One Day After School Ponyboy And His Friend Johnny Took Two Soc Girls

One day after school Ponyboy and his friend Johnny took two Soc girls out to the movies, they were walking home when five Socs jumped them. The Socs were mad at them for taking their girls on dates. Bob (one of the Socs) was about to drown Ponyboy in a fountain when Johnny lost it and stabbed him. The Socs ran and so did Johnny and Ponyboy. After this incident they ran to a church outside of town. One day the church catches on fire. Johnny and Ponyboy save the kids that were playing in the abandoned church. Johnny pushed Ponyboy out of the church right as the roof caved in killing Johnny. Ponyboy and Johnny were heroes. They ruled that Ponyboy was just fighting back in self-defense. Ponyboy eventually writes a book about what has happened to him, the book that Ponyboy starts to write, starts the same way the novel starts. Ponyboy is a nice kid that's parents were killed in a car crash when he was young. Ponyboy has light brown almost red hair, and greenish-gray eyes. He has long hair that is squared off in the back. Ponyboy is a skittish kid; he was always worried about getting jumped by the Socs. But when you are a greaser walking on the streets alone, you have the right to worry about being jumped by the Socs. Ponyboy does a lot of growing up in the book that makes him a dynamic character. He has to cope with a lot of frustration with his two older brothers and with the Socs. He handles it pretty well until one day when he was being jumped by the Socs he spit on one of them that started a brawl that escalated into a murder. Ponyboy has a good relationship with Johnny. Johnny saved Ponyboy's life by killing a Soc when the Soc was drowning Ponyboy. Ponyboy and Johnny have to hide out in an old abandoned church together. They were best friends. Johnny's last words to Ponyboy were Stay gold, Ponyboy. St ay gold_ This says that Johnny thought that Ponyboy was a great person, and that he wanted him to stay a wonderful and great person. The conflict in this story is man vs. man. Ponyboy was born a greaser, he did not choose to be a greaser. He had no control of this but the Socs did not care. They were still going to beat him up no matter what he will say or do. They do not care that he dreams of not being a greaser, but even being a Soc. They just see someone that is smaller and younger that they could easily beat up. Ponyboy and his friend Johnny were just trying to defend themselves and someone got killed. It was not their fault that the girls of two Socs decided to go out on a date with them. They did not want to die, so they did what they had to do to defeat the man that was always trying to bring them down. The conflict is resolved when Ponyboy and Johnny save kids from the burning church and face society again. When they finally realize that they are heroes they go home and Pon yboy finds out that he was not in trouble. They said he did nothing wrong, he was just trying to defend himself. When he hears this he goes back to school and writes a book about what happened. Coincidentally the book starts out the same way the novel starts out. In conclusion, Ponyboy was just a good kid that did not want to get in any trouble or start any fights. He just wanted to live his life. So he wanted to go out with pretty Soc girls, not tough greaser girls, big deal. He was even told by the girls that even though he was a greaser he was still a nice guy, and that there are not to many nice guys around.

Creating Theme From Poetic Elements English Literature Essay Essays

Creating Theme From Poetic Elements English Literature Essay Essays Creating Theme From Poetic Elements English Literature Essay Essay Creating Theme From Poetic Elements English Literature Essay Essay Good poets utilize a assortment of poetic elements to make a literary chef-doeuvre. Frost s verse form The Road Not Taken is a authoritative illustration of the interaction of assorted elements. This verse form contains a huge array of poetic elements including sarcasm, symbolism, ambiguity, and struggle and retrospective patterning. Frost uses these poetic elements to assist make the subject in The Road Not Taken. Faggen believes, The Road Not Taken is an dry commentary on the liberty of pick ( par. 1 ) . A great sum of sarcasm is embedded in the verse form, but it is hard to place and construe the sarcasm on the first reading. After several reads it becomes evident the huge sum of sarcasm Frost utilizes in the verse form. Katherine Kearns considered the sarcasm found in the concluding stanza of the verse form deadly ( 37 ) . Kearns believes the last stanza is a anticipation of the hereafter and the truth is foreshadowed in the present by the verse form itself: the storyteller knows where he will stop up, and all the difference can hold made no difference ( 37 ) . This leads the reader to believe the traveller s pick will do small difference in the balance of his life. The traveller made a pick, it turned out to be a good pick, and he proceeded to populate his life. The sarcasm is the traveller believed that the pick would do a large difference, and that he spent so much clip doing th e pick trusting it would do a difference, every bit good. The rubric, The Road Not Taken is dry in itself. The Road Less Traveled is a more appropriate rubric. However, Frost ironically chose to utilize the rubric to stress the route the storyteller did non take. In an reference at a college ceremonial, Susan Dentzer explains that she felt Frost utilised verbal sarcasm in his rubric to show his thought that the roads we do nt take to travel down in life have every bit much of a function in determining the class of our lives as the 1s that we do pick ( par.16 ) . Symbolism is portrayed throughout the verse form. One illustration of symbolism is Frost depicting a route in the forests to stand for the picks in life. The storyteller comes to a fork in the route that diverged in a xanthous wood ( Frost, Road 1 ) , and contemplates which route to take. This word picture symbolizes the picks in life people face, and how they make those picks. The storyteller in the verse form chooses the route less traveled and finds it makes a difference in his life one time he arrives at his finish ( Frost, Road 19 ) . However, Frost neer explains the difference it made ; he lets the reader make up ones mind why the route less traveled made a difference ( Frost, Road 19 ) . Another illustration of symbolism in the verse form is found in how the storyteller decides which route to take. His determination is based chiefly on the wear and tear of the route, and this represents how hastily people make of import determinations in life. George Nitchie believ es that although in The Road Not Taken doing a determination seems to be portrayed as capricious and unmotivated the storyteller is cognizant that every pick has unknown effects ( 160 ) . Life is full of picks and there are many picks people must do and one time made, there is no undoing those determinations. There is no remaking the past experiences except in memories, whether they are full of joy or sorrow, at the picks made and the route that was chosen to go in life. Robert Faggen sums it up good when he states The Road Not Taken reminds us of the effects of the rule of choice in all facets of life ( par.1 ) . Ambiguity is found in many different countries in the verse form. One illustration of ambiguity is when the storyteller foremost says the route he takes is grassy and wanted wear ( Frost, Road 8 ) . However, he goes on to state in the following line that the roads were truly worn about the same. There is no account about the ambiguity in these statements, even though the storyteller says it made a difference in the terminal. The reader does non cognize if the route chosen was the route less traveled or non. Another illustration of ambiguity is found when the storyteller says, Oh I kept the first for another twenty-four hours ( Frost, Road 13 ) . Then the storyteller says subsequently on in the verse form that he will likely neer come this manner once more. Additionally, the storyteller says he spends a long clip looking at both roads, and wished he could take both roads, but will salvage one route for a ulterior trip. Reading these statements in context, they make small sense. However, recognizing the statements are equivocal helps the reader understand that Frost may so be seeking to exemplify that the storyteller has no thought where he is traveling or how his life will stop up. The storyteller can non do sense of his life, and so, Frost utilizes ambiguities in the verse form that do non do sense, every bit good. The ambiguities in this verse form aid to do this verse form intriguing and do the reader to oppugn the poet s significance. Although the verse form appears short and straightforward, the ambiguities embedded in the verse form allow Frost to raise inquiries in the reader s head, doing the verse form more complicated than it appears. Frost s ability to use ambiguity helps to add machination and enigma to his work. Frost one time said a verse form is at its best when it is a teasing vagueness ( Letters 588 ) . Conflict is another poetic component found in The Road Not Taken . The chief struggle revolves around the storyteller s inability to take which route to take. The storyteller can take the common, easy route that will guarantee success but wo nt needfully convey fulfilment ; or take the less traveled route that will be more ambitious journey with unknown effects ( Frost, Road 19 ) . Most readers of the verse form can rapidly associate to the storyteller s struggle because this struggle is common in mundane life. Frost besides adds an implicit in struggle in the verse form. There is besides another underlying struggle found in the verse form every bit good. The storyteller notes he likely will neer go through this manner once more. Is at that place conflict in his life that will maintain him from going this manner once more? Is he old, and on one of the last journeys of his life? The complexness of this verse form sneaks up on the reader, and the more they understand the complexnesss, the more confusing the verse form becomes. A poetic component found in the closing of The Road Not Taken is retrospective patterning. Retrospective patterning is when the writer places a word or a phrase at the terminal of the verse form that leads the reader to reconsider their original reading of the verse form ( Feeler, par 1 ) . Frost used this technique when he placed the word sigh in the first sentence of the last stanza ( Road 16 ) . The usage of that one word caused me to oppugn my initial reading of the subject and prompted me to reread the verse form a figure of times before hold oning a steadfast apprehension of the subject. Some critics find Frost s work simple and easy to understand. However, others dig deeper into the words and make deeper significances. Peter Davison one time stated, To this twenty-four hours, in schoolrooms and libraries, pupils and instructors likewise struggle with that sweetly perplexing poesy: the puzzling significance concealed within simple linguistic communication, the self-contradictory and surprising significance couched in traditional signifier ( 113 ) . Therefore, the elements of this verse form are more than what they seem, and so is the ultimate subject of the work. Frost buries many elements in merely a few short lines, and while they may look simple at first glimpse, underneath they are much more complex and interesting. It is interesting to observe that Frost made a notation about the verse form in his diary, observing he really wrote it with a friend in head. A Frost biographer noted This is more about a friend of mine, [ Edward Thomas, as Frost noted on other occasions ] ( Romine 37 ) . Therefore, Frost had a existent individual and a existent state of affairs in head when he composed the verse form, which is yet another of import component. Frost frequently wrote poesy with existent state of affairss and friends in head, and this helps give a existent, natural quality to his authorship, and makes it look more concrete to the reader. Lee Jacobus wrote in his commentary that Frost s work is characterized by concrete experiences ( 573 ) . The Road Not Taken is an digesting verse form incorporating a assortment of poetic elements. The interaction of these elements helps to do this verse form a true chef-doeuvre. Jacobus believes, The accomplishment of a poem consequences from the elusive cooperation of all of its elements ( 445 ) . To efficaciously construe the true significance or subject of a verse form every component must be examined. After analysing the poetic elements found in The Road Not Taken , I have established the following reading of the subject. Life is a journey full of picks that will find an unobserved hereafter. The picks though frequently virtually indistinguishable lead to different fates. Happiness or repent will be determined by each person s personal contemplation on the picks made and the route chosen during their journey.

Access To Health Care For Australian Cultural Groups

Health care has improved the societal living standards by ensuring that all health problems are attended to in the best why possible. Through the department of health in the government, every location is considered in the improvement of the health standards to provide better service to the community. Every health problem identified is dealt with in the best way possible by the qualified doctors. Cases that cannot be solved through the capabilities of the national health problem, the international health bodies are consulted to ensure that cases like cancers receive the best care. Although the ministry of health in collaboration with the private sector are trying to achieve their best in providing best health care, some challenges are always experienced by the citizens. Due to the increased population, the Constitution has supported the private sector to indulge into the sector to improve the service provisions by providing solutions to medical issues experienced. The health care systems have been improving from time to time to make sure that there, not medical problems are left undissolved. Although the government among other groups might view the provision of healthcare as ethical, there might be issues with balancing the cultural beliefs and accessing health care in the community. For example, a specific cultural group might be believing that people should not be accessing health care, rather they should be healed through their traditional methods (Guzys and Petrie, 2013). People with different originalities inhabit the Australian state. These cultures include the Australian Aboriginal and Culturally and Linguistically Diverse communities (CALD). Therefore, this paper will focus on barriers experienced by both cultures in access to health care and the possible strategies to be used in improving the services. The Aboriginal culture in Australia consists of people whose origin is based on the Australian country, and their practice and beliefs are based on Dreamtime theory. There are several barriers to access to health care for the Aboriginal culture in Australia.   These problems are highly experienced by people living in most remotes areas in the country. The barriers have been observed through various research works conducted by the government among other independent bodies. The main barriers affecting the sufficient access to health care among the aboriginal culture include language and communication, telecommunications, service providers’ trust and transport services (Durey et al., 2013).   Research that was funded by the government was conducted in 2008 to check whether the aboriginals spoke a language that could be understood by their equivalent service providers. This was a government idea to check how efficient were the services offered by the government to the citizens, especially to the field of health (Kunitz and Brady, 2010). The national language in Australia is English, but some people do not understand or speak the language because of lack of knowledge. Based on the research results, around 13% of the Aboriginal culture had another main language other than the national language. Rather, the main language in some localities is not English, which made it difficult to communicate with the health professionals. Amongst this percentage, 46% were perceived to originate from the remote areas in the country, and 2% were from urban areas. Further, the results showed that around 15% of these people were not in a position to communicate in English. For the people of age s 55years and above had the highest percentage (24%) of people who could not communicate in English.   This indicated that the government had a great task to solve the societal problem (Blackwell, 2013). There was a great difference in percentages between the people who were connected to the internet between the residents of remote and non-remote areas. Based on research conducted by National Aboriginal and Torres Strait Islander Social Survey (NATSISS), 98% of the aboriginals had access to telephones regardless of the type of phone. However, 40%, 20%, and 19% used home landlines, public phones, and others respectively. Figure 1: Phone usage among the remote and non-remote aboriginal residents (Abs, 2010) Trust is a paramount element that is factored in the service industry. The doctor should trust their patients in cases of requests for services otherwise the quality of service will be low. The residents should also trust the local hospitals and the workers to ensure that they do not perceive negative thoughts. A higher level of trust will mean that every person can seek medical assistance from the doctors at any time (Liaw et al., 2011). Based on trust study conducted among the aboriginals, some people stated they had trust issues with the doctors and the hospitals. However, a larger percentage was ok with the number medical centers and the health practitioners (Henderson, Kendall and See, 2011).  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚   Figure 2: Trust among the aboriginal culture (Abs, 2010) In some localities, the distance from home places to the medical centers required an efficient means of transport. It was observed if a person perceived an illness, it took a lot of time before medical help could be acquired. Due to the insufficiency in transport services, they could not access the health services easily whenever there was a need. Around 66% of the aboriginals in Australia could access means on transport any time they need, either public or private. However, statistics showed that only 7% were able to obtain transport services on emergencies, which means people who incurred emergent medical cases had high probabilities of survival. Around 32% of the people from remote areas who are unable to access transport services when needed among the aboriginal culture. These statistics shows that there is some significant percentage of individuals who are not able to access transport services when needed (Durey et al., 2013). Some strategies are supposed to be practiced to avoid the effects of the barriers in the society. The strategic practices should be focused on providing remedies to the existing societal problems. Firstly, because the community experiences an issue in communication, the government is supposed to educate people from these localities to become doctors so that they can efficiently serve the community. Otherwise, they can employ translators who will help people who cannot communicate in English effectively. These are some of the remedies for the language and communication barriers (Larson et al., 2011). Availability of telecommunication services helps people be informed about the changes in the technological world. Due to the improvements in technology, health information services are also found on the internet, thus helping the society be prevented from minor health cases. Therefore, raising the level of telecommunication access will also reduce the rate of unattended health case by raising the communities’ intelligence. The quality of health service offered by the hospitals should be raised, which increases the level of trust between the citizens and the doctors/hospitals. Qualified personnel should be employed in every single health center to cater almost all medical problems in the society (Liaw et al., 2011). Finally, the government should improve the construction of social facilities closer to the remote areas to reduce the distance covered by individual seeking for medical help. Transportation services should also be an improvement in the country by constructing roads, which raises the chances of acquiring private or public vehicles whenever needed. If these barriers are effectively managed, the social status of the aboriginal will be improved by reducing their mortality rates and increasing the efficiency of acquiring medical assistance (Steffens, Jamieson, and Kapellas, 2016). The culturally and linguistically diverse communities are perceived to be a combination of different ethnic groups who originates from different parts of the globe. These groups have diverse socio-cultural beliefs, and they varied by their religions. There are several barriers to effective health care that are experienced by the CALD communities in living in Australia. Some of these barriers are knowledge and information about available medical services, personal experiences with healthcare professionals, differences in socio-cultural and religious beliefs and influences from significant others based on health perception (Adebayo, Durey, and Slack-Smith, 2016).   Some individuals in the Australian state who are associated with the CALD communities might not be informed about the available medical health services in the country. Therefore, these particular people might suffer from some health problems that can be treated in the available health centers. For instance, a patient from foreign countries might be suffering from diabetes, a disease that can be treated in specific health centers but because of insufficient information, the condition may worsen. There might be community-based support groups that educate/inform diabetes patients on how to manage their conditions (Alzubaidi et al., 2015). Without information about the existence of such groups, the patients might not enjoy such health services. If people do not acquire the required information, they will not be involved in ongoing advice from the medical practitioners about preventions and interventions to serious societal health problems (Cross et al., 2014). Individuals from different areas in the globe will tend to have personal perceptions about hospitals and health services. Therefore, there might be problems with the way the individuals from the CALD communities interact with the doctors (MHCS, 2010). There might be cases of language barriers which leads to either misunderstanding or insufficient communication. With the differences in the communication, the patient will not receive the required medical assistance. Individuals who will be communicating in a different language will have higher chances of failed trust for the doctors compared to patients speaking in English (Australian Government | Health Department, 2011). This is because if the doctor understands the core health problem, medical assistance will be offered quickly as compared to a person whose medical issue is not yet known. The considerations of the social and emotional factors by the doctor is very important for effective medical care. It can be disappointing if a pa tient is blamed for a disease suffered by the medical practitioners.   Communities have different religious and socio-cultural belief, whereby some are attached to the way they receive medical/health services. Some individuals might be born into a culture that fears a diagnosis of certain diseases to avoid being informed that they are victims. There are some other religious beliefs, especially in Islamic culture who believe that the human life is transient, and much should not be consulted in search for life extension (Cross et al., 2014). Therefore, people from this religion might not acquire continued sufficient medical assistance because it is not according to their beliefs. Also, cultures believe that some specific health problems are as a result of a curse, and medical help should not be sought; rather they should wait and face their wrath. All these beliefs affect the delivery and access to health care services. Every individual has colleagues whom they respect and consult in every individual case. These people can affect the efficiency of the people from CALD communities accessing health care effectively. This is because they might offer wrong health advice to their friends who are in need of urgent medical assistance. For instance, a fellow might speak out about the symptoms being identified but due to assumptions, advice from friends might be inadequate for this particular case. In cases when an individual is advised to wait for recovery without seeing the doctor might lead to severe medical cases.   Firstly, the CALD communities in the Australian continent should be informed about the available hospitals and health services in their localities. This will help reduces cases of severe effects caused due to lack of information. This information can be provided through internet medical services or manuals to all the people entering the country. Solutions should be provided to the experienced problems in the health care provision systems. For instance, language barrier problem can be solved by employing language translation services. Research should be conducted to evaluate the efficiency of health services provided to help curb the extremely negative effects (Dowling, 2014). Health advice should be provided to individuals who are reported to be suffering by encouraging them to seek medical assistance where possible. This will help people having issues of culture and religion opt seeking medical help whenever they feel unwell. Finally, there should be community-based support groups t hat teach individuals about the importance of consulting the doctor whenever there is a need.   Abs, (2010). 4704.0 - The Health and Welfare of Australia's Aboriginal and Torres Strait Islander Peoples, Oct 2010. [Online] Abs.gov.au. Available at: https://www.abs.gov.au/AUSSTATS/abs@.nsf/lookup/4704.0Chapter960Oct+2010 [Accessed 21 Jul. 2016]. Adebayo, B., Durey, A. and Slack-Smith, L. (2016). Culturally and linguistically diverse (CALD) carers' perceptions of oral care in residential aged care settings in Perth, Western Australia. Gerodontology, p.n/an/a. Alzubaidi, H., Mc Namara, K., Browning, C. and Marriott, J. (2015). Barriers and enablers to health care access and use among Arabic-speaking and Caucasian English-speaking patients with type 2 diabetes mellitus: a comparative qualitative study. BMJ Open, 5(11), pp.e008687-e008687. Australian Government|Health Department, (2011). Department of Health | People from culturally and linguistically diverse backgrounds. [Online] Health.gov.au. Available at: https://health.gov.au/internet/publications/publishing.nsf/Content/mental-pubs-p-mono-toc~mental-pubs-p-mono-pop~mental-pubs-p-mono-pop-cul [Accessed 21 Jul. 2016]. Blackwell, W. (2013). Guidelines on the provision of sustainable eye care for Aboriginal and Torres Strait Islander Australians. Clinical and Experimental Optometry, 96(4), pp.422-423. Cross, W., Cant, R., Manning, D. and McCarthy, S. (2014). Addressing information needs of vulnerable communities about incontinence: A survey of ten CALD communities. Collegian, 21(3), pp.209-216. Dowling, M. (2014). â€Å"A guide to interpreting not just the words but the meaning intended† (A DVD to support interpreters, health care, pastoral and spiritual care staff involved in end of life and organ donation discussions with culturally and linguistically diverse (CALD) families). Australian Critical Care, 27(1), p.53. Durey, A., Wynaden, D., Barr, L. and Ali, M. (2013). Improving forensic mental health care for Aboriginal Australians: Challenges and opportunities. International Journal of Mental Health Nursing, 23(3), pp.195-202. Guzys, D. and Petrie, E. (2013). An Introduction to Community and Primary Health Care in Australia. Cambridge: Cambridge University Press. Henderson, S., Kendall, E. and See, L. (2011). The effectiveness of culturally appropriate interventions to manage or prevent chronic disease in culturally and linguistically diverse communities: a systematic literature review. Health & Social Care in the Community, 19(3), pp.225-249. Kunitz, S. and Brady, M. (2010). Health care policy for Aboriginal Australians: the relevance of the American Indian experience. Australian Journal of Public Health, 19(6), pp.549-558. Larson, B., Herx, L., Williamson, T. and Crowshoe, L. (2011). Beyond the barriers: family medicine residents’ attitudes towards providing Aboriginal health care. Medical Education, 45(4), pp.400-406. Liaw, S., Lau, P., Pyett, P., Furler, J., Burchill, M., Rowley, K., and Kelaher, M. (2011). Successful chronic disease care for Aboriginal Australians requires cultural competence. Australian and New Zealand Journal of Public Health, 35(3), pp.238-248. MHCS, (2010). About CALD Communities — MHCS. [Online] MHCS. Available at: https://www.mhcs.health.nsw.gov.au/services/cald-community [Accessed 21 Jul. 2016]. Moyle, W., Parker, D. and Bramble, M. (2014). Care of older adults. 2nd ed. Cambridge University Press. Steffens, M., Jamieson, L. and Kapellas, K. (2016). Historical Factors, Discrimination and Oral Health among Aboriginal Australians. Journal of Health Care for the Poor and Underserved, 27(1A), pp.30-45.

How media artefacts affect our conception of reality Essay

How media artefacts affect our conception of reality - Essay Example We are placed in a consumer society and media, which brings in the importance of learning how to interpret, understand, and criticizing its messages and meanings. They participate in contributing to educate us on what we feel, fear, think, desire, and how to behave. They also show us how to consume, look, dress, avoid failure, and be successful/ popular (Verbeek & Slob, 2006). Cultural is one on itself that is focusing on the mass and media marketing. Due to extensive advertising and publicity, all the cultural products, which include human beings, are treated as commodities who share little to no meaning. This industry provides a reason to believe individual is an illusion manipulated by the authority of those in dominant class. Horkheimer and Adorno define cultural industry through its focus on the mass and media marketing. Technology, Monopoly, and Mass Production are three specific ideas of characterising cultural media. Horkheimer and Adorno addressed how big corporations contro l culture industry due to their large vertical and horizontal integration. Our society is representing a society which is heavily induced by cultural media and mass marketing. Cultural industry theory explains the concept of consumers selling out to the dominant cultures. In some aspects this is true but Adorno and Horkheimer gave much power to the class ruling and their abilities of producing ideal consumers. Media give us directions on ways to avoid failure, and conforming to various dominant systems of values, institutions, norms, and practices (Bishop, 2005). It is important to gain critical media literacy as a resource for citizens and individuals when learning to cope up with cultural environment. It is important to learn how to criticize, and read, socio-cultural manipulation to help in empowering in relation to the dominant culture and forms of media. It enhances sovereignty of individual as well as media culture by giving people power in cultural environment. The essay will feature most on contributions of cultural perspective to media literacy and critique. Recently, cultural studies have emerged as the best approach to study of society and culture. A project study was conducted in the University of Birmingham, which is the centre for cultural studies. This led to the development of various critical methods for the interpretation, criticism, and analysis of cultural methods. In 1960s and 1970s, there were internal debates and respondents to social movements and struggles. The group focused on interplay of ideologies and representations of gender, ethnicity, class, nationality, and race in cultural texts, which include media culture (Hillis, 1999). This group was among those who studied the effects of television, radio, film, newspaper and other cultural forms on audiences. The group also focused on the use of media culture and interpretation differently by various audiences. They analyzed on the factors, which made audiences respond to various media texts in contrasting ways. It is demonstrated by British cultural studies on how culture constituted distinct forms of the group and identity membership through the study of youth subcultures. Materials, which are used to construct views of identities, world, and behaviour, are provided by media culture for cultural studies. Those who follow the dictates of cultural media uncritically will mainstream themselves and thereby conforming to the dominant behaviour,

Distribution center, warehouse, and plant location Essay - 1

Distribution center, warehouse, and plant location - Essay Example For companies, high population is always a big market for their goods. The reason is that when there is a high population in a country, the sales of the companies go high because of presence of a large number of consumers. Therefore, companies view population as a market for goods. On the other hand, population is also a source of labor. Companies need to recruit people to run business operations. Therefore, companies also view population as a source for labor. Transportation considerations influence facility location decisions because high transportations costs increase the price of goods. The most suitable facility locations are those where transportation services are easily available. When a facility is located at a place, where there is a shortage of transportation services, transportation costs will be high because of less competition. Therefore, companies usually find such locations, which there is an excess of transportation services. Facility relocation occurs when a company shifts a facility from one place to another due to some reasons. On the other hand, facility closing occurs when a company suspends its business operations at a facility when the company does not need that facility to operate any more. In case of facility relocation, employees do not face big problems because they can still work for their companies. However, the companies should adjust their wages in accordance with the location of the new facility. On the other hand, in case of facility closing, companies should arrange new jobs for their employees before the date of closing in order to secure their professional

Habitat and Animals Essay Example for Free

Habitat and Animals Essay Little care or thought was given to wildlife, or the delicate nature of their habitat as Urban Sprawl moved along with the progress of the times. This is supported by the opinion offered by Authors Emel and Wolch, in their book titled Animal Geographies: Place, Politics and Identity’, They state that The 1980s cost of sprawl debate made no mention of wildlife habitat, and the adherents to the so called new urbanism and sustainable cities movements of the 1990s rarely define sustainability in relation to the animals†(5). Quoting statistics researched, compiled, and available at Smart Growth America.com, Authors Hapke, Goodwin, Pulsipher and Pulsipher state that In the United States Urban Sprawl eats up 2 acres a minute- A million acres a year- including 400,000 acres of land that is especially well suited for high quality specialty crops. Urban Sprawl is now an issue in virtually all parts of North America† (6). Quoting Vitousek (1997) and Marzluff and Hamel (2001), authors Johnson and Klemens explain that the destruction of animal habitat occurs because Humans alter the earths natural landscape in three main ways: Through agriculture, natural resource extraction, and urban and rural settlement (7) . There is immediate habitat loss as an area is developed, as noted almost one million acres per year are consumed. As humans take over and develop, the wildlife is displaced, and deprived of the habitat because it has been converted for use, and is no longer suitable to sustain life. Pollution, and the introduction of non indigenous invasive plant species enter the habitat as well, after humans move in to an area. (5) Emel Jody, Wolch Jennifer. Animal Geographies: Place, Politics, and Identity in the Nature-culture Borderlands, Edition: illustrated, Published by Verso, 1998, p. 132. (6) Hapke Holly M, Goodwin Conrad Mac, Pulsipher Lydia Mihelic, Pulsipher Alex. World Regional Geography: Global Patterns, Local Lives. Edition: 3, illustrated, Published by Macmillan, 2005. p. 81. (7) Johnson Elizabeth Ann. Klemens Michael W. Nature in Fragments: The Legacy of Sprawl. Edition: illustrated, Published by Columbia University Press, 2005. p. 19. 3 Many researchers agree with author John Kistler that â€Å" Habitat loss is the single most important factor in the destruction of wild species†(8). Imagine developers go in with big bulldozers, and dump trucks, and destroy the natural landscape without a thought to the population of animals that will be displaced. Without concerns about rare plant and animal species that may be at risk of extinction. It used to be as man moved in, the animals would move out, to nearby untouched areas with sufficient forage and water to survive. Johnson and Klemens point out that today However, as sprawl converts more land to development, there are few or no adjacent undeveloped lands to meet these needs(9). Now a drive along highways that pass close to any major development sites that are currently under construction, will reveal the fate of many of the dislocated inhabitants. Dead deer, coyotes, fox, racoons, hawks, and a multitude of other species are strewn along the roadside daily. Quoting Clevenger and (2001) and Forman (2003), in a paper prepared by professor Michael Starr, and students at Southern Illinois University, attempting to compile data on road kill occurrences states that It is undoubtedly true that the number of road-killed animals has been increasing through the years until the last decade, very few scientific studies had been conducted to assess this assumption(10). Based on data compiled by reported accidents with cars, and quoting Forman (2003), The SIUE paper stated that â€Å" It has been conservatively estimated that 1 million deer alone are killed each year on the nations roads†(11). These numbers are reported road kills involving car damage, the numbers of smaller species no doubt are astronomical, if a number could be assigned. (8) Kistler John. Animal Rights: A Subject Guide, Bibliography, and Internet Companion Edition: illustrated, Published by Greenwood Publishing Group, 2000. p 145. (9) Johnson Elizabeth Ann. Klemens Michael W. Nature in Fragments: The Legacy of Sprawl. Edition: illustrated, Published by Columbia University Press, 2005. p. 30. (10) (11) Starr Michael J. Surveying For Small Road-Killed Animals Along Rural Roads And State Highways http://www. siue. edu/GEOGRAPHY/RoadKill. htm. SIUE Department of Geography. Feb. 2006. 4 States with most population growth had largest permanent loss of rural land Average low-population-growth state lost less than a third the rural land as average high-population growth state http://www. sprawlcity. org/charts_usda/us_6. html

Comparing First Dates in Sottos Oranges and Wetherells The Bass, the

First Dates in Sotto's Oranges and Wetherell's The Bass, the River, and Shelia Mant Everyone is born with innocence and they gradually gain experience through lessons learned in life; some people may gain more that others. Not all lessons in life are dramatic or negative, some may be subtle, positive, or even life altering; however, no matter how small or big, they do alter one's perspective on things and help them to gain experience, which will be with them forever. These experiences may be gained through love, war, or death, but in some way or another they have changed one's point of view. The works "Oranges", written by Gary Sotto, and "The Bass, the River, and Shelia Mant", written by W.D. Wetherell, both tell about a boys first love and his first date. First loves and first dates is something that can be related to by everyone, whether boy or girl. These two works show that the outcome of a first date may not be what one expected, but in the end something more may be learned. In "The Bass, the River, and Shelia Mant", the speaker fell in love with a beautiful girl named Shelia Mant, which was the only thing that he loved more than fishing. He watched her everyday sunbathing on the dock. He watched her so much that he learned what mood she was in by the position she was laying. When the summer was almost over he got up enough nerve to ask her out. To his surprise she said yes. They went to see a band, however, since he was only fourteen they took a canoe. While rowing the canoe he had his fishing pole on the back, because he never left the house without it. Little did he know that Shelia thought fishing was dumb. So, during the entire canoe ride he is trying to hide the fishing pole, which is hanging o... ...h the speaker from "The Bass, the River, and Shelia Mant" did not have a great first date or love, he learned to be himself, not to change who he was so someone will like him. Although both speakers lost their innocence and gained experience in love and dating, they still have a lot more to learn in both. Innocence may be loss in a subtle or life altering way, negative or positive, but when all is said and done the experience gained will help one to succeed in life. Works Cited Lessing, Doris. "Through the Tunnel." Responding to Literature: Stories, Poems, Plays, and Essays. Fourth Edition. Ed. Judith A Stanford. Boston: McGrawHill, 2003. 860-867. Wetherell, W.D. "The Bass, the River, and Sheila Mant." Responding to Literature: Stories, Poems, Plays, and Essays. Fourth Edition. Ed. Judith A. Stanford. Boston: McGrawHill, 2003. 191-196.

Meaningful Social Studies Essay

The democratic principles and ideals of citizenship reinforces effective social studies. By focusing on rights, responsibilities, and respect, a solid base of social studies knowledge and skills develops civic competence. The foundation of four core disciplines, or strands, from the social sciences are: geography, civics, economics, and history. They are the Louisiana framework for social studies. Each of these disciplines offers a distinct perspective for examining the world. Within these strands, other social sciences, such as anthropology and sociology, are incorporated.  §103. Louisiana Content Standards Foundation Skills The Louisiana Content Standards Task Force has developed the following foundational skills which should apply to all students in all disciplines: Communication, Problem Solving, Resource Access and Utilization, and Linking and Generating Knowledge. Through research, activities, discussions, and real-life experiences, children can and will learn that diversity can be positive and socially enriching. A pluralistic perspective involves students’ building unbiased, open-minded views towards diversity among their fellow human beings. Teachers of this generation have the combined blessing and challenge of helping students make the most of a world that is rapidly changing. Students must develop the perspective that cultural and philosophical differences are necessary and desirable qualities of a democratic community (NCSS, 1994). I chose the concept of â€Å"Problem Solving† for Grade 6-8th in which I will be teaching in the near future. Problem solving identify an obstacle or challenge and uses the application of knowledge and thinking processes which include reasoning, decision making, and inquiry in order to reach a solution using multiple pathways, even when no routine path is apparent. Bringing students into contact with other people’s various views and conflicting values is very important. In the school and local community, therefore, problem solving/inquiry problems are most often found. Questioning and cooperative learning are two strategies that are frequently used to support meaningful learning. Questioning. This is where all learning begins. The types of questions teachers use guide students’ engagement in the lesson (Harvey & Goudvis, 2000). The amount of time a teacher waits between asking questions and calling on students for responses, or responding to answers, affects student responses (Rowe, 1996). On average, teachers wait less than a second before calling on a student or responding to a student’s comment, this has been proven by classroom research. If the teacher wait 3 or more seconds before calling on a student or acknowledging a response, this can increase the length of student responses, the number of appropriate responses, and the cognitive level of the responses. Questions should be planned in advance, relate to the lesson activities, and are written into lesson plans. The Learning cycle lessons begin with questions that all students have a chance to answer. All answers are accepted by the teacher even though some answers may explain more than others. In the class such questions engaged by all of the students. In every learning cycle a central key question is planned for the exploratory phase. In a lesson focusing on the concept of presidential elections, for example, the teacher may ask the key question â€Å"What do you have to do to be elected president?† This is an open question that involves each student in thinking about the main idea of the lesson. Development phase, questions focusing student inquiry on the main concepts, skills, and attitudes of the lesson is done during the lesson. During the lesson development, many questions are narrow or closed. Questions are used to help students apply the concept in a new context, during the expansion phase of the lesson. On open questions, the emphasis is greater although some closed questions may be used. Effects of Emphasizing Student Control What students learn is influenced by how they are taught, the quality of individual and social processes occurring in the classroom, and the perceptions and understanding of social studies as a subject to be taught and learned (NCSS, 1994b). Matching Instructional Strategies to Student Needs One aim of education is to help students be self-directing (NCSS, 1994a, pp. 11–12). The amount of student control during the learning process, is a key factor. The categories, in order from least to greatest student control, are expository, guided discovery, and inquiry and problem solving/decision making. An appropriate instructional strategy is chosen by the teacher that matches the student’s level of social studies content, skill, attitudinal objectives, and developmental needs. These instructional methods are very effective and appropriate in helping students attain a particular level of learning objective. Expository, or Direct, Instructional Methods: Lower Student Control Students are provided with little control over the direction or extent of the learning process using the Expository instructional methods, or direct instruction method. Activity lessons using expository methods include the following characteristics: * The teacher controls the situation, providing adequate directions and motivation. The teacher provides ample opportunities to practice the skill in a wide variety of situations. * The teacher supplies immediate and continuous feedback focusing on correct answers. * The teacher uses lecture and closed, narrow questions to control the learning situation but must provide extensive and adequate directions for the student. Expository Guided Inquiry/Problem Solving Discovery and Decision Making Expository methods require external motivation and careful classroom management. Only lower levels of learning: recall and memorization are produced by these methods. Development of the affective areas of attending and willingness to receive information is facilitated by Expository methods. These methods are occasionally useful in the lesson development phase of the learning cycle in which the teacher explains the key idea of the lesson and the lesson focus involves the need for recall (Rosenshine, 1986). Guided Discovery Instructional Methods: Mixed Teacher and Student Control Students are involved in activities related to a concept and form an understanding of them when using guided discovery instructional methods before they are offered or explained by the teacher. A problem to investigate is created by the teacher and he/or she determines procedures and materials needed, but students collect and analyze data and evaluate the results as they relate to the problem. Guided discovery has four characteristics. 1. Students are provided with the time and opportunity to study relationships in data and form a new idea. 2. Students use several activities focusing on one concept, generalization, value, or skill. 3. Students’ main role is to investigate and discover answers to the questions posed, discussing and displaying data to do so. 4. The teacher provides directions and asks questions that help students begin activities with the learned resources selected. From data students can learn inquiry skills such as inferring, predicting, organizing, interpreting, and draw conclusions. Inquiry and Problem-Solving/Decision-Making Instructional Methods: Greater Student Control Inquiry involving significant student control over the direction the lesson takes, is the third social studies instructional method. The Students create a problem to investigate, determine procedures and materials needed, collect and analyze data, and evaluate results. These lessons have five characteristics: 1. Students are competent in basic social studies inquiry skills. 2. Students select problem areas to investigate. 3. Students work in groups, orally reporting the results of investigations. 4. The teacher guides students in defining the problem to investigate and in helping to identify resources. 5. A safe and supportive classroom environment is maintained. Activities using the Inquiry method are intrinsically motivating because students direct their own learning. A first-grader even is likely to use higher thought processes during an inquiry. For example, a young student’s social studies project could involve making a drawing showing where items in her personal materials basket (scissors, glue stick, crayons, etc.) should be placed. After the student lists three or more problems with the basket, such as the glue stick always falling over, the drawing is made. This allows the student to ask questions, communicate information, make inferences, and build prediction. Facts may form the basic content of the narrative, when writing stories about the experience, but students also often make inferences and construct generalizations. In inquiry and problem-solving/decision-making method activities, students are involved in practicing the full range of inquiry skills. Key social studies ideas and skills are carefully selected and is needed because inquiry methods reduce the amount of material covered to a greater extent than other instructional methods. Meaningful learning of generalizations and higher-order inquiry skills, as well as improved long-term memory and transfer of learning, occurs. Problem solving and decision making is what inquiry focuses on mainly. Students plan how they can participate and work together (Dunfee & Sagl, 1967; Meyerson & Secules, 2001). Conclusion By building on a core of effective practices in teaching and by designing activities and lessons with learning objectives in place, teachers encourage students to use their strengths and to respond successfully to challenges. They support students as active learners in meaningful activities. Focusing on helping young students identify multiple perspectives on issues and problems is a major learning outcome related to global issues. So also is discussing what are good and positive actions, moral positions, and appropriate behaviors. References Research & Evaluation Strategies for Early Childhood Education. Research In Early Childhood Education in Handbook Research on the Education of Younger Children. Springer (2007). Retrieved from http://ww.library.gcu.edu.2048/login?qurl.http$3A2F%2F% www.credoreference.com/entry/sprihsei/table_of_contents. Social Studies Content Standards – Division of Adminstration www.doc.louisiana.gov/osr/28v121/28v121.pdf Sunal-Szymanski, C. & Haas, M.E. Social Studies for the Elementary & Middle Grades: A Constructive Approach, (4th Ed.). Published by Allyn & Bacon copyright (2011) by Pearson Education, Inc. The Evolving Role of Teachers In Effective Schools in Springer International Handbooks of Education: International Handbooks of School Effectiveness and Improvement.

Stefan’s Diaries: Origins Chapter 10

September 4, 1864 Midnight. Too late to fall asleep, too early to be awake. A candle burns on my nightstand, the flickering shadows foreboding. I am haunted already. Will I ever forgive myself for not finding Rosalyn until it was too late? And why is she –the one I vowed to forget–still on my mind? My head is pounding. Cordelia is always at the door, offering drinks, lozenges, powdered herbs. I take them, like a recuperating child. Father and Damon glance at me when they think I'm asleep. Do they know of the nightmares? I thought marriage was a fate worse than death. I was wrong. I was wrong about so many things, too many things, and all I can do is pray for forgiveness and hope that somehow, somewhere, I can summon strength from the depths of my existence to step firmly onto the path of the right again. I will do it. I must. For Rosalyn. And for her. Now I will blow out the candle and hope for sleep–like that of the dead –to engulf me quickly†¦. â€Å"Stefan! Time to get up!† my father called, slamming my bedroom door. â€Å"What?† I struggled to sit, not sure what hour it was, or what day it was, or how much time had passed since Rosalyn's death. Day faded into night, and I could never really sleep, only doze into terrifying dreams. I wouldn't have eaten anything, except that Cordelia continued to come into my room with her concoctions, spoon-feeding them to me to ensure that they were eaten. She'd make fried chicken and okra and a thick mash of what she called sufferer stew which she said would , make me feel better. She'd left another one, a drink this time, on my nightstand. I drank it quickly. â€Å"Get ready. Alfred will help you prepare,† my father said. â€Å"Get ready for what?† I asked, swinging my legs onto the floor. I hobbled to the mirror. I had stubble over my chin, and my tawny hair stood up on all ends. My eyes were red, and my nightshirt was hanging off my shoulders. I looked awful. Father stood behind me, appraising my reflection. â€Å"Y ou'll pull yourself together. Today is Rosalyn's funeral, and it's important to me and the Cartwrights that we are there. We want to show everyone that we must band together against the evil that's scourging our town.† While Father prattled on about demons, I thought about facing the Cartwrights for the first time. I still felt horribly guilty. I couldn't help thinking that the attack wouldn't have happened if I'd been waiting for Rosalyn on the porch, instead of lingering in the study with Katherine. If I'd been outside, waiting for Rosalyn, I would have seen her walking from the fields in her pink dress. Maybe I could have faced death with her, too, and she wouldn't have had to confront that nightmarish animal alone. I may not have loved Rosalyn, but I couldn't forgive myself for not being there to save her. â€Å"Well, come on,† Father said impatiently as Alfred walked in, holding a white linen shirt and a double-breasted black suit. I blanched. It was the suit I'd have worn at my wedding–and the church where we were mourning Rosalyn was to have been the site of the ceremony establishing our union. Still, I managed to change into the suit, allowed Alfred to help me shave, since my hands allowed Alfred to help me shave, since my hands were so shaky, and emerged an hour later ready to do what I had to do. I kept my eyes down as I followed Father and Damon to the carriage. Father sat up front, next to Alfred, while Damon sat in the back with me. â€Å"How are you, brother?† Damon asked above the familiar clip-clop of Duke's and Jake's hooves down Willow Creek Road. â€Å"Not very well,† I said formally, a stiff lump in my throat. Damon put a hand on my shoulder. The magpies chattered, the bees buzzed, and the sun cast a golden glow on the trees. The entire coach smelled like ginger, and I felt my stomach heave. It was the smell of guilt over lusting after a woman who was never to be–could never be–my wife. â€Å"Your first death, the first one you witness, changes you,† Damon said finally, as the coach pulled up to the white clapboard church. The church bells were ringing, and every business in town was closed for the day. â€Å"But perhaps it can change you for the better.† â€Å"Maybe,† I said as I descended from the coach. But I didn't see how. We reached the door as Dr. Janes hobbled into the church, his cane in one hand and a flask of whiskey in another. Pearl and Anna were sitting together, and Jonathan Gilbert sat behind them, his elbows perched on the edge of Pearl's pew, just inches from her shoulder. Sheriff Forbes was in his usual place in the second pew, glaring at the cluster of rouged women from the tavern who had come to pay their respects. At the edge of their circle was Alice, the barmaid, cooling herself with a silk fan. Calvin Bailey, the organist, was playing an adaptation of Mozart's Requiem, but he seemed to hit a sour note every few chords. In the front pew, Mr. Cartwright stared straight ahead, while Mrs. Cartwright sobbed and occasionally blew her nose into a lace handkerchief. At the front of the church, a closed oak casket was covered with flowers. Wordlessly, I walked to the casket and knelt down in front of it. â€Å"I'm so sorry,† I whispered, touching the casket, which felt cold and hard. Unbidden, images of my betrothed popped up in my mind: Rosalyn giggling over her new puppy, giddily discussing flower combinations for our wedding, risking the wrath of her maid by planting a covert kiss on my cheek at the end of one visit. I moved my hands off the casket and put them together, as if in prayer. â€Å"I hope that you and Penny have found each other in Heaven.† I leaned down, letting my lips graze the casket. I wanted her to know, wherever she was, that I would have learned to love her. â€Å"Good-bye.† I turned to take my seat and stopped short. Right behind me was Katherine. She was wearing a dark-blue cotton dress that stood out in the sea a dark-blue cotton dress that stood out in the sea of black crepe that filled the pews. â€Å"I'm so sorry for your loss,† Katherine said, touching my arm. I flinched and drew my arm back. How dare she touch me so familiarly in public? Didn't she realize that if we hadn't been carrying on at the barbecue in the first place, the tragedy might never have happened? Concern registered in her dark eyes. â€Å"I know how hard this must be for you,† she said. â€Å"Please let me know if you need anything.† I immediately felt a wave of guilt for assuming she was doing anything other than showing sympathy. After all, her parents had died. She was just a young girl, reaching out to offer her support. She looked so sad that for one wild second, I was tempted to cross the aisle and comfort her. â€Å"Thank you,† I said instead, sucking in my stale breath and walking back to the pew. I slid next to Damon, who had his hands crossed piously over a Bible. I noticed his eyes flick up as Katherine briefly knelt down by the coffin. I followed his gaze, noticing the way several curls had escaped from beneath her hat and were curling around the ornate clasp on her blue necklace. A few minutes later, the Requiem ended, and Pastor Collins strode up to the pulpit. â€Å"We're here to celebrate a life cut far too short. There is evil among us, and we will mourn this death, but we will also draw strength from this death †¦,† he intoned. I covertly glanced across the aisle at Katherine. Her servant, Emily, was sitting next to her on one side and Pearl on the other. Katherine's hands were folded as if in prayer. She turned slightly, as if to look at me. I forced myself to look away before our eyes could meet. I would not dishonor Rosalyn by thinking of Katherine. I gazed up at the unfinished, steepled beams of the church. I'm sorry, I thought, sending the message upward and hoping that Rosalyn, wherever she was, heard it.

much symbolism essays

much symbolism essays Much symbolism is used in William Golding's Lord of the Flies. The nature on the island is used as the primary source of symbolism. There are three main uses of nature's symbolism: a pink conch shell, a pig's head, and fire. Nature is a symbol that parallels to the real world. It helps prove the author's theory that Humankind is foolish and evil in any situation. The first important part of nature's symbolism is a pink conch shell. At the beginning of the book, it was found by Ralph (13). The conch shell represents power and authority. Ralph uses it to call for the boys to come to the meeting (15). In the meetings, whoever has the shell has the power to speak. The conch shows how people use objects to give power, like a king and his scepter and crown, or other things which show who has power. It is also evident that objects don't give power when people choose not to obey it, like Ralph's conch. The pig's head, or Lord of the Flies, is another important use of symbolism through nature. Jack and his hunters killed a pig and cut off its head (125). To Jack, the head is a sacrifice for the beast (127). This object demonstrates that people make religions and rituals to control their world, even though what they think is not true. Lord of the Flies is a symbol of the Devil, or Satan. When Simon communicated with Lord of the Flies, he found out what real evil was, which is the evil in the hearts of people. The pig's head is a symbol of the thing we make up to be the cause for evil, when those things aren't the real reason. Fire is the last symbol of nature. It stands for hope and rescue. When the fire was burning bright, it was because the boys had hope and were working hard to get rescued. When the fire burnt out, it was because too many boys, like Jack, lost hope for being rescued. In the end, the fire that got the attention of naval officers was ironically not meant for rescue ...

MGMT 4370 Organizational Design Essay Example | Topics and Well Written Essays - 250 words

MGMT 4370 Organizational Design - Essay Example In the financial year ended December 2010 the company had made revenues of US$ 99.9 billion and had employed 426,751 employees worldwide. Over the years IBM has continued to shift its business mix, exiting commoditized segments while increasing its presence in higher-value areas such as services, software and integrated solutions (IBM, â€Å"International Business Machines Corporation SEC Form 10-K† 1).Currently, the company provides integrated solutions that leverages information technology and the company’s knowledge of business process to offer a diverse portfolio of services ranging from enterprise software to consulting to implementation of services to financing. To enable it to offer each of these services competitively, IBM has divided its major operations into five major business segments: Global Technology Services, Global Business Services, Software, Systems and Technology and Global Financing. IBM’s business model is built to support two principal goals: first is to help its clients succeed in delivering business value by becoming more innovative, efficient and competitive through the use of business insight and IT solutions; and secondly, is to provide long-term value to its shareholders (IBM, â€Å"International Business Machines Corporation SEC Form 10-K†

Organisational Design and Change Essay Example | Topics and Well Written Essays - 2000 words

Organisational Design and Change - Essay Example Secondly, the framework makes clear of the choices and the plans an organisation makes and evaluation is easier. For instance, if a company pursued a strategy earlier, the executive can look at the result against the set framework to see whether the plan worked or not. This is beneficial because it provides vital information on sales (Hamel, n.d.). Thirdly, through the SWOT tool, the decision made becomes visible throughout all level of management. An SWOT analysis which establishes organisation’s strengths and weaknesses together with peripheral threats and prospects it faces. These modalities help executives generate strategies to utilise strengths or curtail weaknesses to rip the opportunity and shun risks (Eisenhardt, n.d). On the other hand, adherence to a specified strategy enables managers, first to build a shared collective intuition that augments the capacity of the top administration team to spot risks and opportunity more rapidly and more precisely. It also stimulates rapid conflict to advance the quality of strategic judgement without sacrificing considerable time and maintaining disciplined swiftness to oblige the decision course to a well-timed termination. Politically, the tax imposed on farmers in the countries producing the coffee essentially means that as by 2013, the Starbucks pays a huge price for all the coffee they procure. Therefore, any imposition or changes in taxation levels in the company are all passed to the consumers. For instance, if other countries revenue authorities impose a tariff it not only outcomes in loss of efficiency for Starbucks, but also enormous income transfers can turn incoherent with equity. Economic: An increase in interest rates derails Starbucks expansion strategies thus resulting in declining sales for Starbucks and sales of their suppliers. Consequently, if the nation where Starbucks of located is experiencing slows growth,