It did not take him many hours to decide that he had wanted Judy Jones ever since he was a proud, desirous little boy† (p.7). The story of Winter Dreams describes the ways adopted by people for attaining success which eventually emerge as the most significant reason for unhappiness. The title of the story justifies the dreams of Dexter that are nourished during the most quiescent and inarticulate season of the year that casts a dark shadow in his life when he attains everything except fulfillment. Thus, the story of his success and the attainment of social status reveal

Corporate welfare Essay Example | Topics and Well Written Essays - 250 words

Corporate welfare - Essay Example Corporate Welfare takes a variety of forms from indirect to direct subsidizing, grants, loans, reduced tax-rates, and bailouts. The crisis that created the Corporate Welfare program in the 1930s was the Great Depression. This led to the government subsidizing the agricultural as well as other industries. Agriculture has traditionally been the most widely subsidized by the U.S. government (2). The effectiveness of Corporate Welfare is widely debated. Proponents view it as an investment that helps businesses and therefore the economy grow. The welfareinfo.org website states that â€Å"American companies remain competitive leaders in the global business industry and many owe at least a portion of their success to the funding support provided by Corporate Welfare† (3). However, many counter this argument by saying that only big companies and basically those who are â€Å"already rich† are subsidized at the expense of middle-class and poor people (4). They point to the recen t example of General Motors, which was a failing company until the government stepped in simply because they were â€Å"too big to fail.† It is clear from these historical examples and the opinions of experts that big businesses are given preferential treatment to smaller companies when it comes to Corporate Welfare.

American Kitchen Revolution Research Paper Example | Topics and Well Written Essays - 2000 words

American Kitchen Revolution - Research Paper Example The Architectural design upon which these works were laid depended on the North American basics and eclectic combinations of European architectural techniques, manipulations, and practices (Smith, 1976: 76). The preliminary commencement of American architecture dates back to the regal tradition of the United States and the practices that transpired as a result of the evacuation of European background. The American melting vessel grew and both the edifice and planning practices advanced. This in turn led to the dawn of the colonial style which became the cornerstone of the architectural progress of the United States. The outstanding consideration of these designs focus on the balance between classical and gothic ideals. Some of the common European monuments like Gloucestershire serve as benchmark for this piece of work. It therefore goes without objection that the kitchen is inextricably correlated to this discovery. The hearth remains in various historical sites helps to establish th e dating of this. Instead of the fridges of the 19th century, root cellars were used to maintain the cold temperature of foods during summers and offered a conducive environment for preservation of food stuffs during winter (Smith, 1976: 76). Another preservative method during the ancient kitchen era was the smoke house. It was very vital for preservation of both fish and meat. The early hearths invented were either of clay or stone origin. The hearths could either be deep or shallow, depending on the size of the homesteads. The fire places had fixed revolving spits and clips that could be used to hang meat. This had to be substituted with the wake of change though gradual. It came with the enactment of the sociological evolution which authorized the open air kitchen integrated with living room. Care was however taken not to contaminate the whole apartment. The later days ushered in the contemporary styles where a combination of the sobriety, clever storage solutions and cutting edg e technology was put in place (Smith, 1976: 76). Mr. Wright coined the word ‘’usonia’’ to guide the architectural designs in the USA as per the ideals of the American democratic ideals. This was meant for the vision of the moderated small and affordable houses then. These houses had in them central hearths, open kitchens, and window walls. They assumed the horizontal plan reminiscent of a storey building. The kitchen largely remained impervious by the many architectural plans and progress that there were during the middle ages. Only open fire places served this purpose. However old these kitchens may sound or look, the old kitchen houses were built together with the main house described as palace in Europe and had such inclusions as arms, flax, silver spoons, brass, pewter and iron among other stuffs and therefore served their intended role. They also had counter tops made from linoleum. They were superb structures compared to the small wooden houses that dotted some of the ancient fields. They had completed and well revamped gates, bright gardens, a fine canal, offices, orchards, and walks. Pertaining to this urge of putting up a desired kitchen, there emerged a major bottleneck which was the establishment of an appealing place for the location of a kitchen cabinet. This was meant for storage of food and pots away from sight. One known appliance of the time was the pantry dresser. The homes lacked modern pipes and thus forced

To Cut or Not to Cut Routine Infant Circumcision Essay

To Cut or Not to Cut Routine Infant Circumcision - Essay Example His birth itself makes him a Jewish or a Muslim; depending on the family he has taken birth into (Gollaher 24). However, in recent years, the ethics of an unnecessary surgical procedure which essentially disfigures normal male anatomy and may, in fact, create sexual problems down the road for an otherwise healthy male, has groups across the country lobbying to get the procedure outlawed (Fleiss et al 364). Even though a prominent group of pediatricians believes that the advantages of circumcision are more numbered than the risks involved, the American Academy of Pediatrics believes that the medical gains of circumcision are not up to that extent that the risks involved may be overlooked and it (circumcision) may be recommended (Somerville 20). According to the American Academy of Pediatrics, â€Å"the topic cuts across many paradigms in your life – cultural, religious, ethnic, family tradition, aesthetic. We are not in a position to make recommendations on those paradigmsâ₠¬  (Freedman). Moreover, in countries like Canada a physician might land himself in legal problems if he/she undertakes the circumcision of a child even though it is with the consent of the child’s parents (Somerville 34). Some scholars believe that the reasons behind the circumcision practice are different than being religious. Like for example David Gollaher claims that male circumcision has its origins from the practice of castration done on male attendants of the ‘harems’ in order to keep them inoffensive and harmless. The main aim was to preserve the chastity of the female inmates of the ‘harem’. Gradually, the castration was transformed to circumcision and it became a practice which some people wrapped in a religious cover. Gollaher further claims that girls were circumcised in order to diminish their sexual urge on puberty. This again was done in order to keep their chastity intact. Due to this very reason, there still are areas where girl ci rcumcision is practiced as a custom (Gollaher 194). But Abusharaf does not agree with this view. According to him, such actions cannot guarantee chastity. It is the upbringing and the will power of the girl that will reflect in her actions (her chastity). Moreover, it is against the teachings of Christianity to harm or tyrannize one’s body in order to achieve certain virtues (Abusharaf 184). The parents’ decision regarding circumcision of their children should be regarded as final. Parents may consult their doctors for proper advice. They should properly understand the pros and cons of circumcision and only then should they decide about circumcision. As compared to the 1970s and 1980s, when the rate of circumcision was about 80 percent, by the year 2010, the rate had drastically fallen down to 55 percent. It is worth mentioning here that some studies have warned that such lower rates of circumcision might lead to elevated rates of sexually transmitted diseases. It is a stonishing to note the findings of the study that within the next 10 years or so, such infections might cost the exchequer of the United States health department billions of dollars (Freedman). Some people have opposed the practice of circumcision simply due to the reason that it mutilates an important male organ and decreases sexual sensation. Freedman strongly refutes such claims as being baseless and inadequately studied.There are certain common problems, even though of lesser importance, that may arise due

Future business needs of reverse logistics Research Paper

Future business needs of reverse logistics - Research Paper Example It is becoming a concern in the modern day supply chain that retailers should try to incorporate reverse logistics into supply transactions and should not treat them as individual or minor cases. The management in lace should also strive to link up the various transactions in the supply chain to be in line with reverse logistics. The statistical control process can be of great help in the shaping the future of reverse logistics. This type of approach emphasizes on the end quality of a particular product. This process emphasizes on efficiency and ensures that the desired end goal is met with minimized waste and increased efficiency. This approach takes two stages: the first stage is the commencing of the process while the second stage is the frequent application of this process. The statistical control process commonly makes use of machine, man, material, and method in the manufacturing process (Dekker et al., 2004).. Since this method of production emphasizes on the quality of production, it puts a keen interest in the initial stages of this production method. This emphasis is to ensure that there is efficiency in the production process rather than correction of mistakes made at a later stage. This process can therefore mint reverse logistics into the initial programme of the supply chain to make the process more efficient and effective. The core tenets that the statistical control method applies are control charts, the stable process, and the excessive variation procedures to obtain the desired results. According to Dyckhoff et al. (2004), the leadership put in place should be in a position to ensure that the process is not only efficient but also put across counter attack procedures. The main aim of leadership in position is to ensure that the return of merchandise is swift, less costly and convenient to both the manufacturers and the customers. The leadership should ensure that there is avoidance of the return of already

Management Questions Coursework Example | Topics and Well Written Essays - 1500 words

Management Questions - Coursework Example Some of the questions that may arise in identifying a market need include the possibility of consumers buying the product and the possibility of their demands being profitable. I would establish a market need through the use of consumer focus groups (Cameron & Freeman, 2001, p. 100). These groups have vital information about consumers including their needs and preferences. This information is vital for an entrepreneur to analyze the properties of the product and align them to the needs of the market. The same applies to Creative Minds as a business in the market for art products. Vital information for the business relate to the needs of children in the market for art services. The needs of the children may include information such as pricing, delivery and forms of arts. What is a new product development process and why is it necessary? The new product development process is a mechanism used by a business in identifying the appropriate features of a product. The process involves a number of stages that include idea generation, screening, concept analysis, development, testing and launching. The process is necessary for a business to determine the suitability of its product in the target market. It ensures that the product entails appropriate features that will make it attractive in the market hence become profitable for the business (Denison & Mishra, 2005, p. 188).

Sales and Inventory Systems Essay Example for Free

Sales and Inventory Systems Essay Yakult was introduced to the Philippines in 1978. Its popularity among Filipinos has significantly grown in the past 33 years. There are two main companies in the Philippines, the Yakult Philippines Incorporated (YPI) and Yakult Marketing Corporation (YMC). Yakult Philippines Incorporated (YPI), an independent company, is a manufacturer and wholesale retailer of Yakult products from Yakult Honsha Co. LTD Japan with a joint venture and shares of investment of 60% for Filipinos and 40% for the Japanese investors. The factory is located in Barrio Makiling, Calamba, Laguna. They have twenty-five distributors from Luzon to Mindanao, supplying the whole country especially wholesale clients. The Yakult Marketing Corporation (YMC) retails their products and incorporates the Yakult Lady System that started in Metro Manila and NCR, then adapted by distributors all over the country. The Prohealth Sales Distributor Corporation which is the exclusive Yakult distributor in La Union started its operation in March 15, 2004. The Company orders its stocks from the Yakult Philippines Incorporated (YPI) and also adapted the Yakult Lady system of the Yakult Marketing Corporation (YMC). There are three branches in La Union and the Main Office is located in Bauang, La Union. The other branches are in Agoo which started in 2005 and Bangar that recently opened last 2011. The Main office receives the stocks ordered from YPI, and then distributes it to the other two branches. For the wholesale, the main office sells the product to all establishments that intend to resell the product. They deliver the products depending on the order or demand of the client. Every day, the main office deliver stocks to the Yakult Ladies, some just go directly to the main office to pay the stocks unpaid so that they can order again. There is an official receipt issued by the main office to the Yakult Ladies that is being manually recorded in order to make the daily sales and collection report at the end of the day. Making the sales report for the Yakult Ladies is a part of the motivational factor, for them to know how much they profit or loss of income and why their sales are going down. It will also become the basis of the company for how much promotional support they will give on the month of December in terms of gifts and other benefits. All the three branches make the daily sales report, the branch in Agoo and Bangar upload and send its reports in the main office in order to be compiled in the Main office. The sales report is made by the company’s secretary, and then thoroughly checked y the supervisor. The computation of the sales report is made in order to compute the sales and profit of the company. The inventory count of stocks must tally onto the sales report in order for the company to monitor the number of stocks distributed day by day. If the sales report and inventory count did not tally, then the processes must be repeated until they meet tally. Hence, the study was propose d to help the processes in Prohealth Distributor Sales Corporation easier, faster and to refrain from human error. Due to growing number of employees, the sale monitoring system if done manually was a lot to handle and time consuming. They need a computerized sales monitoring and inventory system that will make the computation tasks faster. Aside from its accuracy, the proposed system also aims to enhance and provide a better way to store information in a secured manner. The study will be implemented first in the Main Office of the Prohealth Sales Distributor Corporation La Union in order to pilot test the system software being proposed.

Palliative Care Situation Reflection

Palliative Care Situation Reflection Introduction Reflective practice enables nurses to critically review their actions through a process of thoughtful deliberation about past experiences, in order to learn from them (Tickle 1994; Atkins and Murphy 1995; Bailey 1995; Spalding 1998). Reflection is important since it provides opportunities for learning and continuing professional development (Hinchliff et al. 1993; Spalding 1998). Furthermore, it allows the nurse to better handle future situations and deal more ably with challenging events in everyday clinical practice (Jarvis 1992; Smith 1995). A number of models of reflection have been developed. Gibbs cycle considers the process of reflection as six key stages: (1) description of the event, (2) feelings, (3) evaluation, (4) analysis, (5) conclusion and (6) development of an action plan (Gibbs 1988). In this paper, Gibbs cycle will be used to reflect on an clinical incident that I have experienced which focuses on communication in palliative care and specifically, breaking bad news to a patient and his family. Palliative care is the care of any patient with advanced, incurable disease (Urie et al. 2000). Palliative care involves the management of pain and other disease-related symptoms, and aims to improve quality of life using a holistic approach that incorporates physical, psychological, social and spiritual aspects of care (Urie et al. 2000). Effective communication between nurses and other healthcare professionals, patients, and their families and carers forms a key component of palliative care, particularly when breaking bad news. Research has shown that healthcare professionals cite a number of challenges in communicating effectively, including cultural factors, deciding on the best process of communication and information to deliver, and the difficulty of conveying hope to patients and their carers (de Haes and Teunissen 2005). The NHS Cancer Plan published in 2000 states that: â€Å"the care of all dying patients must improve to the level of the best†, with good communication between healthcare professionals and patients as central to achieving this goal (Department of Health 2000). The Gold Standards Framework (GSF) is a framework designed to ensure a gold standard of care is provided for all patients who are nearing the end of their lives (NHS 2005). There are three stages in this framework: (1) identify, (2) assess and (3) plan, with effective communication a key goal underpinning each of these stages. National Institute for Health and Clinical Excellence (NICE) guidelines on improving supportive and palliative care for adults also stresses the value of good face-to-face communication both between healthcare professionals and patients and also inter-professional communication (NICE 2003). This guidance supports the use of the Liverpool Care for the Dying Patient Pathway (2004) which provides a fr amework for improving communication. It is therefore important that nurses develop the required skills to enable them to communicate effectively with patients and carers, and also with other healthcare professionals within the multidisciplinary care team. Reflection using Gibbs cycle (1) Description of the event Mr Smith is a 39 year old father and company director who discovered a testicular swelling. He chose to ignore this, initially because he misinterpreted it as a sports injury, and later because he felt embarrassed about discussing this with a doctor. Nine months later he presented to the emergency admissions unit as he was becoming breathless far more readily than usual, and suffered a constant backache. These symptoms were found to be due to lung metastases and referred pain caused by metastases in the para-aortic lymph nodes. His prognosis was poor and his family were called so that they could be there when he received the diagnosis to help support him. The consultant delivered the news to Mr Smith and his family in a quiet room, with both myself and another staff nurse present. Understandably, both Mr Smith and his family were devastated. (2) Feelings This case has had a huge impact on me. As this was the first time I had attended a case where bad news of this nature had to be broken to the patient and their family, I was naturally apprehensive prior to the event. On seeing the reactions of Mr Smith and his wife to the news, I was unprepared for the strength of my own emotions and found it hard not to cry. Initially, I felt helpless and unable to do anything to help relieve their suffering. I also felt awkward and as if I was intruding at a time when they should be allowed to grieve together privately. However, these feelings quickly passed and were replaced by a desire to do my best to make Mr Smith’s end-of-life care the best possible and provide as much support to both the patient and his family as I could. (3) Evaluation The consultant broke the news to Mr Smith and his family very well and was able to draw on his considerable experience to handle the situation in a professional manner while showing empathy and sensitivity. The choice of a quiet room rather than an open hospital ward provided an ideal environment which afforded Mr Smith privacy to receive the news. The consultant primarily focused on verbal methods to communicate effectively, but also used non-verbal methods, such as sitting down on their level, rather than standing while they sat down; maintaining eye contact with both Mr and Mrs Smith throughout the conversation; using open body language (e.g. not crossing his arms); and using a soft tone of voice. The consultant did not rush in breaking the news and took time to explain Mr Smith’s diagnosis and prognosis, ensuring that what he was saying was understood and providing clarification where necessary. He was also careful not to give unrealistic answers to any difficult questions that were asked and was as optimistic as possible, while still being open and honest. While the consultant was speaking, the other staff nurse observed the reactions of Mr Smith and his family closely to pick up on non-verbal clues to their thoughts and feelings and was quick to step in to place an arm around the shoulders of Mrs Smith when she began to cry which was clearly of great comfort to her. The only negative aspect of the incident was that I felt that having two staff nurses as well as the consultant present was excessive and initially unsettled the family, serving to emphasise the gravity of the situation. (4) Analysis Effective communication As this was the first time I had been involved in a case like this, my role was largely one of observer. Nonetheless, this was still an excellent learning experience and provided me with the opportunity to develop my verbal and non-verbal communication skills through observation. On reflection, I feel that I could have kept my emotions more under control, but I was unprepared for the strength of Mr and Mrs Smith’s response to the news. The consultant played the key role with support from the other staff nurse, both of whom have considerable experience in palliative care. It was clear that hey had already gained the trust of Mr Smith during previous consultations. Trust has been identified as a major factor in establishing successful relationships between healthcare professionals, patients and carers (de Haes and Teunissen 2005), and this enabled more effective, open and honest communication. In palliative care, it is important to relate to the patient on a personal as well as a professional level (Lugton and Kindlen 1999). There should be consistency between verbal and non-verbal communication in order for the healthcare professional to be perceived as genuine (Benjamin 1981). Evidence has shown non-verbal methods of communication to be more powerful than verbal methods (Henley 1973), with listening and eye contact among the most effective forms of non-verbal communication. Touch has also been identified as an important for nurses in certain situations. The consultant relied mainly on verbal communication which may reflect gender-specific differences in communication with men using verbal forms more frequently and women tending to rely more on non-verbal communication methods (Lugton and Kindlen 1999). Observing the other staff nurse readily use touch to comfort Mrs Smith helped the rest of the family to relax and lessened the tension in the room slightly, also breaking down the ‘barrier’ between the healthcare professionals and the patient/family. I observed that the family appeared to view the nurse as a comforter and more approachable than the consultant, a view that continued throughout Mr Smith’s end-of-life care. Although not relevant to this particular case, it is important to acknowledge that effective communication between members of the multidisciplinary palliative care team is also essential. This can be challenging if, for example, team members have differing philosophies of care. One of the key recommendations of the NICE guidelines on palliative care is the implementation of processes to ensure effective inter-personal communication within multidisciplinary teams and other care providers (NICE 2003). During Mr Smith’s end-of-life care, I had to work closely with other members of the care team and there were instances where it was important for me to consider the perspectives of other team members in order to communicate effectively with them. Regular team meetings were beneficial in creating a forum where difficulties could be discussed and solutions to problems found. Reactions to receiving bad news in palliative care After breaking bad news to a patient, healthcare professionals may have to be prepared to deal with a variety of reactions including denial and collusion, and emotional reactions such as anger, guilt and blame. Denial is often a coping mechanism for patients who are unable to face the fact they have a terminal illness but patients will often begin to face reality as their disease progresses over time (Faulkner 1998). Family members and carers may encourage the patient to stay in denial, as this will delay the time when difficult issues have to be faced and discussed. Collusion between healthcare professionals and families/carers to withhold information from the patient is usually viewed as a way to try and protect the patient (Faulkner 1998). However, honest and open discussion with the patient themselves establishes their level of knowledge and understanding and can help to reassure them about their condition and accept reality. Patients and their families and carers often show strong emotional reactions to bad news. Anger may sometimes be misdirected towards the healthcare professional as the bearer of this news, and it is important that the cause of the anger is identified and addressed. Patients may feel guilt, and that they are somehow being punished for something they have done wrong. Alternatively, the patient may serve to blame their condition on other people. While healthcare professionals are unable to take away these feelings of guilt and blame, ensuring the patient has the chance to talk them through and discuss relevant issues can help them come to terms with these feelings. Mr Smith’s reaction to the news was one of self-blame and guilt – he blamed himself for not visiting a doctor earlier and felt guilty that he was putting his family through so much. He appeared to accept his poor prognosis and asked a number of questions which demonstrated a full understanding of his situation. Spiritual and cultural beliefs can influence an individual’s experience of illness and the concerns of both patients and their families or carers may need to be addressed either at the time bad news is broken or at a later stage during end-of-life care when individuals are facing death (Matzo et al. 2005). Incorporating spiritual care into nursing is therefore particularly important in palliative care; however, since neither Mr Smith or his family were particularly religious, this was not a key issue in this incident or in his subsequent care. Control of cancer-related symptoms in palliative care Patients with advanced cancer are typically polysymptomatic (Grond et al 1994). Common symptoms include pain, fatigue, weakness, anorexia, weight loss, constipation, breathlessness and depression. Effective control of these symptoms is essential for optimal quality of life during end-of-life care. As previously discussed, one of the main processes in the GSF framework involves assessing patients symptoms and planning care centred around these, to ensure that these symptoms are controlled as much as possible (NHS 2005). Three symptoms that required effective management as part of Mr Smith’s care plan were pain, breathlessness and depression. One of Mr Smith’s greatest concerns was that he would suffer considerable pain during the advanced stages of his cancer. This is a common fear held by many cancer patients. Pain is a symptom experienced by up to 70% of cancer patients (Donnelly and Walsh 1995; Vainio and Auvunen 1996). Pain may result from the cancer itself, treatment, debility or unrelated pathologies, and accurate diagnosis of the cause(s) of pain is therefore important. The World Health Organisation (WHO) ‘analgesic ladder’ (WHO 1996) provides a system for managing cancer pain and has been shown to achieve pain relief in almost 90% of patients (Zech et al. 1995; WHO 1996). Pharmacological interventions for pain management include the use of non-opioids such as paracetamol, aspirin, and non-steroidal anti-inflammatory drugs (NSAIDS) for the control of mild pain. In Europe, oral morphine is the dug of choice for the control of moderate to severe cancer pain, but weak or strong opioids may also be used, either with or without non-opioids. Correct dosing of opioids and effective management of common side effects (e.g. constipation) are essential (Walsh 2000), and adjuvant treatment for specific pain may also be required. Non-pharmacological interventions include the provision of emotional and spiritual support, helping the patient to develop coping strategies, use of relaxation techniques, acupuncture or the use of a transcutaneous electrical nerve stimulator (TENS). Evidence from a meta-analysis of randomised controlled trials assessing nursing non-pharmacological interventions demonstrated these interventions to be effective for pain management but some trials showed minimal differences between the treatment and control groups (Sindhu 1996). Breathlessness is a common symptom among cancer patients which can be difficult to control and may cause considerable distress to both patients and their carers (Davis 1997; Vora 2004). Appropriate management frequently requires both pharmacological and non-pharmacological interventions (Bausewein et al. 2008). Pharmacological interventions include the use of bronchodilators, benzodiazepines, opioids, corticosteroids and oxygen therapy (Vora 2004). Non-pharmacological interventions which have been shown to be effective include counselling and support, either alone or in combination with relaxation-breathing training, relaxation and psychotherapy (Bausewein et al. 2008). There is limited evidence that acupuncture or acupressure are effective. Both anxiety and depression are common among patients with advanced cancer but both of these conditions are frequently under diagnosed (Barraclough 1997). Furthermore, these conditions are sometimes viewed as simply natural reactions to the patient’s illness. Pharmacological interventions such as antidepressants should be used if the patient show symptoms of a definite depressive disorder. Non-pharmacological interventions include relaxation, psychosocial therapies and massage (Lander et al. 2000). Optimal management of depression in patients with advanced cancer typically involves a combination of both pharmacological and non-pharmacological approaches (Lander et al. 2000). Ethical and legal considerations in palliative care There are a number of ethical and legal considerations in palliative care such as euthanasia and the right to withhold or withdraw life sustaining treatment. Those aspects which were of importance in this account address the patient’s right to know their diagnosis (i.e. autonomy). Evidence shows that the majority of cancer patients wish to know their diagnosis and the likely progression of their disease (Faulkner 1998). This may present a challenge for clinicians and nurses who may wish to try to protect the patient and convey an optimistic outlook even when the prognosis is poor. In the case of Mr Smith, he wanted to know as much information as possible about his diagnosis and treatment and the consultant and nurse answered his questions as openly and honestly as possible. (5) Conclusion Reflective practice is important both as a learning process and for the continuing professional development of nurses. The use of a model such as Gibbs’s cycle enables the nurse to move logically through the reflective process and provides a structured approach. Effective communication is essential in palliative care. Nurses and other healthcare professionals must be able to communicate effectively both with patients and their families/carers but also with other members of the multidisciplinary care team. The nurse plays a key role in the provision of supportive and palliative care and must develop excellent verbal and non-verbal communication skills. Breaking bad news such as that given to Mr Smith is one of the hardest tasks for healthcare professionals, regardless of their level of experience, and it is essential that the situation is handled professionally, but also with empathy and sensitivity, taking full account of the ethical and legal aspects of the situation. The use of non-verbal communication by the nurse is as important as verbal methods of communication. (6) Action plan This incident provided me with a valuable learning opportunity and were I to encounter a similar situation in the future, I would feel much better prepared to deal with this. I have learnt that preparation is important, for example, selecting a suitable environment in which to break the news, and ensuring that chairs are placed correctly within the room. Rather than relying primarily on verbal communication, I would be more aware of the effectiveness of non-verbal methods, particularly touch, if this was appropriate. I have also developed a greater awareness of the ethical issues surrounding breaking bad news in palliative care, and the need to be open and honest with the patient and their family where possible. References Atkins, S. and Murphy, K. 1995, ‘Reflective practice’, Nursing Standard, vol. 9, no. 45, pp. 3135. Bailey, J. 1995, ‘Clinical reflective practice; reflective practice: implementing theory’, Nursing Standard, vol. 9, no. 46, pp. 2931. Barraclough, J. 1997, ‘ABC of palliative care: depression, anxiety and confusion’, British Medical Journal, vol. 315, pp. 1365–8. Bausewein, C., Booth, S., Gysels, M., Higginson, I. J. 2008, ‘Non-pharmacological interventions for breathlessness in advanced stages of malignant and non-malignant diseases’, The Cochrane Database of Systematic Reviews, no. 3. Benjamin 1981, The helping interview, 2nd ed. Houghton Mifflin, Boston. Davis, C. L. 1997, ‘ABC of palliative care. Breathlessness, cough and other respiratory problems’, British Medical Journal, vol. 315, pp. 931–4. de Haes, H. Teunissen, S. 2005, ‘Communication in palliative care: a review of recent literature’, Current Opinion in Oncology, vol. 17, no. 4, pp. 345–50. Department of Health 2000, The NHS cancer Plan: a plan for investment, a plan for reform. Retrieved 1st September 2008 from: http://www.dh.gov.uk/en/Publicationsandstatistics/Publications/PublicationsPolicyAndGuidance/DH_4009609 Donnelly, S. Walsh, D. 1995, ‘The symptoms of advanced cancer’, Seminars in Oncology, vol. 22, pp. 67–72. Faulkner, A. 1998, ‘Communication with patients, families, and other professionals’, British Medical Journal, vol. 316, pp. 130–2. Gibbs, G. 1988, Learning by doing: a guide to teaching and learning methods. Oxford Further Education Unit, Oxford Polytechnic. Grond, S., Zech, D., Diefenbach, C., Bischoff, A. 1994, ‘Prevalence and pattern of symptoms in paients with cancer pain: a prospective evaluation of 1,635 cancer patients referred to a pain clinic’, Journal of Pain Symptom Management, vol. 9, p. 372–82. Henley, N. 1973, ‘Power, Sex, and Nonverbal Communication’, Berkeley Journal of Sociology, vol. 18, pp. 1–26. Hinchliff, S. M., Norman, S. E., Schober, J. E. 1993, Nursing practice and health care, 2nd ed, Edward Arnold, London. Jarvis, P. 1992, ‘Reflective practice and nursing’, Nurse Education Today, vol. 12, pp. 174–81. Lander, M., Wilson, K., Chochinov, H. M. 2000, ‘Depression and the dying older patient’, Clinics in Geriatric Medicine, vol. 16, no. 2, pp. 335–56. Liverpool Care Pathway 2004, Liverpool Care of the Dying Patient Pathway. Retrieved 1st September 2008 from: http://www.endoflifecareforadults.nhs.uk/eolc/files/F2091-LCP_pathway_for_dying_patient_Sep2007.pdf Lugton, J. Kindlen, M. 1999, Palliative care: the nursing role. Churchill Livingstone, London. Matzo, M., Matzo, M. L., Witt Sherman, D. 2005, Palliative Care Nursing: Quality Care to the End of Life, 2nd edn. Springer Publishing Company, New York. NHS 2005, The Gold Standards Framework. Retrieved 1st September 2008 from: http://www.goldstandardsframework.nhs.uk/ NICE 2003, Improving supportive and palliative care for adults. Retrieved 1st September 2008 from: http://www.nice.org.uk/guidance/index.jsp?action=downloado=28800 Sindhu, F. 1996, ‘Are non-pharmacological nursing interventions for the management of pain effective? – a meta-analysis’, Journal of Advanced Nursing, vol. 24, pp. 1152–9. Smith, C. 1995, ‘Evaluating nursing care; reflection in practice’, Professional Nurse, vol. 10, no. 9, pp. 593–6. Spalding, N. J. 1998, ‘Reflection in professional development: a personal experience’, British Journal of Therapy and Rehabilitation, vol. 5, no. 7, pp. 379–82. Tickle, L. 1994, ‘The induction of new teachers’, Castell, London. Urie, J., Fielding, H., McArthur, D., Kinnear, M., Hudson, S., Fallon, M. 2000, ‘Palliative care’, The Pharmaceutical Journal, vol. 265, no. 7119, pp. 603–14. Vora, V. 2004, ‘Breathlessness: a palliative care perspective’, Indian Journal of Palliative Care, vol. 10, no. 1, pp. 12–18. Walsh, D. 2000, ‘Pharmacological management of cancer pain’, Seminars in Oncology, vol. 27, no. 1, pp. 45–63. WHO 1996, WHO guidelines: cancer pain relief, 2nd ed. World Health Organization, Geneva. Zech, D., Grond, S., Lynch, J., Hertel, D., Lehmann, K. A. 1995, ‘Validation of World Health Organization guidelines for cancer pain relief: a 10 year prospective study’, Pain, vol. 63, pp. 65–76. Vainio, A. Auvunen, A. 1996, ‘Prevalence of symptoms among patients with advanced cancer; an international collaborative group study’, Journal of Pain Symptom Management, vol. 12, pp. 3–10.

How Do Cultural Differences Affect International Marketing Marketing Essay

How Do Cultural Differences Affect International Marketing Marketing Essay Markets are becoming increasingly internationalised and, for businesses to achieve sustainable growth in such markets, it is critical that they gain an understanding of the complex and diverse nature of international markets and of associated international marketing strategy (Doole and Lowe, 2008, pp. 5-6). International marketing strategy involves marketing mix decisions being made across both national and cultural borders. The coordination and management of effective and efficient marketing mix strategies globally for a multi-national organisation is fundamental to its business success (Wall et al., 2009, pp. 338-349). The term globalisation is first believed to have been used in a paper published by the late Theodore Levitt in the Harvard Business Review (1983). Since that time, the term globalisation has evolved to embrace more than just its original economic dimension. This has happened despite the fact that most academics and theorists are not able to agree on a common definition for globalisation (Healy, 2001). This dilemma was summed up by the sociologist, Anthony Giddens (1996), when he said thatà ¢Ã¢â€š ¬Ã‚ ¦ There are few terms that we use so frequently but which are in fact as poorly conceptualized as globalization. However, in spite of this lack of agreement on a definition, there is general agreement that the globalisation of world markets has been a major factor in the internationalisation of business (Wood and Robertson, 2000). The internationalisation of business has also been largely responsible for the so called homogenisation of consumer products and services worldwide, a phenome non sometimes know as the McDonaldization effect (Ritzer 2004, pp. 2-3). However, the counter argument to this position on globalisation is that there are very few brands that can truly be said to be global with most of the examples, such as McDonalds itself, Coca-Cola, and Nike, being based in the USA (de Mooij, 2010, pp. 31-32). Despite the relentless onward march of globalisation, the creation and implementation of a successful marketing communications strategy in a developing country, such as India, requires a significantly different approach to that required in a developed country, such as the United Kingdom. For example, language is a significant issue in the execution of marketing communications. The UK is more ethnically and culturally diverse than it was previously, but its first language remains as English. In India, however, there are a large number of ethnic groups and more than twenty official languages (Usunier and Lee, 2009, p. 7). Whilst originally a British colony, independent India has evolved its own political and legal systems which now have significant differences when compared to those in the UK. Any misreading of the political and legal environment in a particular country, by a multinational brand, can cause significant problems in marketing communications terms. In India, for example, t he UK based chocolate manufacturer, Cadbury, created intense anger amongst the population at large in 2002 when it completely underestimated sensitivity by politicians and the public at large to the enduring dispute between India and Pakistan over the territory of Kashmir. Cadbury promoted in together with the tagline Im good. Im tempting. Im too good to share. What am I? Cadburys Temptations or Kashmir? Cadbury compounded its insensitivity by launching the campaign on Indian Independence Day when nationalist feelings were running particularly high (Doole and Lowe, 2008, p. 17; Dodd, 2002). In addition, consumer attitudes and behaviour towards brands and products can be influenced by other factors such as the social environment. For example, marketers of innovative products, such as personal computers and other electronic gadgets, need to be aware that there are fewer so called early adopters in developing countries than there are in developed countries (de Mooij, 2005, p. 129). According to theory of the Diffusion of Innovations, early adopters are more likely to purchase a new and technically innovative product than are other consumer types (Rogers 1995, pp. 252-280). Consequently, in marketing communications terms, brand owners of such products will need to focus on the tried and tested nature of their technology rather than innovation when communicating their products to consumers in developing countries. Whilst issues such as legal and political systems and social environments are not necessarily directly related to culture, is perhaps culture itself that is the biggest single, differentiator in terms of global consumer behaviour (Blackwell et al, 2001, pp. 313-354). Culture should be regarded as a process rather than a distinctive dimension of consumer behaviour. At an individual level, culture comprises a number of different elements that all work together coherently including values, beliefs and knowledge. At a group level culture consists of the arts, morals, protocols, and legal systems present in any particular country or region. However, culture is principally characterised by language, institutions, and material and symbolic productions (Usunier and Lee, 2005, p. 4). The popular view is that that the worlds trade, financial systems technology, and media, are becoming increasingly globalised, a process frequently referred to as globalisation (Usunier and Lee, 2005, p. 66). Som e theorists such as Kenichi Ohmae go even further suggesting that the world will be a nationless state marked by the convergence of customer needs that transcends political and cultural boundaries (Pieterse, 2009, pp.10-11). Conversely, however, many academics believe that consumer behaviour will never become truly globalised as cultural influences refuse to follow the globalisation path remaining, as they do obstinately regionalised and, in some cases, localised (de Mooij, 2010, p. 2). According to Hall and Hall (1990, p. 6) there are two distinctive types of culture namely Low Context and High Context. The culture in the UK is regarded as Low Context/ Individualistic, and in India as High Context/ Collectivistic. Cultural attributes, such as communication and language, which are critical dimensions of marketing communications, demonstrate considerable variance between the two types of culture. In the Low Context/ Individualistic cultures, such as that in the UK, communication tends to be explicit and direct whereas in Low Context /Individualistic culture, such as that in India, it is usually implicit and indirect see Appendix I. It is important that these language and communication differences, brought about by differing cultures, are reflected in the language and communication styles that are deployed in the marketing communications activities targeted at particular markets. Power distance is defined as the extent to which the less powerful accept and expect that power is distributed unequally (Hofstede, 2001, p. xix). The Power Distance Index (PDI) is a tool used for the measurement of the degree of equality, or inequality that exits amongst the population in any particular country. A country with high PDI score would indicate that it high levels if of inequalities in its society whereas of power and wealth whereas a low PDI score would be an indicator of more social equality (Hofstede, 2001, p. 50). The PDI for India is 77 whilst that of the UK is 35 (Hofstede, 2003, p. 87). This would indicate that there is more inequality in India than there is in the UK. This finding is substantiated by the fact that India has a very hierarchical society based on social status by birth whereas the UK has a non hierarchical culture with status based on wealth and income, (Hollensen, 2011, pp. 237-244). In addition, gender plays an important role in consumer behaviour in developed and developing countries. In India paternal authority means that marketing communications for many product areas has to be targeted at males who are also the head of their household whereas in societies where there is equality of the sexes, such as in the UK, marketing can effectively be targeted at either sex depending on the nature of the product and its positioning (Usunier and Lee, 2009, p. 71). Furthermore, the central role of the family in Indian culture means has had implications for global brands such as McDonalds which, although using standardised store formats worldwide has positioned and promoted its outlets as family restaurants whereas in the UK, and other developed countries, it has positioned itself as fast food restaurant and a venue for childrens parties (de Mooij, 2010. p. 15). The need to consider whether or not a marketing communications strategy for a brand that is effective in a developed country, such as the UK, should be adapted for a developing country, such as India, is fundamental to that brands international success (Kotler and Armstrong, 2010, p. 259). There are two high-level, strategic options that such multi-national brands can adopt. Firstly, such a brand can think and act globally by deciding to use the same marketing communications strategies across all of its international markets or, secondly, it can think globally but act locally by developing and customising strategies to meet the needs of consumers in particular local markets across the world (de Mooij, 2010, p.2). Organisations with a standardised approach to marketing communications are striving for their customers to perceive a consistent brand image in all of their operational markets (Hafez and Ling, 2005). However, despite this approach many brands may still find that their consu mer perception varies in different cultures (de Mooij, 2010, p. 37). For example, global consumers of Coca-Cola in different cultural markets worldwide will undoubtedly be aware of the Americaness of the brand however, they will still evaluate the global brand values of the drink based on their own particular cultural knowledge, values, and beliefs (de Mooij, 2010, pp. 31-32). A major benefit of a standardised marketing communications strategy is that the associated costs will usually be lower the activities will be easier to manage and control than would be the case with adapted strategies. In addition, if marketing communications strategies have to be adapted for particular markets then there is potential for the strength of the brand to be diluted (Hafez and Ling, 2005). Truly global brands, such as Coca-Cola, are largely able to standardise their marketing communications activities globally because of the worldwide recognition that the brand enjoys. The Coca-Cola brand communicates certain values, such as fun and happiness, that are able to appeal to global consumers regardless of their country of origin or local culture. This can be clearly demonstrated in the brands global advertising campaign the Happiness Factory, which was launched in 2009 see Appendix II. However, even Coca-Cola can not always justify the total standardisation of its marketing c ommunications and has, historically, had to produce adapted television commercials for some countries, including the UK, such as in the UK. However, Coca-Cola has since reiterated its desire to produce only globalised marketing communications campaigns (Eleftheriou-Smith, 2011). However, there are very few truly global brands that have the power of Coca-Cola and, consequently, most brands will have to adapt their marketing communications strategy to take account of local markets. According to Vignola (2001), brand names and the attributes and characteristics of products are the easiest elements of the marketing mix to standardise in global markets. By definition, therefore, marketing communication is more difficult to standardise. This view is supported by Hafez and Ling (2005) who suggest that a premise of basic marketing practice is that organisations operating globally have to determine how best to adapt their marketing communications strategies to the local markets in which they sell their products or services. Unlike with a standardised approach, brands that use an adapted approach to marketing communications consciously permit their consumers to perceive differing brand images according to their culture. This enables the brand to establish higher levels of brand equity in individual market s than would be possible with a standardised approach (Hafez and Ling, 2005). The culture of consumers in developing countries tends to include higher levels of risk aversion that does the culture of consumers in developed countries (Hollensen, 2011, p. 237-244). In terms of adapting marketing communications activity for a global brand, then research has shown the strategies that are especially effective are those that reassure consumers in developing markets, such as India, that the brand they are choosing is free of risk (Erdem et al, 2006). It can be seen that there are a number of differences that exist between developed and developing countries in relation to the creation and implementation of marketing strategies. These differences are particularly significant in marketing communications terms and are largely, although not exclusively, related to culture. These differences are at odds with the basic and inherent desire on the part of many multi-national brands to standardise their marketing communications for both cost and ease of control reasons. However, it has been shown that this approach is not necessarily always appropriate as local cultures can be stubborn in their resistance to receiving standardised messages about brands and products. Consequently, a strong case can usually be made in favour of locally adapted marketing communications strategies, rather than those that are standardised globally, for most brands and products. It is really only those true global brands, such as Coca-Cola for example, that enjo y a consistent and powerful image, together with high levels of brand equity, across cultures that can be fully justified in adopting a globally standardised approach to marketing communications. In conclusion, therefore, the global and local dimensions of marketing communications should always be reflective of a brands recognition, power, and acquired equity in each individual, operational marketplace and its likelihood of generating different cultural responses at a regional or local level.

King James 1 and the Church Essay example -- Essays Papers

King James 1 and the Church King James IV, of Scotland, seized the English throne in 1603 after the death of Elizabeth I and became James I of England. He was the son of Mary Queen of Scots and had been King of Scotland since 1567. During his reign, James increased the power of the monarchy making his rule absolute. James I was involved with every area of government. Under his rule Scotland and England were united, the King James Version of the Bible was published, William Shakespeare and various other writers prospered, education thrived, and the American colonies were founded.[1] However, James faced many problems with unifying the government. One of the main problems was the religious conflict existing within the Church of England. Anglicans and Puritans wanted the church organized in separate ways, but King James felt a unified state church would create a more powerful government God had given James the right to rule and therefore non-conformity to religious policies was a sin against God. Although he wanted one state church, James believed compromise and toleration would naturally drive citizens to become members, conforming to the policies of the Church of England. Throughout his reign James attempted to decrease religious tensions, as people hoped to increase their influence and role they played in the decisions of the church. There was a distinct split within the Church of England between the Puritans and the Anglicans. The Puritans were members of the Church of England, wanting reformation. They wished to eliminate of some ceremonies and dogmas closely resembling those of the Catholic Church. Puritans were more devout Christians then regular members. They believed the Sabbath should be strictly observe... ... wasn’t completely unified, James did make changes that improved conditions. Since he wasn’t completely intolerable of other viewpoints he created a strong central government for one of the first times in English histories. Notes 1. Stephen A. Coston, â€Å" King James I of England Interesting Facts† (10/20/00) A.V. Publications Corp. 2. S. J, Houstan, James I, 1st ed.. (Great Britain:Lowe and Brydone, 1973), 16. 3. Houstan, 57. 4. Antonia Fraser, King James I of England, 1st ed. (New York:Alfred A. Knopf, 1975), 104. 5. Fraser, 105. 6. G.B. Harrison, A Jacobean Journal, 1st ed. (London: George Routledge and Sons, 1941), 105 7. Harrison, 106. 8. Fraser, 117. 9. Harrison, 152. 10. Houstan, 61. 11. Fraser, 182. 12. Houstan, 63. 13. Fraser, 182.

The Chosen One :: Enders Game Matrix Movie Essays

The Chosen One Can you imagine if something terrible is going to happen to the human race and there is only one person who could stop it? And that person happens to be you. What would you do? At first, there must be a person who can sense that something terrible is about to happen and knows that there is somebody who is able to stop it. Nobody knows whether he or she was born to be that person that could do something. Something that others arent able to do and he or she is the only person who can do it. NOBODY KNOWS! Basically, that is the story Im going to talk about. It is all about that one chosen person. Its all about the chosen ones belief, faith, and the difference between good and evil. The story comes from the novel "Enders Game" and The Matrix movie. "Enders Game" novel is the winner of both Hugo and Nebula awards by the New York Times best-selling author, Orson Scott Card. And The Matrix movie was written and directed by Andy and Larry Wachowski. "Enders Game" is a novel about a young boy named Ender who was chosen and trained to fight the buggers or aliens in order to save the human race. Neo is the main character in the movie The Matrix. Neo is a single independent man who was also chosen to save the human race, not from the "bugger" but the "matrix". In my point of view, both of these stories are all about the Christian religion. It represents people's beliefs in God. People must believe in God, or in something, and their beliefs will help them go through their life. Their beliefs will bring them happiness; keep them from struggling and divert them from danger. Their beliefs will give them faith, help them follow the right path and stay away from the evils. Both of the stories are science fiction and shows what can lie in the future. Orson Scott Card showed his main point in his novel by its title, "Ender's Game". Ender means the person who will or eventually would end something from happening and Ender's Game is the game of that person. Enders real name is Andrew Wiggin. Andrew is the third child in the family and is known as the THIRD. He knew that he was testing to be the one to fight the aliens after he was born. The Chosen One :: Ender's Game Matrix Movie Essays The Chosen One Can you imagine if something terrible is going to happen to the human race and there is only one person who could stop it? And that person happens to be you. What would you do? At first, there must be a person who can sense that something terrible is about to happen and knows that there is somebody who is able to stop it. Nobody knows whether he or she was born to be that person that could do something. Something that others arent able to do and he or she is the only person who can do it. NOBODY KNOWS! Basically, that is the story Im going to talk about. It is all about that one chosen person. Its all about the chosen ones belief, faith, and the difference between good and evil. The story comes from the novel "Enders Game" and The Matrix movie. "Enders Game" novel is the winner of both Hugo and Nebula awards by the New York Times best-selling author, Orson Scott Card. And The Matrix movie was written and directed by Andy and Larry Wachowski. "Enders Game" is a novel about a young boy named Ender who was chosen and trained to fight the buggers or aliens in order to save the human race. Neo is the main character in the movie The Matrix. Neo is a single independent man who was also chosen to save the human race, not from the "bugger" but the "matrix". In my point of view, both of these stories are all about the Christian religion. It represents people's beliefs in God. People must believe in God, or in something, and their beliefs will help them go through their life. Their beliefs will bring them happiness; keep them from struggling and divert them from danger. Their beliefs will give them faith, help them follow the right path and stay away from the evils. Both of the stories are science fiction and shows what can lie in the future. Orson Scott Card showed his main point in his novel by its title, "Ender's Game". Ender means the person who will or eventually would end something from happening and Ender's Game is the game of that person. Enders real name is Andrew Wiggin. Andrew is the third child in the family and is known as the THIRD. He knew that he was testing to be the one to fight the aliens after he was born.

Analysis of Fences by August Wilson Essay -- Fences Plays Slavery Raci

Troy Maxson is a man who thinks he is a failure but finds it hard to admit. Troy is a middle age black garbage man who feels held back by the â€Å"white man†. â€Å"Why you got the white men driving and colored lifting?† (p.9). the quotation mentioned is an example of how Troy feels he will never amount to anything because he is a black man in the â€Å"white man’s world†. Therefore, Troy limits his goals in life. Maintaining a job, having a roof over his head, and food on the table is Troy’s idea of success. This is his idea of success because he has accomplished this while having a hard life. Troy fences himself into his own little world where there is no room for anyone to question or judge him. Meanwhile Troy’s bitterness towards the â€Å"white man† creates callousness towards his son Cory....

The Development of Concept through the National Curriculum

The National Curriculum was introduced into the English educational system after the Education Reform Act in 1988. The construct of kid psychological science was addressed and to a great extent influenced by the work of Jean Piaget. Piaget was the precursor of the ‘constructivist theory of cognizing ‘ and set frontward the first systematic theory of Cognitive Development. His theory provinces there are four back-to-back phases of cognitive development that are achieved at different ages throughout a kid ‘s life. As with all high profile theories, non all experts agreed. Lev Vygotsky thought the cultural background of kids had a major impact on cognitive development, ‘Any map in the kid ‘s cultural development appears twice, or on two planes. First, it appears on the societal plane, and so on the psychological plane. ‘ ( ? ? , 1981, pg 163 ) . The chief difference between Piaget and Vygotsky ‘s theories is Vygotsky believed even if a kid did n on possess the necessary accomplishments or cognition to finish a undertaking, if they were surrounded by person who did, they were likely to win when steered in the right way. Whereas Piaget stated a kid ‘s cognitive development is limited by what they are in affect ‘ready ‘ to larn. By using Piaget ‘s theory to the National Curriculum a more ‘child-centred ‘ attack can be practiced within the School System. Piaget one time said ‘Education, for most people, means seeking to take the kid to resemble the typical grownup of his society†¦ . but for me and no 1 else, instruction agencies doing Godheads†¦ . you have to do discoverers, pioneers and non conformists ‘ ( Bringuier, 1980, pg 132 ) . Forces and Motion organize a important sum of Physicss at all Key Stages in the National Curriculum. Forces have a cardinal function in how the Earth is positioned and how objects are held on the Earth. It is critical kids are taught where and how Forces and Motion affect us and how they determine twenty-four hours to twenty-four hours life. Jean Piaget published the first logical theory of cognitive development which when placed in an educational context can be used to better the educational system for all pupils. Piaget focused on how kids learn, adapt to an environment and any alterations that may happen. He thought kids must hold changeless interactions with the outside universe. Piaget besides discussed the theory of moral instruction and believed kids make moral opinions by detecting those around them, ‘the kid is person who constructs his ain moral universe position, who forms thoughts about right and incorrect, and just and unjust, that are non the direct merchandise of grownup instruction and that are frequently maintained in the face of grownup wants to the contrary ‘ ( Gallagher, 1978, pgA 26 ) . He thought instruction and the manner kids are taught can hold a important consequence on development. Piaget ‘s theory provinces there are four chief countries of Cognitive Development. The first, Sensori-motor, occurs between birth and the age of two. Child learn through their senses and actions, nevertheless are egoistic. The grounds Piaget gathered showed kids in this phase interact with their environment by pull stringsing objects, this is known as intelligence in action ( Michael W. Eysenck, 2000, Pg 411 ) . Towards the terminal of the sensori-motor phase kids begin to develop object permanency. The second of Piaget ‘s phases, pre-operational, is split into two sub-sections, Preconceptual ( aged two and four ) , and Intuitive ( aged four and seven ) . A chief feature of this phase is unlogical thought and centration. During this period it is non possible to alter a kid ‘s sentiment on something they believe to be true. For illustration if two spectacless with equal sums of H2O are shown to a kid, so one is transferred into a larger glass, a kid would province it contains less H2O than the other, even though they to the full observed the procedure ( Michael W. Eysenck, 2000, Pg 413 ) . The 3rd phase occurs between aged seven until about 12 and is known as Concrete Operational. At this point logical thought develops leting ideas to be organised coherently. However kids are still unable to believe abstractly and logical thought is confined to existent objects and topics that can be seen. Children are able to concentrate on more than one factor, for illustration when asked to choose similar objects, the 2nd object chosen will be similar to the first in dimensions and the 3rd chosen will be similar to the 2nd in coloring material ( Michael W. Eysenck, 2000, Pg 411 ) . The idea procedure behind the usage of experiments is understood as they comprehend be aftering, transporting out, showing and reasoning the consequences. The 4th phase is Formal Operational which occurs from aged 12 upwards, where kids are able to grok abstract thoughts leting topics such as Space and Gravity to be explored. Prior to this kids can non gain intangible thoughts and constructs. An of import measure in formal operational is when kids come across a state of affairs they do non understand, they are able to alter the manner they think in order to understand it. For illustration formulate a hypothesis and carry out a systematic trial to bring forth consequences to back up an reply. At Key Stage 1, kids are aged between five and seven and are at the Intuitive phase in Piaget ‘s Theory. Forces and Motion are introduced to the kids in the first twelvemonth of Key Stage 1 utilizing the faculty Pushes & A ; Pulls. During this, kids can anticipate to larn things such as how objects move and the different types of motion. Children may be asked to travel in different ways and so asked to discourse which parts of their organic structures move. Language skills progress in the intuitive phase nevertheless Piaget provinces this is a effect of basic cognitive progresss. Appraisals are kept in line with Piaget ‘s theory and can include labelling objects harmonizing to their motion for illustration push or pull. During twelvemonth two of Key Stage 1, Forces and Gestures are once more taught nevertheless cognition is expanded in the faculty Forces and Movement. The topics covered reinforce cognition antecedently taught in order to develop student ‘s cognition. Language and vocabulary is extended by presenting words such as turn, squeezing, stretch and draw out. Investigational skills begin to develop as kids are taught how to propose a inquiry and predict what will go on. The ‘fair trial ‘ construct is besides encouraged and expanded. These are cardinal accomplishments that are developed at a ulterior phase. Students move on to Key Stage 2 at the age of seven and go on until aged eleven. Harmonizing to Piaget ‘s they are Concrete Operational, the 3rd phase, intending logical logical thinking can be applied to existent objects. Forces and Motion are taught in Year 4 ( aged eight ) in the faculty Friction. Specific subjects are re-capped in order to consolidate old facts. Children are encouraged to utilize new equipment such as a forcemeter to carefully mensurate a force. New vocabulary and thoughts are besides introduced at this phase, for illustration ‘newton ‘ as the unit of force. Investigational accomplishments are progressed by acquiring students to be after an experiment and follow it through. The faculty Forces in Action is taught in Year 6 ( age ten ) and includes gravitation and weight. The footing of all subjects covered have been antecedently taught, this shows the continuity of the subject throughout the two Key Stages. This allows the kids to logically remember this information and expand it. As the kids are still in the Concrete Operational phase they are able to use logical thought nevertheless merely to existent objects. It is of import forces are used to explicate phenomena in mundane life to demo the importance and impact they have. Towards the terminal of this unit the construct of Gravity is introduced, nevertheless harmonizing to Piaget kids at this phase can non grok abstract theories. During Key Stage 3 kids are on the boundary line of the concluding phase, Formal Operational. During which persons are able to believe logically and rationally about possible events and abstract constructs. In Year 7 the students are taught the faculty Forces and their Effectss. Children are advanced by being taught the difference between mass and weight and how to associate forces in action to alterations in gesture. This provides a direct nexus back to faculties Forces & A ; Movement and Friction in Key Stage 1 and 2. At this phase the student ‘s learn why it is indispensable to reiterate measurings and experiments to turn out duplicability and dependability of consequences. They are introduced to the construct of different variables within an experiment and the importance of commanding these. During the concluding twelvemonth of Key Stage 3, Year 9 ( age 13 ) Forces and Motions is covered in three separate faculties. The first, Gravity and Space introduces the construct of abstract believing about objects and forces. This links back to the faculty Forces in Action from Key Stage 2. Gravity is antecedently touched upon in Key Stage 2, nevertheless harmonizing to Piaget ‘s theory they are unable to to the full grok abstract constructs. As a batch of new information is taught during this faculty, the students greatly expand their cognition. Investigational accomplishments are expanded in this faculty and students are made cognizant that Scientists research constructs together and construe the grounds. The 2nd forces faculty in Year 9 is called Rushing Up and is straight linked to several faculties antecedently taught in Key Stage 1 and 2 such as Pushes & A ; Pulls and Forces in Action. It expands earlier subjects by leting students to see the relationship between forces on an object and its motion. It introduces balanced and imbalances forces and how these explain the motion of falling objects. The concluding faculty is Pressure and Moments. This involves the impression of minutes and once more physiques on old information provided to the students. This is a major measure for kids as most of these subjects have non antecedently been taught. However there is still continuity as all the old cognition about clash and gravitation play an of import portion in understanding these constructs. As with old faculties the investigational accomplishments of the student ‘s are farther developed with anomalous consequences being introduced and preciseness measurings are reiterated. Due to the separation of single Sciences at Key Stage 4, Forces and Motions as a subject can be found in several topics, for illustration Physicss and Additional Science. Areas covered include how to depict the manner things move and what is impulse, this once more demonstrates continuity through the Key Stages. Ideas are besides expanded, for illustration when larning about impulses, kids are expected to be able to cipher impulse and how impulse can be used to cipher other values such as Force. At AS / A-Level, kids are no longer in mandatory instruction nevertheless Forces and Motion characteristic within Physics classs. Mechanics is introduced as a new subject which includes associating force to moving ridges. The topic of impulse is expanded and establishes round and oscillating gesture. The class Physics in Context steadfastly places natural philosophies in a scope of modern-day environments. It introduces pupils to new and exciting countries of natural philosophies and develops indispensable cognition and apprehension. The faculties allow students to see how cognition of forces and gesture underpins mundane activities such as conveyance and record breakage in athletics. The construct of Forces and Motion within the National Curriculum is introduced at the beginning of Key Stage 1 and is carried throughout mandatory instruction and station 16 surveies. Initial cognition is expanded and consolidated at the start of each faculty and all units link together. Although the faculties are non carried out in back-to-back schooling old ages, I believe that with construction of the National Curriculum, continuity is kept by recapping at the beginning of each unit. It is clear patterned advance within the topic occurs within the unit and there are besides countries for talented and gifted pupils to stand out. From looking at the National Curriculum, Piaget ‘s theory has had a major impact, as the degree at which the information is pitched straight relates to the features observed by him. For illustration in Key Stage 2 students are Concrete Operational and merely able to associate to existent objects and thoughts. Therefore Forces such as velocity and mot ion are chiefly covered. In Key Stage 4 students are Formal Operational and can grok abstract thought, hence Gravity, Space and Moments are introduced. However as with all major theories, there are countries that do non to the full explicate the construct, in this instance the cognitive development of kids. Psychologists such as Bower ( 1982 ) challenged Piaget ‘s theory and set frontward the thought that Piaget had a inclination to undervalue the cognitive ability of kids. Bower hid a plaything behind a screen and when the screen was lifted a few seconds subsequently, the plaything was longer at that place. The three to four month old kids in his survey showed a ‘surprised ‘ reaction therefore proposing object permanency can be present much earlier than Piaget published ( Michael W. Eysenck, 2000, pg 411 ) . Lev Vygotsky ‘s parts must besides be acknowledged who along with other publications researched the zone of proximal development. This stated that altho ugh kids may look to miss certain accomplishments when tested in a controlled environment, if tested once more when surrounded by person with the necessary cognition they are more likely to win. Although parts of Piaget ‘s Theory have been inquiry and to some extent disproved, as a whole no other theory has come near to explicating, in item, the manner in which kids ‘s thought and acquisition advancements. Mentions Books Eysenck, M. W. ( 2000 ) Psychology ; A Students Handbook, East Sussex: Psychology Press LTD, Publishers.

Emma/Clueless Essay

Emma experiment How has the changing con text editions influenced the re stickations of main issues from Emma to Clueless? Amy Heckerlings Clueless is a cinematic reconstructive memory of Jane Austens nineteenth deoxycytidine monophosphate virtuous Emma and perfectly encapsulates the idea that the issues of a epoch, swop and adapt with the changing of context. The coetaneous text Clueless takes the rustic determine lay on lawsuit, dating and ultimately wedding party as well as the kind/ yr tubercles in Regency England and successfully transforms them to bust suite the new context of a contemporary audience and less inflexible society.In the 19th century, conjugation was the sole employment of women and was the only way for women to rig out in affectionate status and to support themselves. spousal relationship was a fundamental aspect of Austens world and the magnificence of brotherhood is heightslighted as Emma states that she is not going to be marital and Harri et exclaims in a shocked character it is so odd to hear a muliebrity talk so . For Harriet, and around women in the 19th century, marriage was an frugal necessity to provide a inactive financial future.This is reiterated by Emmas mapping of short phrases in a champion woman, with a very narrow income, must(prenominal) be a ridiculous, disagreeable over-the-hill maid which expresses her backing for those women who do not possess fortunes to match hers and reinforces the value of riches in relation to marriage. man and wife was therefor, not for write out but for wealth, as is exhibit in Mr. Eltons arrogant resolution that he need not so totally despair of an equal adherence as to be addressing myself to Ms. Smith The handling of the word alliance emphasizes the fact that uniting was for financial benefits.Marriage in Austens time was valued unconditionally and was seen as a means to achieve financial and sociable stability. While Emma foc riding habits on the grand ness of marriage in the rigid Regency period, in the contemporary Ameri empennage setting of Clueless, although marriage is pipe down featured, the focus has shifted to more contemporary themes relating to the grammatical gender and fluidity of relationships. Chers dialogue when explaining her irresolution over who to doze off her virginity to You know how finicky I a with my shoes, and they only go on my feet shows how sexual relationships take for replaced marriage in the new context, as Chers dilemma becomes a question of whom to lose her virginity to and not whom to marry. The map of women in courtship has also changed dramatically as is present by the zoom in on Chers feet rubbing Christians, indicating her desire to have sex with him. This active role in the relationship contrasts starkly with the subservient role women played in the 19th century. Marriage still plays a role in the 21st century and this is shown the last shooting the marriage of Mr.Hall and Ms. Geist. Heckerling does however, employ satire with Chers voice-over of As if Im only 16 This is California, not Kentucky. when audiences assume that she is marrying to gently mock the 19th century necessity to marry early, once again highlighting the shift away from the importance of marriage. In the 21tst century, marriage has been pushed to the side and values in relationships focus more on sexuality. The social hierarchy of Regency England was rigid and pendant on wealth, property and heritage of the individuals and families.The uttermost(prenominal) importance of class is demonstrated with the exaggerated caricature of Mrs. Elton, a woman who is quite obnoxious, but still popular opinion to be a demote charm than the kind-hearted Harriet, simply because of her genteel heritage and wealth. The rigidity of social standings is further accentuated by Emmas pretentious and condescending looking at in the yeomanry are precisely the volume with which I feel I can have nothing to do with where her disdainfulness for Robert Martin, a farmer in love with Harriet, reflect her disdain for those with a set out social standing than herself.Austen however, challenges the prerequisites of her society by dint of her character Mr. Knightley, who shows generosity towards the lower class despite his own high social standing, even describing Robert Martins as respectable, intelligent, gentle. His use of positive adjectives accentuates Austens view that graciousness and charity are more classical that social superiority an idea that many a(prenominal) in her time did not share. Heckerling appropriates 19th century class snobbery and transforms them to relegate suite the growing multicultural and pop setting in Clueless.Although class distinction no longer exists, Clueless depicts a social structure based on popularity, appearance and acquaintance in a high school environment. The importance of popularity mirrors the importance of class in Emma and is established finished Chers use of dialogue in The fact that you hang with Dionne and I, speaks very super of you. Close up shots of Cher and Dionnes stimulate expressions as they scorn Trevor (the Clueless eq of Robert Martin) again echoes the class snobbery and disdain shown by the genteel in Emma towards those of lesser standing.Heckerling does however emphasize the fluidity and flexibleness of 21st century class structure, which is the adept difference between the contexts of Emma and Clueless. Tais gradual change of costume is in direct correlation to her gradual rise in popularity from adorably clueless shipwreck survivor to the centre of attention highlighting the dilettantish and shallow social structure present in the 21st century. Amy Heckerling has taken into devotion the changed context of Clueless and appropriately caused the change the Regency England views on social structure to better reflect the class values of the high school setting.