Logistics Management Essay Example | Topics and Well Written Essays - 2500 words

Logistics Management - Essay Example You are a consultant who has been asked to write a report that discusses what logistic management would involve for clothing manufacturing firms sourcing in the Pacific Rim. The objectives of the report are to explain with reference to the literature the logistics requirements for getting the supplies from the Pacific Rim to Australia, write an action plan that lists the steps of logistics management, describe each of the steps by stating what will be done and why it will be done, and discuss the constraints of logistics management in meeting the clothing firms' sourcing needs. This is to be accomplished thorugh writing an academic report; providing an executive summary, introduction, and conclusion; using the report as a way to demonstrate knowledge of the course content, including the textbook and additional readings that have been utilized, using appropriate headings, using 8 references, using minimal direct quotes, using text referencing and a reference list; and ensuring all aspects of the marketing guide are satisfied. Global sourcing is a procurement strategy aimed at exploiting global efficiencies in production. While a global sourcing process is usually initiated as a mechanism of exploiting cross-geographic arbitrages (simply put, identifying cheaper global sources), it is now a standard step in the global expansion of firms. Global sourcing advantages extend to identifying alternate supplier sources, utilizing buffer capacities and taking advantage of specific geographical talent pools (Wikipedia 2008). The textbook containing this case study also encompasses the entire concept of the supply chain. The supply chain can be defined as: A supply chain, logistics network, or supply network is the system of organizations, people, activities, information and resources involved in moving a product or service from supplier to customer. Supply chain activities transform raw materials and components into a finished product that is delivered to the end customer. Supply chains link value chains. A typical supply chain begins with the extraction of raw material and includes several production links, for instance; component construction, assembly and merging before moving onto several layers of storage facilities of ever decreasing size and ever more remote geographical locations, and finally reaching the consumer. Many of the exchanges encountered in the supply chain will therefore be between different companies who will seek to maximize their revenue within their sphere of interest, but may have little or no knowledge or interest in the remaining players in the supply chain. (Wikipedia 2008) The purpose of this report is to discuss what logistics management would involve for clothing manufacturing firms sourcing in the Pacific Rim. In doing so, the purpose is to explain with reference to the literature the logistics requirements for getting the supplies from the Pacific Rim to Australia, write an Action Plan that lists the steps of logistics management, describe each of the steps by stating what will be done and why it will be done, and discuss the constraints of logistics management in meeting the clothing firms' sourcing needs. Given in the case study is that: Global sourcing has become a widely

Employee Recruitment and Retention on the Plumbing and Heating Industry Essay Example for Free

Employee Recruitment and Retention on the Plumbing and Heating Industry Essay The way in which companies recruit and retain their employees is considered as a competitive weapon. Not until recently that firms are becoming serious on the act of recruitment as the Bureau of Labor statistics estimates that jobs will grow faster at a rate that is not proportional with the labor force, hence forcing the aforementioned to appeal to various groups such as omen and minorities. As such not only recruitment is very vital but also retaining employees (Denton, 1992, p. 14). According to Frank Doyle, the senior vice president of corporate relations at General Electric: For U.   S. corporations, tomorrow’s competitive battle will be won or lost on the strength of their ability to build and retain a skilled work force (Richman 1990, 76 as cited from Denton, 1992, p. 14). General Electric believes that labor shortage does not significantly matter if companies know which people to hire and to retain. For instance, companies such as Merck Co. often times target certain universities or campuses that give a more detailed specialization on certain knowledge and skills that are very vital to their business. The Plumbing and Heating Industry  The plumbing and heating industry has been experiencing shortages as well on their workforce due to the difficulty of finding skilled plumbers and retaining them. It needs several numbers of years training on order to become a qualified plumber and heater and such also requires a deep dedication for a lifelong learning process. Certain skills are also necessary to be a good plumber such as need a head for heights, the ability to work in cramped conditions and the stamina to complete physically hard work day after day (The Institute of Plumbing and Heating Engineering, 2007). In addition with this, plumbers also need the intelligence to solve complex equations. More importantly, they must have the expertise and flexibility to install various systems and the capability to comprehend the logic of various systems. They should also have the ability and initiative to solve a problem and a passion to know and apply various technologies on their work. Plumbers and heaters must also have a creative mind and a sound judgment, and finally they should be professional and honest (The Institute of Plumbing and Heating Engineering, 2007). Employee Recruitment Interviews In order to find the right people, the process of interviewing and getting to know them not only through their answers but also through their eye contacts, body languages and the likes (Dibble, 1999). For instance, some companies like Merck often conduct a 30-minute interview in order to assess the qualifications of prospective employees. Hewlett-Packard did it further by implementing a technique called behavioral interviewing that is developed by organizational psychologist Paul Green that would assess the future behavior of a prospective employee based on his or her past behaviors. In using this technique, interviewers can design employee questions that would allow them to elicit behaviors that are closely related to the job that they are looking for (Denton, 1999, p. 16). The process of behavioral interview often times identifies 21 skills that are very vital for certain jobs such as coping, decisiveness, assertiveness, tolerance of ambiguity, written communication skills, creativity, commitment, team building, versatility, and leadership (Denton, 1999, p. 17). For the aforementioned skills there are still eight job behaviors that are needed to be known such as how prospective employees deal with â€Å"varied duties, deal with diverse groups, respond to others needs, be socially flexible, roll with the punches, understand individual differences, make others comfortable, exhibit wide range of social behaviors ( More 1988, as cited from Denton, 1992, p. 17). Decentralized Hiring Traditional recruitment approaches that focuses on interviewing prospective employees by a single person is no longer deemed as vital nowadays. For instance, the Springfield Remanufacturing Corporation (SRC) one of Americas most successful small companies still has their hiring process as a group activity. SRC adopts a non-traditional method of recruitment by having all of their applicants have five or six interviews with various individuals that he or she might be working with (Denton, 1992, p. 18). Recruitment through Reputation The reputation of the company is also one of the leading factors in which highly knowledgeable and skilled employees will desire to work for the aforementioned. For instance SRC received more than 2,500 applications for a small company that only employs 300 people. It could also be noted that the company only pays $6 or $7 per hour, yet applicants are still flocking to them. One significant reason for this is its reputation for being one of the best places to work. One of the ways of doing such is the capacity of a company to manage the diversity of their workforce (Denton, 1992, p. 19). The shortages in terms of prospective employees is a growing concern among companies that is why there is a need to focus more on recruiting minorities and women. However, in order for a company to have a wide application pool, such must first establish to have a good reputation of being able to effectively manage organizational diversity (Denton, 1992, p. 20). Aggressive Recruitment for Entry-Level Workers One of the best ways to tap to a good employee resource is through recruiting entry-level workers through implementing various programs such as â€Å"Adopt-a-School† or â€Å"Join-A-School†. These programs allow companies and organizations to establish partnerships between business and schools which may involve elementary school, vocational school or even a university (Denton, 1992, p. 5). The main value of such programs is the establishment of closer relationships between schools and in a macro perspective, creating better understanding businesses and industry. More importantly, partnerships such as like these, would allow companies to easily recruit personnels that can improve the companys image that could help the prospective applicants to view your companys business as a career, hence a better chance of creating a wide labor pool (Denton, 1992, p. 26). Employee Retention If finding good people is hard, so as looking for ways to make them stay. One of the companies that have displayed such an admirable trait is Federal Express, wherein they have emphasized the importance of retention, recruitment and employee relations (Dibble, 1999). If a particular company is very careful in terms of recruiting, there is also a relatively better match of keeping them. One best way of doing such is the company centralizing all of its recruitment centers (Denton, p. 47). After which, they provide immense value on putting their people first on their list. Good employee relations for Federal Express involve deeds that impress employees and improve relations (Denton, p. 48). According to Fred Smith, CEO of Federal Express, I think a lot of companies talk about how their employees are their most important asset, but where you can really tell whether it is very important or not is how much their senior management spends on the issues ( Trunick 1989, 19 as cited from Denton, 1992, p. 48). Through implementing the philosophy of people, service, Profits the company makes their people feel that they are indeed needed in the organization. They let them answer several basic questions such as What is expected of me, and what do you want me to do? (p. 48). These questions are answered by having all of their employees attend extensive orientation programs wherein the Federal Express values are discussed Incentives Career advancement is not the only incentive that will make people stay within the organization. For instance the use of awards program that is designed to reinforce a particular desired behavior such as superior quality of work and customer centricity played a lot in terms of motivating employees to stay (p. 49). One very good example of this is Federal Express Bravo Zulu Voucher Program: wherein employees who displayed admirable work performance such as going beyond what is expected of them are able to receive cash or non cash rewards. Also, their Suggestion Awards Program allow employees to participate in the management process by sharing their ideas that will enable the company to improve its operations. Any idea implemented that will lower costs, increase productivity, revenues or promote safer working conditions will receive recognition and $100 to $25,000 worth of cash (p. 49). Communications Open Communication among employees is also vital to solve a problem. The internal employee response program allows employees to find answers to situations that they perceived as something that is disagreeable, controversial or is contrary to existing policies. If employees express negative concerns about their work or with the management, the latter is expected to respond within 14 days. These concerns are assured to be forwarded to the CEO (p. 50). Appeals Board The Appeals Board is a venue wherein decisions among complaints could be given and also disciplines could be implemented. However, it is very important that when keeping such a type of venue for resolution of organizational conflicts, the organization must have the capability to streamline its process to make the time alloted for every case reasonable enough (Denton, 1999, p. 52). Survey, Feedback, Action (SFA) An annual survey of employee attitudes is also important for the company to measure its employee opinions and to make changes that could hopefully change not so favorable employee attitudes to the company (Dibble, 1999). This assures that the management will see clearly what its team feels about the organization. In addition such allows a fair gauge of attitude and anonymity among employees (Denton, 1999, p. 52). Education and Trainings Continued learning is a venue wherein employees themselves would feel that they are indeed valued by the company. As such it us also very relevant as well that the organization will invest on trainings or even scholarships to employees who wanted to continue their education (Logue, Yates and Greider, 2001, p. 46-47). Conclusion The Plumbing and Heating Industry has been experiencing a significant decline in terms of its workforce. Hence in order to solve this problem the industry must be able to adopt effective recruitment and employee retention practices that were formulated in theory and practice of various management scholars and organizations. For the purpose of this research, in order to have an effective recruitment process, the research has emphasized the importance of: Interviews, Decentralized Hiring, Recruitment through Reputation, and Aggressive Recruitment for Entry-Level Workers. On the other hand, in order to retain employees, companies must be able to focus on: Incentives, Communications, Appeals Board, Survey, Feedback, Action (SFA), and Education and Training.

Wakeboarding Essay -- essays research papers

Wakeboarding   Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Have you ever been Wakeboarding? I have, my first time was last summer. My friend Matt asked me if I wanted to go wakeboarding with him and I said yes. I had never tried it before so of course I was nervous, but extremely excited at the same time. Matt said he would teach me, he had a lot of confidence in me that I would get the hang of it pretty fast. So I drove over to Matt’s house nervous with excitement, the boat sitting in his driveway latched to his step dads maroon Chevy Silverado. We all hopped in the truck and then we were off to Kitsap Lake.   Ã‚  Ã‚  Ã‚  Ã‚  We arrived at Kitsap Lake about noon or one and we loaded the boat into the water. We loaded all the towels, life vest, and of course the wakeboard into the boat. The weather wasn’t the best, it actually started to rain. Later into the afternoon it started to become sunny. Mike, Matt’s step dad, was trying to explain to me how to get up, and so was Matt. Then Matt decided to make it interesting with a bet. He said if I made it up on my third try he would give me $10. So Matt went first so I could see how it was done, Mike would kind of explain to me what Matt was doing, so I would know what to do when I got out there. Matt was really good, he totally knew what he was doing out there. I was actually kind of surprised. Then after Matt was out there for a while, it was finally my turn. I put the freezing cold life vest on, a...

Analysis of the Social Responsibilities in Business

Social responsibility is the concept that business is part of the larger society in which it exists and must therefore act in a way that not only advances the firm, but also serves the society. More than ever firms are being challenged to integrate social responsibilities in to their operations. Many firms now believe that social responsibility to be a lot more than granting money to community groups or volunteering their time to organizations – although these are both important ways that firms support the community. Today, business leaders recognize that a commitment to corporate social responsibility can provide distinct advantage in attracting and retaining employees, dealing with suppliers and regulators, strengthening customer relationships and providing positive returns for investors. Let us take a look at some of the social responsibility issues and analyze how businesses are showing their social responsibility. Around the world there are lots of environmental concerns that challenge companies to be better global citizens. Leading companies know that taking a strong role in protecting the environment improves the efficiency of operations and saves money, making a positive impact on business partners, customers and investors. Let us see how socially responsible companies are responding to the environmental concerns. Delphi Automotive Systems is dedicated to protecting human health, natural resources and the global environment. For Delphi, a commitment to environmental management is a critical business strategy. Delphi has certified 15 of its global manufacturing sites under ISO 14001, a global standard that recognizes facilities that have systems in place to proactively manage and reduce their environmental impact. The company is working toward earning this certification for all 168 of its manufacturing facilities around the world over the next three years. John Jaffurs, director, Delphi environmental services, states, â€Å"We want to formally integrate our environmental management into the goals of the business. Delphi is using ISO 14001 and other tools as a means of creating a total environmental management system. This will allow us to integrate operational environmental issues directly into future planning.† Delphi's involvement in reducing the automobile's environmental impact began more than 30 years ago with the introduction of the first catalytic converters. Delphi works to reduce emissions, increase fuel economy, decrease vehicle mass and enhance the recyclability of its products. Delphi also believes that the reduction or elimination of materials can go far in helping the environment. Delphi's E-STEER Electric Power Steering reduces the number of seals and totally eliminates the power steering fluid, hoses and pump from the power steering system. In 1995, 75 percent of all cars sold (approximately 27 million) were equipped with traditional power steering and carried an estimated 40 million liters of hydraulic fluid. This new technology can result in a significant reduction in raw materials, which means less material to recycle or dispose after the life of the product. E-STEER also reduces energy demand by up to 80 percent, resulting in improved fuel economy and reduced vehicle emissions. E-STEER received the 1999 PACE (Premier Automotive Suppliers' Contribution of Excellence) award from Automotive News and Ernst & Young LLP, which recognizes automobile suppliers who have excelled in adapting and reinventing their companies and their products to meet the growing demands of their customers — the world's major automotive manufacturers. E-STEER is just one example of the many innovative product technologies Delphi can offer to provide environmental solutions to its customers. According to the American Lung Association, motor vehicle emissions account for approximately 77 percent of the carbon monoxide (CO), more than 35.6 percent of the volatile organic compounds (including hydrocarbons) and around 45 percent of the nitrogen oxides (NOx) in our nation's air. With this in mind, car manufacturers like GM, Ford and Honda are now producing and marketing cleaner-burning cars powered by electricity, alternate fuels or a combination of the two. Environmentalists like to refer to these as â€Å"green cars† because they represent an environmentally responsible way to travel in style. Politicians, on the other hand, have begun to see the potential for addressing larger issues. Earlier this year, Representative Robert T. Matsui (D-CA) introduced legislation that would give up to $5,000 per year in consumer tax credits to people with green cars. With this in mind, GM came up with its environment friendly â€Å"EV1†, Ford with its â€Å"Ranger† and Honda with its â€Å"Insight†. The Tennessee Valley Authority (TVA), the nation's largest electricity producer, has announced that it will begin test-marketing alternative energy sources as early as next year. As phase one of the TVA's Green Power Program, the test will utilize wind, solar and landfill gas energy sources to generate roughly three to six megawatts of power. Eight distributors, representing all seven of the Tennessee Valley Public Power Association's districts, have agreed to participate in the test. If the test is successful, TVA customers could see full-scale implementation by the end of 2003. The Green Power Program is the first of its kind in the Southeast. In related news, the TVA received word June 18 that the Department of Energy (DOE) has approved a proposal from the Virginia Alliance for Solar Electricity (VASE) to provide matching funding for the Green Power Program. The TVA's marketing plan for Green Power represents the fruits of an alternate energy initiative that began in January 1998. At that time, the TVA solicited and received 22 proposals for adding renewable electricity generators to its energy production facilities. Initial research also revealed that 84 percent of TVA customers favored a green power option. In the fall of 1998, the TVA held seven public forums that further confirmed the need for a Green Power. Participants included several members of the environmental community, utility executives, energy experts, healthcare organizations and representatives from citizens' groups. After the forums, the TVA formed the â€Å"multi-interest team† that was eventually responsible for the 2000 test-marketing plan. As the association of U.S. shareholder-owned electric utilities, Edison Electric Institute (EEI) works with key stakeholder groups, including regulators, legislators and member companies, to achieve environmental excellence. EEI's Climate Challenge program is a voluntary effort created in partnership with the Department of Energy in response to concerns about global climate change, says spokesman Jim Owen. To date, more than 600 electric utilities participate in the program, which means they have pledged to sequester or avoid 170 million metric tons of carbon dioxide and other greenhouse gases in the year 2000. This is more than four times the original goal established by the government in 1993. While some Climate Challenge efforts are undertaken by individual utilities, there are five industry-wide initiatives in place as well. These include Envirotech Investment Funds, which provide venture capital for emerging renewable technologies; the Utility Forest Carbon Management program, which funds tree planting and forest management projects; the National Earth Comfort Program, which promotes geothermal heat pumps; EV America, which introduces electric vehicles into the marketplace; and International Utility Efficiency Partner-ships, which support joint projects with foreign utilities and governments to provide efficiency of new or existing power systems. According to the Department of Energy's Energy Information Administration, electric utilities represent almost 85 percent of the voluntary actions to reduce, avoid or sequester greenhouse gases. In addition, electric utilities have made significant progress in restoring aquatic habitats, protecting endangered species and generating renewable energy, says Owen Bridging the gap between school and work is another critical link that companies are focusing on. The national organization Jobs for the Future (JFF) was founded in 1983 to help prepare tomorrow's workforce and smooth the transition from school to work. Ford†s Contribution in developing tomorrow's workforce Ford Foundation, is an initiative that seeks to create a measurable increase in jobs, wealth, services and other community infrastructure through increased corporate involvement in community economic development. JFF works with the initiative's many partners, whose collective experience and expertise cover community and economic development, national and international business and education to achieve these goals. One of JFF's major corporate partners is the Ford Motor Company. The two organizations have developed a relationship in which they exchange expertise and experience that allow both to enhance their individual programs. â€Å"In today's rapidly changing economy, schools alone cannot effectively prepare young people for a successful future,† explains Hilary Pennington, president of Jobs for the Future. â€Å"Academic standards are only part of the equation. Young people need the chance to apply what they've learned to new situations, and what happens in the real world is hard to simulate in school. We try to build partnerships between companies and schools to give kids opportunities to expand their learning experience. The Ford program is a splendid example of this type of partnership.† Ford has created several innovative education initiatives that â€Å"are helping us create a pipeline — for employees and suppliers, as well as a consumer base for our products,† says Renee Lerche, director, workforce development, Ford Motor Company. For example, the Ford Academy of Manufacturing Sciences (FAMS) is an academic- and work-based program in public high schools. The program's goals are to provide students the opportunity to learn science, math, technology and communications skills in real-life settings and encourage them to pursue secondary education. Ford trains high school teachers, who teach the manufacturing-oriented courses to 11th or 12th grade students (participants take two courses through Ford each year). An internship during the summer between 11th and 12th grade provides work experience as well. The program serves as a way not only to attract future employees to Ford, says Lerche, but also as a way to draw customers for its cars and trucks. â€Å"We don't have concrete evidence that if you do these things, people buy your products. However, these activities do influence perception of our commitment to the communities in which we do business,† says Lerche. Issues such as environmental protection, education and community support are critical to companies that want to gain the trust and loyalty of their constituents. The companies profiled here understand that corporate social responsibility offers clear business benefits for all stakeholders. Analysis of the Social Responsibilities in Business Social responsibility is the concept that business is part of the larger society in which it exists and must therefore act in a way that not only advances the firm, but also serves the society. More than ever firms are being challenged to integrate social responsibilities in to their operations. Many firms now believe that social responsibility to be a lot more than granting money to community groups or volunteering their time to organizations – although these are both important ways that firms support the community. Today, business leaders recognize that a commitment to corporate social responsibility can provide distinct advantage in attracting and retaining employees, dealing with suppliers and regulators, strengthening customer relationships and providing positive returns for investors. Let us take a look at some of the social responsibility issues and analyze how businesses are showing their social responsibility. Around the world there are lots of environmental concerns that challenge companies to be better global citizens. Leading companies know that taking a strong role in protecting the environment improves the efficiency of operations and saves money, making a positive impact on business partners, customers and investors. Let us see how socially responsible companies are responding to the environmental concerns. Delphi Automotive Systems is dedicated to protecting human health, natural resources and the global environment. For Delphi, a commitment to environmental management is a critical business strategy. Delphi has certified 15 of its global manufacturing sites under ISO 14001, a global standard that recognizes facilities that have systems in place to proactively manage and reduce their environmental impact. The company is working toward earning this certification for all 168 of its manufacturing facilities around the world over the next three years. John Jaffurs, director, Delphi environmental services, states, â€Å"We want to formally integrate our environmental management into the goals of the business. Delphi is using ISO 14001 and other tools as a means of creating a total environmental management system. This will allow us to integrate operational environmental issues directly into future planning.† Delphi's involvement in reducing the automobile's environmental impact began more than 30 years ago with the introduction of the first catalytic converters. Delphi works to reduce emissions, increase fuel economy, decrease vehicle mass and enhance the recyclability of its products. Delphi also believes that the reduction or elimination of materials can go far in helping the environment. Delphi's E-STEER Electric Power Steering reduces the number of seals and totally eliminates the power steering fluid, hoses and pump from the power steering system. In 1995, 75 percent of all cars sold (approximately 27 million) were equipped with traditional power steering and carried an estimated 40 million liters of hydraulic fluid. This new technology can result in a significant reduction in raw materials, which means less material to recycle or dispose after the life of the product. E-STEER also reduces energy demand by up to 80 percent, resulting in improved fuel economy and reduced vehicle emissions. E-STEER received the 1999 PACE (Premier Automotive Suppliers' Contribution of Excellence) award from Automotive News and Ernst & Young LLP, which recognizes automobile suppliers who have excelled in adapting and reinventing their companies and their products to meet the growing demands of their customers — the world's major automotive manufacturers. E-STEER is just one example of the many innovative product technologies Delphi can offer to provide environmental solutions to its customers. According to the American Lung Association, motor vehicle emissions account for approximately 77 percent of the carbon monoxide (CO), more than 35.6 percent of the volatile organic compounds (including hydrocarbons) and around 45 percent of the nitrogen oxides (NOx) in our nation's air. With this in mind, car manufacturers like GM, Ford and Honda are now producing and marketing cleaner-burning cars powered by electricity, alternate fuels or a combination of the two. Environmentalists like to refer to these as â€Å"green cars† because they represent an environmentally responsible way to travel in style. Politicians, on the other hand, have begun to see the potential for addressing larger issues. Earlier this year, Representative Robert T. Matsui (D-CA) introduced legislation that would give up to $5,000 per year in consumer tax credits to people with green cars. With this in mind, GM came up with its environment friendly â€Å"EV1†, Ford with its â€Å"Ranger† and Honda with its â€Å"Insight†. The Tennessee Valley Authority (TVA), the nation's largest electricity producer, has announced that it will begin test-marketing alternative energy sources as early as next year. As phase one of the TVA's Green Power Program, the test will utilize wind, solar and landfill gas energy sources to generate roughly three to six megawatts of power. Eight distributors, representing all seven of the Tennessee Valley Public Power Association's districts, have agreed to participate in the test. If the test is successful, TVA customers could see full-scale implementation by the end of 2003. The Green Power Program is the first of its kind in the Southeast. In related news, the TVA received word June 18 that the Department of Energy (DOE) has approved a proposal from the Virginia Alliance for Solar Electricity (VASE) to provide matching funding for the Green Power Program. The TVA's marketing plan for Green Power represents the fruits of an alternate energy initiative that began in January 1998. At that time, the TVA solicited and received 22 proposals for adding renewable electricity generators to its energy production facilities. Initial research also revealed that 84 percent of TVA customers favored a green power option. In the fall of 1998, the TVA held seven public forums that further confirmed the need for a Green Power. Participants included several members of the environmental community, utility executives, energy experts, healthcare organizations and representatives from citizens' groups. After the forums, the TVA formed the â€Å"multi-interest team† that was eventually responsible for the 2000 test-marketing plan. As the association of U.S. shareholder-owned electric utilities, Edison Electric Institute (EEI) works with key stakeholder groups, including regulators, legislators and member companies, to achieve environmental excellence. EEI's Climate Challenge program is a voluntary effort created in partnership with the Department of Energy in response to concerns about global climate change, says spokesman Jim Owen. To date, more than 600 electric utilities participate in the program, which means they have pledged to sequester or avoid 170 million metric tons of carbon dioxide and other greenhouse gases in the year 2000. This is more than four times the original goal established by the government in 1993. While some Climate Challenge efforts are undertaken by individual utilities, there are five industry-wide initiatives in place as well. These include Envirotech Investment Funds, which provide venture capital for emerging renewable technologies; the Utility Forest Carbon Management program, which funds tree planting and forest management projects; the National Earth Comfort Program, which promotes geothermal heat pumps; EV America, which introduces electric vehicles into the marketplace; and International Utility Efficiency Partner-ships, which support joint projects with foreign utilities and governments to provide efficiency of new or existing power systems. According to the Department of Energy's Energy Information Administration, electric utilities represent almost 85 percent of the voluntary actions to reduce, avoid or sequester greenhouse gases. In addition, electric utilities have made significant progress in restoring aquatic habitats, protecting endangered species and generating renewable energy, says Owen Bridging the gap between school and work is another critical link that companies are focusing on. The national organization Jobs for the Future (JFF) was founded in 1983 to help prepare tomorrow's workforce and smooth the transition from school to work. Ford†s Contribution in developing tomorrow's workforce Ford Foundation, is an initiative that seeks to create a measurable increase in jobs, wealth, services and other community infrastructure through increased corporate involvement in community economic development. JFF works with the initiative's many partners, whose collective experience and expertise cover community and economic development, national and international business and education to achieve these goals. One of JFF's major corporate partners is the Ford Motor Company. The two organizations have developed a relationship in which they exchange expertise and experience that allow both to enhance their individual programs. â€Å"In today's rapidly changing economy, schools alone cannot effectively prepare young people for a successful future,† explains Hilary Pennington, president of Jobs for the Future. â€Å"Academic standards are only part of the equation. Young people need the chance to apply what they've learned to new situations, and what happens in the real world is hard to simulate in school. We try to build partnerships between companies and schools to give kids opportunities to expand their learning experience. The Ford program is a splendid example of this type of partnership.† Ford has created several innovative education initiatives that â€Å"are helping us create a pipeline — for employees and suppliers, as well as a consumer base for our products,† says Renee Lerche, director, workforce development, Ford Motor Company. For example, the Ford Academy of Manufacturing Sciences (FAMS) is an academic- and work-based program in public high schools. The program's goals are to provide students the opportunity to learn science, math, technology and communications skills in real-life settings and encourage them to pursue secondary education. Ford trains high school teachers, who teach the manufacturing-oriented courses to 11th or 12th grade students (participants take two courses through Ford each year). An internship during the summer between 11th and 12th grade provides work experience as well. The program serves as a way not only to attract future employees to Ford, says Lerche, but also as a way to draw customers for its cars and trucks. â€Å"We don't have concrete evidence that if you do these things, people buy your products. However, these activities do influence perception of our commitment to the communities in which we do business,† says Lerche. Issues such as environmental protection, education and community support are critical to companies that want to gain the trust and loyalty of their constituents. The companies profiled here understand that corporate social responsibility offers clear business benefits for all stakeholders.

Lower the U.S. Drinking Age

2-27-12 I. Introduction: †¢ All around the world many people drink alcohol for many different Occasions. There are drinks at parties, bars, clubs and even your home. You can find alcohol just about everywhere in the United States. Around the world there are many different age requirements in order to drink or buy alcohol. The majority of countries around the world have a set age minimum of eighteen years of age. So why is our drinking age 21? †¢ Why is this important to us? We are all college students and everybody knows that there is underage drinking one way or another. Professor Ruth C. Engs from Indiana University states â€Å"The legal drinking age should be lowered to about 18 or 19 and young adults allowed to drink in controlled environments such as restaurants, taverns, pubs and official school and university functions. † †¢ I believe that the legal drinking age in the United States should be lowered to the ages of 18 or 19. The reason it should be lower ed is because college students will drink at least once during their first year of college. Legally, at the age of eighteen we are granted the rights of adults.And finally, by forbidding teens to not drink that forces them to drink in unsafe places. II. College students drink! †¢ College students will always drink! According to alcohol101. com 72% of all college students drink alcohol. 69% of the total 72% are underage drinkers. †¢ If the legal drinking age was lowered to 18 then drinking in college will not be as big as it is now. It would still occur but not as much as it does now. †¢ By lowering the drinking age, college students will be able to drink in safer places such as bars or clubs, instead of house parties or other places.Now that I’ve talked about college students drinking I will now move onto how at the age of 18 the U. S. calls us â€Å"adults†. III. Considered â€Å"adults† †¢ At the age of 18 in the United States we are consid ered â€Å"adults† and obtain all the rights and responsibilities of being adults. At this age we can now vote, sign up for the armed forces, and buy cigarettes. However we cannot buy or consume alcohol legally until 3 years later. †¢ If we are already considered as adults at the age of 18 then why can we not lower the drinking age?Now that I have talked about being adults but not being able to buy alcohol at the age of 18, I’m going to talk about now how drinking at unsafe environments is harmful. IV. Unsafe Drinking Environments †¢ Because the legal drinking age is 21, that forces college students, mainly freshman, to drink at house parties where they do not know what they are drinking at times. †¢ Drinking at house parties seems fun, however it could go bad in many ways. Since freshman cannot buy alcohol they resort to free alcohol at parties, which could be very dangerous because they will be unaware of any thing that could be put inside their drink. Setting the drinking age to 18 would allow these college students to purchase their own drinks and they will for sure know what they bought and it would be closed therefore letting them know it is safe to consume. V. Conclusion †¢ To recap on my speech; the drinking age should be lowered to the age of 18 in the United States. Not only is that the most popular age to drink around the world it is a very reasonable age. By changing the drinking age to 18 then we can really be considered as adults and will be responsible for our own actions.

Social Institutions-Family, Education and Religion Essays

Social Institutions-Family, Education and Religion Essays Social Institutions-Family, Education and Religion Essay Social Institutions-Family, Education and Religion Essay Introduction This subject was chosen out of wonder as to which type of school produces the more socially competent ( rounded ) pupils and besides because it is an interesting subject to look into. High School is of import for the development of a adolescent. It is instrumental in modeling teens into respectable citizens. who socialize with other teens and larn the value of difficult work. good citizenship and societal duty. It exposes them to assorted extra-curricular activities. and helps them to derive exposure to leading role-modelling at assorted phases throughout school life every bit good as their ain engagement in leading. The words socially competent or rounded agencies to be complete. The more exposure and responsibilities a adolescent undertakes adds to and assist in their personal development. The adolescent must besides stand out academically every bit good as in extra-curricular activities. From observation it would look that some schools are more expert at bring forthing socially competent alumnuss than others. Immaculate appears to be one of those bring forthing schools. Immaculate Conception High School and Kellits High School will be investigated by comparing to find whether pupils go toing Jamaican Co-educational schools are more socially competent than pupils go toing Same-sex schools. Immaculate Conception High School. a traditional Jamaican High School. was founded in January 1858 by the Franciscan Sisters. It is located at 152 Changeless Spring Road. The school obtains high base on balls rates yearly for the Caribbean Secondary Examination Certificate ( CSEC ) . Here. pupils are moulded to go lending members of their communities and society. Kellits High School is an upgraded non-traditional high school and was founded in 1971. Located in Kellits. Clarendon. it offers many Technical every bit good as Academic Proficiency Subjects for pupils to prosecute in the Caribbean Secondary Examination Certificate ( CSEC ) . Students educated here become respectable citizens such as skilled workers and husbandmans. To * ascertain the degree of competency of pupils at single-sex schools in Jamaica * ascertain the degree of competency of pupils at co-educational schools in Jamaica * compare these degrees of societal competency of pupils in Jamaican Co-educational schools and pupils from Same-sex schools. * determine whether the informations supports the hypothesis that Students go toing Jamaican Co- educational schools are more socially competent than pupils go toing Same-sex schools. * find the degree of societal competency at Immaculate Conception High School versus the degree of societal competency of pupils at Kellits High School. * present the information diagrammatically and numerically with the assistance of diagrams * analyse informations collected with the assistance of computing machines RESEARCH DESIGN Multiple methods of informations aggregation can heighten apprehension of the phenomena under survey. Sample The Quantitative research attack was used. Twenty questionnaires each were distributed to pupils go toing Immaculate Conception High School and Kellits High School. The questionnaires consisted of 20 inquiries each. with 15 closed ended and five clears ended inquiries. There was a 100 percent return rate and simple random sampling was used to choose the trying population. Data Collection Instrument A questionnaire was chosen because it was a speedy and cheap method of informations aggregation. whilst at the same supplying a wealth of information. Closed-Ended Questionnaires were chosen because are more readily analysed and susceptible to diagrammatic presentation. However there were some restrictions experienced. The pupils misunderstood some inquiries. The comparing of a traditional and non-traditional school. alternatively of two schools being traditional. or frailty versa proved besides to be a major restriction. Social competency depends upon a figure of factors including societal accomplishments. societal consciousness. and assurance. A cardinal developmental undertaking of adolescence is the formation of an individuality ; a sense of the sort of individual you are and the sort of individual you want to be. Adolescents try on different societal functions as they interact with equals. and equals serve as a societal stepping stone as striplings move off from their emotional dependance upon their parents and toward independent operation as an grownup. The school hence plays an built-in function in transfusing the necessary accomplishments in pupils to guarantee that they are socially competent. Harmonizing to Haralambos and Holborn. Sociology Themes and Perspectives ( 1995 ) . Fourth Edition †¦The school serves a map which can non be provided by the household or equal group†¦ ( p. 727 ) and that †¦individuals must larn to collaborate with those who are neither their families nor their friends†¦ Persons are taught to be socially competent from birth. Parents guarantee that kids are taught necessary societal accomplishments and behaviors to socialise them to the norms and values of the society. In same-sex schools. differences in course of study are really apparent compared to that of co-educational schools. Harmonizing to Mustapha in Sociology for Caribbean Students ( 2009 ) . First Edition. the critics of Davis and Moore’s theory say. †¦ There are different values being taught to different groups within the educational system. The so called’ esteemed schools in the Caribbean have different values from the Junior and Senior Secondary schools. This is reflected in the different course of study offered at these schools†¦ ( p. 170 ) Mustapha ( 2009 ) notes farther that. †¦Early socialisation ( rearing manners which guide male childs and misss into different activities ) †¦ . . Using differential playthings for the sexes ( e. g. male childs get guns. trucks and bricks. whereas girls acquire dolls. tea-sets and soft toys†¦ ( p. 185 ) . He goes on to notice on same-sex schools where the course of study is geared to the gender. whether male or female. †¦timetabling topics so that traditional boys’ and girls’ topics are taught at the same clip ( i. e. obliging misss to make topics hold girls’ subjects†¦ ( p. 185 ) Therefore. at an all- girl’s school. there are largely topics in which misss are expected to be interested in and frailty versa for male childs. We are in an age where gender barriers are being broken down. Harmonizing to an article CAUTION: Womans at work by Tyrone Reid printed in The Sunday Gleaner. February 6. 2011. The STATIN study showed that in the age 20-29 cohort. the 46. 875 adult females employed to the building and installing sector represented 53. 6 per cent of the entire caput count†¦ ( p. 3 ) In a similar article Jill of all Trades written by Tyrone Reid and published in The Sunday Gleaner. February 6. 2011. Charmaine Wilks featured in the article. is a pipe fitter. and asserts that †¦traditional sectors are saturated†¦ and that †¦not everyone wants to utilize a computer†¦ ( p. 1 ) In adolescence. a adolescent becomes self-conscious and is calculating out who they are and what career way they would wish to prosecute. Students at same-sex schools are hence limited to few calling waies when compared to pupils at co-educational schools. Analysis Twenty respondents from the Immaculate Conception High School. a same sex girls’ school from Grade eleven and 20 respondents from Grade eleven from Kellits High School. a co-educational high school were indiscriminately selected for this questionnaire. Fourteen respondents from the Co-Educational High School ( 70 % ) believe that their school offers many capable picks while 11 respondents from Immaculate Conception High ( 55 % ) think that their school has many capable picks while nine respondents. It is interesting to observe that one respondent from Immaculate Conception High said that she would wish to see even Cosmetology offered in the Other class while bulk of respondents ( 10- 21 % ) would wish to see Theatre Arts offered at Immaculate. At Kellits High most respondents ( 28 % ) said that they would desire to see Gallic offered at their school. On whether topics are of involvement to pupils. 55 % answered Yes while 45 % responded some of them. At the Same Sex School nevertheless 30 % responded yes. 5 % responded No. and 65 % believed some of them are of involvement to pupils. Ten pupils ( 50 % ) from Immaculate Conception High felt that they were limited to a calling pick because of topics offered at their school while six pupils responded no ( 30 % ) and 4 respondents were non certain ( 20 % ) . At Kellits High seven pupils responded yes ( 35 % ) . seven respondents said no ( 35 % ) and six pupils were non certain ( 30 % ) . Besides 17 respondents ( 85 % ) from Immaculate felt rounded or socially competent after go toing their school for a long clip. Discussion It is clear that the bulk from both schools rate their school as excellent or really good. It is nevertheless interesting to observe that some respondents from the Co-Educational School rated their school as bad. therefore demoing that they were non wholly pleased with their school. particularly because it is non a traditional school. Most respondents said that they were non influenced to go to their current school. reenforcing the fact neither parents. neither instructor. nor household would desire their kids to go to a non-traditional high school. In contrast. 10 respondents ( 50 % ) from Immaculate were influenced by their parents to go to that school which is a traditional high school which shows that parents act upon their kids to go to traditional high schools. The bulk of respondents from Immaculate ( 50 % ) believed that they were limited to a calling pick because of the topics offered at their school while at Kellits High 35 % of respondents felt that manner. It should be stated nevertheless that most respondents from Immaculate ( 85 % ) were confident that they felt socially competent while 80 % of respondents from Kellits besides felt socially competent after go toing their school for a long clip. A humongous 70 % of respondents from Kellits High felt that their school prepared them greatly for the hereafter while a meager 30 per centum from Immaculate believed that their school prepared them greatly for the hereafter. Decision All purposes and aims were met. There was plausible declarative disproof of the hypothesis. There was disproof of the hypothesis Students go toing Jamaican Co-educational schools are more socially competent than those go toing Same-sex schools. Students from both the same-sex and co-educational school felt that their school did non offer many capable picks and that there needs to be a alteration in the assortment of topics offered. However although half the respondents from Immaculate felt that they are limited to a calling pick because of the topics offered. more than half felt socially competent. Students from Kellits High besides felt socially competent after go toing their school for a long clip. Bibliography Haralambos. Michael and Holborn. Martin. – Sociology: Subjects and Positions. Fourth Edition. HarperCollins Publishers. 1995. Mustapha. Nasser. – Sociology for Caribbean Students. Ian Randle Publishers. Kingston. Jamaica. 2009. Reid. Tyrone. – CAUTION: Womans at Work. The Sunday Gleaner. February 6. 2011. Reid. Tyrone. – Jill of all Trades. The Sunday Gleaner. February 6. 2011.

Electronics sba Essays

Electronics sba Essays Electronics sba Essay Electronics sba Essay By conducting an Interview with Manager of Company The use of the Internet Cow. Com The data collected was carefully manipulated and arranged in the order requested. Information was recorded from the business and pictures were taken from the site. Engineers Sales Environment Managerial Finance Accounting Communications Human Resources Flow Chart Showing Career Opportunities and their responsibilities Our working hours are: 7. AMA to 4. Pm and 8. AMA to 4. Pm Monday to Thursday 7. AMA to 3. Pm and 8. AMA to 3. Pm on Fridays The Issuing of Receipts Signing of Contracts Special Promotions LIME is governed by the National Telecommunications Regulatory Commission (.NET). In order to have any special promotions they must consult with the .NET, permission is granted if the .NET agrees. Example: Rates they either reduce or Increase them. There is a dress code and all employees are expected to adhere to this policy when wearing the uniforms provided by the company. Protective gears are provided to their technicians and field staff which forms part of their uniforms ( overalls, goggles, safety belts, safety boots, helmets) etc. In case of power shorts there are: Generators which come on automatically, UPS and Battery backup systems. Technology processes become easier or simplified, employees are constantly being trained, customers are happier a more developed work force, training of employees in other areas of business. With the improvement in technology and simplifying of processes can lead to a decrease in the number of employees. Therefore having a negative impact on people who do not have any technical skills. So the impact of technology can be Negative and Positive. A nation that is technologically advanced can become a more productive nation, in hat, it can produce more, research becomes easier, more Jobs may be created as new industries are created. College and university students in the Caribbean have better access to resources and courses because the region is now linked up to the academic internet connecting further education institutions across the world. In addition to increasing learning opportunities, the [emailprotected] broadband network we created will also improve research in the Caribbean, with academics now able to more easily interact and share data with other experts in their field. Security Cameras Alarm Systems Monitoring Systems GAPS Tracking Electronic Security Access Security Guards LIME is committed to making continuous improvements in the management of our environmental impact as part of our goal of developing a sustainable business. This company work to promote environmental care and awareness with emphasis on the need to reduce energy consumption, carbon emissions and waste production. These include the following; Safe disposal of waste Use of backup generators when their are power outages

The Inaugural Address of John F. Kennedy

The Inaugural Address of John F. Kennedy John Kennedys inaugural address is one of the most memorable political speeches of the past century. The young presidents reliance on biblical quotations, metaphors, parallelism, and antithesis recall some of the powerful speeches of Abraham Lincoln. The most famous line in Kennedys address (Ask not . . .) is a classic example of chiasmus. In his book White House Ghosts (Simon Schuster, 2008), journalist Robert Schlesinger (the son of historian Arthur Schlesinger, Jr., a Kennedy adviser) outlines some of the distinctive qualities of John Kennedys oratorical style: Short words and clauses were the order, with simplicity and clarity the goal. A self-described idealist without illusions, JFK preferred a cool, cerebral approach and had little use for florid expressions and complex prose. He liked alliteration, not solely for reasons of rhetoric but to reinforce the audiences recollection of his reasoning. His taste for contrapuntal phrasingnever negotiating out of fear but never fearing to negotiateillustrated his dislike of extreme opinions and options. As you read Kennedys speech, consider how his methods of expression contribute to the forcefulness of his message. The Inaugural Address of John F. Kennedy (January 20, 1961) Vice President Johnson, Mr. Speaker, Mr. Chief Justice, President Eisenhower, Vice President Nixon, President Truman, reverend clergy, fellow citizens, we observe today not a victory of party, but a celebration of freedomsymbolizing an end, as well as a beginningsignifying renewal, as well as change. For I have sworn before you and Almighty God the same solemn oath our forebears prescribed nearly a century and three-quarters ago. The world is very different now. For man holds in his mortal hands the power to abolish all forms of human poverty and all forms of human life. And yet the same revolutionary beliefs for which our forebears fought are still at issue around the globethe belief that the rights of man come not from the generosity of the state, but from the hand of God. We dare not forget today that we are the heirs of that first revolution. Let the word go forth from this time and place, to friend and foe alike, that the torch has been passed to a new generation of Americansborn in this century, tempered by war, disciplined by a hard and bitter peace, proud of our ancient heritage, and unwilling to witness or permit the slow undoing of those human rights to which this nation has always been committed, and to which we are committed today at home and around the world. Let every nation know, whether it wishes us well or ill, that we shall pay any price, bear any burden, meet any hardship, support any friend, oppose any foe, to assure the survival and the success of liberty. This much we pledgeand more. To those old allies whose cultural and spiritual origins we share, we pledge the loyalty of faithful friends. United there is little we cannot do in a host of cooperative ventures. Divided there is little we can dofor we dare not meet a powerful challenge at odds and split asunder. To those peoples in the huts and villages of half the globe struggling to break the bonds of mass misery, we pledge our best efforts to help them help themselves, for whatever period is requirednot because the Communists may be doing it, not because we seek their votes, but because it is right. If a free society cannot help the many who are poor, it cannot save the few who are rich. To our sister republics south of our border, we offer a special pledge: to convert our good words into good deeds, in a new alliance for progress, to assist free men and free governments in casting off the chains of poverty. But this peaceful revolution of hope cannot become the prey of hostile powers. Let all our neighbors know that we shall join with them to oppose aggression or subversion anywhere in the Americas. And let every other power know that this hemisphere intends to remain the master of its own house. To that world assembly of sovereign states, the United Nations, our last best hope in an age where the instruments of war have far outpaced the instruments of peace, we renew our pledge of supportto prevent it from becoming merely a forum for invective, to strengthen its shield of the new and the weakand to enlarge the area in which its writ may run. Finally, to those nations who would make themselves our adversary, we offer not a pledge but a request: that both sides begin anew the quest for peace, before the dark powers of destruction unleashed by science engulf all humanity in planned or accidental self-destruction. We dare not tempt them with weakness. For only when our arms are sufficient beyond doubt can we be certain beyond doubt that they will never be employed. But neither can two great and powerful groups of nations take comfort from our present courseboth sides overburdened by the cost of modern weapons, both rightly alarmed by the steady spread of the deadly atom, yet both racing to alter that uncertain balance of terror that stays the hand of mankinds final war. So let us begin anewremembering on both sides that civility is not a sign of weakness, and sincerity is always subject to proof. Let us never negotiate out of fear, but let us never fear to negotiate. Let both sides explore what problems unite us instead of belaboring those problems which divide us. Let both sides, for the first time, formulate serious and precise proposals for the inspection and control of arms, and bring the absolute power to destroy other nations under the absolute control of all nations. Let both sides seek to invoke the wonders of science instead of its terrors. Together let us explore the stars, conquer the deserts, eradicate disease, tap the ocean depths, and encourage the arts and commerce. Let both sides unite to heed, in all corners of the earth, the command of Isaiahto undo the heavy burdens, and to let the oppressed go free. And, if a beachhead of cooperation may push back the jungle of suspicion, let both sides join in creating a new endeavornot a new balance of power, but a new world of lawwhere the strong are just and the weak secure and the peace preserved. All this will not be finished in the first one hundred days. Nor will it be finished in the first one thousand days, nor in the life of this administration, nor even perhaps in our lifetime on this planet. But let us begin. In your hands, my fellow citizens, more than mine, will rest the final success or failure of our course. Since this country was founded, each generation of Americans has been summoned to give testimony to its national loyalty. The graves of young Americans who answered the call to service surround the globe. Now the trumpet summons us againnot as a call to bear arms, though arms we neednot as a call to battle, though embattled we arebut a call to bear the burden of a long twilight struggle, year in and year out, rejoicing in hope; patient in tribulation, a struggle against the common enemies of man: tyranny, poverty, disease, and war itself. Can we forge against these enemies a grand and global alliance, North and South, East and West, that can assure a more fruitful life for all mankind? Will you join in that historic effort? In the long history of the world, only a few generations have been granted the role of defending freedom in its hour of maximum danger. I do not shrink from this responsibilityI welcome it. I do not believe that any of us would exchange places with any other people or any other generation. The energy, the faith, the devotion which we bring to this endeavor will light our country and all who serve it. And the glow from that fire can truly light the world. And so, my fellow Americans, ask not what your country can do for youask what you can do for your country. My fellow citizens of the world, ask not what America will do for you, but what together we can do for the freedom of man. Finally, whether you are citizens of America or citizens of the world, ask of us here the same high standards of strength and sacrifice which we ask of you. With a good conscience our only sure reward, with history the final judge of our deeds, let us go forth to lead the land we love, asking his blessing and his help, but knowing that here on earth Gods work must truly be our own. NEXT: Ted Sorensen on the Kennedy Style of Speech-Writing

How is goodwill impairment driven by relative firm performance Research Proposal

How is goodwill impairment driven by relative firm performance Evidence from Germany - Research Proposal Example Hence, they are obtained as excess cost of the acquired entities over the fair value of liabilities and assets (Ding, Richard and Stolowy, 2008). The concept â€Å"goodwill† was first introduced by Financial Accounting Standards Board (FASB) during June 2001 with the help of statement of Financial Accounting Standards (141 and 142) under the rules and regulations of Generally Accepted Accounting Principles (GAAP) of the United States (i.e. US GAAP) (Wiese, 2005). However, there was modification in the issuance of the concept during 2004. It was revised for international convergence, which actually took place after four years. Churky (2005) had studied the relevance and appropriateness of new standards related to goodwill impairment with the help of test market valuation, which discovered that there is evidence for weak impermanent of the goodwill. Further, research was done by Devalle and Rizzato (2012) focussing on the quality of mandatory disclosure that is related to the goodwill impairment. Their research identified that there was low disclosure index and huge difference between stock market performances. Vichitsar awong (2007) had also studied the relevance of goodwill impairment by examining relative efficiency of the companies in the US. His study revealed that goodwill impairment identifies decrease in comparative efficiency of the companies. The study aims at deciphering the relationship that is developed by Vichitsarawong (2007) with respect to goodwill impairment; however, in this research, emphasis has been given on European realities Germany. The main reason for selecting Germany for the research lies in the fact that it is the largest economy in the European nation. It also presents the highest Gross Domestic Product (GDP) of the nation over the past years. The commercial and accounting policies of

Analysis of Organs for Sale Essay Example | Topics and Well Written Essays - 750 words

Analysis of Organs for Sale - Essay Example ntries continue to writhe in harsh living conditions, sometimes even lacking food and shelter, rich people suffering from end-stage renal have more than enough money but lack proper mechanisms to acquire kidneys to save their lives. This is to say that rich people in urgent need of kidneys and have the resources to acquire them, but lack legal means to acquire kidneys speedily since they have to wait their turn in the long donor list (Mackay 2). On the other hand, poor people living in third world countries are largely willing to sell their organs such as kidneys for meager amounts if only to save them from starvation and bankruptcy. MacKay’s primary purpose is to articulate how a legal and regulated organ selling environment will allow both donors and recipients to benefit from organ sale, which is presently conducted illegally and without guarantees to both recipient and donor (Mackay 7). MacKay argues that a legal and regulated organ selling milieu will allow donors, whether in first or third world countries to gain financially from their courageous acts of parting with an organ of their bodies. At present, the organ selling business is tilted in favor of the recipients, doctors who perform the operations and agents who arrange for the operation, placing the donors at a disadvantageous position since they receive amounts as low as $1,000 for selling a vital part of their bodies. With regard to the quality of MacKay’s argument, it is evident that she is quite passionate regarding the topic of organ sale. MacKay effectively articulates her stance, using emotion to exemplify her key points and stances. The argument aims at instigating emotional responses such as compassion, empathy and sympathy towards both organ donors and recipients who suffer immensely in the current organ sale environment. The argument draws on the morality of allowing both kidney donors and recipients to benefit from a legal and fully regulated atmosphere in which they can purchase and

Audience Analysis Paper Essay Example | Topics and Well Written Essays - 1000 words

Audience Analysis Paper - Essay Example For the purpose of this analysis these persons are expecting the correspondence of quarterly sales information. In order to relay information accordingly considerations must be made for appropriate channeling, consideration of audience characteristics, and specifics toward audience diversity. Aside from these matters assurance must also be made to ensure that the message is perceived effectively by the corresponding audience. Discussion When dealing with large groups and presentation methods it must first be established what the speaker can control. In this case it would be the type of presentation that is warranted for a large group and how to maintain the information that will be delivered. By establishing what type of presentation is best suited, the speaker needs to determine the characteristics of the audience. This can be accomplished by utilizing audience recognition. In the case of groups it is best to focus on generalization or what the members of the group have in common ba sed on demographics and psychographic profiling (Adapting your message to your, p. 44). In this case of having to deliver one specific message to a large group of stakeholders it can be assumed that these individuals will be interested in profit margins and best selling merchandises that can be revealed in the reports. By figuring the place of the individual stakeholders (i.e. who is the customer, who is the manager, who is the salesperson) the amount of understanding the individuals will have about the information can be determined. In the case of having to disclose quarterly sales information the presentation should be done at a level that the customer can understand. The customer will more than likely be the least likely persons out of the group that does not have the common education level of the others on the subject. That means that the group presentation should be presented to an education level that is equivalent to the customers. Based on the lack of information that the cu stomer may have an appropriate channel would be to have a written record of information that will be discussed in the meeting. The written information (outlining document that follows the speaker in presentation with points from the report) should also be accompanied by definitions of terminology and emphasis on important points (Adapting your message to your, p. 49 - 56). This channel of trade is needed to give the lesser informed members of the audience insight on what the presentation is attempting to correspond. In this case the customer portion of your audience may be lacking appropriate knowledge of quarterly sales reports. For all intensive purposes the presentation can be classified as a lecture and it is likely that visual aids may be needed. Based on lecture characteristics it is assumed that audience attentions dwindle after about 30 minutes into the presentation and they retain about 3 pieces of information from an hour long sitting (Robertson, pg 237.) Audience lack of retention as previously stated implies that transferring verbal information without the use of visual aid does nothing for group retention. To offset the negative effects of long presentations the active learning process is promising for positive retention of the audience. The human interactive system is embodied in a PowerPoint that employs a interactive system (Robertson, p. 237 - 238). Aside from the characteristics of the audience it is likely that the diversity of the group can be

Law in Practice UK Essay Example | Topics and Well Written Essays - 3000 words

Law in Practice UK - Essay Example Mr. David Balls, aged 41, has mentioned that he is married to Edwina Balls, 32 years of age. This couple has been married for a total of 8 years. On Valentine’s Day of 2011 (February 14th, to be exact), Edwina did not return home. A man named Harry Williams phoned Mr. Balls and informed him that he and Edwina had been having an affair for the past three months, and, in fact, she was asleep in his bed right now. David found out where Mr. Williams was calling from and he rushed out of his home to go to Harry’s house to confront him. David was driving from his home along Romford road and through the traffic lights (East) at Manor Park junction towards Ilford where Harry lives. At that moment, another driver came from the right and smashed into the driver’s side (offside) of his car. The police and the ambulance were alerted to the scene. David sustained bad bruising to his right leg but otherwise was unhurt. The other driver, however, had been thrown through her windscreen onto her own bonnet, and then onto the ground. The other driver—Katherine Buckingham, age 31 years old—sustained whiplash, a broken nose, concussion, and a badly bruised shoulder. Katherine also sustained cuts on her face and arms from the windscreen. Police officers told David that Katherine had not been wearing a seatbelt. Both drivers were breathalysed but neither was over the alcohol limit for driving. Everyone owes a duty of care to those affected by his or her actions and is liable in law for his or her negligence. Tort is the law that relates to civil wrongs, and in particular the laws relating to negligence. Personal injury is a particular form of negligence which can be brought to the courts on the part of the plaintiff. Mr. Balls does have a case for suing Ms. Buckingham, because personal injury consists of doing damage to s omeone’s person. However, Katherine may have a case when it comes to Mr. Balls running into her on the road, since what he did could be considered driving recklessly in a fit of passion—similar to how second-degree murder is not premeditated but is a crime of passion. Katherine might not be liable for David’s wrongdoing here, although she could be given a fine for not having worn her seatbelt. Here, the law of tort, negligence, and duty of care will be sufficiently explained. II. Law of Tort ‘Tort’ is the French word for a wrong. Torts are civil wrongs. Civil wrongs can be contrasted to criminal acts although one action might result in a potential liability for two claims, one civil and one criminal. If D runs into P on the road, D is liable to be prosecuted for civil sanctions such as fines, community penalties or imprisonment, which might be applied by the civil courts. But P can also sue D in the civil courts for any damages for the injury and lo ss that has been suffered. Negligence is a tort. III. Negligence, Liability for Negligence, and Defences Against Negligence The case of â€Å"Donoghue –v- Stephenson† (2011), set out the basic principles of negligence in English law (pp. 1). The case concerned food poisoning suffered by Mrs Donoghue whose bottled ginger beer was contaminated with the remains of a decomposed snail. As Mrs Donoghue didn’t buy the ginger beer (her friend did) she had no action in contract law (so she wasn’t a party to that contract). The case decided that, in English Law there must be and is a general conception of relations giving rise to a duty of care. The liability for negligence is based upon a general public sentiment of wrongdoing for which the offender pays. The case created the concept of negligence as an action in civil law allowing injured parties to sue wrongdoers for their loss and damage. To find a defendant liable for

Discuss the Ethnicity, Race in new cinema and how these elements Essay

Discuss the Ethnicity, Race in new cinema and how these elements represent the culture identity in new cinema - Essay Example Countless movies have been made that placed the white race concept atop the pedestal. This is apparent in many genre, setting and context. Films strengthen the existing prevailing social concepts (Kellner, 1995, as cited in Brayton, n.d.) that refer to a middle class white heterosexual male as the normative figure (Brayton, n.d.). The concept of race is a social construction and originally defined by western people. The general notion brought by this concept is that the white people are superior over those with colored skin. This prevailed during the colonization period where the colonizers were white people. Whiteness reached its peak after the colonial era though (Lopez, 2005). Thus, having colonized lands with black people, the latter were treated as inferior and were made slaves. The same treatment is accorded to people with brown skin. The concept of whiteness was perpetuated even after colonialism as desirable and utilized to repress and marginalize the others (Lopez, 2005). Th e concept of â€Å"personal whiteness† referred to by W.E.B. Du Bois has been readily and systematically accepted by groups which were â€Å"racialized, enslaved, conquered and colonized,† but who regard â€Å"white power and white pretense† as critical concerns (Towards a Bibliography 2006, p. 5). Although numerous groups are working to counter this unequal social construct, there are still segments in society as well as individuals who retained such white supremacy notion. Even those not belonging to organized groups, their individual attitude towards colored people show antagonism or disgust. Individuals who do not belong to the whiteness group are categorized as belonging to the â€Å"other† (Performing Whiteness n.d.). The concept of race can be found in many cultural materials such as stories, narratives, habits, etc. and perpetuated in cinema (Critical Race Theory 2011). Although socially constructed, race has been institutionalized in the US throu gh systematic and deliberate actions, thus creating social structures and consequences (Lipsitz, 1995). In cinema, race is constructed continually as a performance and â€Å"understood as a set of cultural tastes,† but not in relation to biological or cultural existence (Brayton, n.d., p. 63). The lifestyle of the rich upper class whiteness is portrayed as the proper norm (Johnson and Roediger, 1997, as cited in Brayton, n.d.). It is played around the concept of consumer choice (Brayton, n.d.). Academic debates on race focus on cultural identity, the roots of the group, and how members see themselves as a cultural group (Bernardi, n.d.). Identity does not remain the same. It undergoes continuous change and transformation (Hall, 1989, as cited in Bernardi, n.d.). White dominance as a performance is aptly described by Orwell (1936 as cited in Lopez, 2005) in saying that by wearing a mask, the face grows to fit with it. Shifting Focus of Whiteness Racial formation, according to Omi and Howard (1994, as cited in Bernardi, n.d.), is a divide grounded on cultural and physiognomic parameters that tells who should have access to institutions. Racial formation changes like identity (Bernardi, n.d.). During the early developments in cinema, the concept of race was dominated by social Darwinism and eugenics wherein humanity is placed in a â€Å"hierarchy of human cultures and histories† with the Anglo-Saxons at the top, followed by the other Caucasians, the

Classical Management Theory Essay Example | Topics and Well Written Essays - 250 words

Classical Management Theory - Essay Example sion of labor, order, span of control, authority and responsibility, discipline, remuneration of personnel, equity, tenure stability, subordination of individual interests over general interests, initiative and Espirit de Corps (Anapkumar 2005). Some elements of the Fayol’s theory continue to have a positive impact on the culture of a functional unit. Although the theory does not include communication as one of its element, it is implicit that both vertical and horizontal communications are considered vital to the performance of the elements of this theory. The power structure advocated for by the theory espouses optimal functionality with managers holding authority over and responsibility to employees and the later submitting to the rules and orders (Miner 2006). Rewarding of employees within the organization through application of monetary rewards and job security boosts their work morale. The theorys insistence on human resource continues to play a crucial part in businesses successes worldwide by focusing on employees’ development. It views personnel as the essence of an organization but is attributed to the the growth of public administration. (Miner 2006) The theory is plagued by numerous weaknesses in dynamic market place which does not strictly adhere to the tenets of management as proposed by Fayol . Its insistence on excessive hierarchy, rigid compliance to rules, promotion on seniority and over developed specialization cannot work in todays market place unless it is made flexible. If not, it might be a precursor to bureau morbid behavior. A consequence of this will be bloated companies and proliferation of rules which will make it harder for companies to cope with the dynamic market place. The theorys treatment of employees as economic, irrational, passive and inert beings who are a product of the means of production capable of being only motivated by means of money works against the functional in todays businesses. (Alajloni et al 2010) It fails

Discuss the Ethnicity, Race in new cinema and how these elements Essay

Discuss the Ethnicity, Race in new cinema and how these elements represent the culture identity in new cinema - Essay Example Countless movies have been made that placed the white race concept atop the pedestal. This is apparent in many genre, setting and context. Films strengthen the existing prevailing social concepts (Kellner, 1995, as cited in Brayton, n.d.) that refer to a middle class white heterosexual male as the normative figure (Brayton, n.d.). The concept of race is a social construction and originally defined by western people. The general notion brought by this concept is that the white people are superior over those with colored skin. This prevailed during the colonization period where the colonizers were white people. Whiteness reached its peak after the colonial era though (Lopez, 2005). Thus, having colonized lands with black people, the latter were treated as inferior and were made slaves. The same treatment is accorded to people with brown skin. The concept of whiteness was perpetuated even after colonialism as desirable and utilized to repress and marginalize the others (Lopez, 2005). Th e concept of â€Å"personal whiteness† referred to by W.E.B. Du Bois has been readily and systematically accepted by groups which were â€Å"racialized, enslaved, conquered and colonized,† but who regard â€Å"white power and white pretense† as critical concerns (Towards a Bibliography 2006, p. 5). Although numerous groups are working to counter this unequal social construct, there are still segments in society as well as individuals who retained such white supremacy notion. Even those not belonging to organized groups, their individual attitude towards colored people show antagonism or disgust. Individuals who do not belong to the whiteness group are categorized as belonging to the â€Å"other† (Performing Whiteness n.d.). The concept of race can be found in many cultural materials such as stories, narratives, habits, etc. and perpetuated in cinema (Critical Race Theory 2011). Although socially constructed, race has been institutionalized in the US throu gh systematic and deliberate actions, thus creating social structures and consequences (Lipsitz, 1995). In cinema, race is constructed continually as a performance and â€Å"understood as a set of cultural tastes,† but not in relation to biological or cultural existence (Brayton, n.d., p. 63). The lifestyle of the rich upper class whiteness is portrayed as the proper norm (Johnson and Roediger, 1997, as cited in Brayton, n.d.). It is played around the concept of consumer choice (Brayton, n.d.). Academic debates on race focus on cultural identity, the roots of the group, and how members see themselves as a cultural group (Bernardi, n.d.). Identity does not remain the same. It undergoes continuous change and transformation (Hall, 1989, as cited in Bernardi, n.d.). White dominance as a performance is aptly described by Orwell (1936 as cited in Lopez, 2005) in saying that by wearing a mask, the face grows to fit with it. Shifting Focus of Whiteness Racial formation, according to Omi and Howard (1994, as cited in Bernardi, n.d.), is a divide grounded on cultural and physiognomic parameters that tells who should have access to institutions. Racial formation changes like identity (Bernardi, n.d.). During the early developments in cinema, the concept of race was dominated by social Darwinism and eugenics wherein humanity is placed in a â€Å"hierarchy of human cultures and histories† with the Anglo-Saxons at the top, followed by the other Caucasians, the

The Indianas Religious Freedom Restoration Act Essay

The Indianas Religious Freedom Restoration Act - Essay Example The essay "The Indiana’s Religious Freedom Restoration Act" talks about the Indiana’s religious freedom restoration act. Law doesn't grant businesses a right to categorize against anyone. Many followers of this Indiana's restoration act affirmed that they hoped it would help the Christians to evade participation in same sex weddings. Secondly, there is no burden in these laws. Those people behind it emphasize that it is a form of defense so that religious person is not obligated to act in ways that infringe their way of life. These laws were at first described as a way of shielding individuals from harm, for instance, to put off the management from forcing people to go against their beliefs except when there was a sound cause for such infringement and no fine option found. The Indiana law also incorporates a language in it to ensure that parties in private lawsuits or administrative actions can claim a religious basis for their questioned behavior. The supporters view t he law as just the protections for religious freedom. Those people who believe in the Indiana law say that there has been an exaggeration of the likely effects of the law and misunderstanding of how it works. They add that those people who invoke the law to avoid lawsuits should go through a judicial process in which the burden of their beliefs is compared with the interest of the state in imposing a fine or carrying out a mandate. These laws have drawn criticism for having the potential to support discrimination against gay and lesbian couples.

Willy Russell in his play Educating Rita Essay Example for Free

Willy Russell in his play Educating Rita Essay Educating Rita by Willy Russell explores the relationship between the two characters involved in the play, Frank and Rita over a time span, of several months. A variety of themes are explored as Rita, a working class Liverpudlian, aspires to a higher social and academic level so that she may have choices, with Frank, a disillusioned and failed poet as her teacher. As Rita progresses, Russell uses a range of dramatic techniques and tensions between the two characters to explore themes of the personal, class, relationships, gender, dependence, superiority and education. This produces an effective and dramatic piece with clear character and plot development. The play could be staged in a number of ways, and when considering how staging would best reflect the themes and passage of time, I must consider set, costume and lighting, as well as how each of the characters should play their part. The play focuses mainly on the relationship between Frank and Rita, and the structure shows a clear crossover within their respective roles. Frank is initially the dominant male with more knowledge and experience than Rita; he is the well-educated and confident lecturer to whom Rita comes to for help to become educated. By the end of the play the roles are reversed, with Rita as the dominant educated character, with every option available to her, whereas Frank, who has turned to drink, is barely able to hold down his job. Within this structure, the interaction between the characters explores the themes mentioned above, which have both significance for them, as well as for the audience who are able to identify with the issues discussed. The way that the characters change as the plot develops shows what effect their different experiences have upon them, and how they shape the people that they have become by the end of the play. By choosing two scenes from different points in the play we can see how themes generated in an early part of the play are later developed as the characters progress. I chose Act one, scene two to explore first, as it is after the two characters have already been established. Their behaviour reflects certain themes as the second scene begins. There is also a significant incident involving poetry Frank has written, which has a link  with the later scene I have chosen, truly reflecting how the two characters have changed. While the first scene establishes the main themes of education and aspiration on Ritas part, Scene two really begins to explore such themes as well as exploring others to a higher degree. The scene begins in Franks office, as always, with Frank waiting for Rita to arrive, (he) glances at his watch. He is interrupted by a noise at the door, which turns out to be Rita oiling his study door for him, as she has noticed that it needs it. The way in which she comments, knew you wouldnt get round to it establishes the theme of gender stereotypes running through some of the play, and conveys the idea to the audience of Ritas housewifely mentality and motherly instinct, with Franks stereotypical male nature of allowing her to do the work for him. As Rita then proceeds to look around Franks office, and he watches her, it is clear how he views her from how he watches Slightly amused which indicates that he is entertained by her, and clearly views her as naive and unsophisticated when compared to him. The way Frank responds to her influences how the audience would respond, as the majority watching a professional production of this play would probably identify with Frank rather than Rita. Assuming it is a professional production, the majority of the audience would be middle class. However, although at the start they may identify with Frank, Willy Russells intent as the two characters develop is to challenge the audiences attitudes towards each. The themes of gender and superiority are closely linked here, and run throughout this scene. Typically, Rita, a young and impressionable young women, and Frank, an older educated man with a greater social position, she is naturally inclined to look up to him. Even if they were both middle class and educated, Rita would still probably view him of the superior of the two, and this opinion is reinforced by the mention of Franks girlfriend, Julia. He says she admires him tremendously, and mentions how she cooks and, cares for him. Julia is an ex-student, yet both respond in the same way to Frank, trying in a sense to, mother him and he accepts this, both sexes following their  stereotypical roles. The way Rita sees him as superior in the same sense as Julia brings up the theme of gender conflict, alongside class and social status, and is another reason why Rita sees him as superior and above mundane tasks. After oiling the door, Ritas next action reinforces this relationship. She refuses to sit down in the chair with its back to the door conveys how unsophisticated and insecure she is. The way that Frank offers her his chair, but she refuses with her comment, Youre the teacher shows how she sees their separate roles, with him with a greater status, again introducing the theme of superiority. Rita even feels Franks taste is superior to hers, Thats cos youve got taste. Although Frank has not yet commented how he feels that he is superior to Rita in terms of both education and class, the way he responds to her clearly shows how he feels they are not on equal terms. The fact that Frank is amused by Rita wondering whether or not she has reformed him reflects this, and throughout the scene he uses education as a resource to demonstrate his superiority. Rita is often ignorant of the phrases or words that Frank uses, for example a certain patina and he often corrects her in terms of the words she uses, Foster for Forster. As well as demonstrating through her ignorance of language that she is not like other students, Rita makes it known to the audience that she is not ignorant enough to not realise it. She comments on, the proper students and although it could be taken in terms of her meaning the students who go to the university all the time, without other obligations, she knows that she is in a different situation (she comments in the first scene, Degrees for dishwashers) and is probably comparing herself and her knowledge to theirs. The audience draw comparisons between Rita and Frank in terms of their behaviour and knowledge, and as the scene progresses the audience are made more aware of the different upbringings they must have had. Just before this however, there is a section of the scene in which Russell uses the language of each character to demonstrate their different social status. Rita comments Readin and studyin just after her comments on proper students, and Frank responds with the same phrase, Reading and studying.  The fact that phrase is repeated by Frank in succession makes the audience properly aware of how differently they speak, and Ritas native Liverpool accent is made evident with this clear contrast to Franks more refined voice. The phrase Rita then uses, off me cake which Frank responds to by questioning its meaning, is done so in such a way as that the audience knows he is being sarcastic, yet Rita does not seems to realise immediately. However, when Frank uses the phrase in a sentence of his own, Rita realises how he is being sarcastic, itd sound dead affected again highlighting the difference between them herself. This interaction demonstrates the different upbringing and environment they have been exposed to, and Frank does not only use his gender and age to appear superior, but through sarcasm and superiority in his use of language demonstrates how he knows he is. The themes of social class and education occur once more in Ritas next few speeches. During them, the way she sharpens Franks pencils again reminds the audience of gender stereotyping, the automatic tidying up, or carrying out of tasks that he is perfectly capable of doing himself, as well as showing how she is uneasy. Rita then conveys the sort of education she must have had from the description of her school, and how she was not really allowed to educate herself, which Frank cannot fully understand as someone for whom education has obviously always been available. He does not understand why she could not be different from her friends, and through this we see the gulf between their two upbringings, highlighting the theme of social contrast. Frank then passes her his ashtray to sharpen pencils, but the way she ignores it indicates how preoccupied she is, and how she really does have something important to say. Her ensuing monologue shows how she feels she wants more, is this the absolute maximum I can expect from this livin lark. The activities she speaks of club to go to to distract herself seem so unlikely the activities that Frank would indulge in that it seems as if he must have his life sorted and she is the one floundering, with what she really wants beyond her grasp. Frank cannot resist one more piece of sarcasm at the end of her outburst, to reassert himself as superior, and her wants as pathetic and of no value, you managed to resist another new dress? But Rita again does not realise.  By the end of this section of the scene the audience know a lot more about Rita and her character. It is clear that at the start of her education she appears stereotypical in terms of her gender, but not in terms of who she is and what she aspires to be. This re- establishes the theme of aspiration already suggested as Rita claimed she wanted to learn, Everything. Her speech about knowing how there was always something tapping away in her head, knowing she might have got it wrong indicates prior conflict within herself, but the fact that she has now come to be educated shows how this conflict has been resolved, and education is the way she will be able to become the person she wants to be, and she sees Frank as an example of that person. The conflict will later extend from herself to the rest of her family, and as she becomes alienated from them. The second half of the scene reveals more about Franks feelings and character, not just concentrating on his surface sense of superiority. The next incident explores the theme of conflict between the personal and the impersonal. Frank informs her that to write a good essay she must learn the art of criticism, which is ironic, as ultimately she will learn to criticise, and Frank will be the object of it. The way Frank informs her that good criticism is never subjective, and is almost a science is reflected in Franks character. He does not wish to involve himself, he wishes to remain absolute from his own feelings. Here the theme of the personal is really introduced as the next part of the scene really shows how each character deals with personal early on in the play. Conflict is initiated as it appears Rita is quite intent on dealing with the personal, and Frank has never come across such a view, astounded The way Rita comments on Forster, Sitting up there in his ivory tower encourages the audience to draw parallels between him and Frank, who also wishes to distance himself from the world, using alcohol as his escapism, and is in a sense sitting in his own, tower. He wants no subjectivity or sentimentality, and this is shown in the way he interacts with Rita, using attempts to be witty and sarcasm to evade the personal, as can be observed later in the scene. Throughout the play both characters struggle with the personal, Rita attempting to become distant and Frank to be in touch with his feelings. Before moving onto Franks marriage we see an example of how Frank also follows his stereotype, returning to the theme of gender. He comments of Rita that she has an undisciplined mind, which men often seem to think that that women have, and that they are disorganised and, scatty in general. Rita ignores the comment and immediately moves back to the personal, are you married? Frank answers reluctantly, stalling the question, but Rita refuses to accept this, and continues pressing Frank for personal information. He is reluctant to deal with the personal side of life, however, and when explaining why he broke up with his wife, he uses a reason which he presumes to be clever and witty, but which actually just makes evident to the audience how he is distancing himself from the pain of the break up, and presuming he is above it all. We split up, Rita because of poetry The way in which Frank says she left him for the good of literature and how the result was that he stopped writing at all is a use of dramatic irony, which is lost on Rita, however, and is there for the audiences appreciation. Rita refuses to accept his explanation, however, and even Frank admits they perhaps people do not split up for that reason. The way that that is how he remembers it simply shows that is how it is constructed in his mind, and he has created the fantasy to remove feelings connected with the event. The most obvious contrast between Frank and Rita in his scene is the way they deal with feelings, with Frank refusing to have anything to do with things of a personal nature, and Rita connecting everything to its emotional impact. After dealing with themes largely of a personal and impersonal nature, Russell reverts to the theme of superiority with reference to education, as Rita wishes to look at Franks poetry, but he denies her access of grounds of not having the literary references. This has reference to the theme of the personal also, as Franks poems are clearly very personal to him and he does not wish to show his emotional side to anyone. We next see another side of Frank, however, as Rita praises him, youre great and he says how there is less of him than meets the eye. Through this comment we see how Frank sees himself as somewhat of a fraud, however, Rita does not get the deeper meaning of his reply, she simply admires the way he can construct a  phrase like that, and as often happens in this scene, the audience, understanding Frank, should have one level of meaning, while Rita has another. This also occurs later in the scene, when Frank comments that he would like to take Rita by the hand and, run out of this room forever. Rita thinks he is merely being sarcastic, yet the audience can see the deeper level of meaning in his words, in that he feels trapped and unhappy. Frank appears to Rita the epitome of successful. He is middle class and educated, what she is aspiring to, yet from his reluctance to deal with anything other than scientific or involving feelings the audience can see how he is dissatisfied and in denial over many aspects of his life. Rita does not see this yet however, she merely sees his status as a professor, his sarcasm and evasion as witty tools of a learned man, not yet suspecting that unhappiness is the cause. The end of the scene does revel Rita as different from the common throng however. The audience draw a parallel between a bird she describes, dead out of place our way and her, and by the end of the scene she has even begun to adapt Franks sarcastic tones, doing a parody of an academic question. The audience see that although she s totally different from Frank in terms of class, and education, their relationship has begun to develop over the bond they form. Frank sees in Rita something he has not seen in a student before, and Rita feels that Frank is the kind of tutor she needs. Earlier in the play she refused to accept another one. As the play progresses we see how the themes established early on in the play are developed by Russell through his two characters. They develop through the changes they undergo in their lives as well as the effect they have upon each other, and reflect the themes established at the beginning of the play. As Rita becomes more educated she fulfils her aspirations, leaving her hairdressers job to work in a Bistro and making a successful transaction to the middle classes, whereas Frank degenerates, more and more frequently turning to alcohol. The theme of dependence running throughout the play has begun by the second act to invert, in that whereas Rita was once dependant  on Frank for all her educational needs, the time she spends during the summer at a literacy camp symbolises how she no longer needs to rely on him as much. She has already learnt about the poet Blake, for example, that Frank was planning to teach her about specially. Frank becomes more dependant on her, and as she breaks away, losing her individuality, as he sees it, to become a proper student he regrets ever educating her, and in despair turns to alcohol. As soon as Rita begins to become properly educated the relationship between the two begins to break down, and although class and education are still the main themes, it is no longer the contrast between Frank and Rita in terms of these themes that is evident, but how Rita has risen more to the same social and educational stance. As well as education being an ongoing theme, which changes the outlook of both, contrasting class is also a theme that features largely until the end of the play. Conflict and class, as well as gender conflict are closely linked throughout. At the plays opening it is clear that Frank and Rita are from different social classes. The way Frank uses this to assert his superiority could cause conflict between the two, except for the fact that Rita has accepted she is initially different from Frank, and seems to see his status as a warrant for his behaviour. Rita is obviously eager to learn however, so Frank tries to be tolerant, and as she improves he begins to accept her as more of an equal to him so conflict between the two over class is more minimal than it could be. Within Ritas own circle however, the conflict is obviously rife. As Rita develops as a person, the conflict with her husband and family increases. Her husband even burns her books in protest over her trying to break away from what he feels she should accept as her station in life, He burnt all me books. As Rita becomes more educated, in order for it to have an effect she has to change herself, and a husband feels that she has in a sense betrayed him. Conflict connected with class also occurs later in Act One as Frank and Ritas friendship progresses. Frank invites Rita for dinner at his house, with her husband, Denny. As well as this causing conflict between the married couple, in that Denny refuses to come due to his antipathy to the course and those connected with it, he blames them from distancing him from  Rita, Rita suffers conflict within herself about attending, centred chiefly on the wine she brings. She knows it is the wrong sort after she has bought it, and although it might appear to be a superficial detail, to Rita it symbolizes how little she knows about this kind of society and how to behave in such situations. It demoralizes her and she wonders how she can ever leave her social status and rise to Franks. She decides to not return to the course, however, her mother changes her mind.. Her mother crying and saying there must be better songs to sing (Ritas family and friends had been singing in the pub) really symbolizes how there must be a better life to lead, which encourages Rita to try and aspire to that hope, and so she returns to the course. Rita also experiences much gender conflict within her family. From the first scene Rita mentions how she is expected, at the age of twenty-six to settle down and have a family. Yet she rebels against this idea, even secretly using contraception, and her refusal to accept what her husband sees as her role eventually leads to the breakdown of her marriage, which allows her to, find herself even further. However, as she does try to find herself, using other people to develop her personality, this causes ever-growing conflict between her and Frank, which reaches its climax towards the end of the play. Apart from Rita, Franks main conflict is involved with the university and students themselves, as he bitterly continues to drink with their disapproval. By Act two, scene five, very near the close of the play, we can clearly see how both characters have developed and how they now interact with each other. The first thing Rita says to Frank upon entering his room is, are you sober, are you? and the way in which a whisky bottle is placed in front of him indicates the extent of his dependency on the drink. Now he can no longer rely on Rita to give him hope and entertain him he has become even more dependant on the alcohol, which is plaguing his career. Frank, even now cannot resist a sarcastic comment, which Rita ignores and proceeds to tell Frank what she thinks of his poetry. The fact that Frank has given Rita his poetry to look at is a very  significant act, which shows real character development on both sides. Earlier in the play Frank denied Rita access to his poetry, on the grounds of her not understanding literary terms. The fact that he has given them to her, and has seriously asked her for a critical analysis shows how much she must have progressed in terms of her education. Whereas she was once ignorant in this area, Frank has now deemed her sufficiently able to comment on them, and regardless of his motive, we can see how her character has developed in order that she can appreciate such work. However, on another level, Frank giving Rita his poetry shows how he has developed as a person also. As well as indicating he no longer feels his skills are superior to hers, the emotional angle of his action indicates that he is no longer dealing with only the objective side of things. By giving Rita his poetry to look at, Frank is exposing his emotional side. His poetry is such a personal thing to him that it is the most significant thing he can do, to show how he is willing to expose his vulnerable side to her as opposed to other people. By asking for a critical assessment of a lesser known English poet Frank knows that what she says will ultimately depend upon the outcome of their relationship. The way Rita analyses the poems clearly shows how she has developed in terms of her education, the main theme running throughout the play. The language she uses, witty/profound to describe the poem is a complete development of the simple terms she used earlier in the play. The fact that she can understand Franks work as opposed to the poetry she used to enjoy, Its the sort of poetry you can understand shows how she has developed her literary knowledge. However the way she quotes her flatmate, Trish when commenting on the poetry, shows how from having Frank as her only mentor and teacher at the start of the play, she has now developed a critical style from others also. Rita herself admits how she would not have understood the poetry previously, and the way she is sure she can now see wit and classical allusion in it indicates that as her education has progressed she has adapted accepted educational views of such works. The audience are next reminded of the aspirational theme, as they can compare how Rita would have reacted then and now from Franks comments, You would  have thrown it across the room. The way Franks sarcasm still washes over Rita indicates how she can see nothing wrong with her situation. She comments that she can, see now shows how her opinions of herself and her life have changed, she is no longer so discontented, and she sees nothing wrong with the social standing she now has. Franks allusion to Frankenstein, however, shows he feels that what he has created is a terrible thing, that he has made Rita a monster and his assessment of his poetry gives a deeper insight into his feelings. Frank denounces his poetry as worthless talentless shit, simply posing as something witty and clever. His poetry is such a close and personal thing to him, however, that as he criticizes it he is really criticising himself. By trying to convey how pretentious and worthless his poetry really is, he is really trying to explain to Rita that that is how he feels about himself. Earlier in the play he commented that there was less to him than met the eye, and this speech shows how low he feels he has really sunk. He is trying to show Rita how what she has gained he feels is without meaning, that what she has aspired to is worthless in his eyes, and this display of emotion indicates how his emotions have developed so that he is now in touch with them. The way Frank responds to Ritas analysis shows that he really is no longer objective, but subjective, taking what she says not as an objective critical analysis but as an indication of who she has become. Whereas before he wanted mere objectivity and nothing dealing with the personal, now that Rita has that critical skill Franks response shows that he regrets what he has done as there are now none of her views stated when she gives an opinion. He liked Ritas novelty very much, yet her analysis shows it has been taken away, and she talks like any other student. Frank now wants her to be subjective again, another example of how their characters have reversed. That as they have developed, Rita has become the objective one, and Frank the subjective, desperate for some kind of Ritas sentimentality in her work. Frank then comments that he can no longer bear Ritas presence, and she responds in a way that shows the audience she now really is his equal. Whereas before, his word was the authority, Rita stands up to Frank and  provides an argument against his. In fact she is now the dominant character, and she makes reference to this, comparing their previous relationship to one of a farther and daughter, him teaching her as she gazes back in, wide eyed wonder. Rita is trying to show that she has lost her naivety, and he is no longer the dominant male, returning to the theme of gender stereotyping. They are now on equal terms. It is here we see where the conflict has really developed in their relationship, as Rita shows she has reached what she aspired to and Frank reduces its worth, so very very little. Frank feels that in becoming educated, Rita has lost all individuality and originality, whereas Rita feels satisfied with what she has achieved, and does not understand why he cannot accept th is. The theme of Education runs throughout the play. This aspect of life is traditionally thought to lift people out of one lifestyle and give them a range of options. Rita is developed through the theme of education to reflect how it can change your lifestyle. She comments that she now knows the right kind of wine to buy and the clothes to wear in terms of reflecting a middle class status. She has become a typical middle class women, and Frank hates himself for his part in it. At the beginning of the play Frank enjoyed lording over Rita to an extent and using his superiority to gain control of the situation. It might appear that he is simply annoyed that he has lost that hold over her, and can not reassert himself with her, so is trying to drag her down and not enable her to become superior to him. It is not that simple however. Throughout the play we have seen Frank and Ritas characters developing, and although it seems Frank has been trying to keep her from escaping, and he alone wants to shape her, as the play progresses, it becomes evident that he admires her uniqueness. As Frank watches her turn into just another student it enables him to see how her unique qualities are simply wasted, and what she ends up with, has nothing of her in it. Frank, who at the start of the play was already educated, shows how education can have a degenerative effect when that is really all you have, and he reflects this in his degenerative behaviour. Although he enjoyed the way he could use his knowledge and wit to distance himself from reality, the  arrival of Rita shakes up all of his preconceptions of students and life in general . Although she might think that he really did want her to remain ignorant for his own satisfaction, Frank has simply realised how education can make you pretentious and characterless, and that although Rita has want she wanted, he feels the person she has become in order to achieve it is of little value. The theme of education is developed from the first act, and whereas it first appears to be a good thing for both Rita and Frank, the way the characters develop to reflect what an effect it can have on people show that this is not a straightforward theme. There are clearly a number of themes involved within this play, and to best reflect them the staging of the play must be carefully considered. The two acts that I have analysed display the most contrast through the way in which as the characters have developed their views and how their roles have crossed over. As well as obvious changes in the characters costumes, I would use more subtle differences including changes in lighting and the way the characters react and speak, to reflect the changes they have undergone. Firstly, costume must be considered as the audience will take initial impressions from the way each character dresses, and the way they appear at the beginning of the play and at the end must reflected in their change of dress. Frank, at the start of the play, although he does indulge in alcohol is much more together then a t the end of the play. Therefore his dress should be fairly smart, indicating how he is both middle class and a lecturer. It should include a shirt and tie, with the shirt tucked in and tie tightly tied with his top button fastened. As the play progresses however Franks change in character could be shown through subtle changes in his dress. As his and Ritas relationship slowly begins to degenerate, his appearance should become untidier, beginning with him untucking his shirt, then undoing his top button and loosening his shirt collar. By Act two, scene five his tie should have disappeared altogether. Although this is not much of a change, a mans tie, at work, is often considered by others to be smart, and about taking a pride in his appearance. He degenerate appearance by the end of the play should reflect what has happen to Frank himself, in that he no longer cares about work and through alcohol abuse, he himself has  degenerated. Ritas dress however should become gradually more flamboyant. In Act One scene two, Rita is still uneducated and working class, with the restraints of her husband and family upon her. Her clothing should be conventional and very unexceptional, to reflect her position in life. However, as she learns, gradually her clothing should become different, more creative, as she becomes educated and more creative herself. In Act Two Scene five, when Rita feels that she has fulfilled her potential, and that she knows how to act and, what clothes to wear her dress sense should be a complete change, as she now sees herself as an educated woman. Both characters clothes need to reflect how the characters feel about themselves to reinforce how they develop. In my second scene, Rita should remain standing for the entirety of the scene, with Frank slumped in his chair. Rita should also wear heels. This clear difference in height between the two should clearly convey to the audience how Rita is now highe r than Frank in terms of life also. A subtle change would reinforce for the audience the changeover in their roles. The set itself, as Franks office, is another useful reflective tool in showing how Frank degenerates. In Act one, Scene two the office, although not pristine, with books and plants spread around, should have some kind of order to it. As Frank turns to alcohol the disintegration of him must be mirrored in the degeneration of his office. By Scene five in the second act there should be much more disorder, with what were once piles of books, books scattered across the floor, and higher piles of paper, which Frank has obviously not dealt with. Posters, which Frank should have on his wall at the beginning of the play, should begin to curl halfway though the play, and by scene five should have fallen completely and be lying on the floor. Also, whereas in the earlier scene the whisky bottle should be hidden behind books, indicating discretion on Franks part, as mentioned in the play, the bottle should now simply be on the desk showing how he feels there is no point hiding the fact any more. This reflects his feelings about Ritas transformation; it shows the despair he feels in that now she has conformed, Frank sees only despair. There should also be several empty bottles strewn around to emphasise Franks dependency on the alcohol. All this reflects  Franks degeneration. The way the room has gradually fallen apart is mirrored by what has happened to him. Lighting could be a very effective tool in these two scenes to emphasise the contrast between the mood of the play towards the beginning, and the scene, which reaches the climax of Frank and Ritas dispute. In the first scene, to reflect the mood of hope and what looks like an interesting opportunity for both characters, the lighting should be bright throughout, to reflect this feeling. The lighting can also be used effectively however, to focus the audiences attention on a particular character, and emphasise the importance of what they are saying. At the beginning of Act One, scene Two, there should simply be a bright yellow light enveloping the whole stage. However, as Frank begins to ask Rita questions about her life, and she begins to respond openly to him, the lights should fade out, except for a bright spotlight focused upon Ritas face. This should be done from Ritas line Like what youve got to be into and this will emphasise her speech to the audience, as their attention will be all focused upon her and they should listen closely to the deeper meaning o her words. As Frank makes his sarcastic comment about the dress, and the tension lifts the bright lights should fade back in, and remain for the rest f he scene. However, in my chosen scene for act two the lighting must be different to reflect the gloomy atmosphere and environment Frank is now subjecting himself too. The stage should be lit only by a bulb from a desk lamp, all light which would have previously come in through the window is now shut out, to make clear how Frank, in his depression, is trying to keep the world out. In this scene spotlights on characters should be used as tension increases between the two characters, as this is a pivotal scene, and emphasising each characters line(s) will heighten the tension for the audience. Lighting could also be used effectively to show characters responses to each other. For example in the first scene, during the use of spotlights, when Frank and Rita are having a serious discussion, Franks confusion over why Rita could not have had an education earlier in life could by emphasised by fading her spotlight out to highlight the confusion on his ace then fading it in again. During Act Two, Scene 5 this technique could be used again.  When Rita is commending Franks poetry, Why did you stop writing? her spotlight could fade out to show the despair on Franks face. This technique, if used effectively would be good at highlighting the characters responses to each other in the two different scenes. Most importantly, how the characters speak react and move on stage will convey their character to the audience, and the changes in their behaviour later in the play will show their new attitude towards each other. In my chosen first scene, the two most have totally different airs. Rita, although she appears confident when speaking to Frank at the beginning of the scene, conveys her agitation through the way in which she refuses to sit down, and instead wanders around Franks room. To emphasise her uncertainty she should make some unconscious hand motion, which would convey the audience the nervous tension she is feeling. As Frank watches her he should appear totally at ease in his chair, reclining slightly to emphasise how relaxed he is. The way that Rita talks should also be different from the way that Frank delivers his lines. Frank should reply almost instantly to Ritas comments, conveying to the audience that he is confident, and feels that he has no trouble dealing with someone of Ritas calibre, whereas Rita must deliver her lines with a vaguer more uncertain utterance, more as if she is thinking out loud then having a conversation. This will emphasise the point that Frank is a confident organised teacher dealing with life, whereas Rita is uncertain and trying to clarify what she wants to do. By Act Two, Scene Five, the two characters should move and talk completely differently, conveying their different positions. Rita, who now feels happy and confident about herself, should show this by how she walks into the room. Instead of wandering uncertainly, she should stride purposefully up to Franks desk, indicating she now knows exactly what she is doing and what to say to Frank. For example, Rita must speak with conviction during her defence of Franks poetry, Its not! (pretentious) When walking around the room Rita should walk as she should when entering the room, with her head held high and striding confidently. Frank, however, should be slumped in a defeatist position, reflecting how life has defeated him. Ritas tone, when addressing Frank must be confident, and she should make much more eye  contact with him then before. Franks tone when he speaks should be much vaguer and less direct to convey his uncertainty to the audience. The passage of time could be marked in a number of ways. Changes in the characters and the set should show time passing clearly, as done in the film of Educating Rita. Firstly, an obvious way could be having a calendar on the back wall with the months changing as the play progresses. However, more subtle changes would reflect time passing just as well, and the subtler they are, the climax of them by the end of the play should surprise the audience by how gradual they have been, and indicate that it has taken a while for them to occur. Gradual changes in the set would probably reflect the time passing most effectively. The way it degenerates slowly should reflect how Franks degeneration happens over time. The office should slowly begin to become messier, with more papers scattered around, etc, but it should be gradual so that the audience are surprised when by Act One, Scene Five they realise just how dilapidated the set is. Also, when Frank is listening to his radio in some of the scenes, the broadcast could be about weather for example, and how it is changing as the seasons do. This could also indicate how time is passing as the seasons move on. Gradual changes in the characters way of dressing also should indicate how they are slowly developing and that it is taking time, and the clothes the characters wear could start off being light, summer wear, then gradually become more suitable for winter, then gradually become more summery again, also reflecting a change in seasons In conclusion, Educating Rita is a play that explores complex issues through a variety of themes using characters to develop them. The interesting characterisation means that this is not an abstract piece, and through the characters interaction the audience are captivated by their development. This makes the themes shown through them, come alive. By the end of the play we have an understanding of both characters point of view, and our sympathies lie with both characters. We can see why Frank was desperate for Rita to remain unique, but it is clear why she feels education is what she needed to uplift her. The way that neither character is depicted  as the right or wrong one show that the issues involved with both are not straightforward, and that their is not a simple answer to the questions raised by the themes which include education and class. The staging of the play if well done should add to the richness of the audiences experience, and help to show what effect the experiences have had upon each character and how they are changed by them.