Discussion Questions for In Cold Blood by Truman Capote

In Cold Blood by Truman Capote is a nonfiction  novel that tells the story of the murder of a Kansas family in 1959. Use these book club discussion questions on In Cold Blood to discuss Capotes literary masterpiece. Spoiler Warning: These questions reveal important details about In Cold Blood by Truman Capote. Finish the book before reading on. Book Club Discussion Questions How does Capote build suspense despite the fact that readers know the ultimate outcome from the beginning of In Cold Blood?​In what ways is In Cold Blood like a fiction novel? How does Capote report the facts and allow different voices to speak without using a journalistic style?In Cold Blood starts with details about the Clutter familys last day alive. Did any of the details particularly stick out to you? Did Capote make you feel attached to the family by sharing these details?Were there any other characters you empathized with because of small details Capote wrote about them? Bobby Rupp? Alvin Dewey?Why do you think Capote split the narrative into three sections? Why do you think he did not describe how the murders happened until Dick and Perry were caught and gave their confessions?Did you feel sympathy for Dick or Perry at any point?How did Capote humanize the killers? Were you surprised by how likable they could seem despite the brutality of their crime and unremorsefulne ss to the end?Capote seems to paint Perry in a more sympathetic light than Dick. He seems sensitive and even kind at points; however, by the end, you find out that Perry committed all four murders. Did that surprise you? Did you sympathize with Dick more than Perry at any point? Or did you not buy any of the kind characterizations?Do you think Dick and Perry were sane? Did the psychiatric analysis of them and descriptions of other cold-blooded killers surprise you? Scare you? Make you think differently about violent crime or the death penalty?Rate In Cold Blood by Truman Capote on a scale of one to five.

Got Breast Milk Comparing Breast Milk To Infant Formula.

Got Breast Milk? Comparing Breast Milk to Infant Formula Parents want to make the best choices for their children. At birth, the decision needs to be made on how a baby will receive nourishment. This decision can impact a child for the rest of their lives. Comparing breast milk to infant formula will determine that breast milk is definitely the best choice for babies. Breast milk is better than infant formula because it provides immune-boosting antibodies, has a higher nutritional value, and leads to higher intellectual quotient (IQ). The first thing that may come to mind when deciding on whether to breastfeed or formula feed are the child’s health. Imagine being in the hospital with a sick child, not knowing what is wrong with them, why†¦show more content†¦Ã¢â‚¬Å"In addition to possessing IgA, breast milk contains a range of other nutritional components.† (Niers 347). It is important to evaluate the ingredients and nutritional value in infant formula compared to breast milk. Human milk contains at least 100 ingredients that are not found in formula.† (Jahn 13) Comparing vitamins, minerals, proteins, and fats are some of the components to evaluate. After reviewing The Journal of Nutrition, Assessment of Nutrition Requirement for Infant Formulas on Minerals and on Vitamins, with very careful review on the vitamins A, D, E, K, Thiamine, Riboflavin, Niacin, B6, B12, Folic Acid, Pantothenic Acid, Biotin, Vitamin C; and the minerals Calcium, Phosphorus, Magnesium, Iron, Zinc, Manganese, Cop per, Iodine, Sodium, Potassium, Selenium, Fluoride and Chromium, it is concluded that there are too many variable factors such as weight, age, and intake amount that make it nearly impossible to determine if the child is receiving the correct amount of these very important vitamins and minerals. Not receiving enough or receiving too much of these vitamins and minerals could result in health and developmental issues. (Journal of Nutrition; Vitamins 2182-2200, Minerals 2140-2181) On the otherShow MoreRelatedResearch Paper on Breastfeeding2264 Words   |  10 PagesBreastfeeding to the Child, the Mother, and the Entire Family What are the Benefits of Extended Breastfeeding? Throughout most of human history, breast milk has been the one food that infants have thrived on. Breastfeeding is recognized throughout the world as the preferred method of feeding infants due to its health benefits and nutritional quality. Recommendations by leading health organizations echo the importance of breastfeeding by setting forth guidelines. AccordingRead MoreVitamins and Minerals in Modern Society7964 Words   |  32 Pageswhile at the University of Tartu in present-day Estonia. He fed mice an artificial mixture of all the separate constituents of milk known at that time, namely the proteins, fats, carbohydrates, and salts. 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Women’s Self Esteem NOT Because of the Media Free Essays

The subject of media’s impact on women has been a big issue for several years now.   However, how does self esteem or one’s concept of oneself really develop?   Does the media really have any influence on this?   No, the media does not influence women’s development of self image.   Women’s self-images come from a number of internal sources, including their natural role as nurturers, how their needs are met, and other personal things. We will write a custom essay sample on Women’s Self Esteem: NOT Because of the Media or any similar topic only for you Order Now First of all, a person develops as a part of a family.   A little girl will learn, based on her family’s actions, to either trust or mistrust peoples’ intentions, as per Erik Erikson’s series of crises.   This will tell her, in time, whether she is worthy of positive attention or not.   If she is worthy of positive attention, then she will begin to develop good self esteem and a positive self image.   If, however, her family is cold or neglectful towards her, she will develop a negative self image and poor self esteem. As the girl grows into a teenager, these early experiences will prove far more important than any outside sources.   A teen who was raised in a loving household will be far more likely to have a positive self image than one who was not.   This has nothing to do with the media, only with personal influences.   As the teen grows into a woman, she will come to see her role in life based on these experiences.   If her experiences were positive, she will see herself in a positive light, and will probably want to give to others.   If her experiences were negative, she may be selfish and will see herself in a negative light. Maslow’s hierarchy of needs will affect a woman’s self esteem, too.   A woman who cannot even get her basic needs met, or who hasn’t had them met since childhood (food, water, shelter) will develop a negative self concept, because she may believe she was not worthy of anything.   She will also be far more concerned about getting these needs met than anything else, which doesn’t allow for higher needs.   If a woman’s need for love and belongingness aren’t met (through friends, family, lovers, etc.), she may also have a lower self-esteem. A woman who has many friends and loved ones, who is well liked, will have a higher self esteem.   A woman who is having all of her needs met and who is striving towards self-actualization should have very high self esteem, because she feels fulfilled in all areas of her life, and is able to strive towards betterment all the time.   This also allows for a solid self concept. Women who have met challenges in their lives and won will tend to have higher self esteem than those who have not been challenged or who have lost.   A woman who has always had good friends, who has always had her needs met, and who has always excelled in some area will have a much better self concept than one who has had few friends, has sometimes not had her needs met, and has infrequently, if ever excelled at anything.   These individual influences determine much more about a person’s self esteem than does anything as elusive as the media. Women traditionally have a role as nurturers.   Even if an individual woman does not necessarily feel like a nurturer, this will still have to play into her identity as a woman.   A woman who accepts her role as a nurturer and a caregiver will likely be less conflicted, and more likely to have high self esteem.   A woman who is a nurturer is meeting her role in society and in life, and therefore would feel more fulfilled.   A woman who is not a nurturer may feel guilty, and may have lower self esteem.   Some women who are not nurturing are able to get beyond their feelings of guilt and be happy and have high self esteem anyway, but it is a conflict that almost all women must face in their lives. Outside sources are not nearly as important to women as their own internal conflicts and their personal lives.   A woman who is secure in her family and friends, and in her own power (as an individual with intelligence and talent) is less likely to care what the media or any ‘unknown’ source says.   The media may portray women any way they wish, but women who have a solid personal life are not going to be swayed by it.   Women who, on the other hand, do not have a strong self concept, are probably also not swayed by the media.   They already feel like they are bad, stupid, ugly, etc., and what the media portrays is not going to change that, either.   Outside sources are not big influences. With all of the internal sources, it is clear that the development of self esteem is a lifelong process, one that starts in very young children and continues into adulthood.   People who have their needs consistently met and who face challenges and win them will develop healthy self esteem.   Those who do not have their needs met or who lose challenges will not develop healthy self esteem.   This happens regardless of anything that goes on in the media.   In general, people vastly overestimate the importance of the media in the development of self esteem.   It is assumed that the media can actually change anything in a girl’s life, when in reality, her own life experiences are what guides her in developing her self esteem and self concept. How to cite Women’s Self Esteem: NOT Because of the Media, Essay examples

IT is a very difficult time in Australia at the mo Essay Example For Students

IT is a very difficult time in Australia at the mo Essay ment. There is no work tobe found and depression is upon us. The crash of the NYSE (New York Stock Exchange) is one of the main causesfor the turmoil that we must face day after day. People have lost money inthe stock markets and are forced to sell their assets.Many assets thathave been sold have been family heirlooms that have significant sentimentalvalue. In a perfect world, no one would be forced into this situation. But lifeis never perfect, it never goes the way we would like it to, all the time. There is one thing that always goes in our favour, and that is our humanspirit. At the moment our spirit may be tarnished but it will never fade. Deep down inside, we know that if we can survive doing it toughfor a while, we will get through these troubled times and come out asbetter people. As the old saying goes; The grass is always greener on the other side. We know that, as Australians, we can get through the depression becausewe have proven it by recuperating from the Great War. Still, we cant avoid the fact that we have problems as a nation. It isvery sad to hear people saying that they cant even take their children tothe local reserve for them to run around and enjoy their childhood becausethere are homeless everywhere and they have taken over the reserves, whichmakes it unfit for childs play. Some other problems that Australia faces is that industries are shuttingdown and which means people lose jobs and businesses losesupplies which means more jobs have to be cut. Employment is at all-timelows. Currently, unemployment is at 27.4%. This affects the ability for parents to supply for their families. Especially large families. Luckily, we have a government that looks afterus with some food aid for needy families. But things are going to have tochange because the government cant carry people through their lives. Something has to be done. Currently, the number of families receiving aid is 670,000. At the moment, nobodys job is safe. There is always the risk of yourbusiness folding. But if you can pull through these tough times you willcome out as better people. You must always look on the bright side. BY TIM LANE

Outline and Evaluate the Use of One Qualitative Method in the Academic Study of Sport Essay Example

Outline and Evaluate the Use of One Qualitative Method in the Academic Study of Sport Essay Outline and evaluate the use of one qualitative method in the academic study of sport Denzin and Lincoln (2000a) believe that qualitative research is guided by 3 principles: assumptions, values and beliefs. These work against, alongside or within positivist and post-positivist models. Quantitative research is the use of numerical measurements and analysis that involves measurable ‘quantities’ by Gratton and Jones (2004). Quantitative data is collected through closed questions as it is in place to provide facts. While qualitative data, on the other hand, predominantly uses open styled questions to gain more information through follow up questions, extensive answers and debates. There are many differences between the two paradigms with the researcher being objective, and ‘detached’ from the subject under investigation within quantitative data said by Gratton and Jones (2004). Moreover, qualitative research is rather the opposite, with the researcher being in place to gather more information from the participants in question. In addition to the previous, Morse, Swanson and Kuezel (2001) believe a quantitative research requires the researcher to carefully define variables that may be quantified with numbers. On the other hand, qualitative research is a more holistic perspective rather than a hypothesis confirmation. Berg and Latin (2008) believe qualitative research allows an open-ended and flexible approach to assessment. Within the qualitative paradigm there are several different data collection methods such as open questionnaires, interviews, observation, visual and textual analysis. We will write a custom essay sample on Outline and Evaluate the Use of One Qualitative Method in the Academic Study of Sport specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Outline and Evaluate the Use of One Qualitative Method in the Academic Study of Sport specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Outline and Evaluate the Use of One Qualitative Method in the Academic Study of Sport specifically for you FOR ONLY $16.38 $13.9/page Hire Writer I will be outlining and evaluating the use of interviews within the academic study of sport; this will be focused mainly on focus groups. Culver (2003) states that interviews are undoubtedly the most common method for collecting qualitative data within the study of sport. Pettigrew (1990) and Pettus (2001) also state ‘interviews offer a depth of information that permits the detailed exploration of particular issues in a way not possible with other forms of data collection’. Within this type of research method there are 4 different types of interviews; structured, semi-structured, unstructured and focus group. Structured interviews are face-to-face (researcher participant), consist of closed and pre-determined questions in addition to the structure being formal. Semi-structured interviews can be altered so that the participant(s) in question can ether clarify or elaborate on a particular topic/statement. The approach to data collection is flexible, with probes being used to gather additional information. Unstructured interviews have a set theme with the respondent leading the interview. The questions are developed throughout, as they are not pre-determined. These questions are open and flexible. A negative point to this interview structure is that there’s a chance the interview will lack focus. Focus groups lean towards being semi-structured with a discussion thesis being used within an open environment; focus groups consist of more than one person. John Amis (2005) believes ‘focus groups allow members to challenge each other, develop positions of consensus, and build on each other’s ideas’. In addition to this previous statement, Gratton and Jones (2004) believe that this can become a negative point if the researcher doesn’t keep the participants on topic, stating that ‘participants may be tempted to provide false data to make an impression upon others in the group’. This can be potentially avoided if you use either a random, or stratified random sample which has a divided population. Furthermore these participants won’t know one another. Within focus groups there is a large quantity of strengths; participants are able to elaborate on the particular subject(s) especially when the researcher uses probes. In conjunction to this Yin (1994) notes that the interviewer ‘provides perceived casual inferences’ from the actor’s, rather than the researcher’s point of view. As a focus group is generally unstructured or semi-structured it enables participants to reveal certain insight into their attitudes and behaviours in addition to important themes and unexpected data to emerge, Gratton and Jones (2010). Focus groups are more flexible as you can also gain visual and vocal information; for example body language, laughter, silence or careful consideration, their tone of voice, or even simply what particular participants are saying. This can lead to the researcher probing as certain participants will be more passionate about certain themes/topics. Moreover you are able to gain a relationship with your participants, which can lead to them being more open and true to the information they give within the group. In conjunction with this, participants are informed that everything discussed is kept confidential, therefore this will relax and ease participants so they’re able to engage fully within the discussions. Interviews require more resources in comparison to questionnaires. This could be in terms of time consumption or travelling, as a consequence resulting samples can be small, Gratton and Jones (2010). Particular participants could take control of the interview therefore becoming dominant; researchers must then put particular probes into practice ensuring other group members get involved to gain a more diverse collection of data. On the other hand, participants could find focus group environments intimidating and/or off-putting; which can lead to the participant(s) in question feeling under pressure to agree with the dominant participant. Evalued[online]) Analysing data can also be difficult in addition to recording the interview. John Amis (2005) states that it is irrespective of the type of interview, that the way data is recorded should be established prior and it is standard procedure to record the interview on audio tape. The researcher must also ensure that the data gathered is reliable. Gratton and Jones (2004) believe that this can be represen ted with the equation; ‘reliability = number of agreements/(number of agreements + disagreements)’. Psychological Qualities of Elite Adolescent Rugby Players is a research study extension on Holland and colleagues’ (2010) study into required psychological qualities of young talented rugby players, Woodcock et al (2011). Focus groups were completed following Kruger and Casey’s (2000) recommended size of 6 to 8 participants, ensuring that you don’t exceed 10. One group broke this guideline with 2 participants participating within SAS (Sports Administration Staff), which could hinder studied data with the chance of agreement being likely and information being limited. Stewart, Shamdasani, and Rook (2007) warn that fewer than eight participants can lead to a narrow discussion biased toward the views of a few individuals. Focus groups were held in familiar and comforting environments in addition to neutral locations for parents, which was in place to make participants feel more at ease. The focus group was semi-structured with the moderator using probes to gain a more in-depth insight into their views and beliefs. Furthermore the moderator gained a relationship with the participants on entry so that they’d feel comfortable along with this method aiding them to participate within group discussions. Through using focus groups Woodcock et al (2011) founded 5 new subgroups within the 11 higher order themes identified by young players in Holland et al, (2010). These 5 subthemes were: off pitch communication, reflection on their abilities in an objective manner, taking information and reproducing it as a physical action, dealing with injuries as well as attitude towards injuries and that players need to be problem solvers, able to adapt and overcome challenges. Parents and coaches supported development of individuals, not just in their rugby involvement but within other areas of life. Furthermore they discussed interactions that reinforced development within professional and performance environments. SAS highlighted within the study that the under-16 rugby programme was designed specifically to gradually challenge players and foster development of certain psychological qualities Woodcock et al (2011). This focus group helped gain further knowledge and insight within the psychological side of elite adolescent rugby players. Furthermore the ways in which parents, coaches and the SAS develop these players’ psychological in general day to day environments. A large majority of the research gathered corresponds Holland and colleagues (2010) study. Gender perception of Wrestling is a case study in place to gain research on whether or not wrestling is a sport primarily for male athletes. This focus group consist of eight participants from both genders (stratified random sample), which was also semi-structured. Sports managers and administrators for wrestling are presented with the opportunity to encourage women to take part. For this to take place sports managers and/or administrators need to understand how women perceive the sport. Pfister, (2010) and Ward, (2010) state that there is a growing number of women participating in sports with some women competing successfully in traditionally masculine sports. Data collected from the focus group was substantial, with views from each gender being different; this therefore made the study stand out more due to its hypothesis. The focus group underlined that they perceived wrestling to be more violent than other sports such as judo and taekwondo as self-defence wasn’t an explicit objective, Leng (2012). Participants also reviewed the physical attributes of a wrestler, as of this they clearly stated wrestling was a sport for athletes who possess more physical attributes. Moreover, participants didn’t regard wrestling as a sport favouring the participation of a particular gender. To conclude this case study qualitative data collected via participants within the focus group were views which outlined gender beliefs. It is clear to see that focus groups are irreplaceable when accumulating qualitative research data within the academic study of sport. Gibbs (1997) states that the purpose of focus group research is to draw upon respondents’ attitudes, feelings, beliefs, experiences and reactions. Focus groups gather a whole source of information that cannot be obtained without debates and different views. When structured correctly the researcher is able to gain rich data that he can then press forward to ether make changes or put different methods in practice. Focus groups are best used when gaining data on something meaningful to the participants and/or collecting data for something that affects a large majority of people. Something else gathered from this is that when the moderator/research gains a relationship with the participant it is easier to gain more in-depth information. Bibliography †¢ Andrews, D. L. , Mason, D. S. and Silk, M. L. (2005) Qualitative Data in Sports Studies. New York: Berg. †¢ Berg, K. E and Latin, R. W. (2008) Research Methods in Health, Physical Education, Exercise Science, and Research (3rd Edition). Baltimore, MD: Lippincott Williams Wilkins. †¢ Gratton, C. and Jones, I. (2004) Research Methods of Sports Studies (1st Edition). London: Routledge. †¢ Gratton, C. and Jones, I (2006) Research Methods of Sports Studies (2nd Edition). Oxon: Routledge. †¢ Woodcock, C. , Holland, M. J. G. , Duda, J. L, and Cumming, J. 2011) Psychological Qualities of Elite Adolescent Rugby Players: Parents, Coaches, and Sport Administration Staff Perceptions and Supporting Roles. The Sport Psychologist, 25, 411-433. †¢ Leng, H. K. ; Kang, S. Y. ; Lim, C. ; Lit, J. J. ; Suhaimi, N. I. ; Umar, Y. (2012) Only For Males: Gendered Perception of Wrestling. Choregia, Vol. 8 Issue 1, p43. †¢ Gibbs, A. (1997) Social Research Update, Issue 19 [online]. Available: http://sru. s oc. surrey. ac. uk/SRU19. html [8th November 2012] †¢ Evalued (2006) Focus Groups [online]. Available: http://www. evalued. bcu. ac. uk/tutorial/4b. htm [ 8th November 2012] Outline and Evaluate the Use of One Qualitative Method in the Academic Study of Sport Essay Example Outline and Evaluate the Use of One Qualitative Method in the Academic Study of Sport Essay Outline and evaluate the use of one qualitative method in the academic study of sport Denzin and Lincoln (2000a) believe that qualitative research is guided by 3 principles: assumptions, values and beliefs. These work against, alongside or within positivist and post-positivist models. Quantitative research is the use of numerical measurements and analysis that involves measurable ‘quantities’ by Gratton and Jones (2004). Quantitative data is collected through closed questions as it is in place to provide facts. While qualitative data, on the other hand, predominantly uses open styled questions to gain more information through follow up questions, extensive answers and debates. There are many differences between the two paradigms with the researcher being objective, and ‘detached’ from the subject under investigation within quantitative data said by Gratton and Jones (2004). Moreover, qualitative research is rather the opposite, with the researcher being in place to gather more information from the participants in question. In addition to the previous, Morse, Swanson and Kuezel (2001) believe a quantitative research requires the researcher to carefully define variables that may be quantified with numbers. On the other hand, qualitative research is a more holistic perspective rather than a hypothesis confirmation. Berg and Latin (2008) believe qualitative research allows an open-ended and flexible approach to assessment. Within the qualitative paradigm there are several different data collection methods such as open questionnaires, interviews, observation, visual and textual analysis. We will write a custom essay sample on Outline and Evaluate the Use of One Qualitative Method in the Academic Study of Sport specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Outline and Evaluate the Use of One Qualitative Method in the Academic Study of Sport specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Outline and Evaluate the Use of One Qualitative Method in the Academic Study of Sport specifically for you FOR ONLY $16.38 $13.9/page Hire Writer I will be outlining and evaluating the use of interviews within the academic study of sport; this will be focused mainly on focus groups. Culver (2003) states that interviews are undoubtedly the most common method for collecting qualitative data within the study of sport. Pettigrew (1990) and Pettus (2001) also state ‘interviews offer a depth of information that permits the detailed exploration of particular issues in a way not possible with other forms of data collection’. Within this type of research method there are 4 different types of interviews; structured, semi-structured, unstructured and focus group. Structured interviews are face-to-face (researcher participant), consist of closed and pre-determined questions in addition to the structure being formal. Semi-structured interviews can be altered so that the participant(s) in question can ether clarify or elaborate on a particular topic/statement. The approach to data collection is flexible, with probes being used to gather additional information. Unstructured interviews have a set theme with the respondent leading the interview. The questions are developed throughout, as they are not pre-determined. These questions are open and flexible. A negative point to this interview structure is that there’s a chance the interview will lack focus. Focus groups lean towards being semi-structured with a discussion thesis being used within an open environment; focus groups consist of more than one person. John Amis (2005) believes ‘focus groups allow members to challenge each other, develop positions of consensus, and build on each other’s ideas’. In addition to this previous statement, Gratton and Jones (2004) believe that this can become a negative point if the researcher doesn’t keep the participants on topic, stating that ‘participants may be tempted to provide false data to make an impression upon others in the group’. This can be potentially avoided if you use either a random, or stratified random sample which has a divided population. Furthermore these participants won’t know one another. Within focus groups there is a large quantity of strengths; participants are able to elaborate on the particular subject(s) especially when the researcher uses probes. In conjunction to this Yin (1994) notes that the interviewer ‘provides perceived casual inferences’ from the actor’s, rather than the researcher’s point of view. As a focus group is generally unstructured or semi-structured it enables participants to reveal certain insight into their attitudes and behaviours in addition to important themes and unexpected data to emerge, Gratton and Jones (2010). Focus groups are more flexible as you can also gain visual and vocal information; for example body language, laughter, silence or careful consideration, their tone of voice, or even simply what particular participants are saying. This can lead to the researcher probing as certain participants will be more passionate about certain themes/topics. Moreover you are able to gain a relationship with your participants, which can lead to them being more open and true to the information they give within the group. In conjunction with this, participants are informed that everything discussed is kept confidential, therefore this will relax and ease participants so they’re able to engage fully within the discussions. Interviews require more resources in comparison to questionnaires. This could be in terms of time consumption or travelling, as a consequence resulting samples can be small, Gratton and Jones (2010). Particular participants could take control of the interview therefore becoming dominant; researchers must then put particular probes into practice ensuring other group members get involved to gain a more diverse collection of data. On the other hand, participants could find focus group environments intimidating and/or off-putting; which can lead to the participant(s) in question feeling under pressure to agree with the dominant participant. Evalued[online]) Analysing data can also be difficult in addition to recording the interview. John Amis (2005) states that it is irrespective of the type of interview, that the way data is recorded should be established prior and it is standard procedure to record the interview on audio tape. The researcher must also ensure that the data gathered is reliable. Gratton and Jones (2004) believe that this can be represen ted with the equation; ‘reliability = number of agreements/(number of agreements + disagreements)’. Psychological Qualities of Elite Adolescent Rugby Players is a research study extension on Holland and colleagues’ (2010) study into required psychological qualities of young talented rugby players, Woodcock et al (2011). Focus groups were completed following Kruger and Casey’s (2000) recommended size of 6 to 8 participants, ensuring that you don’t exceed 10. One group broke this guideline with 2 participants participating within SAS (Sports Administration Staff), which could hinder studied data with the chance of agreement being likely and information being limited. Stewart, Shamdasani, and Rook (2007) warn that fewer than eight participants can lead to a narrow discussion biased toward the views of a few individuals. Focus groups were held in familiar and comforting environments in addition to neutral locations for parents, which was in place to make participants feel more at ease. The focus group was semi-structured with the moderator using probes to gain a more in-depth insight into their views and beliefs. Furthermore the moderator gained a relationship with the participants on entry so that they’d feel comfortable along with this method aiding them to participate within group discussions. Through using focus groups Woodcock et al (2011) founded 5 new subgroups within the 11 higher order themes identified by young players in Holland et al, (2010). These 5 subthemes were: off pitch communication, reflection on their abilities in an objective manner, taking information and reproducing it as a physical action, dealing with injuries as well as attitude towards injuries and that players need to be problem solvers, able to adapt and overcome challenges. Parents and coaches supported development of individuals, not just in their rugby involvement but within other areas of life. Furthermore they discussed interactions that reinforced development within professional and performance environments. SAS highlighted within the study that the under-16 rugby programme was designed specifically to gradually challenge players and foster development of certain psychological qualities Woodcock et al (2011). This focus group helped gain further knowledge and insight within the psychological side of elite adolescent rugby players. Furthermore the ways in which parents, coaches and the SAS develop these players’ psychological in general day to day environments. A large majority of the research gathered corresponds Holland and colleagues (2010) study. Gender perception of Wrestling is a case study in place to gain research on whether or not wrestling is a sport primarily for male athletes. This focus group consist of eight participants from both genders (stratified random sample), which was also semi-structured. Sports managers and administrators for wrestling are presented with the opportunity to encourage women to take part. For this to take place sports managers and/or administrators need to understand how women perceive the sport. Pfister, (2010) and Ward, (2010) state that there is a growing number of women participating in sports with some women competing successfully in traditionally masculine sports. Data collected from the focus group was substantial, with views from each gender being different; this therefore made the study stand out more due to its hypothesis. The focus group underlined that they perceived wrestling to be more violent than other sports such as judo and taekwondo as self-defence wasn’t an explicit objective, Leng (2012). Participants also reviewed the physical attributes of a wrestler, as of this they clearly stated wrestling was a sport for athletes who possess more physical attributes. Moreover, participants didn’t regard wrestling as a sport favouring the participation of a particular gender. To conclude this case study qualitative data collected via participants within the focus group were views which outlined gender beliefs. It is clear to see that focus groups are irreplaceable when accumulating qualitative research data within the academic study of sport. Gibbs (1997) states that the purpose of focus group research is to draw upon respondents’ attitudes, feelings, beliefs, experiences and reactions. Focus groups gather a whole source of information that cannot be obtained without debates and different views. When structured correctly the researcher is able to gain rich data that he can then press forward to ether make changes or put different methods in practice. Focus groups are best used when gaining data on something meaningful to the participants and/or collecting data for something that affects a large majority of people. Something else gathered from this is that when the moderator/research gains a relationship with the participant it is easier to gain more in-depth information. Bibliography †¢ Andrews, D. L. , Mason, D. S. and Silk, M. L. (2005) Qualitative Data in Sports Studies. New York: Berg. †¢ Berg, K. E and Latin, R. W. (2008) Research Methods in Health, Physical Education, Exercise Science, and Research (3rd Edition). Baltimore, MD: Lippincott Williams Wilkins. †¢ Gratton, C. and Jones, I. (2004) Research Methods of Sports Studies (1st Edition). London: Routledge. †¢ Gratton, C. and Jones, I (2006) Research Methods of Sports Studies (2nd Edition). Oxon: Routledge. †¢ Woodcock, C. , Holland, M. J. G. , Duda, J. L, and Cumming, J. 2011) Psychological Qualities of Elite Adolescent Rugby Players: Parents, Coaches, and Sport Administration Staff Perceptions and Supporting Roles. The Sport Psychologist, 25, 411-433. †¢ Leng, H. K. ; Kang, S. Y. ; Lim, C. ; Lit, J. J. ; Suhaimi, N. I. ; Umar, Y. (2012) Only For Males: Gendered Perception of Wrestling. Choregia, Vol. 8 Issue 1, p43. †¢ Gibbs, A. (1997) Social Research Update, Issue 19 [online]. Available: http://sru. s oc. surrey. ac. uk/SRU19. html [8th November 2012] †¢ Evalued (2006) Focus Groups [online]. Available: http://www. evalued. bcu. ac. uk/tutorial/4b. htm [ 8th November 2012]

Visual Arts Movements from 30,000 BC-400 AD

Visual Arts Movements from 30,000 BC-400 AD Prehistory Paleolithic (Old Stone Age) Art  - 30,000-10,000 B.C.Mesolithic (Middle Stone Age) Art  - 10,000-8000 B.C.Neolithic (New Stone Age) Art  - 8000-3000 B.C.Bronze Age Art - 2500-800 B.C.Iron Age Art - 750-50 B.C. Ancient Civilizations Mesopotamia Sumerian Art - 3000-2300 B.C.Akkadian Art - 2300-2150 B.C.Neo-Sumerian Art - 2150-2000 B.C.Babylonian Art - 1900-1600 B.C.Assyrian Art - 900-612 B.C.Neo-Babylonian Art - 625-539 B.C. Egypt Early Dynastic Art - 3500-2686 B.C.Old Kingdom Art - 2686-2185 B.C.Middle Kingdom Art - 2133-1750 B.C.Early New Kingdom Art - 1570-1353 B.C.Amarna Art - 1353-1332 B.C.Late New Kingdom Art - 1332-1075 B.C.Late Period Art - 750-332 B.C.Macedonian Dynasty Art - 332-304 B.C.Ptolemaic Dynasty Art - 304-30 B.C. The Cycladic Islands/Crete Early Minoan Art - 2800-2000 B.C.Middle Minoan Art - 2000-1700 B.C.Late Minoan Art - 1550-1400 B.C. Phoenician Art - 1500-500 B.C. Nomadic Tribes Luristan Art - 700-500 B.C.Scythian Art - 600-300 B.C. Persian Empire Art - 539-331 B.C. Classical Civilizations Greek Art Mycenaean Art - 1550-1200 B.C.Sub-Mycenaean Art - 1100-1025 B.C.Proto-Geometric Art - 1025-900 B.C.Geometric Art - 900-700 B.C.Archaic Art - 700-480 B.C.  Ã‚  Ã‚  Orientalizing Phase - 735-650 B.C.  Ã‚  Ã‚  Early Archaic - 700-600 B.C.  Ã‚  Ã‚  High Archaic - 600-520 B.C.  Ã‚  Ã‚  Late Archaic - 520-480 B.C.Classical Art - 480-323 B.C.  Ã‚  Ã‚  Early Classical - 480-450 B.C.  Ã‚  Ã‚  High Classical - 450-400 B.C.  Ã‚  Ã‚  Late Classical - 400-323 B.C.Hellenistic Art - 323-31 B.C.  Ã‚  Ã‚  Early Hellenistic - 323-250 B.C.  Ã‚  Ã‚  High Hellenistic - 250-100 B.C.  Ã‚  Ã‚  Late Hellenistic - 100 -31 B.C. Etruscan Art Early Iron Age Art - 9th century-ca. 675 B.C.Orientalizing Phase - ca. 675-ca. 575 B.C.Archaic Period Art - ca. 575-ca. 480 B.C.Classical Period Art - ca. 480-ca. 300 B.C.Hellenistic Period Art - ca. 300-ca. 50 B.C. Roman Art Republican Art - 510-27 B.C.Early Roman Empire Art - 27 B.C.-235 A.D.  Ã‚  Ã‚  Augustan - 27 B.C.-14 A.D.  Ã‚  Ã‚  Julio-Claudian - 14-68  Ã‚  Ã‚  Flavian - 69-96  Ã‚  Ã‚  Trajanic - 98-117  Ã‚  Ã‚  Hadrianic - 117-138  Ã‚  Ã‚  Antonine - 138-192  Ã‚  Ã‚  Severin - 193-235Late Roman Empire/Late Antique Art - 235-476 Judean Art - 600 B.C.-135 A.D. Celtic Art Early Style - ca. 450-ca. 350 B.C.Waldalgesheim Style - ca. 350-ca. 250 B.C.Sword and Plastic Styles - ca. 250-ca. 125 B.C.Oppida Period Art - ca. 125-ca. 50 B.C.Britain and Ireland before 600 A.D. Parthian and Sassanidic Art - 238 B.C.-637 A.D. Non-Western Ancient Art China Neolithic – ca. 6,000–ca. 1,600 B.C.Shang Dynasty – 1,766–1,045 B.C.Zhou Dynasty – 1,045–256 B.C.Qin Dynasty – 221–206 B.C.Han Dynasty – 206 B.C.–220 A.D.Three Kingdoms Period – 220–280Western Jin Dynasty – 265–316Six Dynasties Period – 222–589Northern and Southern Dynasties Period – 310–589 Japan Jomon – 4,500–200 B.C.Yayoi – 200 B.C.–200 A.D.Kofun – 200–500 Indian Subcontinent Indus Valley – 4,000–1,800 B.C.Sarasvati-Sindhu Civilization - 3,000–1,500 B.C.Aryan India - 1,500–500 B.C.The Mauryan Empire - 321–233 B.C.Gandhara and Kushan School – 1st–3rd centuries A.D.The Gupta Dynasty - 320–510 Africa Rock Art in Southern AfricaSahara - Bubalus Period – ca. 6,000–ca. 3,500 B.C.Lower Nubia – ca. 3,500–2,000 B.C.Kush – 2,000 B.C.–325 A.D.Pre-dynastic Kemet – to 3,050 B.C.The Nok Culture - 400 B.C.–200 A.D.Aksum - 350 B.C.–1,000 A.D. North America Mexico   Ã‚  Ã‚  Olmec Art - 1,200–350 B.C.  Ã‚  Ã‚  Zapotec Art – 1,400 B.C.–400 A.D.  Ã‚  Ã‚  Huastec Art - ca. 1000 B.C.-1521 A.D.  Ã‚  Ã‚  Mayan Art - 300 B.C.–800 A.D. South America Valdivian Art - ca. 4,000-ca. 1,500 B.C.Chavin Art - ca. 2,600-ca. 200 B.C.San Agustin - ca. 800 B.C.-ca. 1630 A.D.Moche and Nasca Art - ca. 200 B.C.-ca. 600 A.D.

Legalizing marijuana for medical issues Research Proposal

Legalizing marijuana for medical issues - Research Proposal Example Legalizing marijuana is an extremely contentious issue in the United States today.   Many view marijuana as a getaway drug with no therapeutic or medical value; however, the medical community wants marijuana legalized to treat patients with a multitude of medical and mental conditions. Marijuana finds its application in the field of medicines and many patients of cancer and AIDS find quick relief owing to the drug. Diseases like arthritis, multiple sclerosis, epilepsy, and depression can also be treated with the help of this drug. Reports often reveal that marijuana has not only been able to improve the effects of prescriptions drugs, but also eradicates the negative impact of drugs sued for the treatment of cancer and AIDS. This was proved when the Compassionate Use Act of 1996 in California legalized the medical use of the drug. For several years the drug has been used for medical purposes. For instance in 1941, the drug has been used in the US Pharmacopoeia. Several challenges have been faced from the side of law with respect to the prohibition of the medical use of the drug encouraged government investigations and all these procedures have ensured the worthiness as well as the safety of the application of this drug in medicines. â€Å"Marijuana, in its natural form, is one of the safest therapeutically active substances known. The evidence in this record clearly shows that marijuana has been accepted as capable of relieving the distress of great numbers of very ill people, and doing so with safety under medical supervision. It would be unreasonable, arbitrary, and capricious for DEA to continue to stand between those sufferers and the benefits of this substance in light of the evidence in this record.† (Eidelman and Voth, 2002) A study carried out at the John Hopkins University of Baltimore deals with the impact of the drug on the cognitive

Thyroid Cancer Research Paper Example | Topics and Well Written Essays - 750 words

Thyroid Cancer - Research Paper Example Overall prevalence of cancer in nodule is 5-15% with reportedly higher occurrence rates in female (representing ratio of 3:1) and older patients. National Cancer Institute reports about 56,000 cases of thyroid cancer in U.S each year (Norman, 2009). Thyroid carcinomas represent less than 1% of all human cancers with global incidence rates from 0.5-10% per 100,000 populations (IAEA, 2009) Risk Factors: Studies indicate that exposure to radiation, iodine intake, family history of thyroid cancer, chronic goiter etc are suspected a risk factors for thyroid cancer (IAEA, 2009). Clinical Presentation: Thyroid gland is actively involved in metabolic functions of the body and therefore, patients with thyroid malfunction present with wide range of symptoms. Generally the enlargements of gland either diffuse or asymptomatic hard rapidly growing nodule is major sign of thyroid cancer. However, the evaluation of these nodules as malignant or benign is major concern (IAEA, 2009). Other symptoms m ay include cough, difficulty in swallowing, swelling in neck region, hoarsened voice, thyroid gland enlargement, morphological abnormality or calcification of thyroid etc. History and physical examination: On physical examination, a hard rapidly growing nodule with swollen lymph nodes is observed. ... Radiological imaging of thyroid can be done through high resolution ultrasound, thin section CT scan or MRI. Yet, the initial evaluation should be focused on clinical history, physical examination, serum hormone levels further supported by FNA (IAEA, 2009). Thyroid ultrasound is widely used technique in diagnostics and reveals characteristics such as micro-calcifications, hypoechogenicity, irregular borders and intranodal blood flow etc. These patterns increase the suspicion of malignancy; however, fine needle aspiration cytology (FNAC) should be utilized to confirm diagnosis. FNAC is suggestively performed on thyroid nodule of 1 cm on clinical presentation and family history (Pacini et al., 2010). Other tests to evaluate and classify thyroid cancer include thyroid biopsy and laryngoscopy. Types of Thyroid cancer: Thyroid cancers can be classified into epithelial or non-epithelial. Epithelial malignant neoplasms originate from follicular or parafollicular C-cells, whereas, sarcomas a nd malignant lymphomas constitute non-epithelial tumors. 1. Follicular carcinoma is malignant tumors of epithelial cells that exhibit follicular cell differentiation. These represent about 25-40% of thyroid cancers. Follicular carcinomas can be classified into a. minimally invasive carcinomas: excellent prognosis with 95% recovery rate. b. Widely invasive carcinomas present excessive invasion of neoplasm of surrounding tissue. Prognosis is good with 20% reported mortality rate (IAEA, 2009). 2. Insular or poorly differentiated carcinomas arise from follicular cells rapidly converting into aggressive neoplasm which later metastasizes to local and distant lymph nodes. Poor prognosis and higher mortality

Workplace Privacy Thesis Example | Topics and Well Written Essays - 12000 words

Workplace Privacy - Thesis Example In this scenario, the extent to which an employee can monitor and where he needs to draw a line is a major concern for both employers and employees. Employers find it crucial to monitor their workplaces due to fraud and theft, productivity, security concerns which stem from internal workforce either directly or indirectly. They utilize monitoring methods and application that range from telephone monitoring to genetic testing. On the other hand, employees regard it as intrusive monitoring that invades their right to privacy without reasonable justification. Though the right to privacy is not explicitly given in U.S. Constitution, there are certain amendments (1st, 4th, and 9th) and Acts that ensure employees privacy rights. However these conflicting interests give rise to legal issues and lawsuits from employees in United States. This paper analyses the idea of workplace privacy, some of its legal and technological aspects, gives an in-depth review of employers and employees perspecti ve on the issue, and considering the complex nature of the privacy in workplace. It is inferred that employers and government should collectively fill the gaps between law and emerging technology related privacy issues for better workplace. 2. Defining workplace privacy There are a number of ways to define privacy. Earlier definition of privacy concentrated on a person’s right to his individual privacy which refers to his right to be alone and at a distance from other people(Chapin 164;Bates 839).However, research on this perception soon expanded and a person’s environment is also included as an element in the discussion of privacy(Bellingar and Virginia 2).Spreading it further Schwartz stated:â€Å"

Equality of women in the workplace

Equality of women in the workplace Companies around the world are currently going through a period of transforming and changing. Some are expending their business globally and there are some who wonder how the changing will effect or give an impact on their organization. As we know, men and women are entering the labor force in equal numbers but the majority of top mangement positions is still belong to men. The failure of more women to break the upper levels of corporate management is due to the glass ceiling. In economics, the term glass ceiling refers to situations where the advancement of a qualified person within the hierarchy of an organization is stopped at a lower level because of some form of discrimination, most commonly sexism or racism. However, since the term was coined, glass ceiling has also come to describe the limited advancement of the deaf, gays and lesbians, blind, disabled, and aged based on the defination in Wikipedia. There are many types of glass ceiling such as religious discrimination, different pay for comparable work, sexual, races, ethnics and even harrasment in the workplace. Other than that, exclusion from informal networks like preconceptions and stereotyping of womens role and abilities is also one of them. Another types of glass ceiling are lack of family-friendly workplace policies and policies that discriminate against gay  people, non-parents, or single parents. There are many reasons that causes the glass ceiling. One of the reason is job segregation. Job segregation is the concentration of women and men in different types and levels of activity and employment. Normally, men tend to be highly concentrated in the upper levels of professions such as managers, supervisor, production supervisors and also executives. Women on the other hand, tend to be in the status of lower level and lower paid professions such as teachers, secretaries, receptionists and nurses.  Women also measure success in the workplace differently than men because women place a higher value on their positive interpersonal relationships and feelings whereas men tend to measure success by high salaries, promotional opportunities and job titles. There is also opinion that saying glass ceiling is voluntarily choose by some women. For example, men tend to work harder in order to get good pay and women tend to choose to work less hours or may not want to extend their work duration in order to organized their children and spend more quality time with their families. There are some organizations that provide their employees with family-friendly programs that offer options such as flex-time which employees can choose their own work hours, employee-assistance programs and child care nursery which allows their workers to have a better chance of balancing their work lives and home. Unfortunately, women may feel reluctant to take advantage of these programs as they feel it may lessen than chance for being success within the company. Besides, part of the reason lies in leadership  stereotypes. It is still a strong view that women are viewed by many others as weak and soft whereas good male leaders are mostly known as tough and powerful.   More or less, this appears to affect career choices as the organization may have a perception that women is weak and not qualified for the positions especially the top management positions. Women and men also differ in their career gaps. Men are not influence to take a leave of absence. For example, when one of their children is sick, women is most likely to have to take the leave because men seldom do that. Men also refuse to work on a part-time job in order to get additional or side income when compared to women. It is maybe because they are shy that people would know when they have two jobs as mentioned earlier that men tend to measure success by high salaries and job titles. Other than that, most of the employers have the believe that women may quit the job when they want to begin a family and get married. Therefore, the organizations are less likely to invest in womans career by appointing them as the top management position. In order to let the organization hire a woman as one of upper levels of corporate management, they must show the dedication and willingness to take on new challenges and risks and be vocal about their personal ambitions. SUMMARY AND DISCUSSION Today, women represent more than 40 per cent of the global workforce as they have achieved higher levels of education than ever before. Unfortunately, their share of upper management positions remains unacceptably low, with just a little tiny ratio succeed in breaking through the glass ceiling. According to the journal, the main topic that been highlight is about the impact and how gender diversity influence the career development of women being a director or one of the top position in the organization. There are three key areas that focus on women directors which are theoretical perspectives, characteristics and impact. Theoretical perspectives comprise of individual, board and firm. Individual consist of human capital, status characteristics and gender self-schema while board consist of social identity, social network and social cohesion, gendered trust, ingratiation and leadership. Firm level includes in resource dependency, institutional and agency theories. Characteristic review in four levels which are individual, board, firm and also industry and environment such as demographics, social capital, role, size, commitment, shareholder distribution, performance and economic environment. Impact also focus on the same level such as role models, governance performance, decision making, glass cliff effect, talent and also recruitment and retention. Glass ceiling exist because of few factors such as occupational sex discrimination, childcare responsibilities, stereotypes and gender discrimination. The perception of women can also lead to a problem because there are some belief that women are unqualified and they might have their own agenda. Organizations are very much concerned about hiring, retaining and promoting women to higher level but few are making the necassary changes to make a difference. Women hold less powerful corporate titles, fewer multiple directorships and earn considerably less than men. Men are more likely to have the collective trust whereas women believe in collective trust as well as relationship trust. The impact of women as a top management postition dwell in different level. In areas where they are very much represented in the pool from which leadership is drawn, women still do not move into leadership positions in equal ratios. The reason is women typically hold up on too much share of the burden in balancing their job and family. Sadly there are so much barriers that prevent women to become one of the top position in an organization. One of the barrier is the environment in a workplace. Organizational cultures, employees attitude, racial stereotype commonly limit women from completely participating in the organizations. Working parents, especially mothers, usually have to deal with family obligation which they often have to choose between their job and family. They actually require flexibility at work. Women often lack the right type of job experience to move foward. The experiences they have normally do not suit the promotion criteria. Equal but different? As mentioned earlier, men and women are entering this labour force in equal numbers but why is that women is being treated as minority group and a weak person? In this paper, i have attempted to contribute to glass ceiling by exploring how glass ceiling affect the women in achieving their dreams. Women often to have less power or right to control, judge, or prohibit the actions of others than men in the organization. They face different challenges and most likely they should have a required skills to be successful in the organization compared to their male counterparts. This is due to glass ceiling that appear to have in every organizations directly or indirectly. Men and women are seen differently because men want to see and analyse if women have the capabilities and the qualification that fit to be in the upper level management. The inflexibility of our culture builds an organizational resistance against the values that women and people with disabilities bring to the workplace. Women need to be guide and support through the challenge. The organization should revamped the assessment in order to exclude gender discrimination and conduct an exit interviews in order to determine the reason why women leave positions. Mostly, women will have less salary compared to men because the employers sometimes view women as they are not devoted to their work. In organizations, the progress of women and disable people appears to be affected by more than career choices and qualifications. Today there are some organizations that appraise, measure and do changes to their organizations policies and procedures in order to attract talented women to work in a diversifying work force. Doesnt mean that when there are still difficulties in the working environment, women should stop trying to achieve their dreams. They should always think positive that one day women will no longer treated as a minority and a weak person instead they are being treated equally as men. It is important for them to strive and go for what they dream of because they might be able to break the glass ceiling. SUGGESTION / RECOMMENDATION Recently there have been many changes that organizations are trying to intergrate so that more women can be a part of the top management position and achieve their dream. Some of the examples are work from home, flexible timing and so on. There are few recommendations that i would like to suggest that may helps in changing the perception and mind-set of certain people towards glass ceiling. The recommendations are: Women will have equal access to jobs if the government enforce the anti-discrimination legislation at the workplace. Provide various training that emphasize on the workplace equality, values and their importance and the consequences of gender discrimination. Part-time workers must have the same entitlements and benefits as full-time workers and make sure all employees conditions and benefits are equally distribute. Providing education and enough informations about sexual harassment and directly implement no-sexual harrasment policies to create a note of respect in the workplace. Creating a forums for women so that whenever they have issues affecting them in the workplace or jobs, they can always discuss it there. Develope a programmes to help employers acknowledge the capabilities and the benefits that women can bring to their businesses. Evaluation must not be rated based on employees gender, but it must be evaluated by their performance. Implement a family-friendly policies that will help supporting women at work which include the flexible working hours, child care nursery and other facilities, parental leave for women and men and many more. Organizational leaders should learn on how to enhance or upgrade the developmental and advancement opportunities for women and take responsibility for removing barriers. CONCLUSION In a nutshell, it seems that glass ceiling are still exsist in an organization and women have made a great tread in smashing on the glass ceiling but have not quite broken through it yet. In order to compete on a same level with men, having an access to line experience and management training it very important. Other than that, women must also have a good and effective communication skills that can give the opportunities for better interaction with others. Women also must have the ability to cope effectively and positively under pressure and willing to face of challenges, criticism and setbacks. It is easy to jump to the conclusion that successful elimination of glass ceiling requires not just an effective enforcement strategy but also the involvement of employers, employees and others in identifying and reducing attitudinal and other forms of organizational barriers encountered by women in advancing to higher level management position in different workplace setting. Organization also need to embrace the concept of diversity and redefine leadership model in organizations so that this will let women bring value to and integrate into leadership structures.

Three Characters with Good Intentions in Shakespeares Romeo and Juliet :: Shakespeare, Romeo and Juliet

Based on the impulsive, irrational Veronese society, many of the characters in Romeo and Juliet believe that they are doing everything â€Å"all for the best.† Three characters which exemplify this fully are Lord Capulet, Tybalt and Friar Lawrence. All the characters are products of their own society, Veronese society. Status is everything, money buys anything. Woman must marry well and produce many offspring. Men believe strongly in defending their honor by any means available especially violence. When there is a fight in the market place, Capulet rushes to fight for his honor, â€Å"my sword I say, old Montague is come...† Capulet denies Paris’ request to marry Juliet â€Å" and too soon marred are those so early made,† acting for his own good because he wants Juliet to produce many offspring to carry on the Capulets bloodline, since she is his only surviving child. When at the ball Capulet demands Tybalt to let Romeo be,† content thee, gentle coz, let him alone,† but this just fuels Tybalts anger towards Romeo, which eventually ends up in Tybalt causing his own death. Capulet believes he is giving his child the best when he announces her engagement to Paris† she shall be married to this noble earl,† and believes Paris will make a good husband for Juliet. When Juliet refuses Capulet thinks it best to threaten her, â€Å"I will drag thee,† but this just makes Juliet turn to more drastic measures. When asked by Benvolio to make peace in the streets, Tybalt bluntly responds,† talk of peace, I hate the word. As I hate hell all Montagues.† This is the attitude of Tybalt throughout the play. He believes he is doing all for the best and uses violence as his tool. He gets angry at the ball with Romeo being there, â€Å"villain as a guest,† and believes it best to defend his family’s honor by later taking revenge. When Tybalt finds Romeo, he thinks it best to fight him and when he ends up killing Mercutio he believes he has done his duty by causing Romeo the same hurt he has brought Tybalt, â€Å"the injuries that thou hast done me.† Friar Lawrence is by the far the character that displays â€Å"working for the best,† the most. The three main events are the marriage, the plan and the death, all three of which the friar is very involved. The friar originally marries Romeo and Juliet in hopes that the feud between the two families will end, â€Å"to turn your households’ rancor to pure love.

SWOT Analysis on Electronic Arts Sports Essay

Background of the Company Electronic Arts (EA) are an international organization that deals with the development, marketing, publishing and distribution of video games all over the world. US census bureau identified electronic arts as software publishers industry. EA is well-established and independent producers of video games and according to the study by Thompson (2007), EA made global market up to $35 billion. In 2005, it was observed that the US made sales up to $7 billion along with the video games made by EA, and this amount was predicted to grow more in order, to set a record. The prediction was made on the analysis that retailers would be purchasing an Xbox 360, Sony’s new play station and Nintendo Wii in bulk. But, unfortunately, the originality of new consoles tapered off and a decline in sale was observed by 2010. There are various factors that contribute to progress the popularity and demands of video games among masses. Likewise, these video games were made, themed and styled to satisfy needs of all age groups specifically youth. Secondly, graphics play an important part in expanding the fame and demand of video games. EA showed a tremendous growth in the global market by meeting the needs of customers and by marketed the items properly, exactly according to the increasing budgets, sale promotions and advertisement levels. The growth of the company is evidenced that from the increased employee requirement and industry size. No matter, up to what extend the company has grown, in the competitive market there are always some opportunities, and threats that based on the company’s strengths and weaknesses (Allen, Blakeman, & DeMaiolo, 2011). This paper serves to provide the SWOT analysis of EA sports video games in order to evaluate that where EA sports stands in the global Manfred, T. (2013, September 26). EA Sports Cancels Its College Football Video Game Amid A Wave Of Lawsuits. Retrieved November 17, 2013, from businessinsider.com: http://www.businessinsider.com/ea-sports-cancels-ncaa-football-videogame-2013

Marketing Coursework on Cadbury Essays

Marketing Coursework on Cadbury Essays Marketing Coursework on Cadbury Essay Marketing Coursework on Cadbury Essay Essay Topic: The Birth Mark Cadbury is a successful company known for its chocolate bars. The market is very competitive and it is becoming more and more difficult to find new products that achieve long term success for the company. I have been given the job as sales and marketing director for Cadbury and I have to develop a new product for the company. Cadbury is a successful company well known for selling chocolate bars. Over the past 10 years Cadburys have produced a wide range of chocolate bars aimed at different target markets, which has had varied degrees of success, both in the uk and abroad. However the market is getting more competitive and it is becoming a lot harder to produce new products for long term success for the company. Cadburys Richard Tapper Cadbury moved to Birmingham from the West Country in the 1790s, his son John Cadbury owned the shop next door to his father and sold tea, coffee, hops, mustard and unlike most cocoa and drinking chocolate which he made himself using a mortar and pestle. Cocoa and drinking chocolate was established in the 1650s and had remained an luxury enjoyed by the high class of the English society. Johns customers were members of the richest families of Birmingham at the time, which could afford to pay for the cocoa. John Cadbury experimented with the cocoa using his mortar and pestle and produced a wide range of cocoa and chocolate drinks. Later on John added sugar and sold his products in a block which was added to hot water or milk. John Cadbury promoted and advertised his products until he rose to being one of the leading tradesman of Birmingham and helped his shop grow. Soon later he became one of the first cocoa and drinking chocolate manufacturers. Benjamin Cadbury the brother of John joined the company and they became the Cadbury brothers of Birmingham. A larger factory in the centre of Birmingham was bought. Taxes on cocoa were dropped which made chocolate available to a wider selection of people so the business boomed however the partnership ended and John retired living his sons, George and Richard to run the business and they became the second Cadbury brothers of Birmingham and were awarded their first Royal Warrant. The brothers discovered process for pressing the cocoa butter from the cocoa beans. This allowed the brothers to sell a new cocoa essence and all sorts of new types of eating chocolate which had never been made before. The business outgrew the bridge street factory so the brothers moved to a Greenfield site which later was called Bournville. The business carried on growing and the brothers started producing milk chocolate for eating which would not be of good quality now but at the time was a revolution and their was big competition with the Swiss and their fancy chocolate. Richard had a sudden death and George became the chairman, Richard and Georges sons became directors and Cadburys growth did not decline. By the 1900s all sorts of chocolate products were being made and Cadbury released their first and biggest selling brand Cadburys Dairy Milk. Cadburys today has factories all over the world and still maintains in being one of the biggest chocolate confectionary companies in the world. Cadbury Products Cadburys brand has a wide consumer base with all ages and types of people buying it. This means that Cadburys Dairy Milk was never really targeted at a specific market. This was because Cadburys Dairy Milk is an old product but its repretation from the past allows it continueing in being one of cadburys leading products. Fuse was launched in 1996 it is packed with lots of snacking ingredients and is aimed at those people whose fast moving lifestyles find them snacking. The target market is the 16 to 30 years the ones who are usually snacking. More than 250 different ingredients were tested in the making of this product. It took 5 years of planning to launch the fuse and cost 10 million pounds. It was mainly made to fill there gap in the developed market. When the fuse bar was launched it was a massive success and rose confectionary goods bought up within the year. Target Markets Most products produced today have aimed their products at a specific group of people like say a drill is targeted at a man who does some DIY or a sewing machine more at older women etc. This is easy enough but when you get further down to something less specific like confectionary goods each different brand but the same thing a chocolate bar still try and target different groups or into different groups for why they are bought. For example Cadbury roses is a product that is not bought for self indulgence or for snacking but more for a gift for someone else. However a regular Cadburys dairy milk would not be bought as a gift but to eat yourself or perhaps share with friends. These little groups are called market segments and these segments are usually where the products are aimed. Marketing Map I have decided to make a marketing map to see where most confectionary brands lie and in which category. These categorys are: * Snacking The chocolate bars you eat when you have no time for a meal or just to quench your hunger for a little while longer. * Gift The Chocolate selections you would buy someone as a gift like on valentines day or for their birthday etc. * Indulgence Something bought for your self-pleasure, maybe bought as a privilege. * Gutfil These are the chocolate bars you would buy to fill yourself up a little. Like you have no time for dinner so you buy a chocolate gutfil bar. * Sharing These are the chocolates you would buy and share out between your friends if you dont want to be selfish. * Casual Indulgence These are the brands, which like indulgence are a bit of a treat. Easy to eat and bought more frequently than indulgence brands. This is my finished result: I have decided that there is a gap in the casual indulgence and Sharing because of the lack of brands in these circles. Both have only 3 products in them however as I tend to buy more casual indulgence brands than sharing brands myself I think I will aim my brand at the casual indulgence section. Market Research Marketing is the identification, anticipation and satisfaction of customer needs and wants at a profit. To decide the best way to market a product first I need to carry out market research. The market research is based upon four factors, which are Price, Product, Promotion and Packaging.

Torts Case of Remoteness Essays

Torts Case of Remoteness Essays Torts Case of Remoteness Paper Torts Case of Remoteness Paper the owners of Sheerlegs Wharf, were carrying out oxy-acetylene welding and cutting. This work was apt to cause pieces or drops of hot metal to fly off and fall in the sea. So when their manager arrived on the morning of 30th October and saw the thick scum of oil round the Wharf he was apprehensive of fire danger and he stopped the work while he took advice. He consulted the manager of Caltex Wharf and after some further consultation he was assured that he was safe to proceed: so he did so, and the repair work was carried on normally until the fire broke out on 1st November. Oil of this character with a flash point of 170op. is extremely difficult to ignite in the open. But we now know that that is not impossible. There is no certainty about how this oil was set alight, but the most probable explanation, accepted by Walsh J. , is that there was floating in the oil-covered water some object supporting a piece of inflammable material, and that a hot piece of metal fell on it when it burned for a sufficient time to ignite the surrounding oil. The findings of the learned trial judge [i. e. in this case – Wagon Mound No 2] are as follows:- (l) Reasonable people in the position of the officers of the Wagon Mound would regard furnace oil as very difficult to ignite upon water. 2) Their personal experience would probably have been that this had very rarely happened. (3) If they had given attention to the risk of fire from the spillage, they would have regarded it as a possibility, but one which could become an actuality only in very exceptional circumstances. (4) They would have considered the chances of the required exceptional circumstances happening whilst the oil remained spread on the har bour waters, as being remote. (5) I find that the occurrence of damage to the plaintiffs property as a result of the spillage, was not reasonably foreseeable by those for whose acts the defendant would be responsible. 6) I find that the spillage of oil was brought about by the careless conduct of persons for whose acts the defendant would be responsible. (7) I find that the spillage of oil was a cause of damage to the property of each of the plaintiffs. (8) Having regard to those findings, and because of finding (5), I hold that the claim of each of the plaintiffs, framed in negligence, fails. †¦. Of the large number of cases cited in argument †¦based purely on negligence, †¦[t]heir Lordships do not intend to examine these cases in detail. It has now been established by the Wagon Mound No. 1 and by Hughes v. Lord Advocate [1963] A. C. 837 that in such cases damages can only be recovered if the injury complained of was not only caused by the alleged negligence but was also an injury of a class or character foreseeable as a possible result of it. †¦In their Lordships judgment the cases point strongly to there being no difference as to the measure of damages between nuisance and negligence but they are not conclusive. So it is desirable to consider the question of principle. NOTE from CS: The reason for this comparison is that the case was also argued in nuisance and the trial judge found there to be liability in nuisance on the basis that nuisance requires only the natural/direct consequence test whereas Wagon Mound No 1 had changed the law of negligence to require the reasonable foreseeability test. So the House of Lords in Wagon Mound No 2 were looking at both the application of the reasonable foreseeability test for negligence to the negligence claim in Wagon Mound 2 and at whether that same test should be the test for remoteness of damage in nuisance. We are not concerned with the nuisance law aspects, but only with the reasoning that discusses what reasonable foreseeability means in general and in particular in the negligence context. ] †¦Comparing nuisance with negligence the main argument for the respondent was that in negligence foreseeability is an essential element in determining liability and therefore it is logical that foreseeability should also be an essential element in determining the amount of damages: but negligence is not an essential element in determining liability for nuisance and therefore it is illogical to bring in foreseeability when determining the amount of damages. It is quite true that negligence is not an essential element in nuisance. Nuisance is a term used to cover a wide variety of tortious acts or omissions and in many negligence in the narrow sense is not essential. An occupier may incur liability for the emission of noxious fumes or noise although he has used the utmost care in building and using his premises. The amount of fumes or noise which he can lawfully emit is a question of degree and he or his advisers may have miscalculated what can be justified. Or he ay deliberately obstruct the highway adjoining his premises to a greater degree than is permissible hoping that no one will object. On the other hand the emission of fumes or noise or the obstruction of the adjoining highway may often be the result of pure negligence on his part: there are many cases (e. g. , Dollman v. Hillman [1941] 1. All E. R. 355) where precisely the same facts will establish liability both in nuisance and in negligence. And although negligence may not be necessary, fault of some kind is almost always necessary and fault generally involves foreseeability, e. . , in cases like Sedleigh-Denfield v. OCallaghan [1940] A. C. 880 the fault is in failing to abate a nuisance of the existence of which the defender is or ought to be aware as likely to cause damage to his neighbour. †¦ [Note from CS: in this paragraph, the Lords find that reasonable foreseeability is also the remoteness test in nuisance. It is retained in this edit so that you can follow the flow of the case, but, again, you are not responsible for nuisance law for the exam problem. It could not be right to discriminate between different cases of nuisance so as to make foreseeability a necessary element in determining damages in those cases where it is a necessary element in determining liability, but not in others. So the choice is between it being a necessary element in all cases of nuisance or in none. In their Lordships judgment the similarities between nuisance and ot her forms of tort to which the Wagon Mound No. 1 applies far outweigh any differences, and they must therefore hold that the judgment appealed from is wrong on this branch of the case. It is not sufficient that the injury suffered by the respondents vessels was the direct result of the nuisance if that injury was in the relevant sense unforeseeable. It is now necessary to turn to the respondents submission that the trial Judge was wrong in holding that damage from fire was not reasonably foreseeable. In Wagon Mound No. 1 the finding on which the Board proceeded was that of the trial Judge: the defendant did not know and could not reasonably be expected to have known that [the oil] was capable of being set afire when spread on water. In the present case the evidence led was substantially different from the evidence led in Wagon Mound No. 1 and the findings of Walsh J. are significantly different. That is not due to there having been any failure by the plaintiffs in Wagon Mound No. 1 in preparing and presenting their case. The plaintiffs there were no doubt embarrassed by a difficulty which does not affect the present plaintiffs. The outbreak of the fire was consequent on the act of the manager of the plaintiffs in Wagon Mound No. 1 in resuming oxy-acetylene welding and cutting while the wharf was surrounded by this oil. So if the plaintiffs in the former case had set out to prove that it was foreseeable by the engineers of the Wagon Mound that this oil could be set alight, they might have had difficulty in parrying the reply that this must also have been foreseeable by their manager. Then there would have been contributory negligence and at that time contributory negligence was a complete defence in New South Wales. The crucial finding of Walsh J. in this case is in finding 5: that the damage was not reasonably foreseeable by those for whose acts the defendant would be responsible. That is not a primary finding of fact but an inference from the other findings, †¦The vital parts of the findings of fact which have already been set out in full are (1) that the officers of the Wagon Mound would regard furnace oil as very difficult to ignite upon water - not that they would regard this as impossible: (2) that their experience would probably have been that this had very rarely happened -not that they would never have heard of a case where it had happened, and (3) that they would have regarded it as a possibility, but one which could become an actuality only in very exceptional circumstances - not, as in Wagon Mound No. , that they could not reasonably be expected to have known that this oil was capable of being set afire when spread on water. The question which must now be determined is whether these differences between the findings in the two cases do or do not lead to different results in law. In Wagon Mound No. 1 the Board were not concerned with degrees of f oreseeability because the finding was that the fire was not foreseeable at all. So Lord Simonds had no cause to amplify the statement that the essential factor in determining liability is whether the damage is of such a kind as the reasonable man should have foreseen (at p. 426). But here the findings show that some risk of fire would have been present to the mind of a reasonable man in the shoes of the ships chief engineer. So the first question must be what is the precise meaning to be attached in this context to the words foreseeable and reasonably foreseeable. [Note from CS: This is where Weinrib’s extract starts at p 80 in his book. Before Bolton v. Stone [1951] A. C. 850 the cases had fallen into two classes: (1) those where, before the event, the risk of its happening would have been regarded as unreal either because the event would have been thought to be physically impossible or because the possibility of its happening would have been regarded as so fantastic or farfetched that no reasonable man would have paid any attention to it -a mere possibi lity which would never occur to the mind of a reasonable man (per Lord Dunedin in Fardon v. Harcourt-Rivington [1932] 146 L. T. 391) or (2) those where there was a real and substantial risk or chance that something like the event which happens might occur, and then the reasonable man would have taken the steps necessary to eliminate the risk. Bolton v. Stone posed a new problem. There a member of a visiting team drove a cricket ball out of the ground onto an unfrequented adjacent public road and it struck and severely injured a lady who happened to be standing in the road. That it might happen that a ball would be driven on to this road could not have been said to be a fantastic or far-fetched possibility: according to the evidence it had happened about six times in 28 years. And it could not have been said to be a far-fetched or fantastic possibility that such a ball would strike someone in the road: people did pass along the road from time to time. So it could not have been said that, on any ordinary meaning of the words, the fact that a ball might strike a person in the road was not foreseeable or reasonably foreseeable it was plainly foreseeable. But the chance of its happening in the foreseeable future was infinitesimal. A mathematician given the data could have worked out that it was only likely to happen once in so many thousand years. The House of Lords held that the risk was so small that in the circumstances a reasonable man would have been justified in disregarding it and taking no steps to eliminate it. But it does not follow that, no matter what the circumstances may be, it is justifiable to neglect a risk of such a small magnitude. A reasonable man would only neglect such a risk if he had some valid reason for doing so: e. g. that it would involve considerable expense to eliminate the risk, He would weigh the risk against the difficulty of eliminating it. If the activity which caused the injury to Miss Stone had been an unlawful activity there can be little doubt but that Bolton v. Stone would have been decided differently. In their Lordships judgment Bolton v. Stone did not alter the general principle that a person must be regarded as negligent if he does not take steps to eliminate a risk which he knows or ought to know is a real risk and not a mere possibility which would never influence the mind of a reasonable man. What that decision did was to recognise and give effect to the qualification that it is justifiable not to take steps to eliminate a real risk if it is small and if the circumstances are such that a reasonable man, careful of the safety of his neighbour, would think it right to neglect it. In the present case there was no justification whatever for discharging the oil into Sydney Harbour. Not only was it an offence to do so but it involved considerable loss financially. If the ships engineer had thought about the matter there could have been no question of balancing the advantages and disadvantages. From every point of view it was both his duty and his interest to stop the discharge immediately. It follows that in their Lordships view the only question is whether a reasonable man having the knowledge and experience to be expected of the chief engineer of the Wagon Mound would have known that there was a real risk of the oil on the water catching fire in some way: if it did, serious damage to ships or other property was not only foreseeable but very likely. Their Lordships do not dissent from the view of the trial Judge that the possibilities of damage must be significant enough in a practical sense to require a reasonable man to guard against them but they think that he may have misdirected himself in saying there does seem to be a real practical difficulty, assuming that some risk of fire damage was foreseeable, but not a high one, in making a factual judgment as to whether this risk was sufficient to attract liability if damage should occur. In this difficult chapter of the law decisions are not infrequently taken to apply to circumstances far removed from the facts which gave rise to them and it would seem that here too much reliance has been placed on some observations in Bolton v. Stone and similar observations in other cases. In their Lordships view a properly qualified and alert chief engineer would have realised there was a real risk here and they do not understand Walsh J. to deny that. But he appears to have held that if a real risk can properly be described as remote it must then be held to be not reasonably foreseeable. That is a possible interpretation of some of the authorities. But this is still an open question and on principle their Lordships cannot accept this view. If a real risk is one which would occur to the mind of a reasonable man in the position of the defendants servant and which he would not brush aside as far-fetched and if the criterion is to be what that reasonable man would have done in the circumstances, then surely he would not neglect such a risk if action to eliminate it presented no difficulty, involved no disadvantage, and required no expense. In the present case the evidence shows that the discharge of so much oil on to the water must have taken a considerable time, and a vigilant ships engineer would have noticed the discharge at an early stage. The findings show that he ought to have known that it is possible to ignite this kind of oil on water. and that the ships engineer probably ought to have known that this had in fact happened before. The most that can be said to justify inaction is that he would have known that this could only happen in very exceptional circumstances. But that does not mean that a reasonable man would dismiss such a risk from his mind and do nothing when it was so easy to prevent it. If it is clear that the reasonable man would have realised or foreseen and prevented the risk then it must follow that the appellants are liable in damages. The learned Judge found this a difficult case: he says that this matter is one upon which different minds would come to different conclusions. Taking a rather different view of the law from that of the learned Judge, their Lordships must hold that the respondents are entitled to succeed on this issue. †¦

Who in your life has been your biggest influence and why Scholarship Essay

Who in your life has been your biggest influence and why - Scholarship Essay Example He motivated me by reminding the real value of education by reminding me thus, â€Å"Dream of going to college is attainable if you put hard work to achieve.† Not only the words but also his deeds proved me what he said is true and genuine. As I am the eldest of 6 brothers, and having the responsibility of looking after them, naturally I thought I may not have the proper chances of pursuing my education. Fortunately, I was the first grandchild who had the chance to go to college and I have never been in trouble at school out of 12 years. I could also obtain A/B Honor roll during my education career with the unique support from my father. My father’s hardworking mentality after divorce to provide us the stable living situations is another factor that influenced me greatly. He goes to work 6 days a week to support all of us. The way he helped the neighbors and even the strangers in need has put a drive in me to help my fellowman whenever I can. Now I have realized that in fluence is the power to have an important effect on someone or something. And I feel the power in me through the magnificent influence of my father who has provided me a lot and made me what I am

Strategic Human Resource Management Essay Example | Topics and Well Written Essays - 3250 words - 1

Strategic Human Resource Management - Essay Example Today most of the Organisations are found to be engaged in preparation to ensure their existence. As it was seen in the case of Air National which got privatized by the government of Britain as a result of which the company faced all of the sudden increase in the competitive forces due to other private companies in the airline industry. The company also lost the political strengths and influences which acted as substantial support to Air National (Bratton & Gold, 2001). During this adverse business condition the organization initially worked for its survival but parallel to that it also considered its growth which is achieved through the strategic approaches. To meet the technological challenges raised by the business environment Organisations could adopt approaches of SHRM under which they can develop their workforce by providing substantial training and skill development support (Delbridge, Gratton, & Johnson, 2006).As strategic HRM interventions, organizations should design their recruitment policy in a way that best suits crisis control. Organisations should try and find skilled and competent candidates for critical positions (Anonymous-c, n.d.) so that additional cost of training and development can be saved. The management should also ensure that the employee base it is left with post-downsizing consist of the most competent, efficient and talented employees. As these employees are rich with experience, targeted programs will be sufficient for their need-based training and development.

Inter-Professional Practice Essay Example | Topics and Well Written Essays - 3500 words

Inter-Professional Practice - Essay Example I am further hoping to increase my networking skills to enable me to relate better with others and to stay informed in advance. The way I will achieve these goals is by trusting myself more and not holding back when I feel I need to express myself. To develop my assertiveness, I will challenge myself by pursuing risk. To avoid being directed by others, I will have to train myself to be stronger and to stand my ground. This will also allow me to express my opinion more confidently. To avoid internal distractions, I will train myself to focus more on the subject and less on the contextual emotions at play. The risks I will pursue will include taking a more proactive role, not only in groups, but also in classes. This will require and also allow me to push my limits. To improve my networks, I will build a better rapport with group members. I will engage with them at a personal level and establish contacts with them. I am familiar of some of the barriers that I will face that will make it difficult for me to achieve my goals. I am influenced and held back. I tend to become distracted easily and this will interfere with my listening skills. Low levels of confidence in myself will bar my assertiveness endeavours and my desire to network. The barrier to developing self-confidence is in turn a fear of being judged. To overcome being influenced, I will have to assess what caused me to be influenced or held back and prepare myself for similar scenarios in future. I will need to improve my self esteem and overcome other barriers to self-confidence by training myself to pay less attention to judgement by others. Improving my self-confidence will then allow me to become more assertive and to form more networks. To overcome distractions during listening, I plan to train myself to pay attention first during small forums and increase the size with progress. I also plan to eliminate distractions by removing them and reintroducing

Gun politics in the United States Essay Example for Free

Gun politics in the United States Essay To draw up case studies, it is first important to understand its various aspects. For an effective case study, one must first understand the principles of a case. It is important to understand what a case is, the types of cases there are and their purposes. Following this understanding, the methods of analyzing and discussing cases must be explored. After mastering these skills, The three stages of problem, decision and evaluation are vital to the organization of the case study. 4 ? 5 6 7 ? In all case studies we should first explore the brief synopsis of the case and its pedagogical objectives. 8 9 ? In a case method classroom, both the instructor and students must be active in different ways. The art of a case method instructor is to ask the right question at the right time, provide feedback on answers, and sustain a discussion that opens up meanings of the case. If students don’t come to class well-prepared, the case method will fail because the people responsible for making meaning from the case are not equipped to do it. ? 10 ? Case discussions are full of facts and information, but they aren’t shaped into single interpretation, the â€Å"truth†. Instructors don’t announce definitive conclusions or right answers, although they may discriminate between more and less plausible solutions. Students enter and leave the classroom responsible for the outcomes of the discussion. For students, this is a shift from the comfort of authority and single truth to the hard work of personal responsibility and the unease of ambiguity and multiple meanings. ? 11 ? Cases are verbal representation of reality. Real business situations involve uncertainty and don’t present selected and sorted information. ? A case must have 3 characteristics: 1) a significant real world business issue or issues 2) Sufficient information on which to base conclusions 3) No stated conclusions 12 ? Many cases have these complicating properties: 1) Information that includes â€Å"Noise†- false, irrelevant†¦ testimony by characters in the case 2) Unstated information that must be inferred from the information that is stated 3) Nonlinear structure 13 ? A well-written case must have these characteristics. Reader of the case must be able to: 1) Construct conclusion from the information in the text 2) Filter out irrelevant portions of the text. 3) Furnish missing information through inferences. 4) Associate evidence from different parts of the case and integrate it into a conclusion. 14 ? Noise is a characteristic of real situations. Today, we are flooded in information, much of it of little value. Every case, whether it has a large amount of information or very little, requires the reader to make inferences. This can be the most difficult transition from textbooks and lectures. ? If memorization is the primary skill of the lecture model, inference is the primary skill of the case model. Furthermore, cases do not have a linear structure and are not presented in the most logical way. ? 15 ? There are 3 possible approaches to reading the case: 1) Receive it 2) Find it 3) Make it (appropriate for cases) ? â€Å"Receive it† states both subject and its significance (fits a text such as news story) â€Å"Find it† states keys and clues to find the solution (fits a text such as mystery novel) On the first reading of the case, it can seem to be a whole that is less than the sum of its parts. Indeed, the most basic matters of fact are not clearly stated or are stated in multiple ways. Students have to read a case actively (Active Reading) and construct their own meaning based on pedagogical objectives of the case and the theories and concepts already discussed in the class. 16 ? ? ? A case is a text that refuses to explain itself; hence, a meaning needs to be constructed for it. To analyze a case, the contextual factors concerning it must first be studied in order to allow a deeper understanding of the case (Situational analysis) Contextual information helps to limit and narrow the analysis of the case. Courses are often divided up into different modules or themes defined by certain types of situations and, often, concepts, theories, and practices appropriate for these situations. Students should learn how to make a case with relevant information based on the objectives of the case or questions already given by the instructor. 18 ? ? ? The method of analyzing a text is heuristic, meaning that important aspects of the situation in which the case is set must be identified and understood. This is a term used for self-guided learning that employs analysis to help draw conclusions about a situation. 19 ? Analysis has two closely related definitions: to break something up into its constituent parts; and to study the relationships of the parts to the whole. To analyze a case, you therefore need ways of identifying and understanding important aspects of a situation and what they mean to the overall situation. ? Thinking about a case must start before you begin making it. This way, the different questions arising about the case can be answered during the reading process. For example, the framework of a certain concept may guide a product launch decision. Hence, specialized methods are advantageous in achieving well-defined purposes. 20 21 22. 23 The following will provide a starting point for further understanding the different aspects of analyzing a case: ? There are four types of situations which appear repeatedly in case: †º Problems †º Decisions †º Evaluations †º Rules (complicated for beginners) 24 ? The definition of â€Å"problem† as a case situation is quite specific, unlike its other suggestions. Problem is a situation in which there is a significant outcome or performance, and there is no explicit explanation of the outcome or the performance. A problem in a case study is when the outcome or performance is significant yet there is no clear explanation of why it has happened. The causes of these outcomes are important to know so that the situation can be improved. ? 25 ? The outcomes of the cases may be negative. This is as a result of the fact that the change effort of the manager may be self-destructive. This result may arise from weaknesses that are unapparent. For efficient problem analysis, the problem first has to be defined. This is where success can come to be seen as a problem, in its own special meaning. ? ? Next, the problem must be explained by linking the outcome or performance to its root causes. Specialized methods of business disciplines are needed as tools to carry out this analysis. 26 ? Problem analysis begins with a definition of the problem. That seems obvious, yet many cases do not state a problem. As a result, you will first need to realize that a problem does exist. After this, you must define it yourself. Next, you must work out an explanation of the problem. This can be done by linking the outcome or performance to its root causes. This is the main work of problem analysis. To carry it out, you will need to employ the relevant tools, the specialized methods of business disciplines such as Strategy or SCM or operations management. 27 ? Would Barnes Noble have benefited (or been hindered) by its physical organizational structure and management processes in its attempt to strengthen its position as an electronic commerce product/service provider? Defend your arguments. 28 ? Many cases complicate the decision immediately. Many of these are organized around an explicit decision. The decision, however, should not be based on other situations. The existence of an explicit decision is an important distinction, because nearly all business cases involve decision. In many other cases, however, the decisions are implicit and dependant on another situation. The decisions featured in various cases vary greatly in scope, consequence and available data. An executive must decide whether to launch a product, move a plant, pursue a merger, or provide financing for a planned expansion. ? 29 ? Analyzing a decision requires the following, regardless of the dimensions of a decision: †º Decision options †º Decision criteria †º Relevant evidence ? The decision options are often mentioned in the case itself. A stated decision needs to be followed by a statement of the alternative decision options. Finding these or coming up with them can be set as the first goal of the analysis. 30 ? In making a rational decision, the appropriate criteria need to be determined. By thoroughly studying the specifics of the case with the help of specialized methods, the criteria can be derived from the case, as they are not likely to be directly stated. The criteria are then used to develop evidence so as to complete a decision analysis. The decision must be the best option between the evidence and criteria available. In decision analysis, no decision is objectively correct. The goal is to find a decision that creates more benefits than the alternatives, as well as having less severe downsides. 31 ? ? â€Å"If we are to continue outsourcing, and even consider expanding it, why should we keep paying someone else to do what we can do for ourselves? † what are the stimuli behind such a statement to reflect on eBay customer support decision? 32 ? In an evaluation, a judgment is expressed about the worth, value, or effectiveness of a performance, act, or outcome. An outcome can be the subject of an assessment. The analysis of an evaluation can be based on any unit, from an individual to a global region. ? The outcome can be the subject of an assessment. The competitive position of a company, for instance, is the outcome of numerous decisions and performances as well as contingencies such as macroeconomic conditions. 33 ? Evaluations require appropriate criteria for setting the standards for assessing worth, value, or effectiveness. These criteria can be inferred from the particulars of a situation, with the aid of specialized methods. An overall evaluation will express the best option between the evidence and the criteria. Another requirement of an evaluation is that it includes both positive and negative aspects. Both strengths and weaknesses require analyzing. ? ? 34 ? 1. Is it justifiable for a company like Amazon. com to continue investing so much money and effort in a business operation that not only has made a profit for nearly 5 years but was incurring heavier losses? (Refer to the company’s financial statements) 35 ? The key to the analyzing process is active reading in order to make a case, as it is interrogative, purposeful, and iterative, meaning that you make multiple passes through a case and each time reading with various purposes. 37 ? Three factors contribute to active reading: a goal, a point of view, and a hypothesis. Goal of Analysis – Concrete limits must be set in order to derive the desirable information form the case. In addition, a time limit can be used to make the time spent on analyzing the case more productive. the main character. This way, making a decision as a person in that situation will help making conclusions easier. compare and contrast a concrete statement against case evidence. †º Point of View – It is effective to pout oneself in the place of †º Hypotheses – This gives the advantage of being able to 38 ? The process of working on a case has five phases: 1) Situation 2) Questions 3) Hypothesis 4) Proof and action 5) Alternatives 39 The analysis can first be structured as a series of questions and then identifying the situation by reading the first and last sections. The opening or end of a case may present partial or complete descriptions of the problem as well as expressing a tension or conflict vital to the analysis. 40 Knowing the situation allows you to ask questions pertinent to a problem, a decision, or an evaluation. Hence, the stages previously stated can develop the needed understanding to ask the questions in this second phase. Making a content inventory of the case, to locate information that might be used to answer the questions about the situation, can be useful. 41 †º Problem – Who or what is the subject of the problem? What is the problem? Am I trying to account for a failure, a success, or something more ambiguous? What is the significance of the problem to the subject? Who is responsible for the problem and what might he need to know to do something about it? †º Decision – What are the decision options? Do any seem particularly strong or weak? What is at stake of the decision? What are the possible criteria? What might the most important criteria be for this kind of decision? Are any of the criteria explicitly discussed in the case? †º Evaluation – Who or what is being evaluated? Who is responsible for the evaluation? What is at stake? What are the possible criteria? What might the possible criteria be for this sort of evaluation? Are any of the criteria explicitly discussed in the case? 42 ? Instructor may decide to provide situation guidelines and questions regarding the case study for students: 1) Situation 2) Questions 3) Hypothesis 4) Proof and action 5) Alternatives 43. This is the most important phase while working on the case. This involves narrowing the possibilities to the one that seems most plausible. There are different aspects to take into consideration, depending on if you are dealing with a problem, a decision, or an evaluation. Recording your thought process can help the development of this stage. 44 ? Make sure you know the problem that needs to be diagnosed. Consider whether the characteristics of the problem suggest causes. Think about the frameworks that seem most appropriate to the situation. Quickly review the specifics of the frameworks if you are not certain about them. Pursue the diagnosis by looking at case information through the lens of the cause you are most certain about. For each cause, make a separate pass through the case looking for evidence of it. If the case has a lot of quantitative evidence, to what case is it most relevant? If you do not have a case relevant to the quantitative evidence, formulate one. Work up as much relevant, high-value quantitative evidence as you can. In a case with a protagonist (central character), consider whether she is a potential cause. If you think she is, work out how she contributes to the problem. Problem 45 Energy = 2/3 consulting + all of technology service Industry = 1/3 consulting + all of certification 46 ? Decision Review the criteria you have come up with so far. Which do you have the most confidence in? Review the decision options. Do any seem especially strong or weak? Apply the criteria that seem to identify the most evidence in the case. Investigate the strongest decision option with the criterion you have the most confidence in. or, if you are reasonably certain about what which is the weakest, see if you can quickly dismiss that option. If the case has a lot of quantitative evidence, which criterion is most relevant to it? If you do not have the criterion relevant to the quantitative evidence, formulate one. Work up as much relevant, high-value quantitative evidence as you can. If there are conflicts about the decision between individuals or groups, think about why it is. Look at the decision from the point of view of each of the parties to the conflict. If the protagonist is in a difficult position in relation to the decision, consider why that is. 47 48 49 ? Evaluation Review the criteria you have come up with so far. Which do you have the most confidence in? What are the terms of the evaluation going to be? Do any stand out in the case? Do you already have a sense of the bottom-line evaluation you favor? If you do, what are the reasons for the preference? Pursue those reasons. Start by applying the criterion that seems to identify the most evidence in the case. Investigate the most positive range or the most negative with the criterion you have the most confidence in. Investigate the most positive rating or the most negative with the criterion you have the most confidence in. If the case has a lot of quantitative evidence, which criterion is most relevant to it? If you do not have a criterion relevant to the quantitative evidence, formulate one. Work up as much relevant, high-value, quantitative evidence as you can. 50 08 😕 ?†¢  «  » ( )? ?†¢  «  » ( )? ?†¢  «  » ( )? ?†¢  «  » ( )? 😕 ?15? A hypothesis drives a different approach to the case. You will start proving something you have already found out. Evidence supporting the hypothesis can be found in this stage. After this, the evidence can be assessed and a decision option can be drawn up, also finding the actionable content of the decision made. The last phase involves questioning your own hypothesis. This means reading your hypothesis and evidence with a critical eye. In this way, you can be the one who notices the weaknesses in the first place. †º †º Problem – Can the problem be defined differently? Would that make a difference to the diagnosis? Are there any holes in the diagnosis – could there be causes missing? What is the weakest part of the diagnosis? Could an entirely different diagnosis be made? What would it look like? Decision – What is the biggest downside of the recommended decision? How would you manage the downside? What is the strongest evidence against the recommendation? How would a case for the major alternative look? 55 †º Evaluation – Have you been objective and thorough ? If a hypothesis, after all these stages of analyzing and evaluation, fails, looking at alternative ideas can help to come up with another, stronger, hypothesis. This can be made into a useful learning experience for gaining more expertise. Such a case may arise if you perhaps overlooked important information or not used specialized tools effectively. about the evaluation findings that oppose your overall assessment? Think how a different overall evaluation might be proved. Have you accounted for factors that the subject of the evaluation could not control? 56 ? Potential for further discussion 57 ?†¢ 02 0102 ? Deepwater Horizon , 11 ? 71 . 3 002 ? ? .? ?85? ? The variables that influence the path and quality of a case discussion include the instructor, the students, the case, and a host of other possibilities such as the physical setting, the time of day, or the proximity to exams. The only variable that you can control is yourself. Case discussions are the most important part of Industrial Engineering and Business studies classrooms. This method encourages students to apply their learned theories and be able to contribute as part of a group to converse in a business matter. Therefore, skills to communicate and participate are very essential. 60 ? ? A case is a condition explained in which the students attribute with giving their own opinions about it, as well as listening to their peers. It is important for everyone in the case class to contribute in the discussion and comment on it. 61 ? Unfortunately there are some students who do not find it comfortable to participate in the class and feel threatened. This could be due to several reasons. ? The language used in the class might be different from their mother’s tongue and therefore give them the fear of making a mistake in front of their native speaker peers. They might have the fear that they do not have enough knowledge and background about business as others do, and therefore make themselves look silly by making a useless comment and several other reasons, which limits students from participating. Strategies have been used by instructors to overcome these kinds of fears. 62 ? ? Preparing comments and speeches are among the tactics used to overcome fears. Students prepare all their comments and what they want to say before the class and write them down, ready to be said. They will feel comfortable thinking they will have a valuable point to make. This is not always right. A discussion is not predictable, and the preparation might not work very well. The discussion might go into a totally different path in which the prepared points are irrelevant. On the other hand a flexible plan preparation can be helpful. It only causes problems when it is â€Å"over prepared†. ? 63 ? Another tactic is to enter the discussion with a delay, which is after listening to the peers and the professor and trying to make a comment relevant to theirs. This is not a very good way. In fact, it makes it harder to enter a discussion, thinking that only a perfect comment will give him the power to break into the discussion. Therefore the earlier the student starts participating, preferably from the first class, he will feel more comfortable. ? 64 ? Case method exposes risk which is shared by everyone. Risk isn’t purely negative; it is a motivator to do the hard work the case method requires. The most valuable advice about case discussion is to speak up early. Speaking up early not only reduces the nervousness of being in the spotlight It also assists you in setting realistic expectations for yourself. †º Setting a limit on your case preparation has several benefits: it puts a healthy pressure on students to use the time well; and it encourages students to pay attention to how you analyze a case. †º Read the case actively. Reading passively is one of the most important obstacles to efficient analysis. 65 ? In addition, students can try to get to know each other outside the classroom. This reduces their fear and strangeness towards each other. ? They can meet outside the classroom. This will definitely change the environment in the classroom. Building a social network is important to case discussion. Students surrounded by classmates who clearly respect them will probably be at least a little more willing to take risks in discussions. The often subtle but damaging influence of stereotypes about gender, personal appearance, and many other characteristics can be muted when people get to know each other as they are instead of what they are projected to be. A classroom friend can encourage a quiet student to speak up or to take bigger risks with his/her comments 66. Regardless of business seriousness, it is also  helpful to be funny at some points, and make others enjoy the class with a little humor. participation. However it should be accompanied by participating. It is important to listen to everyone carefully and contribute equally, and do not hesitate to talk whenever an idea pops in the mind. †º Listening is the most important factor of 67 †º Take a little time after class to think about the discussion before the memory of it fades away, you’ll capture more of the value of the classroom experience. The short-term benefit is greater clarity about the issues that link on case to another and lends coherence to a course. In long run, these takeaways become your personal bible for leadership. is the product of useful contributions over a period of time, not occasional bravura performance. †º You need to be patient. Effective collaboration 68 ? In conclusion, it is important to first analyze and discuss a case to develop one’s understanding of it. Afterwards, the knowledge gained can be employed to draw up the planning of the casebased essay. Finally, using the guidelines outlined, the different aspects of the case analyzed can be used to write up a well-researched essay. 69 ? Ellet W (2007) The Case Study Handbook: How to Read, Discuss, and Write Persuasively About Cases (Boston: Harvard Business School Press) ECCH Case Study Workshop 2010 ? 70 View as multi-pages TOPICS IN THIS DOCUMENT Scientific method, Casebook method, Case study, Qualitative research RELATED DOCUMENTS How to analyse case study How to analyse a case study Step 1: Get a general impression †¢ Which organisations and industries/sectors does it relate to? †¢ Is the organisation doing well or badly and how has it performed in the past? Is it an organisation that has an unbroken record of success or has it fallen on hard times? †¢ Look at the development of the organisation over time. What strategies has it pursued? Which have succeeded and which have failed? 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This is only my interpretation of the program’s strengths 4076 Words | 6 Pages READ FULL DOCUMENT Case Analysis Study Case Study Analysis Paper Prepare a 1,400 to 1,750-word case study analysis paper based on the University of Phoenix Material, â€Å"Case Study for Student Analysis,† located in Week Two of the COMM/215 [pic] page. Below is a detailed description explaining how to prepare a case study analysis paper. ____________________________________________________________ _________________ 4076 Words | 6 Pages READ FULL DOCUMENT How to Write a Case Study Write a Case Study Analysis By Karen Schweitzer, About. com Guide See More About: †¢ case studies †¢ case study analysis †¢ mba classes Ads Wetting Balance TestingSolderability Testing Analysis Components -PWB- Assemblywww. standsgroup. com Requisite OrganizationFree research and information from the RO International Institute. www. requisite. org Novi Team BuildingIdealna zabava za 4076 Words | 4 Pages READ FULL DOCUMENT Case Study Writing Fromate Writing a case study report Josephine Hook, Research Learning Coordinator Josephine. [emailprotected] edu (Source: www. office. microsoft. com) Outline ? What is a case study? ? Approaching a case study assignment ? The structure of a case study report ? Key elements of a case study report What is a case? A case might be: ? A 4076 Words |