Huntingtons’s Concept and Its Applicability to the Contemporary World Essay

Introduction Globalization and the trend in the politics has entered a new political schema after the World War II and as such, it is has drawn the interest of political theorists who had hoped to re-define and predict the future outcomes of global politics. Among the different approaches, what had really attracted the attention of the media and the interested crowd is Huntington’s concept on the Clash of Civilizations theory. Huntington’s stereotypical claims and predictions regarding future outcomes of global relations had uncannily matched with that of the drastic event of the Al-Qaeda’s attack on September 11 on the Twin Towers. The event, which had caught global attention,   is said to have been a direct pop-out from Huntington’s essay and that ‘event’ was resultant of the ‘clash’ between the differing cultures of the American superpower and the Muslims of Afghanistan. The ethnic conflict, albeit on global scale, would be the political pattern after the Cold War. The question is, is Huntington’s concept still applicable with the current trend of globalization? Here there is a basic assumption that conflicts arise from ethnic differences and it is on these differences which will feed the upcoming antagonism between the different nations. Al-Qaeda’s attack may have been likely ‘accidental’ and that his reasons were not purely ‘ethnic’ as in Huntington’s theory. In the paper, there is an attempt to investigate the flaws of Huntington’s Clash of Civilizations when placed in the larger context of globalization and international conflict. A thorough understanding of his paper first must be placated followed by criticisms and the more apt model that would fit the current trend for global political system. s The Clash of Civilizations is a theory proposed by political scientist Samuel P. Huntington in 1993 as a reaction to Fukuyama’s book. Herein, Huntington expanded on the shift of global patterns after the Cold War from the economic to traditional; whereby conflicts are more of culture clash. The globalization trend would function in the traditional cultural sense and will no longer be confounded on ideological clashes as in the philosophcal claims before. Huntington’s thesis is relatively simple to understand in the manner that he had oversimplified and reduced everything: â€Å"†¦It is my hypothesis that the fundamental source of conflict in this new world will not be primarily ideological or primarily economic. The great divisions among humankind and the dominating source of conflict will be cultural. Nation states will remain the most powerful actors in world affairs, but the principal conflicts of global politics will occur between nations and groups of different civilizations. The clash of civilizations will dominate global politics. The fault lines between civilizations will be the battle lines of the future†¦Ã¢â‚¬ . His basic premise is the culture clash as a primary source of conflict and he divided the Globe into different ethnic groups representing the different civilizations, each embodying different religion: African, Hindu, Western, Sinic, Orthodox, Islamic, Latin America and Japanese. From these different ethnic frontiers, will arise the future conflicts and he had cited the cases of India and Pakistan. What is most daunting of his perceptions is that the Superpower of America will face a decline and the shift will be on the combined powers of Sino-Islamic group. Equally daunting is Huntington’s concept that what had fueled this antagonism is the purposive role of teology in the different civilizations, most particularly, that of the Islams.

Multinationals Advantages and Disadvantages

Multinational business relies on its imports and exports around the world. Factories may be set up in different areas of the world and have their business based on the import and export of raw materials, which is what is done by most of them.Developing countries can gain more from multinationals since they help increase labor and its opportunities, which then means that the average income of a person will increase allowing them to spend more and lead a better life-style, which helps the tax bases to increase due to people wanting to spend more, often on things they could not afford earlier, and if the tax base increase, the government will be able to supply more for their people and give better health support, better education and help the country to develop more.This could also help in stabilizing the economic system, and increasing the GDP and GNP. International firms that are implanted in developing countries will also help in educating part of the population by teaching the emplo yees the skills required for the job, making it a greater number of educated people. However, multinationals do not always have a good impact on the global business environment, especially in developed countries, as outsourcing to developing countries is happening which causes for jobs to be lost in developed countries and thus, making the average income lower.Also, small businesses do not benefit from this as they are dominated by the multinationals and their brand names. Their impact on our environment is not good, as they produce a lot of waste products, which are not always recycled or used properly, especially in smaller, less developed countries as the laws and restrictions are not always applied.

Creativity or Conformity? Building Cultures of Creativity in Higher Education Essay

Permission is granted to reproduce copies of these works for purposes relevant to the above conference, provided that the author(s), source and copyright notice are included on each copy. For other uses, including extended quotation, please contact the author(s). Abstract Whatever else it may be, creativity is intriguing; this view appears to be shared by the literature on the subject and by popular culture. While there is little agreement about the exact nature, processes and products of creativity, there seems to be a fascination both with its complexity and the sheer impossibility of providing clear explanations for it. This paper does not attempt to generate yet another explanation, but instead offers a framework for exploring creativity in the context of teaching and teacher education. The nature of creativity in teaching is usually evidenced by its products: innovative curriculum design or original students’ work. The focus of this paper, however, is on developing opportunities for teachers to understand, explore and express their identities as creative practitioners. These opportunities are offered in the form of â€Å"creative reflection†, a framework of creative methodologies for engaging teachers individually and collectively in identifying and expanding their creativity practices. The notion of creative reflection challenges the action-reflection dichotomy of reflective practice and extends reflection beyond cognitive, retrospective models to encompass the exploration of possibility through play, image-making, writing, action methods and storytelling. The paper offers examples of and reflections on these methods from the author’s use of creative methodologies in a teacher education programme at Queen’s University Belfast. Creative Reflection, Creative Practice: Expressing the Inexpressible The concept and practices of creative reflection have been developed in a teacher education programme at Queen’s University Belfast to enhance the model of reflective practice on which the programme is based. Creative reflection is a framework of creative methodologies whereby teachers explore their practice and the liminal spaces between action and reflection. This work is a response to the need in teacher education for â€Å"the development of more complex models of reflection, related to purpose, which take greater cognisance of existing knowledge from other disciplines, particularly those aspects of psychology concerned with cognitive processes including problem-finding, insight, wisdom, creativity† Leitch and Day (2000: 186-187). Creativity itself is an elusive concept; the literature on the subject incorporates a range of perspectives and dichotomies, raising a number of questions. Those pertinent to this paper include: – is creativity a cognitive process, or is it socially constructed? – is creativity to do with outcomes, or with processes and qualities such as fluency, imagination and originality? – what are the conditions which support the development of creativity? – what is the nature of creativity in education, and does it have a place in teacher education? One of the assumptions on which this paper is based is that teachers are creative; by extension, teacher education should therefore provide them with opportunities to identify themselves as creative and to enhance their creativity. Craft (2001: 48) suggests that teachers are highly creative: Certainly some of the characteristics of high creators (childlike qualities, feeling under siege, being on the edge, high energy and productivity) which Gardner identifies in Creating Minds (1993), also emerged as a characteristic of ‘ordinary’ educators in one of my research projects (Craft, 1996a; Craft and Lyons, 1996). Craft’s allusion to productivity is complemented by Eisner’s exploration of the processes, the â€Å"artistry† and the â€Å"craft† involved in teaching (2002). Both facets of creativity, product and process, are incorporated into the framework for creative reflection. Details follow as to how participants engage in process activities as well as in deliberation on the outcomes of these processes. The process of creativity, mysterious as it is, has long been a source of fascination and speculation. Helmholtz’s classical model, developed in 1826, includes the stages of saturation, exploration and incubation; Poincare added to these the aspect of verification (Balzac, 2006). The four-phase model developed for this study incorporates and elaborates on these stages: Model for Creative Reflection Phase 1: Preparation This aspect of creative reflection recognises that the creative process involves uncertainty and possibility and that participants need preparation to access that state of receptivity, or Keatsian Negative Capability, which Keats defines as â€Å"when a man is capable of being in uncertainties, mysteries, doubts, without any irritable reaching after fact and reason† (Buxton Foreman, 1895). In this phase of creative reflection, threshold activities are offered to enhance possibility and to free the imagination. One of the most successful of these threshold activities has been the invitation to participants to select images and quotations on a relevant theme: teaching, learning or creativity itself. This activity is based on the notion of â€Å"stepping stones† into a liminal world of exploration, as in Progoff’s system for entering the â€Å"twilight world† of process meditation (Progoff, 1980). While participants are in the process of choosing images and quotations which engage them, music is played in the background to enhance relaxation and stimulate intuitive rather than rational decision-making. The activity is conducted without discussion to encourage focus and a connection with the unconscious. Another threshold activity is that of visualisation: for example, individuals are asked to imagine their learning about their practice as a journey and to articulate this in the form of images or writing. The sharing of the results is part of the process of synthesis described in the final phase of this model. Threshold activities are directed at the group as a whole as well as at individuals: for example, participants are asked to imagine an ideal space for teaching and learning and to suggest in turn something which they might like to include in this space. Offerings range from comfortable chairs to the location of this space at the seaside and the presence of flowers and music centres. This activity generates ideas about inclusiveness and introduces into the discussion metaphors and symbols which enhance the learning process. The idea of bringing an ideal situation or world into the realms of possibility through group visualisation is based on the process of reflective meditation in psychosynthesis (Ferrucci, 1982; Assagioli, 1999). Phase 2: Play This phase is based on the assumptions that a good deal of learning happens through play, that play is an essential aspect of cultural development (Huizinga, 1970), and that a group can create meaning, possibility and new insights through the processes of play. Play is also important because it has the potential to free participants from external concerns so that they may enter the state of â€Å"flow†. According to Csikszentmihalyi (1991, 1997) this is an optimum state in which the person is fully focused and immersed in what he or she is doing, usually with a successful outcome. The activities in this phase are conducted quickly; their purpose is to generate energy, enjoyment of the group process and a range of new ideas. The processes involved provide opportunities for divergent thinking; they include mind mapping, creative thinking and brainstorming. The brainstorming methods in this model of the creative reflection are informed by Kelley and Littmann’s (2002) methods for enhancing fluency of ideas and innovation within the context of team-building. Phase 3: Exploration This aspect of creative reflection is active, with the purpose of creating a product. The processes involved may include creative writing, storytelling, or the use of art materials, or action methods based on psychodrama to concretize the experience (Moreno, 1994). The exploration phase may be individual or collective: it may take place in pairs or small groups. In one particular activity, an individual selects one of his or her identities as a teacher from a list; this list includes the more obvious identities such as mentor, helper and instructor, as well as more metaphorical ones as foot soldier, sower or bridge. The individual then elaborates this identity through writing and art, imagining in detail, for example, what this identity might look like, its voice, its tools and how it engages in relationship. The image below depicts the process of exploration on both individual and group levels. Participants, given the task of expressing their understandings of themselves as reflective practitioners, arranged together the quotations, images and artefacts which they had chosen as individuals to express this notion. The circle of people made from tissue paper was created as a collective piece for the final image; this suggests that the group product extended beyond that of a loose arrangement of individual ideas to a creative collaboration of knowledge and understanding. [pic] Phase 4 Synthesis In the final phase of creative reflection, which is akin to the verification tage of the Helmholtz/Poincare model, participants present and reflect on their ideas, stories and collective images. In this phase, which is adapted from McNiff’s process of â€Å"dialoguing with the image†, participants engage with and reflect on the artefact engendered by the creative process (McNiff, 1992). Through this process, the experience and learning are synthesised into new understandin gs, or the identification of new questions which might be raised about professional practice. The image below represents the world of reflective practice as created by a group of practitioners through the use of props. pic] Discussion about this image revealed that each of the scarves, which are circumscribing and containing the world of reflective practice, represents a strength owned by one of the practitioners, while the Russian dolls and the teddy bear on the edge of the circle symbolise those learners who exclude themselves from learning. The act of dialoguing with the image engendered ideas amongst the participants for engaging those who are currently on the outside and who have not yet found a satisfactory means of expression. In many ways, the process of writing this paper has been a struggle to express that which is inexpressible; it is challenging to articulate the complexity of the spaces between reflection and practice, as well as the complexity of creativity itself. It is hoped that further research will indicate whether the processes of creative reflection can take sufficient cognisance of these complexities to support teachers in recognising and expressing their creativity. References Assagioli, R. (1999) The Act of Will: A Guide to Self-Actualization and Self-Realization, Knaphill, David Platts Publishing Company Balzac, F. (2006) ‘Exploring the Brain’s Role in Creativity’,Neuropsychiatry Reviews, Vol. 7, no. 5, May 2006. http://www. neuropsychiatryreviews. com/may06/einstein. html Accessed 14/11/2006 Buxton Foreman, H. (1895, Complete revised edition) The Letters of John Keats, London : Reeves & Turner Craft, A. (2001)’ â€Å"Little c Creativity†Ã¢â‚¬â„¢, Craft, A. Jeffrey, B, and Leibling, M. (eds. ), Creativity in Education, London and New York, Continuum, pp 45-61 Craft, A. (1996a) ‘Nourishing educator creativity: a holistic approach to CPD’, British Journal of In-Service Education, 22 (3), 309-322. Craft, A. and Lyons, T. (1996) Nourishing the Educator, Milton Keynes: The Open University Seminar Network Occasional Paper Series Csikszentmihalyi, M. (1997) Creativity. Flow and the Psychology of Discovery and Invention. New York, HarperPerennial. Csikszentmihalyi, M. (1991) Flow: the psychology of optimal experience. New York : HarperPerennial Eisner (2002) ’From episteme to phronesis to artistry in the study and improvement of teaching’, Teaching and Teacher Education, Volume 18,  Number 4, May 2002, pp. 375-385 Ferrucci, P. 1982) What we may be: techniques for psychological and spiritual growth. New York: Jeremy P. Tarcher/Putnam Gardner, H. (1997) Extraordinary minds: portraits of exceptional individuals and an examination of our extraordinariness New York : BasicBooks Huizinga, J. (1970) Homo Ludens: a study of the play element in culture, London : Maurice Temple Smith Kelley, T and Littman, J. (2002) The Ten Faces of Innovation: Ideo’s Strategies for Be ating the Devil’s Advocate & Driving Creativity Throughout Your Organization London: Profile Leitch, R. and Day, C. (2000) ‘Action research and reflective practice: towards a holistic view’, Educational Action Research, Vol 8, 1 pp179-193. McNiff, S. (1992) Art as medicine: creating a therapy of the imagination Boston, MA. : London: Shambhala Moreno, J. L. (1994, Fourth Edition) Psychodrama and Group Psychotherapy, Mental Health Resources. Progoff, I (1980) The Practice of Process Meditation: The Intensive Journal Way to Spiritual Experience, New York: Dialogue House Library.

Mangament Accounting Assignment Example | Topics and Well Written Essays - 3000 words

Mangament Accounting - Assignment Example Service Dept Y cost apportioned 20% 30% 50% The first step is to assign an appropriate cost driver to the overheads so as to determine the appropriate departmental overhead rate, the following table summarises the appropriate cost drivers for the cost objects: Overheads cost driver 1. Rent and rates floor area occupied 2. Machine insurance machine value 3. Telephone charges labour hours 4. Depreciation machine value 5. Production supervisor's salaries labour hours 6. Heating and lighting labour hours From the above table it is evident that the rent and rates will be charged to each department with reference to floor area, machine insurance cost will be charged using the machine value in each department, telephone charges, supervisor salaries and heat and lighting will be charged with reference to labour hours. We now determine the overhead rate in each department: Rent and rates: We determine the rent and rate allocation rate for each department, this will be determined by dividing the rent and rate cost by the total area and multiplying this with the area occupied by each department: Rent and rates = 12,800 Floor area = 3,000 + 1,800 + 600 + 600 + 400 = 6400 Rent and rates allocation rate = 12,800/6400 = 2 Each department allocated rent and rate costs: We determine the rent and rate cost for each department by multiplying the rent and rate allocation rate by the floor area for each department: A B C X Y Floor area occupied(sq metres) 3000 1800 600 600 400 Rent and rates allocation rate 2 2 2 2 2 Rent and...For York furniture in the manufacture of job 123 and job 124 we apply the job order costing method, however we also note that there are three departments involved in the production of these products and therefore we have to determine the overhead rates in each department. We consider the five department namely department A, department B, department C, service department X and service department Y as cost centres whereby products are assigned costs by the departments they pass through The first step is to assign an appropriate cost driver to the overheads so as to determine the appropriate departmental overhead rate, the following table summarises the appropriate cost drivers for the cost objects: From the above table it is evident that the rent and rates will be charged to each department with reference to floor area, machine insurance cost will be charged using the machine value in each department, telephone charges, supervisor salaries and heat and lighting will be charged with reference to labour hours. We now determine the overhead rate in each department: We determine the rent and rate allocation rate for each department, this will be determined by dividing the rent and rate cost by the total area and multiplying this with the area occupied by each department: The machine and insurance cost will be allocated using the machine value in each department, for this

Are modern humans biologically related to Neanderthals Essay

Are modern humans biologically related to Neanderthals - Essay Example The result of the studies shows that the modern humans originated from Africa about 150,000 years ago and were dispersed to other parts of the world where they replaced Neanderthals rather than interbreeding with them. This is clearly evidenced by the discovery of skeletal remains of anatomically modern humans in different parts of the world. Anatomically modern humans were discovered in Africa while distinctively modern humans were discovered in Europe and Asia. The anatomically modern humans existed 150,000 years ago while the distinctive modern populations existed 40,000 years ago. Archaeological evidence also shows that Aurignacian technologies were spread across central, southeastern and Western Europe through the dispersion modern human from Africa. The Aurignacian technologies of modern human emerged directly from the Neanderthal technologies; indicating that the Neanderthals of Asia and Europe associated with new populations from Africa. Another group of the modern human was dispersed along the coastal Mediterranean of Europe. Neanderthal genes disappeared in Europe because there was a direct competition between the Neanderthals and the modern humans in terms space and resources. The modern humans won because they had more complex technology and organization.According to Mellars (2004), there must have been great contact and interaction between modern populations expanding into Europe and the indigenous Neanderthals across Europe. These interactions were mainly behavioral.

Executive Summary Essay Example | Topics and Well Written Essays - 750 words - 3

Executive Summary - Essay Example With over 300 commercial wholesale accounts and nearly 100,000 people residing in the area, there is a need to set effective business strategy to get success. Therefore, the company has set competitive prices for its products considering the intensity of the competition in that area. At present, the company is leasing a one-story building at 123 Main Street for $550 per month. There is also an option of buying it for a heavy sum of $105,000. As far as the usage of the building is concerned, it is for commercial use at this point of time. The reason is that main street is a heavily traveled tourist route where there are a number of businesses offering tourism services to the customers. Finestkind adheres to the principles of quality to conduct business activities. Provision of the premium-quality seafood to both retail and wholesale customers is going to be the key to success for the business. These days, Gosling and Swan are planning to shift from 40 percent wholesale and 60 percent retail to 60 percent wholesale and 40 percent retail. The reason is that the owners believe that the actual profit is there in the wholesale business. Retail business is also profitable and is likely to grow rapidly in the nearest future but the company’s actual focus is on expanding its wholesale business because of huge profits. As far as the main competitors of the company are concerned, they are Fred’s fish, Kingfisher, and Job’s Seafoods. Fred’s fish is a scattered operation in which there is one truck reserved for making the rounds. There is also a small counter taken on lease from one of Anytown’s supermarkets. Finestkind has been successful in cutting the sales graph of Fred’s fish by providing quality products to the customer within promised time and at competitive price. The second main competitor of the company is Kingfisher. Kingfisher is also a famous company in Anytown operating its business successfully. However, there is a

Affirmative action Research Paper Example | Topics and Well Written Essays - 500 words

Affirmative action - Research Paper Example its volatile history of 48 years, affirmative action has been both appreciated for better economic opportunities to minorities and scorned at for injustice to the majority community in the name of compensating minorities. The term â€Å"Affirmative Action† was first used by President Kennedy in 1961 for correcting discrimination that prevailed although civil rights laws and constitutional guarantees were in force. The issue resurfaced in a major way in 2003 when the Supreme Court awarded a decision related to affirmative action in universities permitting education institutions to factor race in admissions not to be used mechanically and conservatively. The decision of the highest court has been applauded by one and all. We just cannot ignore the importance of such actions as they impact the whole fabric of society and international community (Brunner, Affirmative Action History). Let’s analyze the contents of the court ruling and identify the issues at stake. The ruling allowed race to be used a criterion to decide university admissions but there was a very thin line of difference in the judges’ opinion on not taking the benefit seamlessly. In two different but parallel cases, Grutter v. Bollinger (case no. 02-0241) involving the University of Michigans law school, the judges voted 5-4 to continue the University of Michigan’s law school affirmative action policy, which advocates minorities cause; and Gratz v. Bollinger (no. 02-0516) involving the undergraduate program, wherein the judges voted 6-3 to expunge the affirmative action policy for undergraduate admissions by giving 20 points to blacks, Hispanics and Native Americans on an admissions rating scale (CNN, 2003). In the case of Grutter v. Bollinger of the university law school wherein Barbara Grutter, a white, couldn’t get admission in 1996 because African-Americans and ethnic minorities had the benefit of point system over the white. In the other case, the court decided against the policy of giving

The Depression and the New Deal Essay Example | Topics and Well Written Essays - 1750 words

The Depression and the New Deal - Essay Example When Roosevelt assumed office in 1933, he displaced a president who had failed to solve the riddle of 20th-century presidential communication: how to mobilize a mass public separated from him by time and space. Indeed, it is unclear that Herbert Hoover even recognized his dilemma. For most of his presidency, Hoover preferred to confine his interactions to Washington elites; he preferred not to address the national public. Throughout his presidency, he held to his belief that the depression of 1929-1939 was a consequence of economic laws and cycles, and that, consequently, his time was best spent making policy rather than communicating with the public1 (Schlesinger 1957 cited in Carcasson 1998). During the presidential campaign of 1932, Hoover rejected a suggestion that he make a series of 10minute radio addresses, saying that it was "difficult to deal with anything over the radio except generalities, without embarrassing actual accomplishments that are going forward" (cited in Abbott 1990). In contrast, Roosevelt was determined to use the new medium of radio to establish a firm relationship with the public. It was during his term as governor of New York, from 1928 to 1932, that Roosevelt developed a rationalized system for using the radio to establish a relationship with the public (Peters 2000). Roosevelt created an efficient, systematic, and predictable publicity system, one that was acknowledged at the time to be the slickest peacetime publicity effort ever seen in U.S. politics to that date (Ward 1999). Besides promoting positive newspaper coverage of the New Deal, an important function of this coordinated activity was the projection of Roosevelt's personality to the public. Its message was that the New Deal was taking positive, effective measures to help people, and the President was firmly in control of, and responsible for, this process. The organized nature of these publicity efforts carried over to the production of the Fireside Chats. According to Fine (cited in Sussman & Daynes 2004), much like radio and movie scripts, the Chats were produced by committee. Various groups of officials, from departmental officials to cabinet members to advisors who held no official government position, participated in their production. Each group produced information that was funneled to a central group charged with putting the pieces together. Fine went on to note that President Roosevelt read each draft, paying careful attention to word length and the number of s's1. He wanted short, simple statements, with no abstractions, or what he called "weasel words." He paid careful attention to the rhythm and timing of each speech, speaking each draft out loud to ensure a proper pace. He often wrote the conclusion himself, so as to end on a proper "high" note. Throughout, he used the public opinion data collected by his staff to fashion h is appeal in ways likely to resonate with his mass audience. The resulting chat, looked much like a "cuesheet for a stage play. All the signals were clearly marked: the pauses by dashes, the word to be emphasized is underlined, the phrase marked for special treatment1". In their structure,

Response to Sundiata Questions Essay Example | Topics and Well Written Essays - 750 words

Response to Sundiata Questions - Essay Example The griot underestimates the ability of humans to realize their good qualities without the guidance of a strong leader. All these generic perceptions affect the audiences’ perceptions along the way. Because of him being the narrator, the audiences look at the story from the griot’s eyes rather than their own eyes, and thus start to believe that whatever presumptions griot has about humans are indeed not quite false. The griot adopts such a language in the epic, that sends the message to the audiences that his sentences are eternal truths. For instance, the griot says, â€Å"God has his mysteries which none can fathom. You, perhaps, will be a king. You can do nothing about it. You, on the other hand, will be unlucky, but you can do nothing about that either. Each man finds his way already marked out for him and he can change nothing of it† (Niane). In these words, the griot tends shapes the minds of the audiences that they can not change their destiny, which many would otherwise not believe. Sundiata has a lot of personal characteristics that make him a great person. The epic provides the audience with an insight into the heroic qualities of Sundiata, of which, his strength is the most prominent. The immense strength of Sundiata can be estimated from the fact that he has very strong arms even when he is a little child who cannot walk on his own because he is crippled. It is not expectable of a crippled child to stand up and not only bend a huge rod into a bow, but also pull a tree out of the earth along with its roots. Sundiata displays immense boldness as he participates in battles. An individual who has spent his childhood with a disability and has been exiled gets his morale lowered, but Sundiata is different. His bravery and strength traditionally make him resemble a rebellious person, but he proves to be the other way round with his nobility and

Case study 8.1 Example | Topics and Well Written Essays - 250 words

8.1 - Case Study Example The regular class room environment is least restrictive for Rhonda because she had the ability to compete with the rest of the students verbally. Rhonda’s skills in reading, writing, and verbal communication stand a chance to be enhanced within the regular classroom environment. Resolving Rhonda’s case is not only important for her personal growth and development, but also for her educational welfare. As an administrator, I would have assessed and evaluated the circumstances within which the regular classroom failed to achieve the desired results for Rhonda. The regular and special teachers involved had collaboration-based issues relative to Rhonda’s case. I would ensure that the two teachers did exactly what they were required to do under the IEP before settling at placing Rhonda in the self-contained special education. On the same note, I would advocate for Rhonda’s total interaction with students in the regular classroom setting. This is because Rhonda does not exhibit critical disabilities that necessitate total placement in self-contained

How does Shakespeare present tension Essay Example for Free

How does Shakespeare present tension Essay The contrast in speech also applies to the language of the spirits of the Island which are shown to be quite delicate and poetic wild waves whist, Shakespeare uses alliteration of the letter w to slows the pace of the speech and produces sounds that makes Ariel seem less human or earth-bound but instead of the air or the waves. In contrast to the way Prospero treats Caliban, Prospero treats Ariel with affection, my dainty Ariel. Shakespeare uses the emphasis on the word my to suggest that Prospero is fonder of the possession of Ariel than Ariel himself. If the Island can be taken as a metaphor for humanity versus nature then the differences in the way Caliban and Ariel are treated by Prospero defines humanitys ambitions and fears. Prospero treats Ariel with love because he is an asset to him, fine apparition, my quant Ariel, and because of the power that Prospero gains through that control that makes him appear almost God-like. Humans control the elements to gain a level of direction in their lives, to make sense of the meaninglessness of life. It is this direction that leads Prospero to believe and aspire to be like God because it strangles the connection between him and the repulsive beings of nature he has power over, such as Caliban. Equality leads to lack of control and it is Calibans adamant rebellion to be seen inferior that sickens Prospero. In the Tempest, Caliban represents peoples natural state and when Prospero oppresses Caliban, Shakespeare is creating an image of civilisation repressing their natural selves and concluding that the tensions between civilisation and nature only exist because of the way civilisation resents its natural state. When Gonzalo speaks of his golden age he is explaining a world where nature and civilisation could exist as one without the tensions that are so apparent in the rest of the play. Gonzalo would have use of service, none, no occupation but rather live innocently with nature bringing forth of its own kind, all foison Shakespeare uses the structure of the speech, interrupted continuously by Antonio and Sebastian, to perhaps mock the idea and highlight its faults. The idea itself comes from a French philosopher who describes how the Europeans corrupted America with its advanced influence. Through Sebastian and Antonio, Shakespeare is undermining his words and this implies that his own opinion could be that nature and civilisation can never both exist without the differences or hostility between the two. I believe Shakespeare presents the tensions between Civilisation and Nature not as to highlight their difference, but rather to highlight the tension that is created by societys denial in their similarities. Perhaps the repulsion of Caliban is seen as a rejection of each of the more civilised characters untamed selves, their more sophisticated selves portrayed as wit, cunning or power. By this, I could say that Shakespeare is presenting Caliban as the only true character in the whole play, though coarse and unrefined he is evidently not a master of politics or scheming, such as the characters of Antonio and Sebastian, which has been learnt through the highest classes of civilised society. In this, Shakespeare is saying that both nature and civilisation are equal, the only difference being that nature is not in a state of self denial. Show preview only The above preview is unformatted text This student written piece of work is one of many that can be found in our GCSE The Tempest section.

African Americans and Slavery Essay Example for Free

African Americans and Slavery Essay The American Revolution was a time of great turmoil for all men and women in the United States. Great debates came and went during this time; slavery and the freedom of black men being the main problems in these debates. Slaves were used for a great number of things during the American revolutionary period. The arrival of slavery to the American colonies began in the 1600s and started out in Virginia. As the years passed more and more African-Americans were brought into the colonies to be used as labor workers. The beginning amount of slaves continued to grow and by the beginning of the revolution there were about 273,000 slaves spread throughout the American states. With the coming of the revolution all African-Americans, slave or free, knew something was coming and each had a different response to these comings. There were differences in the responses of slaves and free men during the American Revolution. There were also consequences to their choices. â€Å"Gaining freedom in a land of captivity and wresting equality from a society whose founding documents guarantee it has been the consuming desire and everlasting hope that has kept harrowed bodies and weary souls going. † In the southern states African-American slaves were treated harsher than those in the north. The plantations down south required back –breaking hours of work in the sun that White Americans believed could only be done by those they had bought. There was a reason for them to be there and until they could no longer work they were to do all things imaginable for their owners, no questions asked. Some of these slaves thought it was easier to run away from their owners and that in doing so they would have a chance to fight for their country. Slaves could either flee to the north or they could flee to Spanish owned Florida. In cases where a master was called upon to fight, they would send a slave in their place and if they lived long enough to return home they earned freedom. Many of the slaves decided that if they had a chance to gain their freedom by joining the war effort then they would gladly take their masters place. They also believed that with the beginning to the revolutionary period would bring a new deed to the land and when it was over there would no longer be a need for slaves. The consequences for slaves in the south were innumerable. Like many slaves, they took this time to run from slave masters and plantations. If these southern slaves were caught, depending on the owner, the slave could suffer mild to severe consequences. Depending on the demeanor of the owner a slave could be punished in several different ways. Whipping, branding, slapping, being dunked underwater, and kicking were just some forms of punishment. The most severe punishments were to cut off a body part like an ear in the hopes that the slave would learn and never run again. There were also â€Å"nice† slave owners that chose not to punish their slaves. There justification for not punishing their slaves was so that they would continue to work and so that the owner could buy more slaves with the money that they continued to pool in from the work. Because of some owners that continuously harassed Washington, he stopped allowing slaves into his army. But General Washington, fearing rebellion, created an order that stated that all blacks were not allowed to fight. Later he partially reversed the order and allowed only free black men to fight with him. Some slaves believed that taking a chance to flee towards the north was a far-fetched idea. They were seeking freedom in the quickest possible way. Lord Dunmore sent out a proclamation that stated in exchange for freedom any black that came to him would fight against the patriots and become a loyalist. Dunmore’s promise of freedom fueled black slaves to escape and even some patriots fled to fight as a loyalist. After the war, true to his word, slaves gained their freedom. Some of these newly freed slaves went to Britain but many of them stayed in the Americas. On the other hand free men in the north believed the revolution would bring about change for the better. Their idea of the revolution was that they were being given the chance to gain independence from Great Britain and also for themselves. It was a defining moment in history that they were to be a part of. Fighting with white men gave these free black men a sense of honor and it also gave them a job where they could earn a little money to put towards getting homes and things of that nature. Men from the north gradually began to realize that they could fight with their brethren and bring independence to the land. General Washington passed an order stating that no black man was allowed into his army. This order came about because of general angst from some slave owners. These owners believed that there should not be any blacks fighting for the independence because they were only good for being slaves and they would never have say over anything. After some time Washington, fearing not having enough men to fight against the British, partially reversed this order to allow only free black men. Other than this there were not many consequences that are recorded for free black men. These free men not only fought for the independence of the nation but also for their independence and the independence of other black men and women. African-Americans from the north and south chose to join the continental army because they believed that they should help make the place the lived independent from a tyranny that had no say in the matters of a new country. They felt that this tyranny could take their rights and place them under unfair rule once again. Some of the freemen and slaves that had started out in the continental army decided to run to the British army but were not successful in their plights. Nash called the revolution the ‘greatest slave rebellion in American history’ because it was just that. The revolution opened up new grounds for slaves to rebel against owners because it was the most opportune time for them to do so. â€Å"If any group within America’s diversified people came close to answering John Adams’s plea that ‘we must all be soldiers,’ it was black Americans. No part of revolutionary society responded to the call for arms with anywhere near the enthusiasm of those who were black. Proportionate to their number, African American males and some females were more likely to join the fray than white Americans. † According to this excerpt from another one of Nash’s books, African-Americans were much more adept to answering the plea of John Adams. If there were more African-American fighters than white that meant that more black males were subject to put themselves in danger in order to gain freedom. They would rather have one day of freedom, not knowing if they would die in the next second, hour, or day, than be a slave for the rest of their lives. This is one of the reasons why Nash called the revolution the ‘greatest slave rebellion in American history’. â€Å"Desperate to fill the thinned ranks of its regiments, states offered freedom†¦ to serve during the continuance of the present war with Great Britain. Every black enlistee would be ‘immediately discharged from the service of his master or mistress, and be absolutely free, as if he had never been encumbered with any kind of servitude or slavery. † If states were desperate to have more men come into their ranks then there was nothing really stopping slaves from escaping their masters and coming to fight. They all wanted freedom from someone. Slaves wanted freedom from their bonds that were tied to the soil they worked and the Americans wanted freedom from Great Britain. Both groups had their reasons to fight and the only way slaves knew how to become free was to rebel and run to an army. This was a time for large rebellions on all fronts not just from the slaves. It was a rebellion against the British from the former colonists and a rebellion against the men and women that were taken from their homes to somehow create new ones. â€Å"It may have been, as Nash says ‘the greatest slave rebellion in American history,’ but for most of the rebels it ended like the others, in death. Slaves who supported the American side fared better, but not much better. Only with great reluctance did Washington allow some to join his army. Other Virginians had another wartime use for them. In 1780 the state legislature offered salves as a bounty for enlistment in the war against British tyranny. The revolution did see enactment of measures for gradual emancipation in the northern states, but the number who benefited was small. † My view on the American Revolution has changed somewhat because of how the African-Americans were treated during and after the period of war. The Americans act as though they had not been fighting alongside each other and because of this withhold distaste for the blacks. The completely disregard the idea that every man is created equal and has certain unalienable rights. They do not extend these ideas that were written down on the Declaration of Independence to the free black Americans. Men that had fought with and under Washington were not looked as the same because the color of their skin and were not given the same rights. Because of how they were treated I see the Revolution more as a war against Britain to save other whites from tyranny rather than to gain independence for all mankind. .of Revolution (Harvard University: 2006), 1. [ 2 ]. Taymor, . US History Documents. Last modified 2005. Accessed January 27, 2013. http://inside. sfuhs. org/dept/history/US_History_reader/Chapter2/Nashfighting. pdf. [ 3 ]. Taymor, . US History Documents. Last modified 2005. Accessed January 27, 2013. http://inside. sfuhs. org/dept/history/US_History_reader/Chapter2/Nashfighting. pdf. [ 4 ]. Edmund S. Morgan, review of The Unknown American Revolution:  .

A Case Study Of Cadbury Schweppes Marketing Essay

A Case Study Of Cadbury Schweppes Marketing Essay Cadbury Schweppes was formed by a merger in 1969 between Cadbury and Schweppes. Since then the business has expanded into a leading international confectionery and beverages company. Through an active programme of both acquisitions and disposals the company has created a strong portfolio of brands which are sold in almost every country in the world. Cadbury Schweppes has nearly 54,000 employees and produces Fast Moving Consumer Goods (FMCG). Its products fall into two main categories: Confectionery Beverages. Its portfolio of brands include leading regional and local brands such as Schweppes, Dr Pepper, Orangina, Halls, Trebor, Hollywood, Bournvita, and of course, the Cadbury masterbrand itself. These Products are sold in a range of countries depending on consumer preferences and tastes. The core purpose of Cadbury Schweppes is working together to create brands people love. It aims to be judged as a company that is among the very best in the business world successful, significant and admired. The company has set five goals to achieve this, one of which relates to Corporate Social Responsibility (CSR) To be admired as a great company to work for and one that is socially responsible to its communities and consumers across the globe Cadbury plc is a leading global confectionery company with an outstanding portfolio of chocolate, gum and candy brands. It has number one or number two positions in over 20 of the worlds 50 largest confectionery markets. Cadbury also has the largest and most broadly spread emerging markets business of any confectionery company. With origins stretching back nearly 200 years, Cadburys brands include many global, regional and local favourites including Cadbury, Creme Egg, Flake and Green Blacks in chocolate; Trident, Clorets, Dentyne, Hollywood, Bubbaloo and Stimorol in gum; and Halls, Cadbury Eclairs and The Natural Confectionery Company in candy. (Cadbury, 2010). Impact of social welfare and industrial policy initiatives on Cadburys and the wider community In the UK social expenditure accounts for between 50% -60% of government spending and includes- pension, unemployment, sickness/disability, heath/medical care. Investment involves business organisations recognising that they have a responsibility both to their local areas and society in general. For a company, being socially responsible means using its resources and its influence to shape the lives of fellow citizens for the better. The Cadbury Schweppes group has a Corporate Community Investment strategy of Creating Value in the Community. This focuses on creating community partnerships that generate real, sustainable added value in: * Education and enterprise * Health and welfare * The environment. EIRIS (Ethical Investment Research Service) survey 2002 commended the company for its carefully structured community involvement programme. CTB is also a member of the Business in the Community Percent Club; CTBs community contribution was around two of its UK pre-tax profits. In 2001 CTB launched its Community You Can Make a Difference programmes to maximise the impact of the business, its employees and community partners. Over 1,500 of the companys 7,000 workforce have been involved so far. Stakeholder expectations Cadbury Schweppes core purpose is Working together to create brands people love. The success of the organisation in meeting this purpose can be measured in terms of the value created for shareholders. However, this success is achievable only if the company respects its commitment to every one of its stakeholders. CTB believes in creating prosperous, educated and socially inclusive communities, not only because this is part of the companys heritage but because it is the right thing to do and makes good business sense. Corporate Community Investment has always been a core part of CTBs business philosophy. It is also something that its stakeholders expect. Stakeholders are the groups and individuals that play a part in an organisation. Stakeholders Enlightened companies see their stakeholder groupings as partners who help to shape and inform company plans and policies. The external environment Successful businesses seek to create a fit between their line of business, way of operating and external environment. In recent years, there have been attempts to make UK society more inclusive. Groups that used to be treated as outsiders (e.g. disabled people, single parent families, people living in areas of poverty and educational disadvantage) are being brought into the mainstream of social and economic activity. The current UK government is promoting social inclusion and the part that businesses can play in bringing it about. For example, the government has encouraged businesses to work in partnership with government agencies and the local community to: * Improve education and training opportunities * Support small local businesses * Promote housing projects * Create employment opportunities through Welfare to Work programme. Active citizenship In the modern world the obligations of business to society have broadened and companies like CTB are building on a heritage of good citizenship in a more strategic way. CTBs community contributions take many forms e.g. cash grants, sponsorship, donations in kind, as well as the time, effort and skills that CTB people put into the communities in which they live and work. Impact of macro-economic policy and the influence of global economy on Cadburys. Here is a terrific example of how a long established business sees an emerging economy not just opportunity for growing sales and profits but also as a centre for production. Spurred on by rising incomes and consumer demand, Cadburys is hoping to consolidate its dominant position in the Indian chocolate market by encouraging coconut plantations to switch production and establish a much bigger cocoa production capacity in India. The incentives to expand cocoa supply in India are strengthened by the 30% tariff imposed on imports of cocoa into India from countries such as Ghana and the Ivory Coast. The FT reports that Cadburys is hoping to source all of its cocoa beans domestically by 2015 and coconut farmers may hold the key as cocoa seedlings grow alongside coconut palms in southern India and therefore do not require fresh clearing of forests for plantations. The FT article claims that Cadbury controls more than 70 per cent of the chocolate market in India with a presence in 1.2m stores while Nestlà © controls about 25 per cent. It enjoys a dominant position in a market where sales are rising by more than 20 per cent per year. Reinforcing that market dominance is key for Cadburys it has spent heavily on marketing revamped chocolate brands in the Indian market including heavy cricket-related sponsorship but having a domestic supply chain will do more that pure marketing plays to keep their profits rising. Strengths Cadbury is the largest global confectionery supplier, with 9.9% of global market share. High financial strength (Sales turnover 1997,  £7971.4 million and 9.4%)[1] Strong manufacturing competence, established brand name and leader in innovation. Advantage that it is totally focused on chocolate, candy, chewing gum, unique understanding of consumer in these segments. Successfully grown through its acquisition strategy. Recent acquisitions, including Adams, 2003, enabled it to expand into important markets like the US market. Weaknesses The Company is dependent on the confectionery and beverage market, whereas other competitors e.g. Nestle [2] have a more diverse product portfolio, where profits can be used to invest in other areas of the business and RD. Other competitors have greater international experience Cadbury has traditionally been strong in Europe. New to the US, possible lack of understanding of the new emerging markets compared to competitors [3] . Threats Worldwide there is an increasingly demanding cost environment, particularly for energy, transport, packaging and sugar. Global supply chain in low cost locations [4]. Competitive pressures from other branded suppliers (national and global). Aggressive price and promotion activity by competitors possible price wars in developed markets. Social changes Rising obesity and consumers obsession with calories counting. Nutrition and healthier lifestyles affecting demand for core Cadbury products.[5] Opportunities New markets. Significant opportunities exist to expand into the emerging markets of China, Russia, India, where populations are growing, consumer wealth is increasing and demand for confectionery products is increasing. The confectionery market is characterized by a high degree of merger and acquisition activity in recent years. Opportunities exist to increase share through targeted acquisitions [6]. Key to survival within the FMCG market is increasing efficiency and reducing costs. Cadbury Fuel for Growth[7] and cost efficiency programmes seek to bring cost savings by: 1) Moving production to low cost countries, where raw materials and labour is cheaper ii) reduce internal costs supply chain efficiency, global sourcing and procurement, and wise investment in RD. Innovation is key driver. To respond to changes in consumer tastes and preferences healthier snacks with lower calories need to be developed. RD and product launches have led to sugar-free centres filled chewing gum varieties and Cadbury premium indulgence treat. Low-fat, organic and natural confectionery demand appears strong. The mission and values statement for Cadburys Cadburys means quality: this is our promise. Our reputation is built upon quality: Our commitment to continuous improvement will ensure that our promise is delivered. (Wikianswers, 2010). Aims and objectives: To improve the quality of their chocolate gets the word out about the business going fairtrade. The important aims are: To survive in the market. Have loads of stores worldwide To be an ongoing company. The future mission of Cadbury. The companys business strategy hinges on following for driving its future growth: Increase the width of chocolate consumption, through low price point packs and distribution focus. Increase depth of consumption, targeting regular chocolate consumers through generating impulse and a dominant presence at Point of Sale. Maintain image leadership through a superior marketing mix. Be a significant player in the gifting segment, through occasion linked gift packs. Build critical mass in the sugar business by introducing value-added sugar confectionery products. Future revenue growth will be through increasingly higher volumes rather than price increases. The management believes that price increase can only be a short term objective. It is volumes, which are very important to achieve the long-term goal of having a wide consumer base. Cadbury Online Annual Report Accounts 2008 Welcome to Cadbury. We create chocolate, gum and candy treats people love brands such as Cadbury Dairy Milk, Trident and Halls. Our vision is to be the biggest and the best confectionery company in the world. 2008 highlights Revenue growthà ¢Ã¢â€š ¬Ã‚   Operating margin* EPS growth** Dividend growth Financial highlights Base business revenues up 7% Underlying operating margins up 150 bps Performa EPS from continuing operations up 16% Return on invested capital up 110 bps Full-year dividend 16.4p, up 6% Strategic highlights Transformation of the business into a category-led pure-play confectionery company Vision into Action business plan well underway Simplified organisation from 2009 The company sees its growth in future in market expansion and new product launches. Increased reach, new launches, higher marketing spend and intensive promotions the mix, Cadbury is looking at to fuel its future growth. The company is also looking for acquisition of brands, and its huge cash reserves might be utilized for the purpose. The company manufactures and sells. 1Conduct our business in compliance with applicable environmental laws and regulations. Even where we are in full compliance, our objective will remain the control and reduction of the environmental impact of our operations reflecting industry best practice. 2 Implement programmes and reviews to evaluate our operations and check compliance against this policy. Management are required to have programmes in place to determine appropriate local targets and demonstrate continually improving Performance. 3 Adopt programmes to ensure efficient use of energy, raw materials and natural resources across all segments of our business and to minimise the quantity of waste and pollutants associated with our activities. 4 Work with relevant organisations, government bodies and public groups to promote efficiency in solid waste management through recycling, reuse and energy recovery of material. 5 Provide employees with a healthy and safe environment together with effective information and training to encourage the individuals contribution towards environmental responsibility. 6 Promote consideration of environmental concerns throughout the supply chain and with our business partners. In addition, we promote awareness of our environmental policies more generally. 7 Assign management responsibility for the environment throughout the business and maintain the organisation and operational procedures to ensure successful implementation of these policies. 8 Review and update our Environmental .Policy on a regular basis. Environmental Aspects Environmental Impacts. Group Environmental Management Reduction of environmental impacts and opportunity for better environmental performance Communication Training Good environmental understanding at all levels and co-ordination of activities thus minimising the risk of potential environmental harm. Water Integrity Protection of one of our primary raw materials Water Consumption Depletion of natural resources Wastewater Potential threat of pollution to water courses and damage to aquatic ecosystems Energy Use Contribution to global warming through greenhouse gases and depletion of natural resources Emissions to air Contribution to atmospheric pollution and global warming Solid Waste Occupation of landfill space; air emissions from incineration and landfill gas; potential contamination of land, groundwater and surface water Packaging Material Conservation Use of materials, waste, resource conservation and disposal to landfill Refrigerants Depletion of ozone layer by CFCs, HCFCs and Other ODSs (Ozone Depleting Substances) Source (Corporate register.com) Stakeholders analysis by Mendelows Matrix for Cadburys A Stakeholder Analysis is an approach that is frequently used to identify and investigate the Force Field formed by any group or individual who can affect or is affected by the achievement of the objectives of an organization. Stakeholder Analysis identifies the ways in which stakeholders may influence the organization or may be influenced by its activities, as well as their attitude towards the organization Typical stakeholders Owners and stockholders, investors Banks and creditors Partners and suppliers Buyers, customers and prospects Management Employees, works councils and labour unions Competitors Government (local, state, national, international) and regulators Professional associations, Industry trade groups Media Non-governmental organizations Public, social, political, environmental, religious interest groups, communities The power and influence of stakeholders: The extent to which stakeholders affect the activities of an organisation depends on the relationship between the stakeholder and the organisation. Mendelows matrix provides a way of mapping stakeholders based on the power to affect the organisation and their interest in doing so. It identifies the responses which management needs to make to the stakeholders in the different quadrants. Following categorisation of stakeholders in a manufacturing company: Low + Low : Small customers, Small Shareholders High + Low: Major Customers, Central Govt, Media Low + High: Employees, Environmental Groups, Local Community High + High: Institutional Investors, Local Planning Authority Responsibilities of Cadburys to its stakeholders and the strategies To stakeholders, key legal responsibilities eg consumer employment, disability discrimination and health and safety, diversity and equal opportunities, stakeholder pensions; wider responsibilities including ethical, environmental and ethical practice. (HNC Business, 2010). Cadbury Cocoa Partnership: In 2008 Cadbury set up the Cadbury Cocoa Partnership to secure the economic, social and environmental sustainability of around a million cocoa farmers and their communities in Ghana, India, Indonesia and the Caribbean, through: Improving cocoa farmer incomes: by helping farmers increase their yields and produce top quality beans Introducing new sources of rural income: through microfinance and business support and introducing additional income streams Investing in community led development: to improve life in cocoa communities Working in partnership: Farmers, governments, NGOs, international agencies and local organisations will work together to decide how the funding is spent and turn plans into action This ground-breaking initiative, which is carried out in partnership with the United Nations Development Programme (UNDP) and other partners, marked 100 years since the Cadbury brothers first began trading in Ghana and aims to holistically support the development of sustainable cocoa growing communities. Cadbury is investing  £45 million over 10 years. In June, 2009 Cadbury awarded Gold today for sustainable business practice by Business in the Community in their Corporate Responsibility Index, launches its Geography online educational resource this month. Skills Space supports the work of the Cadbury Cocoa Partnership and the Cadbury Dairy Milk Fairtrade certification. Skills Space enables students to learn about Ghana, how cocoa is grown, the lives of cocoa farmers, the interdependence between Ghana and chocolate manufacturers, and discover more about sustainable farming. Alex Cole, Global Director of Corporate Affairs at Cadbury said: As a global company, we have access to a huge amount of information and resources that can inspire and have real value to young people studying business and associated subjects. We have always received a large number of enquiries from teachers and pupils looking for real-life case studies to support learning in the classroom. Skills Space has been developed in specific response to this demand, and we hope that this new online resource will prove to be a useful tool in their studies. Through Skill Space, Cadbury reflects that it is more important than ever for businesses to acknowledge the impact they have on society and the environment, and commit to tackling the issues, not just because they should, but because its good for business, as acknowledged in the BiTC CR Index. Main Aspects of Porters Five Forces Analysis The original competitive forces model, as proposed by Porter, identified five forces which would impact on an organizations behaviour in a competitive market. These include the following: à ¢Ã¢â€š ¬Ã‚ ¢ The rivalry between existing sellers in the market. à ¢Ã¢â€š ¬Ã‚ ¢ The power exerted by the customers in the market. à ¢Ã¢â€š ¬Ã‚ ¢ The impact of the suppliers on the sellers. à ¢Ã¢â€š ¬Ã‚ ¢ The potential threat of new sellers entering the market. à ¢Ã¢â€š ¬Ã‚ ¢ The threat of substitute products becoming available in the market. Understanding the nature of each of these forces gives organizations the necessary insights to enable them to formulate the appropriate strategies to be successful in their market. (Thurlby, 1998). Force 1: The Degree of Rivalry: The intensity of rivalry, which is the most obvious of the five forces in an industry, helps determine the extent to which the value created by an industry will be dissipated through head-to-head competition. The most valuable contribution of Porters five forces framework in this issue may be its suggestion that rivalry, while important, is only one of several forces that determine industry attractiveness. à ¢Ã¢â€š ¬Ã‚ ¢ This force is located at the centre of the diagram; à ¢Ã¢â€š ¬Ã‚ ¢ Is most likely to be high in those industries where there is a threat of substitute products; and existing power of suppliers and buyers in the market. Force 2: The Threat of Entry: Both potential and existing competitors influence average industry profitability. The threat of new entrants is usually based on the market entry barriers. They can take diverse forms and are used to prevent an influx of firms into an industry whenever profits, adjusted for the cost of capital, rise above zero. In contrast, entry barriers exist whenever it is difficult or not economically feasible for an outsider to replicate the incumbents position (Porter, 1980b; Sanderson, 1998). The most common forms of entry barriers, except intrinsic physical or legal obstacles, are as follows: Economies of scale: for example, benefits associated with bulk purchasing; Cost of entry: for example, investment into technology; Distribution channels: for example, ease of access for competitors; Cost advantages not related to the size of the company: for example, contacts and expertise; Government legislations: for example, introduction of new laws might weaken companys competitive position; Differentiation: for example, certain brand that cannot be copied (The Champagne). Force 3: The Threat of Substitutes: The threat that substitute products pose to an industrys profitability depends on the relative price-to-performance ratios of the different types of products or services to which customers can turn to satisfy the same basic need. The threat of substitution is also affected by switching costs that is, the costs in areas such as retraining, retooling and redesigning that are incurred when a customer switches to a different type of product or service. It also involves: Product-for-product substitution (email for mail, fax); is based on the substitution of need; Generic substitution (Video suppliers compete with travel companies); Substitution that relates to something that people can do without (cigarettes, alcohol). Force 4: Buyer Power: Buyer power is one of the two horizontal forces that influence the appropriation of the value created by an industry (refer to the diagram). The most important determinants of buyer power are the size and the concentration of customers. Other factors are the extent to which the buyers are informed and the concentration or differentiation of the competitors. Kippenberger (1998) states that it is often useful to distinguish potential buyer power from the buyers willingness or incentive to use that power, willingness that derives mainly from the risk of failure associated with a products use. This force is relatively high where there a few, large players in the market, as it is the case with retailers an grocery stores; Present where there is a large number of undifferentiated, small suppliers, such as small farming businesses supplying large grocery companies; Low cost of switching between suppliers, such as from one fleet supplier of trucks to another. Force 5: Supplier Power: Supplier power is a mirror image of the buyer power. As a result, the analysis of supplier power typically focuses first on the relative size and concentration of suppliers relative to industry participants and second on the degree of differentiation in the inputs supplied. The ability to charge customers different prices in line with differences in the value created for each of those buyers usually indicates that the market is characterized by high supplier power and at the same time by low buyer power (Porter, 1998). Bargaining power of suppliers exists in the following situations: Where the switching costs are high (switching from one Internet provider to another); High power of brands (McDonalds, British Airways, Tesco); Possibility of forward integration of suppliers (Brewers buying bars); Fragmentation of customers (not in clusters) with a limited bargaining power (Gas/Petrol stations in remote places). The nature of competition in an industry is strongly affected by suggested five forces. The stronger the power of buyers and suppliers, and the stronger the threats of entry and substitution, the more intense competition is likely to be within the industry. However, these five factors are not the only ones that determine how firms in an industry will compete the structure of the industry itself may play an important role. Indeed, the whole five-forces framework is based on an economic theory know as the Structure-Conduct-Performance (SCP) model: the structure of an industry determines organizations competitive behaviour (conduct), which in turn determines their profitability (performance). In concentrated industries, according to this model, organizations would be expected to compete less fiercely, and make higher profits, than in fragmented ones. However, as Haberberg and Rieple (2001) state, the histories and cultures of the firms in the industry also play a very important role in shaping competitive behaviour, and the predictions of the SCP model need to be modified accordingly. Cadburys objectives of three major stakeholders There are many stakeholders in a business. Ideally all stakeholders will have common views at what the corporate should be. This is, in reality, most unlikely .The reason of groups having a stake in any business are so fundamentally different that their will be many occasion when their interests diverge or conflict. A business have to find a way of satisfying these different interest especially those of powerful and influential stakeholders but there is no sure or safe route through this dilemma. Some of issue involved when considering the objectives of certain important stakeholders. The objective of other stakeholders The objectives of the business Stakeholders Investors clearly want to be rewarded for their stake in the business. This reward must be at least equal to that which would be available elsewhere and should also reflect the measure of risk associated with investing in a particular business, e.g. Investors in Bio Tech businesses expecting highly rewards because of the risk associated with this type of research, it may not be commercially successful. Shareholders reward comes from annual dividend and increased the prices for share they owned. The extent of reward to shareholders is dependent on number of factors. the size of after tax profits determined by companies performance but also by the gearing ratio of the business as interest on lone is always paid before tax, and therefore before dividend s the plans of the directors to retain profits to development for future of the business the prospect for the company and the economy in general will be the main driving forces behind the share price charges. Shareholders are protected by law because their positions thought to be weak compare to the business itself, the main right they have are: to receive annual accounts Stakeholders Main objectives Work force * To receive fair wages * To ensure good working condition. * To ensure their jobs through the survival and expansion of the business. Customers * To obtain good value for money from the goods and services purchased. * To receive high level of customer services * To receive after sale-service and supply of spare from a business which survives in the future. Suppliers * To continue to sell profitably to the business * To be paid promptly and fully for goods supplied Schweppes plc

Music Therapy :: essays research papers

rynjulf Stige is the first Coordinator of the music therapy education program at Sogn og Fjordane University in Sandane, Norway, where he is an associate professor. With diverse experiences as a music therapist using a community based approach, Stige has written numerous articles and books on music therapy and music education. He is editor-in-chief of the Nordic Journal of Music Therapy, and co-editor (with Carolyn Kenny) of Voices: A World Forum for Music Therapy. He is one of the most insightful thinkers working within the music therapy profession. He believes that humans cannot escape culture. Through culture, we are provided the tools we need to deal with challenges of everyday life. Stige believes that culture has not been focused on enough and in his book, Culture-Centered Music Therapy, he brought the culture to the music therapy world. His book is divided into four main parts excluding the introduction, preface, etc. Part One of the book, outlines premises for the argument, examining basic concepts such as culture, humankind, meaning, "musicking," and the nature-nurture debate. Part Two highlights how culture-centered music therapy may be practiced. The scope varies from community music therapy (aimed in part on cultural change in the community), to ecological music therapy (focusing on communication at micro- and mesosystem levels), to individual music psychotherapy (considering the individual in cultural context). In Part Three, implications for describing and understanding music therapy are discussed, including a chapter on how to define music therapy as a practice, discipline, and profession. A culture-inclusive model of the music therapy process is also proposed. Part Four suggests approaches to music therapy research within a culture-centered context. A call for increased reflexivity, the ability to reflect upon one's social and cultural position, is at the heart of the discussion, along with a continuing theme of this book: the relations and tensions between local and more general perspectives on music therapy. Focusing more on Part I, the first three chapters that make up that section educate the reader on key premises that arise throughout the rest of the text.. The first chapter explores an integration of themes from biology, history and culture. It opens with a concise and scholarly history of the concept of culture, discussing etymological roots and noting different uses and misuses throughout history. Reference is made to the disciplines of anthropology and ethnography, the latter playing a significant part throughout the text.

All Quiet on the Western Front Essays: The Loud Message -- All Quiet o

All Quiet on the Western Front: The Quiet Novel that Screamed a Message In Remarque's "All Quiet on the Western Front", the main character Paul Baumer who is 18 years old, is sent to the front to fight for his homeland, Germany. He and his friends go through a spectrum of typical war expiriences: the deaht of a comrad, the terror of shelling, the abuse by their officers, etc. Remarque as well as Paul hates everything about the war: its meaninglessness, the lives of young people that it destroys or the innocent people that it kills. Throughout the whole book, the author conveys this hatred in many different ways. The most common way Remarque shows his hatred is by using the plot of the novell itself. He offen does this by describing the death of Paul's close friends or by describing the sickness of his mother. A good example of this technique is the death of Paul's friend Kemmerich. It can be felt how terrible the death of innocent people is while...

What Goes on at the IWC :: IWC Marine Life Whaling Essays

What Goes on at the IWC -------"There Leviathan, Hugest of living creatures, on the deep Stretched like a promontory sleeps or swims, And seems a moving land; and at his gills Draws in, and at his trunk spouts out a sea." Paradise Lost Overexploitation is not limited to land resources alone. Just as our precious terrestrial and coastal habitats are delicate and too easily destroyed, so are the species of the open sea. Whales, some of the biggest and most powerful mammals on earth, are not strong enough to protect themselves from our murderous actions. Since the first few centuries A.D., Japan and Norway have been whaling. The Dutch, British and Americans started a few hundred years ago. In the beginning, small boats and hand-thrown harpoons were used, but as technology advanced to fast motorboats, factory ships (on which whales are hunted for months at a time, killing and processing them at sea) and exploding harpoons, killing ability increased and more whales died. So many more, in fact, that several species have been threatened almost to the point of extinction. The California Gray whale was hunted almost to extinction in the last 1800s, then recovered, was hunted almost to extinction again by factory ships in the 1930s and 1940s, and recovered once more (Bryant). The species has been removed from the endangered species list, but they will be hunted again. The International Whaling Commission (IWC) began regulating whaling in 1946. Regulation consisted of hunting quotas given to member nations, but the quotas were too high and whale populations declined. Many species have been reduced to "commercial extinction" (Doyle) in which they are too rare to be worth hunting, and many local populations have been eliminated. The Northern right whale's numbers are down to 325 in the North Atlantic and only 250 in the North Pacific, and the species is showing no signs of recovery (Bryant). Once blue whales were hunted so that only "about 450 remain [in the Antarctic]. . .two-tenths of one percent of the initial population size" (www.seaweb.org), the fin whale was targeted, then the sei whale, then the minke and humpback. All were hunted down to a fraction of the original populations. In 1982, the IWC passed an indefinite moratorium on all whale hunting, putting an end to almost all commercial whaling, which, at its peak, meant the death of more than 50,000 whales a year. Some species have responded to this protection with increased numbers, and some have not.

Emily Dickinson Poetry

American poet of exclusion, whose writing consists of passionate and emotional eccentric meanings with much complexity. Her poems interpret her relationship with society, where she struggles to maintain her independence and needs to isolate from society to maintain this. Dickinson use of structure, syntax and rhyme are complex and do not conform to the norms of poetic structure, which Is a parallel to Email's peculiar lifestyle. Dickinson poem ‘A prison gets to be a friend' explores her complicated understanding of limitation and freedom, reflecting her self-imposed isolation, wrought a male persona.A prison symbolizes confinement however, this limitation provides freedom for Dickinson persona which Is depicted In the opening line of the poem. The narrator explains her contentment with isolation when she says that a prison â€Å"gets to be a friend†. This use of personification establishes the idea that the persona feels comfortable in their confinement, as if it were a friend. This signifies how Emily enjoys seclusion and has chosen a prison to be her refuge. In the following stanza, Emily shows appreciation of her confinement through, â€Å"the appointed Beam† which symbolizes something that provides the persona with support and structure.She uses symbolism of food in the second stanza when she writes â€Å"It deals us- stated as our food† to represent how the persona not only hungers, but depends on the self- imposed isolation. Dickinson uses juxtaposition to explain the seclusion of a prison by saying â€Å"so miserable a sound-at first- nor ever now-so sweet', describing a prison as both miserable and sweet. This implies that although isolation may seem miserable at first, the privacy and exclusion will eventually grow on you and you begin to appreciate It.The reoccurring metaphor of a prison being the persona's room is explored when she says ‘A geometric Joy', which suggests that the square shape of a room and its limited circuit brings contentment and comfort to the persona. In the fourth and fifth stanza, the Idea that the prison and the key are an Illusion Is acknowledged when Emily uses the word ‘Phantasm' proving to the audience that in actuality Dickinson has created this way of life and is satisfied with the privacy it provides. In the final stanza, Dickinson imply that freedom can only be redeemed after life when she writes ‘Too wide for any Night but Heaven'.This suggests that you can't experience freedom until after life. And until then the persona's self created prison is the only sense of freedom they can gain. With the use of language and structure used through Emily poetry her understanding of life Is clearly depicted as unique, as Dickinson recognizes the way in which she finds contentment Is of a depressing nature In comparison to the way others gain happiness. From this poem the audience may come to the conclusion that the persona's view on confinement is an expression o f Dickinson understanding of freedom and limitation throughout life.The poem ‘l had been hungry should be read metaphorically. As standing for the speakers desire for what she lacks and what others possess. Emily reflects on her 1 OFF one, Emily writes † I had been hungry all the years† displaying through the use of a sustained metaphor of ‘hunger' that Emily had been lacking something all her life. This statement is written in past tense implying to the reader that Dickinson has now found or come to a conclusion about her desire for what she believed she was lacking.Dickinson is using the word ‘curious' to describe the wine, which represents re connection with people and their way of life which to her is difficult to understand where as to most it would be normal. Emily lack of indulgence in human connection is depicted in the second stanza when she couples the word ‘hungry with the word ‘home' displaying that to Dickinson it was normal not to have that emotional connection. In stanza two, Emily uses the window to symbolism the barrier between the persona and the world they want to inhabit, insinuating that Emily does not belong.In the following stanza, Dickinson uses Juxtaposition of a crumb to bread to highlight how different her world and the real world are. This is also a metaphor to represent her life and how she doesn't believe she has experienced the fullness of life's potential experiences yet. Stanza four begins with ‘plenty hurt me' as a metaphor for the negative impact that was created by these new experiences her persona had faced. Emily writing ‘myself felt ill and odd' outlines that once passion and love were obtained she couldn't cope with having it and felt uncomfortable.What she believed she desired she later discovered it was not what she wanted and was too much for her to handle. This made Emily feel alienated and spliced which is further implied when she says in the fourth stanza Ã¢â‚¬Ë œ as a berry of a mountain bush transplanted to the road'. This simile expresses to the reader that although Emily chose this lifestyle for herself she understood it was not following the norms of society and made her a person of difference resulting in the experience of alienation and displacement.Throughout this poem Emily sustained metaphor of hunger allowed the audience to realize, by stanza 5, that she is defined by hunger when she says ‘ so I found that hunger was a way, which she clearly chose. The last nine ‘entering takes away is a paradox which explains how experiencing the different ways of life has changed her and made her more confident in her purposely excluded way of living. Dickinson understand of disappointment in life is explored through the belief that we may often covet something which, once we receive it, disappoints us.This is what happened to Emily once she obtained passion and romance she realized it doesn't create fulfillment, however her unusual lifestyle is what brings the most satisfaction to her. Emily Dickinson conveys her understanding of immortality that is achieved through he written word in her poem â€Å"A word dropped careless on a page†. Dickinson use of syntax on the word ‘careless' in the first sentence puts emphasis the affect of the incorrect grammar of one word. This can reflect to a humans life and the choices they make, although being a small mistake it could have a large impact.Emily follows this with imagery of words being ‘dropped' on a page to hold a metaphor for a human life and display how fragile a life can be, and how the way in which that life is lived could encourage good or bad situations. In the first stanza the use of the word perpetual is laced ironically as it is followed by an abrupt stop. This enjambment highlights the choices can have an impact that will last forever. The second stanza is started with visual imagery of disease â€Å"infection†.This illness is a sustained metaphor within the poem, as she defines the infection as ‘malaria', which will not disappear Just like the written word will not disappear. The existence of the written word is exaggerated with the characteristics of being immortal, in the second stanza and the use of a hyperbola enforces a long existence to words when Emily writes † A distance of centuries†. Therefore, Emily understanding of immortality is greatly influenced by the written word and how she considers that perhaps her writing may have an impact after she is gone.These poems with themes of immortality, disappointment and freedom complement each other to help portray how Dickinson represents complex ideas of understanding life through her poetry. Although most may see a lack of human connection as a sad, unsatisfying lifestyle, we as her audience must accept that this is Emily Dickinson chosen path for her unique way of gaining contentment, dealing with society and maintaining her independe nce.

Socio

w w w e tr . X m eP e ap UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS General Certificate of Education Advanced Level .c rs om 9699/33 SOCIOLOGY Paper 3 Social Change and Differentiation Additional Materials: * 1 3 8 8 3 1 5 7 9 6 * October/November 2011 3 hours Answer Booklet/Paper READ THESE INSTRUCTIONS FIRST If you have been given an Answer Booklet, follow the instructions on the front cover of the Booklet. Write your Centre number, candidate number and name on all the work you hand in. Write in dark blue or black pen. You may use a soft pencil for any diagrams, graphs or rough working.Do not use staples, paper clips, highlighters, glue or correction fluid. Answer three questions, each from a different section. At the end of the examination, fasten all your work securely together. The number of marks is given in brackets [ ] at the end of each question or part question. This document consists of 4 printed pages. DC (NF) 50220/2 R  © UCLES 2011 [Turn over 2 Option A: Famil ies and Households Answer either Question 1 or Question 2. 1 (a) (i) (ii) Define the term extended family. Identify and briefly describe two characteristics of modified extended families. [3] [6] b) Evaluate the view that the extended family is of little importance in modern industrial societies. [16] 2 (a) (i) (ii) Define the term patriarchy in relation to the family. [3] Identify and briefly describe two ways in which patriarchy within the family may be expressed. [6] (b) â€Å"Patriarchal family structures are no longer to be found in modern industrial societies. † Evaluate this claim. [16] Option B: Education Answer either Question 3 or Question 4. 3 (a) (i) (ii) Define the term cultural deprivation. [3] Identify and briefly describe two ways in which cultural deprivation impacts on educational achievements. 6] (b) Evaluate the view that class is the most significant factor in determining educational achievements in modern industrial societies. [16] 4 (a) (i) (ii) Define the term labelling. [3] Identify and briefly describe two sociological examples that illustrate the process of labelling in relation to education. [6] (b) â€Å"Ethnicity has relatively little impact on educational attainment in modern industrial societies. † Evaluate this claim. [16]  © UCLES 2011 9699/33/O/N/11 3 Option C: Religion Answer either Question 5 or Question 6. 5 (a) (i) (ii) Define the term social control. [3]Identify and briefly describe two ways in which religion can act as a means of social control. [6] [16] (b) â€Å"Religion is a force for social change in modern industrial societies. † Evaluate this view. 6 (a) (i) (ii) Define the term world affirming sect. Identify and briefly describe two reasons why sects can be short lived. [3] [6] (b) Evaluate the view that the growth of new religious movements is evidence that religion continues to play a major role in modern industrial societies. [16] Option D: Crime and Deviance Answer either Question 7 or Question 8. 7 (a) (i) (ii) Define the term self report study. [3]Identify and briefly describe two advantages in using self report studies to research the level of crime in society. [6] (b) Evaluate the view that criminal behaviour is limited to a few powerless groups in society. [16] 8 (a) (i) (ii) Define the term sub-culture. [3] Identify and briefly describe two differences between biological and sociological theories of deviance. [6] [16] (b) Evaluate the interactionist view that deviance is subject to negotiation.  © UCLES 2011 9699/33/O/N/11 [Turn over 4 Option E: Work and Leisure Answer either Question 9 or Question 10. 9 (a) (i) (ii) Define the term unofficial strike.Identify and briefly describe two reasons why strikes occur. [3] [6] [16] (b) Evaluate the view that organisations are inevitably undemocratic. 10 (a) (i) (ii) Define the term professionalisation in relation to work. [3] Identify and briefly describe two consequences of the professionalisation of the workforce . [6] (b) Evaluate the view that alienation remains a feature of work in modern industrial societies. [16] Option F: Mass Media Answer either Question 11 or Question 12. 11 (a) (i) (ii) Define the term censorship. [3] Identify and briefly describe two examples of the way in which the mass media influences the political process. 6] (b) Evaluate the view that agenda setting in politics is increasingly shaped by the mass media in modern industrial societies. [16] 12 (a) (i) (ii) Define the term content analysis. [3] Identify and briefly describe two difficulties in measuring the influence of the mass media. [6] (b) Evaluate the usefulness of the hypodermic syringe model to our understanding of the role of the mass media. [16] Permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible.Every reasonable effort has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clear ance have unwittingly been included, the publisher will be pleased to make amends at the earliest possible opportunity. University of Cambridge International Examinations is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of University of Cambridge Local Examinations Syndicate (UCLES), which is itself a department of the University of Cambridge.  © UCLES 2011 9699/33/O/N/11

Republic of the Philippines Essay

Chapter 1 THE PROBLEM Introduction Poverty has been a major problem in the Philippines.Unfortunately, the number of Filipinos suffering from the aforementioned social problem is increasing every year.Some have more than enough to eat, are well clothed and healthy, and have a reasonable degree of food security but others may have inadequate food and shelter. Their health is often poor, they may be unemployed and their prospects for a better life are uncertain at best.As one of the developing countries, the Philippines is still suffering from several sociological and economic problems. Incidence of poverty seems unstoppable. Many Filipinos are suffering from extreme poverty and hunger and the worse thing is these vulnerable populations are rapidly increasing in number. (Monterola, 2013) In terms of Education, the government is also facing a very terrible problem. There are many poor families cannot provide for the education of their children. Some families can only afford to eat one meal a day and they can’t even send their children to school. Sometimes the parents encourage their children to work and earn for their living, so that they can have something to eat. But we cannot blame them, because sometimes it is better to have something for supper, than to have something to feed your mind. (Mochique, 2012) Low-income parents are often overwhelmed by diminished self-esteem, depression, and a sense of powerlessness and inability to cope—feelings that may get passed along to their children in the form of insufficient nurturing, negativity, and a general failure to focus on children’s needs. (Jensen,2009) In a study of emotional problems of children of single mothers, (Eamon and Zuehl,2001) found that the stress of poverty increases depression rates among mothers, which results in an increased use of physical punishment. Children themselves are also susceptible to depression: research shows that poverty is a major predictor  of teenage depression Children raised in poverty rarely choose to behave differently, but they are faced daily with overwhelming challenges that affluent children never have to confront, and their brains have adapted to suboptimal conditions in ways that undermine good school performance.(Denny et al., 2004). There are many factors that can affect academic performance. The physical condition of the student has a great deal to do with that person’s ability to do a good job on anything and to understand anything. For example, if the student has poor eyesight, he/she might not be able to read well. If the student has hearing impairment, he/she might not be able to listen and understand instruction. If student has disease, it might impair his/her ability to do the required work. A student’s Socio Economic Status (SES) can affect his/her ability to perform well academi cally. Read more:  Political Issues in the Philippines Student with less money might not be able to purchase school supplies (rulers, paper, pens, computer, books, etc.) that could help them with their work. They might not also visit their doctors and dentist very often and might suffer from undiagnosed illness or dental problems that cause pain or otherwise impair the student’s ability to perform well. To prevent this, the government thinks of some ways to give every Filipino youth the education they deserve, because every youth deserves to have a decent education for them to be the next leaders not only of their generation but of the country as well. We should also take care of their welfare. The proclamation of SB No. 3412 PANTAWID PAMILYANG PILIPINO PROGRAM (Four P’s) has been a big help to the youth, as the primary beneficiaries. The program aims to help not only the youth of Metro Manila but also the youth of the whole country. Our government is one of the institutions that guide or motivate us to succeed. They want to prioritize our rights, especially for the children. They want us to achieve the primary education that’s why, public schools were built. But there’s still a high absentee rate of the students because the income of their parents can only provide them food. This program aims to eradicate poverty and hunger, achieve universal primary education, promote gender equality, reduce child morality and improve maternal health through the financial assistance given to the recipients or poor families. It is very helpful in our community because many poor families are in need of better health asnd better education. (Mochique,2012) Statement of the Problem This study aims to determine the Effects of Pantawid Pamilyang Pilipino Program (Four P’s) to the Academic Performance of Beneficiaries in Antongalon Butuan City. Specifically, it will seek to answer the following questions: 1. What is the Profile of the Beneficiaries in terms of : 1.1 Age; 1.2 Sex; 1.3 Family Size; and 1.4 Parents Monthly Income? 2. What is the Health condition of Beneficiaries in terms of : 2.1 Health practices; 2.2 Nutritional practices; and 2.3 Socio Economic Status? 3. What is the extent of the implementation of four P’s? 4. What is the level of Academic performance of the Beneficiaries in Antongalon Elementary School? 5. Is there a Significant Effect of the Four P’s Program to the Academic Performance of the pupils in relation to the Health and Condition of Beneficiaries? 6. Is there significant relationship between the profile of beneficiaries with the academic performance of the pupils? 7. Is there significant difference before and after they become a four P’s member? Hypothesis On the basis of the problem of the study, the hypothesis below will be formulated and tested at 0.05 level of significance. Ho1: The Four P’s Program has no significant effect to the Academic Performance in relation to the Health and Condition of Beneficiaries Theoretical Framework This study will be anchored on the theory that Pantawid Pamilyang Pilipino Program (Four P’s) influences the academic performance of the Beneficiaries. The Constitution, Article 2, Section 9 provides that: The State shall promote a just and dynamic social order that will ensure the prosperity and independence of the nation and free the people from poverty  through policies that provide adequate social services, promote full employment, a rising standard of living, and an improved quality of life for all. According to 2006 Annual Poverty Statistics of the National Statistical Coordination Board, 27.9 Million Filipinos or one-third (l/3) of the entire population are poor. To address this problem the Department of Social Welfare and Development (DSWD) together implemented a Conditional Cash Transfer Program known as Pantawid Pamilyang Pilipino Program (4Ps) inspired by the successes of similar programs in Latin American countries such as Bolsa Familia in Brazil, Familias en Accion in Colombia and Oportunidades in Mexico. In Esperanza and Sibagat, Agusan del Sur for example, two of the pilot areas of the 4Ps elementary school enrollment has increased by fifteen percent (15%). Children covered by 4Ps have higher attendance compared to the general population of children in school. There has also been a significant increase in the vaccination rate as well as a decrease in prevalence of malnutrition among children. Given the far reaching effects of this program in empowering the poor to cross over from their lives of poverty to a better future, there is a need to ensure the sustainability of this Program from one administration to another. South Learning on Conditional Cash Transfers workshop held at ADB Headquarters, 16-19 April 2013 that was organized in cooperation with Inter-American Development Bank. The workshop aimed to enhance understanding of policy makers from developing countries in Asia and the Pacific about lessons learned from the use of CCT programs in Latin America and Caribbean. The field visit to Santa Maria and Pandi in Bulacan province (around 40km northeast of Manila) to learn about the program first hand and interact with the beneficiari es and program administrators was enriching. The beneficiaries shared their personal stories on how blessed they felt to be a part of Pantawid Pamilya. Many parents previously were overburdened with worry on raising a family and not earning enough money to support their children. What little parents earned from odd jobs was only sufficient for daily expenses—their children frequently fell ill due to insufficient food and vitamins causing them to miss school. But this all changed for the better under Pantawid Pamilya. (Health Team, 2013) In our study, we will know, if these theories are really true. We will going to identify if the Four P’s implemented by the government is really effective for the improvement of the beneficiaries in Antongalon Elementary School in  terms of, performance, and other educational development of the child. Schematic Diagram Independent Variables Dependent Variables Figure 1.Shows the Schematic Diagram of the Study Significance of the Study : The study aims to determine the effects of Pantawid Pamilyang Pilipino Program (Four P’s) to the academic performance of beneficiaries. The result of the study will be beneficial to the following: Students. It will give information regarding their academic performance in school. They will be encourage and try their best to maintain their good performance in school as a beneficiaries. Parents. They will be inform if the said program is really helpful in the improvement of the school performance of their child. Government. They will be aware if the said program that they implemented is really effective in terms of education of the beneficiaries or not. And if they will find out that it will not improve the educational development of beneficiaries, they will think another strategies that will improve this program. School Administrators. It will provide data regarding to the academic performance of the beneficiaries. Scope and Delimitations of the Study The Study will be conducted in Antongalon Elementary School. It involves all the beneficiary of Pantawid Pamilyang Pilipino Program( Four P’s) as a respondent. The main purpose of this study is to identify the Effect of Four P’s Program to the Academic Performance, and its Significant Effect in relation to the Health Condition of the beneficiaries. This is to give us information if the said program is really effective or there are positive or negative changes to the academic performance of the beneficiaries. Definition of Terms : To understand better the terms to be used in the study, the following terms will defined operationally. Academic Performance. This term refers to describe things that relate to the work done in schools. Family Size. This term refers to describe the number of household members. Health and Condition. This term refers to describe healthy lifestyle of the beneficiaries wether they live in a Healthy environment or not. Nutritional Status. This term refers to describe the state of the Four P’s beneficiaries health in terms of the nutrients in his or her diet. Parent’s Monthly Income. This term refers to describe the average earning of an individual in a month. Socio Economic Status. This term refers to describe the indicator that the beneficiaries are or is not economically disadvantaged based on his or her parents or family income Chapter 2 REVIEW OF RELATED LITERATURE This chapter presents the review of related literature and studies which serve as orientation of the writer to the different concepts, theories, methods, and treatments of the areas explored in the study. Related Literature Poverty remains a big challenge for the Philippines. Income poverty in the Philippines has generally declined since the early 1990s. From 33.1 percent of the population being poor in1991, the share of poor Filipinos was brought down to 24.9 percent in 2003. In recent years, however, there was a reversal in this trend. Latest official poverty estimates show that poverty has increased since 2003. In 2009, the share of the poor population, or those who are unable to meet their basic food and non-food needs, was estimated at 26.5 percent (NSCB, 2011). In addition to income poverty, human development outcomes especially in education and health care lagging. Primary education is still far from universal while maternal mortality and child malnutrition are among the highest in East Asia and Pacific region (NEDA, 2010). This happened despite the historically high record of economic growth in 2000 until 2010, which have raged 4.7 percent annually versus 2.4 percent of the two decades before. T his suggests that, on aggregate, the poor have not  benefited from growth. ( Velarde & Frnandez, 2011) The limited capability of Filipinos to manage shocks slows the pace of reducing poverty. The failure of poverty to decline in 2009 was attributed mainly to the impacts of various crises that affected many Filipinos in 2008 and 2009, which include the food and fuel crises, the global financial crisis, and the disaster brought about by typhoons Ondoy and Pepeng in late 2009.The 2009 national household survey revealed that about 9.4 percent of the population, or about 8 million Filipinos, are living just above the poverty line and are at risk of falling into poverty when income shocks like these arise.2 The poor faces greater risks as they have limited means to cope. Surveys show that the poor were indeed disproportionately affected by recent shocks.3 In particular, it was found that the El Nià ±o in early 2010affected 58 percent of the poorest households, half of whom depend on agriculture as their family’s main source of income. The 2008 food crisis was also estimated to have increased the income shortfall of the poor from the poverty line by 1.3 percentage points, mainly because the poor are net consumers of rice (World Bank, 2008). Pantawid Pamilyang Pilipino Program (4 P’s) is the Philippine conditional cash transfer program that aims to improve quality of life of the less fortunate family/families and end the cycle of poverty by investing a human capital. It is a program that leads by the DSWD Agency (Department of Social Welfare and Development) together with the DepED (Department of Education) and also DOH (Department of Health). This is a partnership between the two government agencies that aims to concoct jobs for people who are the beneficiaries of Aquino’s Administration (Vecina 2013). The Pantawid Pamilya was launched in February 2008 with the first 330,000household beneficiaries (Set 1) and then scaled up in 2009 to cover another 320,000 households (Set 2). By April2011,theprogram has grown to about 1.9 million household beneficiaries and is slated for further expansion by the end of 2011 and 2012. To become eligible for the Pantawid Pamilya, a household needs to satisfy a uniform set of criteria, which include (i) residing in program areas of the Pantawid Pamilya, (ii) being identified as poor based on a proxy means test (PMT), and (iii) having a pregnant woman or having at least one child below 15 years old at the timeof enrolment into the program ( Velarde & Fernandez, 2011). Since 2007, the Pantawid Pamilyang Pilipino Program (4Ps) of the Philippines is the conditional cash  transfer program implemented by the Department of Social Welfare and Development (DSWD), along with cooperative partner institutions such as the Department of Education, Department of Health, Department of the Interior and Local Government, and various other government institutions. The 4Ps was patterned after the conditional cash transfer programs in Latin Am erican and African countries which have been proven successful as a poverty reduction and social development measure (DSWD, 2011). The Four P’s program serves as the government’s answers to the pressing issues regarding poverty. Calvo (2011) defines the CCT as programs that provide cash benefits to finance the basic needs and foster investment in human capital to extremely poor households. These benefits are conditioned on certain behaviors, usually related to investments in nutrition, health, and education. The emergence of CCT (4 P’s) programs occurred during the late 1990s, with Mexico’s innovative Progress program emerging as one of the earliest schemes in 1997. The evidences highlighting the effectiveness of Progress motivated a rise in similar programs across Latin America. Throughout the late 1990s and into the early part of the new century, CCT programs were implemented in Honduras, Brazil and Nicaragua. CCT (Conditional Cash Transfer or 4 P’s) programs are presently being implemented in several Latin American countries including Brazil, Chile, Colombia, Jamaica, Mexico , and several more. Indonesia and Pakistan are only some of the Asian countries which employ the CCT programs as a major tool of their social policy. In general, these programs provide money and financial assistance to poor families under the condition that those transfers are used as an investment on their children’s’ human capital, such as regular school attendance and basic preventive health care. The main mission of most CCT programs is to prevent inter-generational transference of poverty, that is to say, investing in young children and providing them with the provisions necessary for better opportunities in the future. Being a conditional cash transfer program, beneficiaries receive grants when they comply with program conditions. The Pantawid Pamilya provides two types of grants – a health grant of Php500 ($125) per household per month for 12 months and an education grant of Php300 ($7) per 6-14 year old child attending school (for a maximum of 3 children in this age range)fo r 10 months of the school year.6 Health conditions apply to pregnant mothers and  children aged 0-5, while education conditions apply to children aged 6-14. A beneficiary household can receive a maximum health grant of Php6,000 ($143) and a maximum education grant of Php3,000 ($72) per child if it complies with the health and education conditional ties of the program100 percent throughout the year. Actual grants received by beneficiaries depend on their compliance to health and education conditions, which is regularly monitored through the Pantawid Pamilya’s Compliance Verification System (CVS). Based on the latest CVS reports, children’s attendance to school and visits to health centers have been improving in 2010. In the last quarter of 2010, close to 80percent of children registered to receive the Pantawid Pamilya education grant complied with the program conditions, that is, they were present in school at least 85 percent of the time during that period. Compliance of children registered to receive the health grant improved as well especially among Set 2 beneficiaries, although at a slower pace than education. The increase in compliance rates especially in early 2010 also reflects efforts made in updating beneficiary information. This ensured that schools and health centers where children go are correctly recorded in the system so that compliance is monitored properly and grants are paid accordingly ( Velarde & Frnandez, 2011). DSWD claims that the initial implementation of 4Ps has had remarkable results such as the prevention of stunting or where the height of a child is less than ideal for one’s age due to poor nutrition. Another is that more women gave birth in hospitals and thus lessening the risks of maternal mortality and health complications for the new-born. DSWD’s assessment, however, remains preliminary. (Somera, 2010) The underlying concept of the Pantawid Pamilyang Pilipino Program (4 P’s)s, is: once individuals are healthy, better fed, and educated, they will be able to overcome poverty in the long run (Valencia, 2009). Related Studies A study of (Mella.et.al,) stated that The 4Ps intend to provide the basis for this much needed equality by providing the poor people with the education that they could not access otherwise. Malnutrition, which is prevalent among extremely poor families, is also expected to decrease. Since it is a prime requirement for beneficiaries to avail of the health services being offered in their health  centers such as pre- and post-natal services, vaccination, and periodical check-ups before acquiring their money grants, the health and nutrition of the poor families are safeguarded. Philippines Conditional Cash Transfer Program Impact Evaluation 2012 by (Chaudhury ,Friedman & Junko Onishi) found that Pantawid Pamilya is meeting the objective of keeping children healthy, as evidenced by a reduction in severe stunting17 among poor children 6-36 months of age, which is expected to have long-term benefits. Notably, impact evaluations of CCT programs around the world have not proven to reduce stunting at such early stages of program implementation, but Pantawid Pamilya appears to be an exception. The (First wave of the Impact Evaluation Survey, conducted in 2011) found out that enrolment in preschool and daycare was 70.3 percent among children three to five years old in Pantawid Pamilya barangays. This was 10.3 percentage points higher compared to children in non-Pantawid Pamilya barangays which only resulted to 65.0 percent enrolment. This pattern was also seen in the elementary school level wherein enrolment was higher by 4.5 percentage points among children six to 11 years old in Pantawid Pamilya Barangays than the non-program group baseline rate of 93 percent. These results were also consistent with higher school enrolment. (Carbayas, 2012) also stated that, the DSWD stressed that the 4Ps is a stimulus package for the poor intended as social investment rather than plain cash assistance, i.e. dole-out. Cash assistance is given to qualified families provided that the family complies primarily with the conditions set for health and education. Therefore, the 4Ps is not seen as the sole solution to poverty reduction, but the program should be seen on its ability to bring back poor children to get better education and a healthy life to gain dignity and prepare them for their future. (Mella,Osido & Suing) conclude that the 4Ps is a good example of strengthening the government’s capability of distributing the country’s resources to those who are extremely in need. It is undeniable that there are many poor households that will benefit from the said program, and that the program covers the basic needs. Likewise, the government’s effort in making the country’s educational and health services system inclusive is a huge step towards social mobility and equality. This studies and theories will help us to provide an idea  about our study. It will give us more information on how Four P’s affect the development of beneficiaries in terms of education. It will serve as our guide and basis of our study. Chapter 3 RESEARCH METHODOLOGY This chapter includes the research methodology, the research locale & the population of the respondents of the study, the research instruments, data gathering, scoring and quantification of data and statistical treatment. Research Design The descriptive research method through the questionnaire as the data gathering instrument will be utilized in order to seek answers to the problems being imposed in the study. It is descriptive, because it will seek to determine the effect of Pantawid Pamilyang Pilipino (Four P’s) program to the academic performance of beneficiaries in Antongalon Elementary School, Antongalon Butuan City . Research Locale The study will be conducted at Antongalon Elementary School during the School Year 2014-2015. This school is located in the small barangay of Antongalon, Butuan City. This school is 1.5 kilometers from the barangay of Ampayon, and can be reached through a jeepney ride from Butuan City. The Population and Respondents of the Study The population of the study is composed of the selected pupils who are four P’s beneficiaries in all grade levels of Antongalon Elementary School. There are 73 beneficiaries overall. Since there are only few pupils, a universal sampling was used in the study. Sampling Design This study will use the purposive sampling design in which the researchers selected the respondents who will still engage and current participants to the program. Research Instruments A survey questionnaire will be used to gather the data on the profile in terms of age, sex, family size, and parent’s monthly income of the beneficiaries. This questionnaire has two types, the first type is the respondents profile and the second type is for their perception when they become a Four P’s beneficiary. The child questionnaire will be classified according to its trend of indication The researchers will sent a letter to the principal of Antongalon Elementary School requesting permission for the conduct of the study. Once the permission will be granted, the administration of the questionnaire will then be set. On the day set data gathering act, the researchers will personally gave an orientation to the pupils about the nature and purpose of the study. Then the questionnaire will be given and retrieved after the alloted time. The data obtained will be tallied, analyzed and interpreted. Scoring and Quantification of the Data For the purpose of interpretation, the data will be quantified using the following scales: Table 2. Scaling of the Students’ Profile Students’ Profile Statistical treatment This study will be use the frequency, percentage, weighted mean, correlation, and t-test statistical tools in analyzing the data gathered from the respondents. The frequency that will be used to determine the profile of Pantawid Pamilyang Pilipino Program (Four P’s) beneficiaries in terms of age, sex, family size, and parent’s monthly income. The spearman correlation will be used to determine the relationship between the Four P’s program and the Health and condition of beneficiaries with the formula : h( Where : r – is the correlation value x- is the independent variable y- is the dependent variable n- is the number of respondents 1 and 6 – are constant The t- test will be also utilized to determine the acceptance and rejection of hypothesis with formula shown below: Where : t – is the test relationship y- is the correlation 1- constant Observations of the Pantawid Pamilyang Pilipino Program in the field (Chin,2013)http://blogs.adb.org/blog/observations-pantawid-pamilyang-pilipino-program-field#sthash.qH0LzncW.dpuf) Overall, Pantawid Pamiliya is on track to achieve its objectives of promoting investments in the health and education of children while providing immediate financial support to poor families as highlighted in a recent impact evaluation by Chaudhury et al. (2013) funded by AusAID in coordination with DSWD, World Bank, and ADB. – See more at: http://blogs.adb.org/blog/observations-pantawid-pamilyang-pilipino-program-field#sthash.qH0LzncW.dpuf Retrieved May 06, 2013 Conditional Cash Transfer Program  in the Philippines: Is It Reaching the Extremely Poor?(Reyes&Tabuga)http://dirp4.pids.gov.ph/ris/dps/pidsdps1242.pdf 4Ps is expected to increase utilization of health services among the poor as the  additional cash they receive will help cover costs; and improve nutritional status ofchildren through increased household income and various counselling and monitoringcomponents of the 4Ps. Overview of the Philippines’ Conditional Cash Transfer Program: The Pantawid Pamilyang Pilipino Program(PantawidPamilya)(Fernandez&Olfindo,2011) http://wwwwds.worldbank.org/servlet/WDSContentServer/WDSP/IB/2012/06/11/000426104_20120611115455/Rendered/PDF/694220BRI0P1180of0 Pantawid0Pamiliya.pdf For the education grant,the conditionalities help improve the enrollment and schoolattendance rates of children. Children who attend pre-school orday care centers, primary school, or secondary school are requiredto maintain class attendance rates of at least 85 percent per month. Overview of the Philippines’ Conditional Cash Transfer Program: The Pantawid Pamilyang Pilipino Program (PantawidPamilya)(Fernandez&Olfindo,2011) http://wwwwds.worldbank.org/servlet/WDSContentServer/WDSP/IB/2012/06/11/000426104_20120611115455/Rendered/PDF/ 694220BRI0P1180of0Pantawid0Pamiliya.pdf Nearly three years since its launch, the Pantawid Pamilya hasalready shown positive impacts on beneficiary households. Thecash grants increase the household incomes of the poor, while theconditionalities have helped improve the education and healthof their children. Anecdotal evidence shows that net education enrollment rates of children in beneficiary households have risen, andthe number of children who undertake de-worming at schools andavail of vaccines from health centers has also increased. RETRIEVED (May 2011) Education for the Poorest Children through Pantawid Pamilya (Formoso,2011) http://pantawid.dswd.gov.ph/index.php/news/229-education-for-the-poorest-children-through-pantawid-pamilya 1,538,592 children beneficiaries of Pantawid Pamilyang Pilipino Program in different parts of the country are expected to commence the School Year 2010-2011 successfully and level up to the next