Constitution Timeline Essay

Our founding Fathers had a vision in mind when writing the Constitution to ensure all citizens of the United States were treated equally and fairly. The Constitution was also to place rules and guidelines in place so that not one person or government politician would have full control. It was to be a country for the citizens’ where they have a voice in what takes place and in the way it is managed. There were many items that influenced the Constitution and had a significance that contributed to it. I’ll start with the Magna Carta. The Magna Carta was an English Charter that was issued in 1215. Its purpose was to limit government authority. It is considered one of the most important documents in the establishment of democracy; its influence is clearly seen in the United States Constitution and Bill of Rights. (GCU, 2012) The Magna Carta also represented several ideas, one in which is the significant innocent until proven guilty. Others include; right of individuals to know the charges filed against them, right to judgment by peers before imprisonment, and right to be represented by an attorney. The Magna Carta is evident in the Constitution by the limiting of government authority. It was the founding Fathers purpose to not let any one person or political group have complete control. But, to include the citizens in the say of how things worked and were ran. Second, is the Mayflower Compact which was issued in 1620. It was the first governing document that was passed because settlers agreed to abide by the rules of the government. It consisted of two essential elements; it reveals the promise that America, as it develops, is to be built upon Christian principles and a government of law, not men. It enjoins upon the government to enact constitutionally equal laws, ordinances, acts, constitutions and offices, from time to time, as shall be thought most just and convenient for the general good of the people. (Digest, 1951) The Mayflower Compact came about by the settlers coming over on the Mayflower, when they realized that the earlier settlers had failed when it came to guiding their developments. The settlers wanted to be successful in their developments and be fair to everyone; by treating everyone equally. Its contribution to the Constitution is the Christian faith and the equality of all people. Without this, we may be treated differently by the amount of money we make or even because of our race. This ensured everyone the same opportunities in our country and rules to live by. Third, is the Declaration of Independence. It was passed in 1776 adapting resolutions of endorsing independence. It all started from the French and Indian War, the British Parliament wanted the colonists to pay for the war. The colonists however believed that they should not have to pay taxes in which they did not believe in. The colonists wanted to voice their concerns but were denied by the British Parliament. From this, came the revolutionary cry No Taxation without Representation. This is when a committee of 5 was formed and the Declaration was formed. It declared all colonies free from the British Parliament and declared all colonies to be free and independent states. The most radical idea advanced by the American Revolutionaries was the proposition set forth in the Declaration of Independence that â€Å"all men are created equal, that they are endowed by their Creator with certain Unalienable Rights, that among these are Life, Liberty, and the pursuit of Happiness.† (Mintz, 2012) Its contribution to the Constitution is the free and independent states along with the separation from British Parliament. Without this, we probably would not have our 50 different states. We would more than likely still be running and operating with the British Parliament as one big nation. This allowed colonists to be individualized, independent, and free to set their own government rules and regulations. Fourth, is the Articles of Confederation. It was signed in 1777 and was the first governing document of the newly formed nation. This turned the colonies into a confederation. The articles explained individual states rights; defined the rights of the central government; and declared the Articles could only be changed with ratification of all state legislatures. (GCU, 2012) It also specifies how the national government is to operate. Under the Articles the states were more powerful than the central government, which consisted only of a Congress. Each state had one vote in Congress, with that vote determined by a delegation of from two to seven representatives. Though the Congress had the authority to regulate foreign affairs, wage war, and maintain the postal system, it had no power to levy and collect taxes or regulate interstate commerce. (West 2005) The contribution to the Constitution is defining the rules and regulations of the government. Without rules and regulations, many states would have been run not equal or even without any rules. This would cause many states to be a mess and not have regulation. These articles played a huge part in how our government runs today by giving different members of Congress votes and not having a certain group where they can run everything. Last, is the Federalist Papers. These were papers written between 1787 and 1788 arguing for the ratification of the Constitution that was published in newspapers. There were approximately 85 papers written by John Jay, James Madison, and Alexander Hamilton. All three of the authors drew from their extensive experience in national politics and the military and diplomatic struggle for independence. Their purpose was to clarify and explain the provisions of the Constitution, expounding its benefits over the existing system of government under the articles of confederation. (West, 2005) There were 3 influential articles that included: strong republic and addresses how to guard against factions, establishes separation of powers and introduces the idea of checks and balances, and expressed opposition to what eventually became the Bill of Rights. The contribution to the Constitution is probably the most influential from these papers. All of them were influential and resulted in the 9th and 10th amendments to the Constitution. There were many factors that played a major role in the development of our nations Constitution. These listed above were only a few but many were the most influential. I personally am thankful to live in a country that has rules and guidelines and allows us as citizens to be a part of the voting process. It is our right to vote and have a say in how we think our money should spent or how things are ran in our state. Regardless of which law passes or fails, we are all treated equally in the eyes of the law and are all here because our founding Fathers took the time out to create a document that laid out guidelines for us and many generations to come to live by. In the words of Washington, â€Å"Let us Raise to the standard to which the wise and honest can repair; the rest is in the hands of God.† (Digest, 1951) REFERENCES Grand Canyon University. (2012). Retrieved November 29, 2012, from POS 301 Lecture 1 Notes: www.gcu.edu THE MAYFLOWER COMPACT. (1951). Congressional Digest, 30(6/7), 171-172. Mintz, D. S. (2012). Digital History. Retrieved November 29, 2012 , from Declaration of Independence: http://www.digitalhistory.uh.edu/disp_textbook.cfm?smtID=3&psid=149 â€Å"Articles of Confederation.† West’s Encyclopedia of American Law. 2005. Retrieved November 30, 2012 from Encyclopedia.com: http://www.encyclopedia.com/doc/1G2-3437704858.html â€Å"Federalist Papers.† West’s Encyclopedia of American Law. 2005. Retrieved November 30, 2012 from Encyclopedia.com: http://www.encyclopedia.com/doc/1G2-3437701784.html

North Korea at the Winter Olympics

North Koreas ruler repeatedly exhibits repulsive violations of human rights. Just thinking that we participated in the 2018 winter Olympics with this country gives me the hebegeebes. Kim Jong Un, the ruler of this ruthless, repulsive, regime, shows little to know recognition of human rights. I believe we have sullied the name of the United States by allowing North Koreas Participation. The Olympics are the international celebration of human excellence, Kim's North Korea falls far from the definition of excellence. Excellence is the quality of being outstanding or extremely good. Kim is power hungry and will stop at nothing to make sure he stays in power, or example he felt that his 67-year-old uncle was a threat to his power, so he had him stripped down to his bear skin and thrown in a cage of 120 dogs that had been starved for five days. Kim is mentally INSANE!!!North Korea is a dictatorship, Kim decides everything, and nobody can go against his wishes without punishment. North Korea is known to many as todays worst persecutor of Christians. For example, anyone caught with any contact with a missionary can be killed or tortured. In north Korea Kim has established political prison camps where men women and children can be found, it does not matter whether the person is young or old. To ensure his regimes success Kim has made sure that no one can leave. He underpays workers and raises the price of airline tickets for a time it would cost one person $8,000 to leave North Korea. Kim, his father, and his grandfather were all self-proclaimed gods. North Koreas calendar starts at the birth of Kim's grandfather instead of the birth of Christ. In North Korea in any way you turn it is not hard to find a statue of a previous ruler of a picture plastered across a wall. There is even a special place where you can visit the corpses of Kim's father and grandfather, because the mentally deranged Kim has them embalmed is glass cases. if this is not mentally ill then I don't know what is. We participated in the winter Olympics with these crazy people! Kim has also threatened to nuke us on multiple occasions. I conclude that if it were my decision I would not have let them participate in the winter Olympics.

Defining Emotional Intelligence

Earliest roots can be traced to Darwin’s work on importance of emotional expression for survival and second adaptation. In 1900s, traditional definitions of intelligence emphasized cognitive aspects (IQ) and then later on begun to recognize the importance of non-cognitive aspects from which the term â€Å"social intelligence† was coined. Similarly it was in 1940 even David Wechsler joined in the bandwagon and argued that all emotional intelligence models will not be complete unless all the non-intellective factors could be defined. But it was in the 1970s and 80s that Emotional Intelligence as a theory was fully developed by the works and writings of Howard Gardner, Peter Salovey and Jack Mayer, however, it was the works of Daniel Goleman who published â€Å" Why It Can Matter More Than IQ† in 1995 that made the term widely popularized. Defining Emotional Intelligence The EQ concept argues that IQ, or conventional intelligence, is too narrow; that there are wider areas of Emotional Intelligence that dictate and enable how successful we are. Success requires more than IQ (Intelligence Quotient), which has tended to be the traditional measure of intelligence, ignoring essential behavioural and character elements. We've all met people who are academically brilliant and yet are socially and inter-personally inept. And we know that despite possessing a high IQ rating, success does not automatically follow. Goleman defined EQ as being a different way of being smart. It includes knowing your feelings, and using them to make good decisions, managing your feelings well, motivating yourself with zeal and persistence , maintaining hope in the face of frustration, exhibiting empathy and compassion, ability to interact smoothly at the same time managing relationships effectively. And all of these emotional skills matter immensely in marriage, families, in our careers for health and contentment. Different approaches and models have been developed to fully explain what EQ. Substantial disagreements exist in relation to both the terminologies at the same time its operationalizations. The definitions are so varied and researchers have been re-evaluating, re-defining it based on their own unique way of understanding it. So for now we would be defining it based on three main models : 1 . Ability EI Model, Mixed Model and Trait EI model, however we will be focusing our understanding to the model that made the term popular, which is the Mixed Model by Goleman. Ability EI Model Salovey and Mayer's conception of EI strives to define EI within the confines of the standard criteria for a new intelligence. Following their continuing research, their initial definition of EI was revised to â€Å"The ability to perceive emotion, integrate emotion to facilitate thought, understand emotions and to regulate emotions to promote personal growth.† The ability based model views emotions as useful sources of information that help one to make sense of and navigate the social environment.The model proposes that individuals vary in their ability to process information of an emotional nature and in their ability to relate emotional processing to a wider cognition. This ability is seen to manifest itself in certain adaptive behaviors. The model claims that EI includes four types of abilities: 1. Perceiving emotions – the ability to detect and decipher emotions in faces, pictures, voices, and cultural artifacts—including the ability to identify one's own emotions. Perceiving emotions represents a basic aspect of emotional intelligence, as it makes all other processing of emotional information possible. 2. Using emotions – the ability to harness emotions to facilitate various cognitive activities, such as thinking and problem solving. The emotionally intelligent person can capitalize fully upon his or her changing moods in order to best fit the task at hand. 3. Understanding emotions – the ability to comprehend emotion language and to appreciate complicated relationships among emotions. For example, understanding emotions encompasses the ability to be sensitive to slight variations between emotions, and the ability to recognize and describe how emotions evolve over time. 4. Managing emotions – the ability to regulate emotions in both ourse lves and in others. Therefore, the emotionally intelligent person can harness emotions, even negative ones, and manage them to achieve intended goals. The ability-based model has been criticized in the research for lacking face and predictive validity in the workplace. Trait EI Model Petrides and colleagues proposed a conceptual distinction between the ability based model and a trait based model of EI.Trait EI is â€Å"a constellation of emotional self-perceptions located at the lower levels of personality†. In lay terms, trait EI refers to an individual's self-perceptions of their emotional abilities. This definition of EI encompasses behavioral dispositions and self perceived abilities and is measured by self report, as opposed to the ability based model which refers to actual abilities, which have proven highly resistant to scientific measurement. Trait EI should be investigated within a personality framework. An alternative label for the same construct is trait emotional self-efficacy. The trait EI model is general and subsumes the Goleman and Bar-On models discussed above. The conceptualization of EI as a personality trait leads to a construct that lies outside the taxonomy of human cognitive ability. This is an important distinction in as much as it bears directly on the operationalization of the construct and the theories and hypotheses that are formulated about it. Mixed Models of EI This is the model that was introduced by Daniel Goleman and focuses on EI as a wide array of competencies and skills that drive leadership performance. Goleman outlines four domains of EI based on two types of competencies: Personal Competency and Social Competency. Personal Competency 1. Self Awareness- the ability to recognize and understand over one’s emotions as they occur 2. Self Management- One’s ability to manage internal state, impulses, and emotional reactions to situations and people Social Competency 1. Social Awareness – One’s ability to understand emotions in people, this means understanding what others are thinking and how they are feeling from one’s own 2. Relationship Management – One’s ability to arrange interaction with others effectively

Write a short article about a major volcanic eruption Essay

Write a short article about a major volcanic eruption - Essay Example Volcanoes are powerful forces of nature. According to Ritter et al., volcanism is simply the manifestation of processes that occur in earth’s mantle on the surface of the earth (1). Rocks and minerals are liquefied into magma in earth’s mantle due to heat produced by extreme pressure. Weaknesses in the earth’s crust allow vents to form that allow magma to escape. This magma can emerge through the crust under the sea or on dry land. These vents will create three possible types of volcanic landforms. The type of landform is dictated by the mineral make-up of the magma that is expelled through the vent (2). Shield volcanoes, such as the Hawaiian Islands are made of magma that has low viscosity. It is mostly basalt and runs like water. Cone volcanoes are made of magma that is high in silica. The magma is sticky so it builds up making the steep sides of a cone shaped mountain. Similar to these are composite cones that are made of magma and ash. They are irregularly sh aped volcanic mountains. A final landform created by volcanoes is called a caldera. This is a huge empty space in the volcanic mountain created by a massive eruption. This is a prominent feature that was created by the eruption of Thera. The Greek island of Thera is located in the Mediterranean Sea just northeast of the island of Crete. The island is known in modern times as Santorini. The geologic shape and structure of the island is typical for volcanic islands in the Aegean and Mediterranean seas. The island was a mixture of ash and silica based materials with gentle slopes near the shoreline rising to an inland, conical peak. Thera had been slowly building for at least a million years. The current arrangement of the small islands of Santorini did not happen with just one eruption. As many as twelve eruptions over the past million years have made Santorini what it is today (3). The eruption that occurred around 1600 BC was,

Soviet response to the Hungarian revolution of 1956 Essay

Soviet response to the Hungarian revolution of 1956 - Essay Example Only a major and relentless Soviet military incursion quickly put an end to the profound political transformations happening in Hungary, the setting up of the Soviet-ruled administration led by Janos Kadar, and launched the ruthless rebuilding of Soviet rule in the country. This paper discusses the Warsaw Pact and the roots and effects of Hungary’s withdrawal from the pact on Soviet power and alliances. Introduction The Hungarian Revolution of 1956 characterized the unparalleled confrontation to communism in East Central Europe’s postwar history and regarded as one of the most disastrous episode in the series of political reforms after the demise of Stalin and loosening Stalinist rules in the province. The revolution had three separate stages characterized by transition in leadership. Stalinists were deposed on the 28th of October and the administration of Imre Nagy proclaimed its approval of the revolution, a negotiating period was affirmed, and the Soviet army pulled out from Budapest.2 Janos Kadar declared the establishment of the Hungarian Socialist Worker’s Party, and the formation of revolutionary organizations began. On the 1st of November the Soviet heads declared the initiation of the second military intervention.3 The Warsaw Pact and Hungary’s Withdrawal The Warsaw Pact is an agreement between the Soviet Union, Romania, Poland, Hungary, East Germany, Czechoslovakia, Bulgaria, and Albania, which was ratified in 1955 and was formally named ‘The Treaty of Friendship, Co-operation and Mutual Assistance’.4 Supposedly the Warsaw Pact was a reaction to an analogous agreement formed in 1949 by Western Allies, the North Atlantic Treaty Organization (NATO), and the 1955 West Germany’s re-militarization, which raised impending risks to the Eastern nations.5 Even though it was emphasized by everybody that the Warsaw Pact was founded on absolute global equality and joint intervention in one another’s domestic issues, the agreement rapidly became a potent political instrument for the Soviet Union to control its allies and exploit their military might and influence. When Hungary attempted to pull out from the 1956 treaty, Soviet military responded to defeat the rebellion.6 There are several causes and effect of the withdrawal of Hungary from the Warsaw Pact. Hungary was the first among ex-Soviet protectorates to raise the possibility of unilaterally retreating from the Warsaw Pact. Rezso Nyers, the Hungarian Socialist Party Chairman, declared in January 1990 that the country withdrew its membership from the Eastern Bloc and that it planned to encourage better alliances with Central European countries, such as Bulgaria, Romania, Poland, Czechoslovakia, and West Germany.7 Nyers further appealed to the Soviet military to exit Hungary immediately. Afterwards, Budapest made a settlement for the total extraction of Soviet troops by the 30th of June 1991, which was ratified on the 10th of March 1 990, by the foreign representatives of Hungary and Soviet Union.8 Budapest, in 1990 and 1991, was determined in its resistance to the prolongation of the Warsaw Pact. Prime Minister Jozsef Antall proposed in June 1990 that the

Contemporary Communications Assignment Example | Topics and Well Written Essays - 1500 words

Contemporary Communications - Assignment Example However, in communicating with others and preparing for your career, all scholars need to know what communication skills they do and do not have and which ones need improvement. Within the education of communicating and interacting with others educators assist their students in understanding personal skills inventory charts to look at where the person may need to look at some of their own concerns that may be hindering them from being a person who communicates well and without seeming defensive or unprofessional, who can take care of business, and gets a job, special request, and tasks done with little effort and eventually within their new career. Having control and knowing what strategies and techniques you are good at and can apply at work will benefit the company and make you a stronger person in your position and help build the worker’s morals and ethics while being able to handle situations that may not always be pleasant will prepare you to control and handle future iss ues and problem-solving with others. First, people must become educated on what communication skills they have, which ones they are good at, which ones they no little or nothing about, learn about them, practice them when working and interacting with others to make conversing and working with other people easier regardless if it as home, in a social setting, and especially in meetings with superiors, working with co-workers, and being able to be an asset to whatever project you want to implement. One of the biggest communication skills that most people understand and become aware of first is when the student is in school, yet have already been taught by their parents and other caregivers, which is simply conveying a message to another person. However, a lot of times it is not the message that one person wants to say to another it is how they say it that makes a conversation go sour and get nowhere fast. If people have issues just getting their point across then that is telling them they do need to reevaluate how they talk to others, as well as look at other communication skills.   Some personalities clash because people are different, yet in the professional world most people learn to respect that others are different, and that is the whole reason that makes that person who they are, so many of these people who work as a team, will do what they can to get along with others because they know that regardless of what they do the other person is not going to come around and they are big enough to overlook it.

Water Pollution of Duwamish River (Seattle) Essay

Water Pollution of Duwamish River (Seattle) - Essay Example For instance, this pollution has resulted to a decrease in the number of Salmon fish. This is because the River Duwamish is the major breeding and rearing ground of the Salmon fish, and the chemical pollution that occurs in the river, has resulted to the depletion of oxygen, making it impossible for these fish to survive. Human beings are affected because they cannot consume fish from this river. Consumption of food substance that emanate from this river are polluted, hence it is a danger to the life of human beings. Hence, there is a need of initiating measures aimed at conserving and protecting the river from pollutants. Goel (7) begins his study by the definition of water pollution. He defines water pollution as negative changes in the quality of water bodies, making it harmful for use by any living organisms (Goel, 9). There are different types of water pollution. Some of these include nutrients, surface, oxygen depleting, ground water, microbiological and chemical water pollution. All these have a negative effect on marine animals, as well as on human beings who are using the polluted waters under consideration. For instance, one of the major effects of water pollution is that it leads to the death of marine animals. Crabs, seas gulls, dolphins, and other marine animals are always killed by contaminated water. Water pollution also has the capability of disrupting the natural food chain. Chemical pollutants like lead are always consumed by tiny sea animals. Later on, these tiny animals are consumed by fish, which in turn is consumed by human beings. This can lead to an aspect referred to as food p oisoning. Water pollution affects the entire world, and therefore, there is a need of coming up with a water resource policy, that can help in the reduction of water pollution. Furthermore, there is a suggestion and proof that water pollution is one of the leading causes of deaths in the world (Hauser-Davis, Reinaldo and Roberta,

To what extent do you agree or disagree with this statement Honeypots Essay

To what extent do you agree or disagree with this statement Honeypots are an ethical way of identifying illegal activity on the Internet - Essay Example Lance Spitzner (2002), project HoneyNet founder, defines Honeypots as â€Å"a security resource whos value lies in being probed, attacked or compromised,† which implies that when a system is designated as aHoneypot, the target is to get it exploited, delved and attacked. The idea is to falsely present the system as available for being probed so that the administrator could evaluate its weak areas and the hacker can be traced. Since Honeypots only act like live systems and do not contain live data therefore, the intruder can never comprehend that the network is fake. This aspect, however, paves the way for ethical concerns since Honeypots involve making the systemvulnerable to outside attacks. The strategy of entrapment that Honeypots entail has also becomes controversial matter. However, Honeypots has its fair share of pluses and minuses, which are described below. 1. Honeypots inform about the shortcomings in security systems. Usage of Honeypots although poses a threat to the system but from a long-term perspective it can encourage introduction of more secure, effective and alert security systems. Scottberget al., assert that â€Å"tracking an intruder in a honeypot reveals invaluable insights into attacker techniques and ultimately motives so that production systems can be better protected. You may learn of vulnerabilities before they are exploited† (2002, pp. 388). 2. Kurt Kleiner(2005) believes that Honeypots are advantageous for information systems because of their ability of containing and/or fighting viruses. Honeypots can be considered as healing hubs that â€Å"would attract a virus, analyse it automatically, and then distribute a counter measure† (Kleiner 2005). 3. Mark Edmead(2002) considers Honeypot as beneficial because in comparison to IDS (Intrusion Detection System) it only collects small data, which limits the network bandwidth requirement as well as the amount of data to be

Understand the Sources of Finance Available to a Business Essay

Understand the Sources of Finance Available to a Business - Essay Example Understand the Sources of Finance Available to a Business In every business, the availability of finances is an inevitable need. These are credits given by suppliers to manufacturers or traders, who pay for the goods after sales. The business, therefore, can acquire goods without paying for them instantly. Trade credits are advantageous since the business makes payment after the expiry of the period given. It is disadvantageous since there is no extension of the arrangement after the expiry period. Commercial banks may grant bank credits to a business, which act a source of business finance. The credit is useful for starting or expanding the business. The possibility of extension of bank credits’ payment period makes it advantageous as a source of business finance. The need for collateral to get bank credits forms one of its disadvantages. Bill discounting is another source of business finance. Banks deduct discounts during payments, equal to the remaining period’s interest. It is advantageous since cash is available immediate ly to the business. It, however, turns disadvantageous when the business is not credit worthy. It uses the business’ credit-worthiness to grant finance to the business. Customer advances are sources of business finance. These are advance payments made by the customer, mainly on large orders. It is advantageous since it does not need tangible security. ... It involves paying a small portion of the cost of purchase and settling the balance on installments. This is advantageous because there is delivery of the asset after paying the down payment. Other payments, therefore, comer later and the business has time to acquire finances. It, however, is disadvantageous because the business is under obligation to pay the installments whether it makes losses or have profits. The business constrains to pay the installments, in case of losses. Finance from co-operatives is a source of business finance. They can help in coming up with short-term finance and such loans need little security. They are advantageous because small business can avail them easily. It is disadvantageous since its availability is limited to co-operative members. Issuance of shares is a good source of business finance, mainly for long-term use. A business may issue preference or equity shares. Contrary to equity shares, preference shares have preferential rights. Shares have s everal merits. It is a reliable source of additional capital. Shareholders are also able to earn dividends from their investments. The demerits of shares may occur when equity shareholders, who have voting rights, take control of the business. This may bring the possibility of conflict of interest that may hinder a company’s smooth functioning. Debentures are loan certificates issued to the public. They are financial source if the business needs a large amount of funds. A business may have redeemable, irredeemable, convertible, or non-convertible debentures. The advantage of debentures as a source of finance for the business is the lack of control overs the business by debenture holders. It is reliable as a source of finance for business. The greatest disadvantage of

GEs Talent Machine Solution Essay Example for Free

GEs Talent Machine Solution Essay ?Question NO 1:While most companies have difficulty producing sufficient quality candidates for top management succession, how has GE been able to create a surplus? What philosophy policies and practices have made it a â€Å"CEO factor6y† as Fortune and Economist call it? Really producing sufficient quality top executives is very difficult task for companies, but if we see case of General Electric, it was producing managers not only for own, GE was producing these executives in enough quantity to meet the need of industry. The philosophy adopted by GE includes some techniques, policies and practiceswhich enable GE to fill vacant top positions. Following are these techniques that wehave analyzed in this case study. Continuous Improvement:Management development process of GE was very effective in which employees aredeveloped step by step. Every manager was continuously involved in diversified andinnovative task in which every employee is rotate in different departments which enablethe employees to be expert in almost every field. The company was providing on jobtraining to its employees through training programs conducted in university which wasestablished by GE. Self succession plan and session C was also good for improving and polishing talent. Focus Strategy:To fill the vacant top positions GE was focusing on internal source. For this GE wasconducting a lot of training programs for its employees because when these were trained by company, it was easy for company to adjust existing employees at top positions. Emerging Culture:Company is try not only to gain objectives but also to merge the new employees withthe existing culture followed at GE. New employees are encouraged to adopt the cultureof GE which was very helpful in transferring the culture and value from senior executivesto junior executives. Company Strategy:Company was considering the employees as the asset of the GE. Company was notonly focusing on business development but also on employees development. It wasspending 10% of its pre tax income on employees development. It was also givingtraining to employees in university established by GEMeritocracy:In GE employee’s performance was measured by quantitative and qualitatively andthe basis of this evaluation the employees were promoted. While concluding we analyze that actually GE’s policies and practices were so goodthat it was producing the surplus managers. Values, culture, training programs, and performance appraisal measures are factor that help GE in exposing and polishing thetalent of employees. Question No2:How generalizable are GE’s , management development policies and practices? Howtransferable across cultures? Across industries ? Aross companies ? Overall policies and practices are very good and fulfill the requirement and need of management development. These policies and practices are generalizable in every wherein world up to some extent not completely. Their extent of generazibility depends uponthe circumstances and situation and environment of geographical areas, laws andregulations of state because these factors vary from culture to culture. E. g. moral valuesand ethics followed in American culture are not followed in Pakistan so we cannot saythat policies adopted by HR department in American organizations fully implemented inHR department of Pakistani organizations. Transferability across Culture, Industries and Companies:Of course policies and practices are implemented in European culture but it seemsvery difficult to implement these policies in Asian culture because HR policies have todeal with human behavior and culture. Human behaviors are different in differentcountries in same situations. In GE employees are recruited which are fresh graduate. Then these employees were polished by GE by taking into account future requirements. Employees at GE have onlyand only experience in GE company but This situation may not happened in other organizations because they do not have such employees who are trained and developed by only one company because almost all organizations are involved in external hiring, so policies to develop employees cannot be implemented in those companies. How we transfer policies and practices to other culture, industries and companies. For transferring these policies it is necessary to change and create the circumstances andsituations according to that of GE. HR departments have to deal with factors like value,culture and behavior and these things are different from culture to culture, company tocompany.

English Essays House of Mirth

English Essays House of Mirth Analysis Extracted from the text of Chapter 6, House of Mirth. Lily mused. Dont you think, she rejoined after a moment, that the people who find fault with society are too apt to regard it as an end and not a means, just as the people who despise money speak as if its only use were to be kept in bags and gloated over? Isnt it fairer to look at them both as opportunities, which may be used either stupidly or intelligently, according to the capacity of the user? That is certainly the sane view; but the queer thing about society is that the people who regard it as an end are those who are in it, and not the critics on the fence. Its just the other way with most shows the audience may be under the illusion, but the actors know that real life is on the other side of the footlights. (Wharton 69-70)† Edith Wharton’s House of Mirth is unique among its British counterparts. Wharton’s American â€Å"novel of manners† presents a distorted protagonist when compared to contemporaries such as Jane Austen’s Sense and Sensibility; unlike British novels of the age, House of Mirth unfolds in an American setting, where issues such as class have a substantially weaker hold over society than in Europe. Wharton’s protagonist falls victim to a grim, realist destiny so common to American literature. Unlike Sense and Sensibility where the bourgeois lifestyle is overcome, House of Mirth concludes with Lily Bart taking her own life, her dream of marrying into wealth unfulfilled. Lily is a tragic character, one whose condescendence and adoration of the bourgeois lifestyle overpower her sense of happiness as she turns away from her true love, a man named Lawrence Selden whose meager holdings cannot satisfy Lily’s need to marry into New York’s elite circ les. Lily and Selden discuss status and the impetus of wealth during time spent on their own, away from Bertha Dorset. Wharton presents the conversation in the aforementioned context so that it the true intentions, feelings, and opinions of Lily and Selden can emerge. Through her conversation with Selden, Lily indirectly defends her drive to ascend through the ranks of New York’s social coteries. She is not completely forthright, and never states in clear language that she uses society as a means and not an end. Rather, she criticizes those who â€Å"find fault with society,† and in doing refrains from condemning the New York caste system in which she partakes. That Lily is understated in her social contentions serves to illustrate her high regard for Selden, despite his relatively low standing and meager lifestyle. Just as Lily figuratively tiptoes around Bertha due to her high social rank, she also gingerly approaches issues with Selden, a man for whom she has great affection. Lily’s reverence for Selden, however, cannot be for his ability to climb social ranks; he is an enlightened figure, representing a new social age, an irrevocably American stance on egalitarianism. The conversation between Lily and Selden marks the only point in the novel that empowers Lily to communicate her true feelings for Selden and her wishes to be completely aloof of her situation. Richard Chase, author of The American Novel and Its Tradition, writes that American novelists are â€Å"not [interested] in social manners but in ‘personalities of transcendent value’, as† communicated through Wharton’s portrayal of the enlightened Selden (Chase 159). The prevailing theme in Lily’s stance is the reflection of Lily’s situation. She is perennially one of the â€Å"critics on the fence†, never able to achieve the life of social class that she so desires (Wharton 70). Ironically, she never has a chance to live the detached life Selden leads, and she is forced to wistfully long for an alternative to the situation in which she finds herself. Selden remains opposite Lily as a representative of the common American people; he is detached from the hustle of high society. The actors he describes in his metaphor for people who understand life is poignant in reflecting the general malaise of certain members of the upper class. The actors represent the bourgeois, the audience the proletariat. Selden’s metaphor aptly describes the class struggle in which Lily finds herself firmly entrenched.   Selden’s metaphor effectively portrays the elite as staging a farcical system, one that serves only to distract the rest of the world that is trying desperately to take part in the reality given to them by a small group of people. The actors, or the elite, look wistfully beyond, knowing full well that a â€Å"transcendent value† lies outside the stage. Therefore, the actors put two faces forward: one they show to keep up the masquerade for the public (the audience), and another that reflects their true happiness. Chas e describes this eclipsing characteristic as a natural tendency of virtue, implicit in the personalities of those who are transcendent of â€Å"the amenities and discipline of social intercourse† (Chase 159). This duplicity of character is most embodied by Bertha and her love affair with Ned. Bertha, the archetypal social elitist, maintains the facade of a healthy relationship with her â€Å"upper crust† husband. Bertha realizes there is a deeper happiness, that her social relationship and marriage (presumably arranged according to her ascension up the social ladder) is secondary to her true happiness, an affair with Ned. If discovered, her affair would ruin her marriage, something Bertha must surely know. That she is willing to be discovered is a testament to her drive for happiness; in this instant, Bertha is among the enlightened, partially detached from her life in the social chain. Selden also presents the theme that social constraints are a product of the people; there is no obligation to follow it as he proves to Lily through his existence. His affection for Lily despite the knowledge that she will marry solely for means he cannot provide is a testament to his insistence that the world is bigger than the New York strata. Selden’s metaphor postulates the existence of the bourgeois in the hands of the proletariat; though the bourgeois are perceived to be â€Å"in control†, they would not exist were it not for the pandering of the lower classes. It is the lower classes (such as Lily) that promulgate the existence of the social hierarchy. The bourgeois (such as Bertha) do not restrain lower classes any more than they are given license to. Unlike Europe where ancestry dictated social class, American â€Å"manners† were â€Å"nearly uniform among all Americans,† exemplified by Bertha’s trite condescension, which in many ways mirro rs that of Lily’s toward the high life’s critics (Chase 158).  Ã‚   House of Mirth transcends the â€Å"novel of manners† label. Chase states that the novel, like its peers cannot â€Å"sustain the tone† and that there is â€Å"something else more arresting than the observation of manners† (Chase 158). The uniformity of humanity amongst the American publication and the realism behind life’s situations is best exemplified in Lily’s failure as a character. She is almost a tragic character as she takes her life following her inability to secure the life for which she had set out. The antagonist, Bertha, constantly set out to sabotage Lily’s emergence as one of the social elite. Lily never fully realizes her illogical approach to society; her flippant attitude toward those who â€Å"find fault with society† as an end is the greatest irony of the conversation. In treating society and class as an end, Lily enslaves herself under the whims of those in the elite. It is the elite, such as Bertha, that ultimatel y decide her fate. Therefore, the more Lily strove to become a part of the New York social elite, the more deviant Bertha’s subterfuge became. Her attempts to become assimilated backfired, further cementing her lower class status. Had Lily refuted the importance of class and rejected materialism’s wares, she may have recognized that society existed to serve as a means to her end and not vice versa. Lily becomes a victim â€Å"at the mercy of [her] environment,† her fate decided not by how she conducted herself but rather by the choices she made (Chase 160). Lily’s failure to enter the most elite New York social circle was not because she was ungainly, unfit. House of Mirth’s most poignant themes surround the similarities between the American bourgeois and the proletariat. Lily failed to achieve all that she set out because of Bertha. Bertha is a factor of the realist environment Wharton weaves throughout the plot; Lily is a victim of the consequenc es of her actions, not a flaw in her nature. American realism sets Wharton apart from writers like Austen. Contrary to conventional â€Å"manner novels†, Wharton focuses on literary foils such as Selden to accentuate the similarities between the classes and the futility of social strata. To an extent, Wharton shows that it is impossible to change one’s social status. It is more viable to deny the system altogether, as society and its organization ultimately exist to serve the populous. The conversation shared by Lily and Selden exemplifies such a stance; Lily, who spends her adult life trying to break her way into circles of the elite, dies a woman who never realizes her life’s aim. Selden insists that the only people who regard society as all encompassing and all-important are those who remain at the top of social chains, and that even they realize that life is not what society makes of it. The logical entity between the two, Selden proves through his language and use of metaphors the undeniable fact that if the bourgeois seek a transcendent life, then so should the common man. BIBLIOGRAPHY Chase, Richard. (1957) The American Novel and Its Tradition. London, G. Bell and  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Sons, Ltd. Wharton, Edith. (1994) The House of Mirth. New York, Oxford U P.

Philosophical Justifications for Physical Education

Philosophical Justifications for Physical Education Issues in Physical Education Examine the implications of the various philosophical justifications for Physical Education for the teaching of the subject. The philosophies of the philosophers Within a traditional context, Physical Education (PE) has been perceived as a non-academic subject in comparison to more well established subjects such as mathematics and the sciences. Different philosophers and commentators conjure various justifications by which PE can be placed within the National Curriculum (NC) and how the subject itself should be approached and delivered. This essay attempts to highlight and examine these philosophies, their implications and how they affect the perceptions and delivery of PE in this country. Education is essentially associated with attainment of valuable knowledge. This knowledge, according to Hirst (1974, 1992, 1994) and Peter (1966), is that of theoretical and intellectual attainment. It is knowledge in this context which has an impact on our everyday lives. This is what is often termed as ‘orthodox’ education which arguably excludes PE. Reid (1998) supports this view stating that education must comprise (of) an acquisition of valuable knowledge. (Taking this into account) From Reid’s perspective, it follows that (it can be argued that) PE (does in fact) can be considered to develop valuable knowledge on its particular subject matter. (Moreover) In addition to this, Reid (1998) reinforces his hypothesis by highlighting the link between the theoretical concept and the resulting practical knowledge. This is as a result of a ‘new orthodoxy’ construct within PE, (developed from attempts) which developed from a perceived need to justify PE’s intellectual properties. These include the increase in academic PE through examinations and the establishment of PE degrees and Sports Science degrees. Reid (1998) (believes) suggests that PE fulfils the criteria that education demands, simply by practical knowledge through experience to develop ‘knowing how’. (So) When this is reinforced with theoretical knowledge relating to PE, educators of the subjects are arguably (overstepping) exceeding the currently accepted educational requirements as practical knowledge is deemed a satisfactory justification for inclusion within the NC. You need to put a reference to support this statement. One example of this type of educational justification can be seen in Sport Science degrees where physiology is complementary to pedagogy. This point made in Hoberman, J. (1992). Add the quote if you wish Reid (1998) in fact, states that practical knowledge should not be either linked with or (lessened) reduced to ‘simple’ ability, where a student is able to strike a ball for example. â€Å"It is not the status of PE which is problematic then, but rather the academic view of education† (Reid, 1997, page 21), which is perhaps a little uncertain. It is this indecision which hinders the perception of PE within the subject itself and their resulting arguments of justification of NC status. Reid (1997) further argues that education is not simply an academic endeavour but also the endorsement of personal and social assistance. This hedonistic approach somewhat further blurs the boundaries as to what is and what is not considered to be educational, as it suggests enjoyment is a precondition for education. Enjoyment is totally subjective and what may be perceived as enjoyable by one individual may not necessarily be enjoyable (for) by another. This continued difference in opinion is echoed by Parry (1998). It is suggested that Reid (1998) fails to validate practical knowledge and to justify just how the skills learnt are worthwhile in nature. Where Reid (1997) states that the source of educational value of PE is in fact the pleasure extracted from the subject, it has been suggested that he has fallen (prone) prey to the perhaps arguably misleading notion of hedonism (Parry, 1998). As suggested earlier, pleasure, by definition, is (found) derived only from something a person enjoys. Should an individual fail to enjoy PE, (than) then this contradicts Reid’s (1997) concept. Carr (1997) however states that as much as Reid’s (1997) work challenges some of the standard perceptions of education, it does contain some inaccuracies and misconceptions. It would be sensible to state just what you think these misconceptions are. Although Carr (1997) accepts that PE has certain levels of knowledge acquisition, this does not necessarily mean a concurrence with all of Reid’s (1998) opinions. This is rather messy, and the point is not clearly made. What are the specific points that Carr disagrees with? state. You might find it useful to put parts of the next paragraph in here. The implications of this are that Reid (1998) believes that PE can alter your perception and comprehension of the world. However, people can be perceived as less educationally proficient should their experiences in the sciences and maths for example, be less than others. This is not the case with regard to PE as individuals are seen as ‘non-sporty’ rather than educat ionally deficient. These differing view points again further obscures the boundaries of PE’s educational worth. This point is made in Andy Clark (1996), I suggest that you put in the reference! Carr’s (1997) opinions differ in that his paper raises the prospect of a distinction between education and teaching of ‘life skills’ (or schooling). The implications of this are that Carr (1997) believes that education provides valuable knowledge and understanding, which is the predominant culture within schools, but schools also aim to provide vocational knowledge. It is suggested that sport falls into this appreciation as it teaches skills and abilities that can be applied directly or adapted for life after school and beyond. These abilities can include communication and team work. Parry (1998) has expressed the opinion that education is not purely the quest for ‘valued’ knowledge but is coupled with enhancement of personal virtue due to â€Å"philosophical anthropology and the promotion of Olympian ideas† (Parry, 1998, page 65). (In other words) The implications being that, as a result of philosophical perspectives upon the human race, the promotion of the Olympian ideal that occurs through PE (which) has a lasting effect upon the individual in that it alters their values, goals for excellence, and their relationships. This is supported by McNamee (2005, page 16) who states a less restricted overview of education which is â€Å"the initiation into a range of cultural practices that have the capacity to open up the possibilities of living a full and worthwhile life†. (Yet) Again the implication of this viewpoint is that it supports the notion that PE can help provide and establi sh ‘life skills’, thus supporting its educational value. McNamee (2005, page 15) feels that Peter and Carr (1997) remain too ideological due to their â€Å"traditional liberal distinctions† even though McNamee (2005) states his belief that education is a vessel for dispensing cultural customs. McNamee (2005) continues to highlight some oversights in the work of both Reid and Parry, suggesting that the (forma) former does not describe important epistemological aspects within PE as a subject. Although Reid does cite examples of practical knowledge application, there is a distinct absence of examples that are relevant to PE itself, thus providing evidence to support his view point but not with particular clarity in regard to PE. In fairness, I don’t think that Reid’s paper was specifically about PE as such, it was about education in general although certainly it featured PE do you want to rephrase this point? Additionally, McNamee (2005) believes that Reid’s hedonistic (standing) view point that simply pleasure alone is justification for PE’s place on the NC is not entirely plausible. A point made in: Pekka Elo Juha Savolainen (2000), . Do you want to cite the reference? In comparison, McNamee (2005) draws attention to the cultural (practices) roles sport can play. These include, as Parry (1998) suggests, the formation of identities and the development to values which (is) are suggested to be closely linked to education. People â€Å"have the capacity to develop, evaluate and live out their own life plans based on a combination of projects, relationships and commitments† (McNamee, 2005, page 16). Sport and PE, according to McNamee (2005), (has) have the ability to meet these potentials through a unique assortment of internal, and in turn external values, that are somewhat unique to sport and PE. One example could be teamwork experience from team games. Teamwork blankets many subdivisions including communication. The skills learned and finely developed within PE lessons can help in the attainment of employment, not necessarily only in a sporting context. So it would appear that PE contains the valued principles that Hirst and Peter suggest are key to education. The implications are therefore, according to McNamee (2005, page 17), that the educators of â€Å"cultural rituals† should ensure that â€Å"the values PE has and gives, are kept in good health†. The implication here being that , this argues that PE should remain within the curriculum as it teaches and enriches ‘life skills’. (So) It appears therefore that there is much debate with regard to the implications of the conflicting elements of various philosophies regarding a unified perception of just what PE is and the resulting justification of its place within the NC. Reid argues that practical knowledge alone is in fact as valued as intellectual knowledge. Moreover, Reid also states that the gratification taken from PE further enforces this validation. Carr believes the contrary because philosophers have failed to differentiate between schooling and education. In contrast, Parry takes the view that a more Olympian standing point should be taken, in that PE can be used to promote achievement and excellence. Furthermore, McNamee states that PE contains many cultural values and can be used as a vessel to deliver these. In doing so, PE has an effect on our everyday lives, (therefore) thereby becoming educationally noteworthy as it contains ‘valued’ principles. These somewhat contradictory philosophies and the resulting confusion in the implications derived from them, highlight the fact that (through) by selecting one philosophy as a standard conception of PE’s justification within the NC and not another, will inevitably lead to a dispute as to why it was selected in the first place. Clearly this is a matter of personal evaluation. What must be taken into account are the philosophies and ideologies of the PE teachers themselves. They are the administrators and deliverers of the subject and their opinions and ideologies can greatly influence the notion and (conception) implementation of PE. You could cite Tà ¤nnsjà ¶, T. and Tamburrini, C. (Eds.) (2000) As a reference on this point The philosophies of the Physical Education teachers. The ‘philosophies’ of PE teachers are generally considered to come about as a result of the culmination of experiences within sport, education, and everyday life (within and outside school). Included within these is ‘sport for all’, education for leisure and the continued development of the academic principles within PE (Green, 2000, 2001, 2003). Although these greatly influence the philosophies of PE teachers, health related exercise and enjoyment of the subject appear to be the central focal point of their lessons. According to Green (2000), enjoyment and pleasure formed the basis for PE teacher’s lessons. One could say that a happy classroom is a learning classroom. It is through this that PE offers enjoyment, which acts as a catalyst for increased control over students and in turn heightens learning (Green, 2000). (Their) His justification of this is that PE can often be a ‘release’ of stress and pressure from other academic aspects of school, yet still maintaining its own promotion of the academic virtues in itself (Green, 2000). However, as discussed previously, enjoyment is not considered a prerequisite of education. With teachers adopting a more hedonistic approach to their lessons, the educational value of their lessons arguably become questionable. Do you want to justify this comment? Suggest using reference Savolainen J Elo P 2000 In fact, many PE teachers perceive their subject as secondary to other subjects as they consider PE inferior in an academic sense (Green, 2000). In Green’s (2000) study, many PE teachers associated enjoyment with sport. Understandably, sport is seen as the chief characteristic for the delivery of PE. The implications being that this often falls under a competitive sports bracket, largely in the form of team games. The main emphasis for PE teachers was development of skill acquisition and the resulting competence in performance (Green, 2000). However, this focus on competition within sport (is) can be contradictory to PE teacher’s slant towards hedonism. Many students dislike competitiveness and some even dislike sport in a ‘traditional’ sense (e.g. rugby, cricket, hockey etc.). This is particularly the case with girls (Green, 2001). The implication therefore appears that students can associate a distaste for something which PE teachers perceive as the very essence of their subject, something which they feel (is) should be enjoyable. Another justification for inclusion on the NC from a PE teacher’s perspective is the promotion of health related fitness. One could question whether one hour of PE a week has an effect upon a student’s fitness, but rather highlights the fact that PE lessons themselves do not endorse healthy living but create an association with physical activity which can be carried into life after school. This in turn develops a healthy lifestyle (Green, 2001, 2003). PE teachers see sport as the main conduit for endorsement of a healthy lifestyle (Green, 2000). However, it is important to note that it is an assumption that PE actually has an impact on students and therefore affects their behaviour later in life, although this is perhaps a rather logical assumption. Kirk (2002) suggests that there is little evidence to suggest that PE lessons in secondary schools actually successfully promote lifelong participation. Therefore, it is important to establish what PE teachers are doing, and can do, to reinforce their hedonistic approach to establish current and future healthy living (discussed later). The principal difference between teacher’s philosophies and philosophers philosophies is that teachers are frequently (somewhat) adamant their hedonistic approach is justification enough, where as, by contrast, philosophers are more inclined to persevere a more ‘orthodox’ educational justification. The implications of this statement being that PE teachers tend to feel a greater need to justify their position within the NC, and arguably this is justly so as they perhaps fail to acknowledge the perspective of some philosophers. It could therefore be argued that the philosophies of PE teachers are in fact more ideological in nature, as their attitudes towards justification within the NC, when compared to research by philosophers, are paradoxical. This may be due to the fact that PE teachers are more engaged than removed with their ideas (Green, 2001). Green has suggested that the implications are that these ideologies are suggested to have been formed by what they (the teachers) are accustomed to (i.e. learned practices). This may have stemmed from individual’s (e.g. their own PE teachers) and experiences that have influenced their belief. Green (2000 Pg 79) states that â€Å"It is somewhat unsurprising to find that PE teachers’ philosophies as well as their practices represent something of a compromise (Green, 2000, page 79) between these influences as they perhaps, in terms of opinions and view points, pull them in distinctly assorted directions.† However, Green (2000) does argue that some relationship is present, connecting both philosophers’ and PE teachers’ opinions, although this is perhaps more through coincidence than mindful analysis by PE teachers. The practical implication of this philosophy in this link can be seen in a more leisure-based PE programme. Sport England (2003) note that that the most frequently taught sport within schools is athletics. This is followed by gym, tennis, rounders, hockey and netball. It can be seen that these sports are consistent with the competitive team sports which PE teachers are accustomed to and with those sports in which many students are disinclined to participate (in). There is a stark contrast between this statement and a survey detailing of what sports students enjoy the most. You need to quote the source of this survey. These include basketball, badminton, swimming, cycling, roller skating and bowling (more ‘lifestyle activities’). As it stands, PE lessons are dominated by more ‘traditional’ sports. These appear to be the sports which students find less enjoyable. It is therefore contradictory of their hedonistic approach for teachers to persist with these spor ts. Promotion of lifelong participation is one of their (the teachers) justifications for position within the NC, and as it appears ‘carry over’ of these sports into adulthood is negligible, it would be illogical and contradictory to fail in the inclusion of more ‘lifestyle activities’, even if this goes against their ideologies. These activities are often carried out after school as extracurricular PE, as normal school time and budgets restrict the ability to run them. Fairclough, Stratton and Baldwin (2002) state that under 50% of schools offer lifestyle activities as extra-curricular PE. This is supported by Penny and Harris (1997, cited in Green, Smith and Roberts, 2005, page 28) who state that extra curricular PE is â€Å"more of the same†. This is being of reference again to ‘traditional games’ PE. It is clear that some teachers are taking (into) account of the (findings) beliefs of the philosophers that we have cited above. They understand the importance of ‘carry over’ into life after school as (this is) being best achieved through more ‘lifestyle’ activities. However, more is needed as only half of schools run these activities within their lessons or as extra curricular options. Ideally you need a reference to back up this statement So, it therefore appears that the implication of the thrust of these arguments is that the majority of PE teachers position enjoyment at the forefront of their lessons. This compliments Reid’s argument that PE is, and should continue to be, more hedonistic. A more leisure orientated education has developed, as suggested by McNamee, which runs parallel with, and encompasses, valued cultural practices philosophy (Green, 2003). (However), This is not always the case however, as some teachers are restricted to their ‘comfort zone’ in terms of what sports and activities their lessons include. This is seen in the findings of Sport England (2003) where only 50% of schools offer a more leisure based, ‘lifestyle’ option. By remaining within their ‘comfort zone’, teachers are contradicting their justification of NC status by pleasure, as many students do not enjoy more ‘traditional’ PE. (Moreover, their (the teachers)). Teachers may co nsider that another justification of life long participation is also challenged as those who fail to enjoy PE lessons are more inclined to sever ties with physical activity. In contrast, the view of Carr that PE should perhaps be dissected and analysed separately from the other aspects of the NC has implications that coincide with the view that teachers have formed of their subject. They (consider) regard it in a different way to other more overtly academic subjects, as it is more of a release of pressures from those other subjects. There are various philosophies and ideologies which have formed for, and have formed as a result of, the justification for NC status. This is a bold statement. Can you justify it? Some contradict one another, and some support each other. This is messy and nebulous. If you have a clear point you need to make it overtly. (However,) what is clear however, is that there is much debate on the subject, and a topic which demands so much deliberation must, in itself, justify its importance solely through the vastness and time spent on arguing its case. No. I don’t agree. It must justify itself on the strength of its arguments or the evidence base supporting it. The philosophical justification has nothing to do with the length of time spent arguing about it! This applies whether the argument is for or against NC inclusion. References Carr, J. (1997) Physical Education and Value Diversity: A Response to Andrew Reid. European Physical Education Review, 3(2), page 195-205. Fairclough, S., Stratton, G., and Baldwin, G. (2002) The Contribution of Secondary School Physical Education to Lifetime Physical Activity. European Physical Review, 8(1), page 69-84. Green, K. (2000) Exploring Everyday Philosophies of PE Teachers from a Sociological Perspective. Sport, Education and Society, 5(2). Green, K. (2001) Physical Education Teachers in their Figurations: A Sociological Analysis of Everyday ‘Philosophies’, Sport, Education and Society, 6(2). Green, K. (2003) Physical Education Teachers on Physical Education: A Sociological Study of Philosophies and Ideologies. Chester: Chester Academic Press. Green, K., Smith, A., and Roberts. (2005) Young People and Lifelong Participation in Sport and Physical Activity: A Sociological Perspective on Contemporary Physical Education Programmes in England and Wales. Leisure Studies, 24(1), page 27-43. Hirst, P. (1974) Knowledge and the Curriculum. London, Routledge, Kegan and Paul Hirst, P. (1992) Education, Knowledge and Practices. Papers of the Philosophy of Education Society of Great Britain, April 26-28. Hirst, P. (1994) Keynote Address, National Conference for Physical Education, Sport and Dance, Loughborough University, 1994. McNamee, M. (2005) The Nature and Value of Physical Education. in Green, K. and Hardiman, K. (Eds.) Physical Education: Essential Issues, page 1-20. London: Sage. Parry, J. (1998) The Justification of Physical Education. in Green, K. and Hardman, K. (Eds.) Physical Education: A Reader, page 36-68. Meyer and Meyer: Verlag. Penny, D. and Harris, J. (1997) Extra-curricular Physical Education: More of the Same for the More Able. Sport, Education and Society, 2(!), page 41-54. Peter, R.S. (1966) Ethics and Education, London, Allen and Unwin. Reid, A. (1997) Value Pluralism and Physical Education. European Physical Education Review. 3(3). Page 6-20 Reid, A. (1998) Knowledge, Practice and Theory in Physical Education. in Green, K. and Hardman, K. (Eds.) Physical Education: A Reader, page 17-35. Meyer and Meyer: Verlag. Sport England (2003) Young People and Sport in England: Trends in Participation 1994-2002. Sport England: London. Generally a good piece of work. I have made changes in grammar and syntax directly but have left some changes for your discretion. You must get out of the habit of starting paragraphs and sentences with adverbs!!! In commenting on this piece, I have tried to follow your own thought train and arguments which are largely sound, and have not tried to substantially alter the thrust of your submission. It is important to put in overt references to â€Å"the implications† of the various philosophies, as many of your comments are relevant but rather tangential and do not therefore directly relate to the question. You have spent a fair bit of time arguing that the NC is essentially pivotal in the justification of the various philosophical schema outlined and I’m not sure that the authors would actually agree with you. It is surely the viability or justification of the NC that is secondary to the philosophical outlines. You might want to reconsider some of your stronger statements on this point. The references that I have suggested that you include are:- Andy Clark (1996), Connectionism, Moral Cognition, and Collaborative Problem Solving, in May Friedman Clark (eds), Mind and Morals. Essays in Cognitive Science and Ethics, The MIT Press, Cambridge, Massachusetts, pp.109-128. Pekka Elo Juha Savolainen (2000), Just Learning in Acta Philosophica Fennica vol. 65: New Ethics New Society or the Dawn of Justice, Hakapaino Oy, pp. 149-187. Savolainen J Elo P 2000 Philosophy Teaching As Cultural Heritage: From Bildung Und Urteilskraft To Communities Of Inquiry Bulletin of the Russian Philosophical Society (2000) Hoberman, J. (1992) Mortal Engines: The Science of Performance and the Dehumanization of Sport, New York: The Free Press Tà ¤nnsjà ¶, T. and Tamburrini, C. (Eds.) (2000) Values in Sport: Elitism, Nationalism, Gender Equality and the Scientific Manufacture of Winners, London: Routledge. I think you should do well with this as it is certainly well above the standard of many that I have seen. If you wanted to expand the arguments further you could move into the area of virtue theory as a philosophy and the implications for teaching which are huge Here is an extract from Lumpkin, A.; Stoll, S.K.; Beller, J.M. (1999) Sport Ethics: Applications for Fair Play, (second edition) Boston: McGraw Hill. In the recent past, there has been a revival of virtue theory in mainstream and applied ethics. This has usually taken the form of a resuscitation of Aristotle’s work. Here ethics is based upon good character and the good life will be lived by those who are in possession of a range of virtues such as courage, co-operativeness, sympathy, honesty, justice, reliability, and so on and the absence of vices such as cowardice, egoism, dishonesty, and so on. Sport’s traditional function as role modeller for youth is premised upon virtue theory. Russell Gough’s (1997) admirable book is a user-friendly application of virtue ethics in sports. This language has an immediate application in the contexts of sports in theory but in practice, spitefulness, violence, greed often characterise elite sports. Moreover, we often question the integrity of certain coaches or officials just as chastise players who deceive the officials Ref: Gough, R. (1997) Character is everything: promoting ethical excellence in sports, Orlando: Harcourt Brace.

The Pursuit :: Personal Narrative Science Movies Papers

The Pursuit There are many things that I hate about science. I hate it because I do not always understand it. I hate it because I always get bad grades in it. I hate it because it is so complex and there are so many technical terms associated with it. There are however, some good points. I only like science when I can understand it, and that is only in a way in which it seems common sense to me. For example, in Emily Martin's article, The Body at War: Media Views of the Immune System, she wrote about the immune system in a way that I could understand it, and that was by using images of war and of the police. I also like all the mysterious stuff that is associated with science. It is quite intriguing to me to think about all the wonders that are left to be explored. In addition, being a science fiction and Japanese animation freak, I like all the crazy things that both portray. In both Japanese anime and science fiction shows or movies, there is no limit to what science can do. They show us thing s that are perhaps possible or impossible when we take a look at it through scientists' eyes. That is why I cannot help to think about the question, should the pursuit of scientific knowledge be boundless? In the movie, the Emperor Strikes Back, we saw Luke Skywalker in a healing tank after being defeated by this wooly monster in an ice cave. This water in the healing tank acted like an antiseptic, and healed his whole body while giving him all the fluids he needed without an IV. As far as I know, there is no technology like that anywhere, and if there were, I would sure like to know where it is. So then as I watch my Star Wars, The Terminator, Matrix, Dragon Ball Z, and other science fiction or anime shows, I begin to ask myself many questions about the possibility of making androids or traveling faster than the speed of light or other imaginable things. Then of course, after all my excitement dies down at the end of the show, I begin to wonder whether scientists out there are trying to find scientific answers to the things we see in these types of shows because it seems as though there is no limit to this exploring.

Personal Choices in Robert Frosts The Road Not Taken Essay -- Road No

Personal Choices and The Road Not Taken When I read The Road Not Taken, I thought right away of the choice I made in high school not to study foreign languages. In the poem, the speaker makes his choice in either fall or spring - when the woods are yellow. I see both these seasons as times of new beginnings. In spring, everything new is growing. In fall (at least for students) it's the start of a new school year. I made my choice one fall when a guidance director told me I was not "college material" and recommended that I drop my French class. September should have been a beginning, but I saw it as an end to my dream for college. It's only now that I can begin to think it was-in a way - a beginning, too. Dropping French was desirable because I didn't do well in languages, but taking a language was also desirable because you had to... ...ence to her own choices in life. Her observations show that she became genuinely interested in Frost's theme and was able to appreciate his poem more fully by bringing something of herself to her reading. You may think her commentary is very different from what you have previously thought of as "literary analysis." Certainly, her ideas are expresses informally and personally, yet she has indeed "analyzed" the poem (looked at how parts of it work to create the whole).

The Artwork

The artwork I chose for my paper comes from an artist by the name of Angel Rodriguez-Diaz. The title of the artwork is Circulos de Confusion meaning Circles of Confusion, and was painted in 1993. It is 31 7/8 inches high and 84 inches wide. This particular piece of art is painted, oil on paper on linen. Angel Rodriguez-Diaz is an American contemporary artist born in 1955, who lives in the San Antonio area. In Circulos de Confusion, there is a detailed painting of a shirtless man, 30’s-40’s in age, wrinkles in the face, surrounded by a multitude of different colored circles.The man has his hands resting on his face. His index and middle fingers on each hand above his eyes, his ring fingers touching across the bridge of his nose and his pinkies resting above his lips just under his nose. He has a watch on his left wrist. His eyes have a blank, captivating stare. The circles in the painting range in color from bright yellows and oranges to deep blues and subtle greens. The eyes of the man give meaning to the title of the artwork.Without his facial expression I would just assume this painting would be titled ‘circles – man with a headache’. His eyes having a blank stare show his confusion without words. The way his hands rest on his face show where the focus should be in the painting. The watch in the painting shows the element of time but because you cannot see the time on the watch it leaves you with the impression that maybe time is still. The circles in the painting provide for thought that the man’s mind is cluttered with thoughts as is the paper cluttered with circles.The brighter yellows and oranges are more centralized in the painting, whereas the darker greens and blues are more around the edges. The circles surround the man in the middle, except for on his chest and arms where the circles are not as close together but are still present. The way this painting was conducted only provides me with one meaning, although to a better trained eye there may be more. The man in the center of this painting is confused.His eyes give that iconic meaning to the expression of confusion. There is no clear indication as to what he is confused about. With his appearance being shirtless, I would say it is either early in the morning or late in the evening and he may be staring into a mirror or reflective surface. It is possible he has a difficult decision to make or is not sure why a certain set of events occurred. The lack of background provides me with the notion that he is alone and isolated from the world in his thoughts.

Scene paragraph

The scene Is when Maroon arrives at the hotel. After checking In she Is Invited to have dinner with Norman. While she is getting settled Norman goes back into the house and Marion overhears He and his â€Å"Mother† arguing about Marion eating dinner there. He instead brings the dinner down to her where they begin to talk. While talking she gives her opinion of what he should do with his mother because she is â€Å"very ill†. Throughout this scene you get an idea of how Norman feels about his mother, and why he feels like he need to be there for her.This scene to me relates to the movie as a whole because all of the things that the viewer was told during this part of the movie Is later explained at the end. How Normal's mother dies 10 years ago but to customers, and to himself, he acts as If she Is still living. He also says that his mother couldn't deal with the death of her boyfriend and Is having a hard time dealing with his death as well as Normal's father. When In f act, Norman poisoned both the boyfriend and the mother.We also believe the mother to be doing the murdering but it has been Norman dressed in women clothes and a wig. The anatomy of the film I feel is in this scene but is slowly broken down and explained more in depth throughout the remainder of the movie. Taxi Driver The scene begins at the diner where the scabies meet usually meet for coffee while on shift. Travis follows the Wizard outside as he leaves and sparks a conversation with him eluding to the fact that he has thoughts In his head that he wants to act on. These thoughts are to kill someone.This scene plays a large part to me In this film because this Is where I believe the turning point for Travis Is. Throughout the entire vie he feels uneasy because he is searching for something, searching for his place in this world. His major issues lie with the scum that pollute his city and the fact that no one is doing anything about it. This scene is where Travis begins to come to the realization of what his purpose and that purpose is to fight those that are polluting the city. He can not and does not fight everyone but his finds a way he can combat this and takes advantage of this.All in the name of helping another person become a better person by convincing Iris to go back to her parents as well as getting rid of a ewe gangsters and pimps who help pollute the city. The Wizard of Oz This scene Is towards the closing of the film. The Wizard has granted all wishes he has promised to Scarecrow, Tin Man, and The Lion and now Dorothy is awaiting to where the all of the townspeople of Emerald City are gathered. Toto Jumps out his basket to chase a cat and Dorothy chases after which in turn causes her to miss the ride home.She begins to get distraught because she does not know how she is going to get home until The Witch Of The North appears and informs her on how to get home. I believe this scene relates to rest of the movie because it culminates everything that has happened in a few minutes. At this point Dorothy realizes she had the power all along to go home. The entire story was about characters going to see the Wizard to get something that each of them possessed all along. Dorothy possessed the power to go home whenever she chose to.Scarecrow wanted a brain but was intelligent already and was on display throughout the film especially when they battled the witch. Tin Man wanted a heart, but showed characteristics of having a heart all throughout the film. Showing love, caring, and being compassionate. And the Lion wanted courage, but didn't realize that it took courage to take the Journey to the wizard, and courage to save Dorothy. Dances With Wolves The scene is where Let. Dunbar is and the Indian arrive at their living area at night and he tells him that he is full.The Indian begins to check out Let. Dunbar Jackets and he asks if he would like to wear it. The Indian puts the Jacket on and as a gesture of goodness exchanges with him a tribal necklace. Let. Dunbar replies â€Å"this is a good trade†. They enter the tent where they all eat, Joke and laugh. Let. Dunbar see's one of he tribesman wearing his hat that he wants back. The Indian does want to give it back but in turn is convinced to give something to Let. Dunbar as a gestured of goodness. The previous Indian who Let.Dunbar exchanged his Jacket with replies â€Å"good trade† after the exchange as a sign of comedy. This scene is where I feel Let. Dunbar begins to feel comfortable in his new place in life and begins to really feel comfortable with the tribe that he is around. One characteristic of this movie is transitioning and I feel this particular scene shows a piece that contributes to Let. Dunbar transition. Raiders of The Lost Ark The scene begins when Indiana and Marion are trapped in the area where they have found the ark to be.They are in a below ground tomb area that is filled with thousands of snakes. Indiana seems to have met his d oom by being trapped in this tomb when the concrete cover is put back on top of the entrance traps he and Marion inside with the snakes. The rope Indy used to lower himself has been removed and the entrance seems to be over 50 feet high. With the fire from their stakes dwindling they are having a hard time keeping the snakes away. Indy notices that more snakes are entering their area from a wall that has drawings carved into t. They are entering through the eyes of the carvings.Indy believes that their must be something that is allowing more and more snakes to enter on the other side. He then devises a plan which has him tip over a giant statue that is in the tomb to crush escape from their demise. This scene to is one example of the reoccurring action throughout the entire film. Indiana seems to always find himself in sticky situations and it does not look promising for him to prevail. Somehow though, Indy always uses his tools or what's around him to escape any situation, even tho se that seem like their s no way to prevail.This is what make the movie interesting because you are rooting for Indy and hate to see him not prevail, and then somehow he does which in turn allows him to continue on his quest of securing the Ark. Pearl Harbor This scene begins at the hula lounge where men and women stationed at Pearl Harbor occasionally attend to catch a drink with their buddies. This time is different thought because Raff is now in attendance. Everyone within the Reef's unit, including his best friend Danny, believed him to be dead after he volunteered for an overseas mission and his plane was shot down.No word on Reef's status or his whereabouts were given for over 3 months. During this time while Danny was attempting to console Evelyn, Reef's girlfriend (or ex- girlfriend since he was believed to be dead), but during this time they both began to fall in love with each other. The situation has now became extremely complicated due to the fact that Raff is now Ã¢â‚¬Ë œback from the dead† and is having to deal with Danny and Evelyn relationship. Words are exchanged and the two break out into a fight that causes a large brawl at the lounge. The Amp's show up and the two set aside their difference and Danny pullsRaff away from the crowd so they both can get to safety. This is a small portion of a longer and more major scene but this small portion acts as an indicator for me throughout the entire film. The attack came as a surprise to everyone. A lot of casualties were witnessed. But the reason more casualties were not suffered because individuals were able to put issues aside and come together for a greater purpose. So many different people came together to aid the injured, to help the war effort by firing weapons first hand or flying planes to subdue the attack that could've gotten worse than it already was.

Porter’s five forces Essay

It is very important for the drug companies and supermarkets to use the five forces to ensure that they strategically position themselves in a way that they become very competitive to make sure that they remain in business and also make and maximize profits. Managers have a very important role in ensuring that they do enough analysis so that they employ strategies to make them make the best out of the business that they do. Porter’s forces can be analyzed to act as yard sticks for the supermarkets and the drug companies to position themselves so as to do a profitable business as they face a very competitive and saturated environment that is very sensitive to changes. (McGahan, 2004) The supermarkets and the drug companies should utilize the Michael Porter’s five forces analyses as a framework to guide them operate in the competitive environment. The forces that affect the supermarkets and drug companies are those that are close to them and need to be properly analyzed since they affect their ability to effectively serve their customers and also make profits. When the supermarkets and drug companies face changes in the five forces, they need to re-examine the market place and make decisions that will ensure that they remain profitable and challenge their competitors. Their management should highly depend on research and marketing intelligence to gather the necessary information that will help them make sound decisions that will help their firms since they are faced with a lot of competition from their rival competitors. The closeness of substitutes Substitutes are alternative products that have the ability to satisfy similar needs and give solutions. Substitutes in the supermarkets and drug industries reduce the potential returns since they place a ceiling on the prices offered for products. Firms that realize that products being offered bring a lot of profits look for substitutes products that can substitute so that they may also enjoy profits. Drug companies face a big challenge since scientists and researchers are coming up with products generic drugs that compete very much with the existing original products. Due to research, drug industries are discovering new products every day that are either more effective or cure the same diseases. This has become a very big challenge since the market has become open and new discoveries are welcome every time. Customers will always be tempted to try the new products to see whether they are more effective and are made to believe that the newest drugs on the market are the best since they are more new and tested. Malaria drugs for instance are changing every time and patients believe that the new discoveries can handle Malaria more strongly than those that were there before. Marketers in drug industry must constantly try to sell there drugs by marketing them all the time and assuring their markets that the drugs they have are the best. Almost all drugs have tested substitutes and it gives the sellers and the users a variety of choices to choose from and making it very hard for some drugs to be pushed. The drug industry is so concentrated and even the herbal industry is attracting a lot of audience sine they claim to have varieties and more effective drugs. (Porter, 1985) Supermarkets are facing very stiff challenges since many supermarkets are opening up everyday with better supplies from substitute goods that make them appear to be cheaper than the others. Customers will go to those supermarkets with variety of substitutes so that they may get more cheap goods that can meet their needs. In a supermarket, companies will take and buy spaces in the supermarkets and also arrange and make them more appealing than the products from their competitors. When we look at basic products like bread and flour, you will find that there are many substitutes that will be in the same supermarket and that can play the same role and act as substitutes of the other. Supermarkets face a stiff challenge from the others and therefore need to do extensive advertising, introduce new cheap products every time and increase service to the customers since there is a stiff competition from other supermarkets. Supermarkets will always try to take customers from each other by winning them with the substitutes that they offer and services that they also offer at a cheaper price. (Lovelock, 2006) The Intensity of Rivalry among Established Companies Supermarkets and drug companies face a very competitive environment that has a big concentration of rival competitors making it a very competitive venture in business. They compete with heir rivals across al levels and try all strategies to ensure that they beat their rivals and try to do extensive marketing and innovation to attract more customers every day. There are many established companies that are more organized and have better strategies than the new ones that come up and therefore have a competitive edge over the others. An established company will mean having a well developed network that has a good client base and that is supported by customer loyalty and therefore locking out the new firms that try to make an impact by trying the existing markets. The well established pharmaceutical firms give a big challenge to the new companies in the market that try to make their products known. Even though substitute products are received in drug industries, it becomes easy for the established firms to push customers to start using their new products in the market since they have a name in the market and customers are loyal to them. (Porter, 1985) Customers will always be pulled to go to the already established supermarkets that they are used to them and will always feel that their services are the best. They also believe that products and services that are offered in the established supermarkets are the best and all they offer are the best to take car of their needs. The new supermarkets are highly challenged and must therefore position themselves strategically by ensuring that they price their products well and also do extensive advertising to market their products and services and have new customers and prospects that will be customers in future. The rate of growth of the drug companies and supermarkets has become a big challenge as new ones come into the market every time with very attractive terms for customers and therefore pulling them and pulling away their loyal customers. Competitors in the drug companies and supermarkets have diversities and therefore make them very unique and unequalled and thus being very hard to compete with them in a very competitive environment due to high concentration of players who are doing the same businesses. There is need for e advertising to market both individual products and the supermarkets and drug companies due to the stiff competition from rival players in the same field that is concentrated highly. The bargaining power of suppliers Suppliers take advantage of their unique supplies to ask and bargain for what they want and enjoy the monopoly and charge expensively for the products or services that they offer. Customers are very sensitive to any changes that may affect them that are caused by the bargaining power of the suppliers. Suppliers are a competitive threat in drug industries because they can raise the prices of new and the old supplies and therefore making the customers to try substitute products that can satisfy the same need. Suppliers may cost the drug companies a lot of financial constrain if they switch and fail to supply their products as it is involving to get new and reliable suppliers that can give quality and be efficient all the time. (Grant, 2005) Doctors will recommend their clients to use substitutes according to their financial abilities and are in a position to refer them to use any of the substitutes. Supermarkets must try as much as possible to bargain well with their suppliers so that they may get quality products at the right price so that they may also sell and price their products well in relation to those of the competitors so that they may not loose customers to the other supermarkets. Suppliers will have more power if they are few or alone in the market and will give their products at a very high price and will affect the sales of the supermarket in the long run. It is very important for the drug companies and the supermarkets to have suppliers that can supply substitute products that are more or les the same so that their customers will not run to the other outlets that have the products that they need. In the event that the suppliers reduce their products quality and raise the price of their products, it will be a great competitive challenge to the drug industries and the supermarkets that offer the same services. The determinants of the suppliers power in both the supermarkets and the drug companies includes: suppliers concentration in one particular place that is central in location, volume of suppliers that they offer to the supermarkets and the drug companies and finally the costs related to the total purchases that they do. The suppliers ensure that they take advantage of their strengths to bargain and register as much profits as possible and make the buyers of their suppliers to accept what they offer and fix high prices. (Cullen and Boteeah, 2005) The Risk of Entry by Potential Competitors The new competitors enter into business with an intention to bring new capacities that never existed before so that they may give competition to the existing firms. Every new entrant into the drug and supermarket business is a big threat to the existing firms since they may pose a big danger when they come and take the existing customers by intimidating them with good attractive services and also set their businesses in strategic points that will attract more customers. Supermarkets and drug companies are very profitable and has therefore it has been attracting very many new entrants who perceive it as a good profitable business that has a lot of assurance since the customers will always need food and other materials offered I the supermarkets and drugs to help prevent and cure diseases. Their main interest is to capture big market share that exists so that they make more sales and therefore make profits. Supermarkets face a lot of competition from new entrants who come up with new and customer satisfying service that are very attractive and take their customers. They are few barriers to the new entrants in this field and many businessmen are thinking of opening up one stop supermarkets that are in strategic positions to attract customers. (Mark, 2001) There are many barriers that might be in the drug industries that may affect the drug firms. They include the following: government policies on drug companies, economies of scale, capital requirements that are needed to start a drug company, brand identities and reactions from firms in the drug industry. New entrants in the drug industry are seen by those that are already in existence as a threat since they take and reduce their market share and make them reduce their sales and therefore register fewer profits from the sales. Though governments might create barriers to help streamline the industry, it will not fully succeed since many new entrants might meet the requirements put on them and give challenge to the already flocked market. The higher the entry barriers, the less it is likely for outsiders to enter the industry. (Sparrow and Hilltop, 1994) The Bargaining Power of Buyers This is the marketplace of outputs. Customers in the supermarkets and drug industry put the two businesses a lot of pressure since they are very sensitive to any change in prices and are always ready to window shop and find where prices are relatively cheap. The availability of substitute products in both the supermarkets and drug companies has made it very challenging for all those who run these businesses and are therefore supposed to learn the behavior of their customers so as not to scare them to their competitors and therefore reducing their profitability. The players in the drugs and supermarket firms make it .Many supermarkets and drug companies give room for their customers to bargain and make the competitors to be on toes. It is very important for the drug companies and supermarkets to highly depend on market intelligence so as to be very strategic in their pricing since there are many supermarkets and drug industries that are ready to reduce their prices by negligible amount that can attract customers from their competitors. (Brewster, 1995) Buyers are ready to run into substitute products that are being marketed everyday in the supermarkets and drug companies due to the changing technologies that are leading to cheaper and quality production of substitute products. Advertisers are taking advantage of the sensitivity that the buyers have to market new products that hit the market daily. The drug industries and the supermarkets should have a variety of substitutes in their business premises to pull all the customers and reduce the customers from moving to their competitors who offer various products in different prices. Since buyers are the ones that ensure that there is continuity of business, the supermarkets and the drug companies should learn and be very sensitive to the changing tastes and preferences in order to win buyers and also ensure that they remain loyal to them since the concentration of many firms is a big threat. Supermarkets and drug firms must ensure that they use the Porter’s analysis since they face stiff and very competitive challenges from firms that have realized that they can make lucrative profits from the supermarket and drugs since they are assured of a lot of profits from a large customer base that is attracted by these firms. They need to assess the market very well and ensure that they learn there customers very well and also ensure that they position themselves to compete more effectively to remain in business and also maintain a good relationship with their customers so that the competitors may not take away their customers. It is only through these methods that they will be assured of remaining in business tomorrow. (Brandenburger and Nalebuff, 1995) Reference Brandenburger, M. and Nalebuff, J. (1995): The Right Game. Use Game Theory to Shape Strategy. Harvard Business Review pp.59-69 Brewster. C (1995): Towards a European Model of Human Resource Management-Journal of International Business. Vol 26, pp 112 Cullen, J. and Boteeah, K. (2005): Multinational Management. A strategic Approach, 3rd Edition, Mason; Thomson South-Western, pp 54 Grant, R. (2005): Contemporary Strategy Analysis: – Blackwell Publishing Ltd., Oxford pp 24-45 Lovelock, J. (2006): Services Marketing, People, Technology, and Strategy. New York, Prentice Hall, pp 23-45 Mark, D. (2001): Human Resource Management and organizational performance; 3rd Edition of the Institute of Management, Washington, U.S, pp 76 Porter, M. (1979): How competitive forces shape strategy. Harvard Business Review pp 34 Porter, M. (1985): Competitive Advantage:-Techniques for Analyzing Industries and Competitors. The Free Press, New York, pp 12-56 McGahan, A. (2004): How Industries Evolve: – Principles for Achieving and Sustaining Superior Performance. Harvard Business School Press, pp 27-37 Sparrow, P. and Hilltop, J. (1994): European Human Resource Management in Transition: New York, Prentice Hall, pp 45-76 Â