Flowers for Algernon and The Garden of Eden Essay

Daniel Keyes’s anecdotal story, â€Å"Flowers for Algernon†, drew on topics, examples of occasions, and character types from the Biblical story of the Garden of Eden. The two stories had a common subject: Ignorance is happiness. The two stories additionally shared a comparable example of occasions. Charlie Gordon, the hero in â€Å"Flowers for Algernon†, and Adam and Eve, the primary characters in the Garden of Eden, all began in a condition of guiltlessness, uninformed of malevolence, until they were urged to get more intelligent. After they had picked up insight, their eyes were opened to the entirety of the disagreeableness on the planet, and they endured the results. There were additionally similitudes in the characters in the two stories, for example, between the Serpent and Miss Kinnian and among Eve and Algernon. Daniel Keyes rendered the material new by changing the setting, the characters, and the occasions of the story to something substantially more pr esent day. In â€Å"Flowers for Algernon†, Charlie needed to get brilliant, however once he did, he understood that individuals used to ridicule him, and the vast majority quit conversing with him as regularly as they used to, either on the grounds that they were terrified of him or couldn’t get him. Algernon kicked the bucket, and Charlie lost the entirety of his knowledge. In the Garden of Eden, God cautioned Adam and Eve not to eat from the tree of the information on great and insidiousness, however they didn’t tune in. The snake persuaded Eve to eat the taboo natural product, and afterward Eve persuaded Adam to eat it also. At the point when they ate the natural product, they picked up information and insight, got mindful of evilness, and acknowledged they were stripped. God sentenced them to an existence of misery and in the long run demise. The normal subject of these two stories is obliviousness is happiness. Now and again it’s preferable to know nothing over something. The example of occasions in â€Å"Flowers for Algernon† reflect those of the Garden of Eden. In the Garden of Eden, God made Adam and Eve. They were totally honest and unadulterated, however not great. God cautioned them not to eat from the tree of the information on great and shrewdness. The underhanded snake persuaded Eve to eat the taboo natural product at any rate. At the point when Adam and Eve ate from the tree of information, their eyes were opened, and they picked up information and insight, yet they were additionally presented to malice, and they felt stripped. Their condition of blamelessness was lost. At the point when God got some answers concerning this, He rebuffed Adam and Eve. In â€Å"Flowers for Algernon†, Charlie Gordon had an inability and needed insight. Miss Kinnian convinced Charlie to proceed with the activity. He consented to experience the medical procedure that the specialists thought would significantly increase his knowledge, despite the fact that he knew about the dangers in question. The activity made Charlie unimaginably keen, however it likewise made him mindful that individuals ridiculed him. At a certain point, Charlie expressed that he felt as though he was stripped. His insight in the long run break down, and Algernon passes on. In the two stories, the primary characters start off in a condition of obliviousness, are convinced to build their insight, choose to pick up information, in spite of realizing the dangers in question, and afterward they need to pay dearly. A portion of the characters in â€Å"Flowers for Algernon† and the Garden of Eden are fundamentally the same as. For instance, Charlie, Adam, and Eve are comparative since they are the primary characters, they began in a condition of obliviousness, and they all got information. Also, the snake and Miss Kinnian are similar in light of the fact that the two of them convinced the fundamental characters to get more astute. In conclusion, Eve and Algernon were both the main characters to secure information. Daniel Keyes rendered the material new by changing the setting, the characters, and the occasions. The Garden of Eden occurred at the outset, while â€Å"Flowers for Algernon† occurred in the twentieth century. Rather than a talking snake urging someone to eat enchanted natural product, Daniel Keyes utilized Miss Kinnian to convince Charlie to do the activity. Thirdly, in the Garden of Eden, the taboo natural product offered information to Adam and Eve, yet in Flowers for Algernon, an activity caused Charlie to turn out to be increasingly canny. Topics, examples of occasions, and character types found in Flowers for Algernon reflect those found in the Biblical story of the Garden of Eden. The tales both offer a similar subject: Ignorance is happiness. The two of them have comparative examples of occasions: The principle characters begin in a condition of guiltlessness and obliviousness, at that point they are convinced to expand their insight. The primary characters concurred, notwithstanding the dangers in question. The primary characters needed to confront the outcomes of accepting information. Adam, Eve, and Charlie, the snake and Miss Kinnian, and Eve and Algernon all mirror one another. Daniel Keyes modernized the Biblical story of the Garden of Eden by evolving theâ setting, the characters, and the occasions, in spite of the fact that the general topic, examples of occasions, and kinds of characters are comparable in the two stories.

Organizational Behavior Leadership

Each association has a various leveled request that directs its initiative structure. This thus influences the conduct of the two workers and directors. Such is the situation experienced in Corporation A. This work portrays every one of the five bases of intensity and their relationship with reliance, in regard to Corporation A.Advertising We will compose a custom paper test on Organizational Behavior Leadership explicitly for you for just $16.05 $11/page Learn More The five bases of intensity Power can be characterized as the conceivable capacity of an individual or gathering to apply authority over another individual or gathering (Griffin and Moorhead, 2009, p. 375). In an association, there can be five bases of intensity including â€Å"legitimate, reward, coercive, master and referent power† (Griffin and Moorhead, 2009, p. 375). Authentic force, essentially, like power, is practiced dependent on the position that one holds in an association. It rests in the conviction amon g staff individuals that their director saves the carefulness to provide headings and requests because of the position the person in question holds in the association. In this way, workers will concur with the manager’s orders that rely upon the situation inside the association that the individual holds. Be that as it may, in spite of the fact that laborers may agree as to real power, they may do as such without a sentiment of commitment and full participation. For instance, in Corporation A, both the advertising and the bookkeeping directors give different headings to their workers dependent on their individual situations inside the association. Though the showcasing chief urges the staff individuals to work for more than the forty hours in seven days for guarantee of remunerations, the bookkeeping director then again, holds the command to give the bookkeeper the opportunity to work inside a compacted time calendar of four-week days. Prize force alludes to the employerâ€⠄¢s capacity to accord a few awards to representatives. The prizes might be as far as either money related structure or balanced work programs. As opposed to giving out substantial advantages, for example, cash, directors should allow a greater amount of immaterial advantages. For instance, in partnership A, business 1 is foreseeing a prize in type of reward to make sure about a good get-away. This is a direct result of his all-inclusive working period. The promoting chief urges representatives to work past the ordinary timetable for guarantee of reward. The bookkeeping supervisor chooses to abbreviate the quantity of days required to work in seven days for representative 2. The bookkeeping supervisor has the ability to concede this advantage to this worker just in the bookkeeping division. It ought to be noticed that, in spite of the fact that prizes may on occasion inspire representatives to buckle down, the main issue is that they occupy the workers’ center from their acti vity assignments to the prizes set before them.Advertising Looking for paper on business financial aspects? We should check whether we can support you! Get your first paper with 15% OFF Learn More Referent force is drawn from an individual’s magnetic effect on others. Due to the individual’s characteristics, mentality, and conduct, individuals are probably going to connect more with that person (Wagner and Hollenbeck, 2009, p. 217). For instance, in Corporation A, representative 3 is charming and positive. This has made him to be loved by different representatives inside the business office. Regardless of his short working residency at the association, he develops as a group chief in actualizing an attempt to close the deal that is probably going to improve the Corporation’s deals. Master power then again is vested in employees’ conviction that one has a particular an elevated level information or ability. Administrators may in this way be â€Å"accorded authority dependent on the impression of their more prominent information on the jobs needing to be done than their employees† (Wagner and Hollenbeck, 2009, p. 217). For instance, both the advertising and bookkeeping administrators can give bearings in Corporation An in light of their particular specific ability as to showcasing, bookkeeping, and the executives. Also, worker 2 is the main affirmed open bookkeeper in the association. Thusly, he is the main representative who can plan budget summaries just as have his work routine balanced. Coercive force infers a circumstance where a business can provide requests to representatives, which makes them go along because of a paranoid fear of discipline. Conditions under which compulsion may apply incorporate times of monetary emergency, when associations target smoothing out their tasks for most extreme effectiveness, and by and large dangers to the organization’s endurance. For instance, the showcasing manager’s req uest to the representatives to work additional time may pressure them to buckle down because of a paranoid fear of not being superiorly appraised and consequently losing their prizes. Connection Between the Bases of Power exhibited In Corporation An and reliance Managers in associations can improve reliance upon different bases of intensity by guaranteeing between departmental unwavering quality and shortage of assets (Kondalkar, 2009, p. 420). To start with, master power exhibited by representative 2 who is the main guaranteed open bookkeeper makes a more noteworthy reliance by the association on his administrations. This is on the grounds that, other than him, there is nobody else to set up the company’s budget reports. Other than this, master power communicated through the nearness of the two administrators: advertising and bookkeeping chiefs requires shortage of HR (administrative). This upgrades the employees’ reliance on the two as far as dynamic and some other r elated obligation. This is because of the genuine force held by the two. Also, referent force exhibited by representative 3 because of his magnetic character separates him in the organization’s deals office. He is relied on in the creation and usage of a thought that supports the company’s sales.Advertising We will compose a custom article test on Organizational Behavior Leadership explicitly for you for just $16.05 $11/page Learn More Moreover, the prize force showed by the promoting supervisor in conceding rewards to representatives who stay at work past 40 hours makes the vast majority of representatives rely upon the rewards to achieve a portion of their own activities in life separated from improving their picture as workers. For instance, worker 1 is depending on the reward to bear the cost of a better than average excursion that would have been outlandish without it. End The five bases of intensity are significant in an association. Prize force includes one havi ng impact over profiting results. Coercive force empowers chief to have power because of rebuffing results. Authentic force empowers administrators to have control because of their individual places of power. Master power is gotten from one’s capacity to have ability, uncommon expertise, and information over the rest in an association. Referent force is drawn from one’s allure, and character that makes them to be loved by others. Every one of these bases of intensity have a method of making reliance inside an association. References Griffin, R.W., and Moorhead, G. (2009). Hierarchical Behavior: Managing People and Organizations. South Western, Mason: Cengage Learning. Kondalkar, V. G. (2009). Association Effectiveness and Change Management. New Delhi: PHI Learning Private Limited. Wagner, J.A. what's more, Hollenbeck, J.R. (2009). Authoritative Behavior: Securing Competitive Advantage. New York: Routledge. This article on Organizational Behavior Leadership was composed and put together by client Alessandro Carrillo to help you with your own examinations. You are allowed to utilize it for research and reference purposes so as to compose your own paper; be that as it may, you should refer to it as needs be. You can give your paper here.

A HASS[le-free] Semester

A HASS[le-free] Semester I took four HASS classes this semester. What, stop looking at me like that. .______. I realized that Im very capable of taking four HASS classes, but not capable of taking four science classes (friend: why are you at MIT?). But, I do feel that the HASS department is MITs hidden jewel that no one ever talks about. For reference, my four HASS classes were: Introduction to Art History, Rhetoric (a different version from the one that lulu took), Japanese III, and Macroeconomics (14.02 falls under the Social Science category of HASS). Ironically, at the end of this semester I would have completed my HASS requirements for graduation (3 HASS Distribution courses, 5 HASS electives) as well, but Ive only taken one course other than the GIRs in my major (7.03). Is there an Eclectic Humanities Courses major? =p Anyways. I wont bore you by speaking at length about each class, although I do want to write about a few things about MIT HASS (by the way, it stands for Humanities, Arts, and Social Sciences). Pet Peeve: HASS classes do not guarantee automatic As. How many classes are you taking? 5 but 4 of them are HASS classes. Wow, you must be getting a 5.0 this term! FALSE. HASS classes, despite the common perception that theyre automatic A courses, are not breeze-through classes here either. True, classes like 14.02 are curved a lot better than the science courses, and if you stay some distance above the average you should be getting an A, but HASS classes arent all fun and games either. In writing classes, there are essays to write, speeches to give, and presentations to make. In Japanese classes, there are texts to memorize, drills to practice, and grammar to study. In Art History, there are dates to recall, names to remember, and paintings to scrutinize.I can go on and on. The most enjoyable thing about HASS then, in my opinion, is that its so wonderfully different from the science classes. Gone are the formulaic problem sets and exams (with the exception of Economics which functions like a science class, but with a better grade distribution). In its stead, we have essays, presentations, and discussions. Ive always enjoyed writing essays more here than doing problem sets, as I love the freedom of expression and the absence of a right answer. In some regards, I was considering a LAC when I applied to colleges, but I also love the rigors of science, which I grew up with, and thats why I ultimately decided to come to MIT. The HASS requirement is not hard to understand. Before you graduate, you will need to take 8 HASS classes. At MIT, HASS classes are broken down into two categories HASS-D (stands for HASS Distribution, and are classes that are supposed to be representative of their respective HASS categories (there are 5 categories, not including Language) and HASS Elective (HASS classes that are not HASS-Ds)). Within these HASS classes, you will also need to take two CI-H (Communication Intensive) classes which basically are classes where you will need to be writing more essays and giving oral presentations in. Finally, the last piece of the puzzle is that you need a HASS Concentration within your HASS classes. The Concentration is a series of 3 (or 4) classes in the same HASS field of study. Its designed to be a counterpoint to HASS-Ds, in providing more depth instead of breadth. You can concentrate in a variety of things Language, Economics, Anthropology, History, Music(see here). Honestly, this sounds like a lot, but it really isnt. This is a list of the HASS classes I have taken up to this term and hopefully itll give you an idea of how the HASS requirement works: 4.601Introduction to Art HistoryHASS-D, Category 3 Visual and Performing Arts 14.01MicroeconomicsHASS Elective counts for Economics Concen.MacroeconomicsHASS Elective counts for Economics Concen.American Foreign PolicyHASS-D, Category 4 Cultural and Social Studies, CI-HJapanese IIIHASS Elective (or HASS-D: Language)Spanish II in Madrid!HASS Elective, counts for Spanish Concen.Spanish IIIHASS Elective (or HASS-D: Language), counts for Spanish Concen.RhetoricHASS-D, Category 2 Language, Thought, and Value, CI-H 14.02 17.40 21F.503 21F.782 21F.703 21W.747 And aside from the HASS Concentration, thats a valid combination of HASS classes for graduation! Note that I can either concentrate in Economics (have to take another class in Econ), Spanish (have to take Spanish IV), or even Japanese (have to take Japanese IV and another Japanese class). Its also not difficult to find a set of classes to concentrate in. :) Foreign Language classes at MIT are awesome. This brings me to another point. Foreign Language classes are MIT are SO COOL!! :) Although MIT only teaches 5 languages (Spanish, French, German, Chinese, and Japanese Italian during IAP), Ive realized (after having taken 3 classes in 21F) that MIT actually has a really high quality of foreign language instruction. For one thing, one of the primary focuses is placed on teaching you to SPEAK, rather than just read/write (which is the default in most language classes). This is especially true in Japanese, which I started taking this semester. For example, Japanese classes here utilize huge scenarios each class in which students are consistently asked to play the parts of different people, to ask for information, to make telephone calls with often the entire class consisting of one extended storyline. The benefits of such language instruction is that it tries to mimic real life as much as possible, and youre not asked to provide standard responses to standard drill questions in the textbook (which is present in my language classes before MIT). Whats even more intriguing is that the sly teachers incorporate the grammar, vocabulary, and drills that youre supposed to be learning into the scenario itself, so you still practice the essentials of the lesson in a very natural manner. Although Spanish classes here are also focused on interaction, I found the Japanese model of teaching here to be the most unique approach to language courses that Ive experienced. It should be of no surprise to you that course 21F (foreign languages and literature) consistently receives the highest student ratings across all departments :) Try it if you come! Dont just always cross-reg at Harvard because they have all the cool languages theres already a wealth of amazing classes to be found here :) Summarize your four HASS classes, in a non-boring way? Sure! (please note videos, aside from the nominal subject matter, does not have to do with actual course content and are provided for your entertainment the course description, however, is accurate) =p 14.02 Macroeconomics Introduction to Macroeconomics, including macroeconomic data, Solow model of growth, money supply, aggregate demand (IS-LM), aggregate supply, labor markets, growth accounting, investment, consumption, and of course, discussions about the current financial crisis. Six problem sets and three exams assigned. No final. 4.601 Intro to Art History Comprehensive survey of the history of visual art, beginning from the Renaissance and continuing into the Modern Art of the 1960s. Leading artists, representative works, and motifs from each representative period are discussed. Includes two field trips to the Boston Museum of Fine Arts one mandatory to write the first paper, the second as a recitation trip. Three papers, one midterm, and one final assigned. Memorization of the dates, names, and artists of key works and an understanding of the artistic trends over history required to do well in the course. If youre ambitious, youtube Andy Warhol Hamburger or Andy Warhol Empire. 21F.503 Japanese III Intermediate Japanese I, meets four days a week for one hour. Utilizes creative scenarios that places a heavy emphasis on the verbal usage of Japanese. Memorization of core conversations (or short dialogues) and vocabulary required. Periodic writing assignments and exams (includes interview exams or oral exams) assigned. Props to people who know what the salt at the end of the video is actually for! :) 21W.747.1 Rhetoric (more specifically, Modern Political Rhetoric) Emphasizes modern political rhetoric through the discussion of the 2008 United States Presidential, Senatorial, and State Elections. Key speeches given by both the Obama and McCain campaigns analyzed. Television political advertisements, web content, and other forms of political persuasion (e.g. Saturday Night Live satire) discussed. Three major papers with an oral presentation assigned.

Questions On The And Of The Trinity - 994 Words

1. WHO we are to BE and HOW to get there Two Pixs (1) Christ The Center of the Trinity (2) Bk of Kells – the Way 2. Quote taken from Rediscover Jesus by Matthew Kelly â€Å"The Gospel may be difficult to live, but due to his unrelentingly simple and its teachings. The Gospel is radically simple, and there is genius and it’s simplicity.† Pix of Jesus with caption The Incarnate Word 3. IT TAKES COMMITMENT AND PASSION These steps are fluid and interrelated THE PATH GETTING THERE THE GOAL Exploring Growing Close to Christ- Christ in Christ Christ Centered 4. LEADERSHIP- THE WORLD’S WAY CONCENTRIC CIRCLES with WHAT DO WE DO (1st) HOW DO WE DO IT (2nd) and WHY (last) 5. LIFE LED THE SERVANT LEADER’S WAY WHY WE DO IT COMES FIRST—THEN WHAT WE DO AND HOW WE DO IT 6. Same Chart as in Slide 2 on Christ GC: Article 9:1 The spirituality of the Secular Franciscan is a plan of life centered on the person and on the following of Christ, rather than a detailed program to be put into practice. 7. Transitional Pix of St. Francis’ tomb 8. FOOD FOR THE JOURNEY LOVE ROOTED DEEPLY IN PRAYER IN CONTINUOUS CONNECTION TO THE SOURCE OF ALL WISDOM AND KNOWLEDGE – THE HOLY SPIRIT Pix of a Tree with hearts as leaves – hands raised in prayer above the tree with a Dove hovering above the hands 9. The path to becoming Christ centered 1 becoming loveShow MoreRelatedEssay on Two Methods of Defending the Trinity 1679 Words   |  7 PagesTwo Methods of Defending the Trinity Christians believe in one God, yet the apparent contradictory nature of the Trinity is such that it has caused many to doubt whether Christianity is indeed monotheistic. This has consequently caused Christians to defend their monotheism in relation to the Trinity. In the two such defenses that are studied in this essay, we find that Christians have explained the nature of Trinity with varying degrees of effectiveness and success. 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Essay on Renaisssance versus Baroque Periods - 967 Words

The baroque and renaissance periods are two different periods. The renaissance period rolled into the baroque era. There were changes made over the years from the baroque to the renaissance period. Differences in style accumulated along with views of art and music. Baroque era covers the period between 1600 and 1750 beginning with Monte Verdi (birth of opera) and ended with deaths of Bach and Handel. The term baroque music is borrowed from the art history. It follows the Renaissance era (1400-1600). It was initially considered to be a corrupt way of Renaissance by conservatives. The dominant trends in Baroque music correspond to those in Baroque art and literature. Some features of Baroque art included a sense of movement, energy, and†¦show more content†¦Instruments such as the harpsichord, the spinet, and the lute became more than just accompaniment for singers; they became a way of expressing emotions. A modern listener can almost picture what the Renaissance composer or musician was feeling when he or she was writing a piece of music. The music of the Elizabethan era had a large influence on the advancement of all music. Humanism was the basic concept of the Italian Renaissance. It is the term used to define that philosophical move ment in Italy at the end of the 14th century and during the 15th and 16th centuries which asserted the right of the individual to the use of his own reason and belief, and stressed the importance and potential of man as an individual. [3] This concept can be identified with a belief in the power of learning and science to produce the complete man. This was the way of their world and the basis of their modern civilization. Modern Humanism originated in the Renaissance when scholars, writers, poets, artists, philosophers and scientists sought regeneration in the free intellectual spirit of Classical times. [4] Art during the Renaissance period stylized religious themes. Artist during the renaissance period had his or her own way of painting. They did not practice the system of geometric perspective, but nonetheless created a convincing appearance of reality. Painting and sculpture were no longer

Identifying Key Factors for New Product Success Free Essays

Identifying key factors for new product success It is well known for us that new product development is always the key for companies’ success or even survival. And the new products don’t need to be the totally new products, companies can just make some improvements, improve customers’ experience, or exchange a new color, shape to bring to customers new satisfaction and benefit. Then customers will not be tired of something, and customers are always the focus of marketing. We will write a custom essay sample on Identifying Key Factors for New Product Success or any similar topic only for you Order Now But new product development process is not a simple process. It is a very complex process needs many correlative departments such as marketing, designing, developing, and manufacturing departments work together. What’s more, a new product takes a high risk, because nobody can guarantee that this is going to be sold well. It is very important to follow a scientific development process, this can reduce the risk as much as we can. At the beginning, we need some ideas, some kinds of inspiration. When customers have some new needs or new technology is invented, there could be an opportunity for company’s new products. These ideas may also come from one of employees, competitor’s new product, or government’s new policy. In other word, the opportunity maybe in everywhere, whenever we think customers need something new, we can develop a new product. Second, the company needs to estimate and analyze those ideas, compare with them by each advantages or disadvantages. And then choose the most hopeful one from many ideas. Try to find a potential profitable project. And the way to pick it is building a model that can measure technology advantage, marketing attraction and earning power. A good opinion is a kind of right direction, can lead the following process. Third, since we got the idea, I think it’s time to set a market strategy before the deign part. We need to analyze the target market, see what are the size, structure and behavior, and what the level that customers need it, the frequency of Purchase. Describe who would be the potential customers, and then set the cost based on it, and the general price strategy, promotion strategy, marketing budget, and the possible product mix for the new product. Fourth part is design and testing part, the reason why I put them together is that I think after a fail testing, the prototype always need to be redesigned. And before the final product, there always be lots of testing and redesign job to do to transfer the idea to a real valuable product. It can also be called the key of the entire new product development process. Fifth, when the new product is ready, all tested by engineers and employees. It’s time to be introduced to market. However, sometimes we need to do the Test Marketing, this is a real final testing, and the testers are customers. In general, company would choose a small place, like a small town, and try to sell the new products to those customers, and analyze the feedback. Then market department can adjust its market strategy based on the feedback. The test marketing always lasts several months, or can be one year. After the final test, the new product can be introduced to the whole market. This is a scientific way to develop a new product. But as I said before, nobody can guarantee that this is going to be successful, even if it did a great job in test market. But what reasons cause a fail product? I think one of those reasons is fail to estimate the true potential of the market, if exaggerating the market potential, in which can bring some very serious problems like over-investment, over-manufacture, and product backlog. Another reason to fail could be the wrong design. Design part is the key of the whole development process, because customer is the key of market. If the design of new product can not satisfy customers’ need, the product would be fail, no question about it. Company would lose market share. But if company set a wrong price level, higher than the value of product, or made to much high cost, the profit would go down. A product can’t create profit would be fail too. And some people may not notice that a good promotion helps the new product a lot. A good and impressed promotion process can really fly a product, on the other hand, a awful promotion process can be a disaster for a new product. In short, developing a new product is a required process for a company. A new product’s success in market may indicate corporation’s bright future. But new products mean high risk, we need to do everything to do to reduce the risk. Like following the scientific development process, try to get the key need of customers. And a very important one, company needs to have self-confidence for the new product. How to cite Identifying Key Factors for New Product Success, Papers

Digital Marketing Mobile Marketing Programs

Question: Discuss about the Digital Marketing for Mobile Marketing Programs. Answer: Executive Summary Pizza Hut has made a robust and better reputation for its quality products and has earned the right kind of demand and respect from their customers from all around the world. Its quality and new innovative products and with a higher commitment to look bigger from the past few years and they are successfully done that too. But the Pizza Hut business owners are still planning to capture more market shares. The management team and the pizza hut employee knew that needs to be done and attained through the goals which have been put on them and them ideas they have visualized or assumed help them to recognize the way they will meet their objectives or goals. Similarly, the pizza hut company has their different targets set for them, and they have to obtain or apply various plans and strategies to meet successfully these objectives which are set. Segmentation The segmentation is the process of analysing and defining the customers into groups which share similar characteristics. The segmentation of the pizza hut is easy and straightforward to understand (Wu et al. 2013). Let us discuss the segmentations of the business with different variables. For example, if we can consider the following aspects then we can understand it in much better way. Demographics The young and kids generations are the primary segment of pizza hut. The section is mostly related to high business class and income families who can spend money on the best tasty pizza in the marketplace. Geographic As we know that pizza hut business and a market are in the entire world, and they are the real brand of world's best quality pizzas (Hasan 2013). If we consider the locations, then we will see that pizza hut is operating around 80 different countries which include India, China, UK, Pakistan, Russia, USA and many such countries. Pizza Hut USA geographic segmentation is the developed cities and they are available in many different cities in the USA. Behavioural This segment is related to the class where the customers love to spend money on eating pizzas (Tanwar 2013). That is why the USA, has the largest and leading chain with more than 6,000 U.S.A Locations. Psychographic This segment refers to include customers with having a better feeling about the sense of food mostly the pizza grouped and individuals wants to enjoy with their family and friends as mentioned in the slogan of pizza hut. The pizza hut is there to serve all kinds of personalities as they do not have any particular product for specific individuals. Targeting The targeting refers to the processes which evaluate each and every segment of attractiveness and choose one or more than one part to enter. The pizza targeted market sees as a family product, and they do not directly sell their consumer or clients. The targeted market of pizza hut is the high and middle-class families (Singh 2014). It has been discussed earlier in our discussion that pizza hut does target high-class families and employees, but now a day's pizza is trying to attract a broad range of different customers from upper and middle-class families as well. We can also say that business is focusing the present lively individuals as they are spending money on items like food (Lynn Ph D 2013). The company is also trying to attract the vegetarians with their wide range of veg pizzas by maintaining the best taste and quality. They are targeting mostly the young generation individuals as they mostly like to hang out with friends every day. They are trying to attract and target thei r customers by providing multiple services such as Take away and Dine In (Fernandes 2013). The basic way of targeting the market is that they want the customers to be food lovers and should have high incomes. Positioning The positioning refers to an arrangement of products to capture a unique, precise and desired place about competitor products in the mind of a customer (LaTour and Carbone 2014). There are multiple steps in positioning which are: Identification of possible variations and competitive benefits of Pizza Hut Services and product differentiation Level of channel and services differentiation Selecting the right variations of pizza hut The pizza attributes such as hot pizza is importantly considered to position the business products in the target customers mind. The pizza product variations are easy to separate by using the business products attributes of pizza hut because the competitors of pizza huts are not providing or offering the same kind of product with similar quality. Delivering and communicating the selected competitive benefits Tactics Improving Website Design The most important for pizza hut is to improve and enhance their business website so that they can attract more customers (He 2013). Nowadays things have become digital and today's generation are not interested in looking Television ads, therefore to attract more customers they have to provide the right kind of product information and the business product offers. Customer Engagement They should provide membership and discount cards for their loyal customers. They should reduce the price when to compare to their market competitors, and if they cannot do that, then they should produce large varieties of pizzas and pizza hut other products. They should conduct events and games to make customer engagement (Berman 2016). They should put some stalls in colleges and universities where the college events are conducted. Mobile application Everyone are using advanced Android and IOS based mobiles, so this will be a good opportunity for pizza hut to launch a mobile application and promote their business and attract new customers (Fernndez-Cavia and Lpez 2013). It will give the pizza hut business to reach more numbers of customers. Marketing mix Product The pizza hut is most importantly known for its Italian baked products such as pasta, bread, and pizzas. But due to some competition in the marketplace, they are concentrating on local areas as well. They knew for their variety of tasty pizzas. The characteristics of pizza product are that they are high quality standard and are served in various sizes. The consumers do love the delicious taste of pasta and pizzas. Price The pricing of the pizzas in the pizza hut is high or skimming. They do not compromise on their product quality they provide when compared to their competitors as they do understand that value of quality so the pizza prices are premium and even though customers do prefer pizza hut. Place The pizza hut is located in most of the productive areas of the states mostly across the areas of urban. Now this kind of location helps the pizza hut business to maintain the premium positioning in the customers minds (Shah 2013). Due to a higher value of products are sold out in pizza hut the highest quality is also retained as well. People The best part of this business is the bell they have at their doorstep. When any customers ring out the bell after they are done with their food and going out of the restaurant, this shows customers appreciation. Physical Evidence One of the main reasons of pizza hut that they can maintain the premium cost is due to the natural ambiance and evidence. Process They only serves the freshly made pasta and pizza products. A there method includes having the raw products have prepared in the kitchens. Once they receive the order, they then finish the half cooked product to full and then serve hot to their customers. Promotions They are known by their smart marketers or promoters for their products. The ATL promotions fully focus on presenting their latest products as well as improving their brand equity. Implementation Plan 6.1 Gantt Chart Below the table is a representation of company Gantt chart which reflects and highlights the complete directions of the project from a period a six-month; the researcher has shown that how the project will be continued over the span of time. Figure 1: Example of Gantt chart (Source: He, Zha and Li 2013, pp-470) Budget The researcher has manipulated that the company has an estimated budget 50,000 for this last six-month project. The below-illustrated table depicts the estimated overhead costs of adapting and implementing each aim. Estimated Budget 50,000 Prescribed Month July August September October November December Digital Activity and Tools Company Application App Development 3000 2000 0 0 2000 1000 8,000 App Maintenance 500 2000 1000 0 500 2000 6,000 Maintain ace of Website Mobile tablet formatting 2,000 2000 2,000 2000 2000 1,000 11,000 Website Development 2,000 1000 1000 1000 2,000 1,000 8,000 Website Maintenance 500 500 500 500 500 500 3,000 Social Media Social Media manager 1000 2,000 1,000 1,000 1,000 2,000 8,000 Competition 1000 1000 1000 1000 1000 1000 6000 Total Costs Per Month 10,000 10,500 6,500 5,500 9,000 8,500 50,000 Total Cost: 50,000 Company Budget Plan Measurement and Control The above section explains that how the researcher has reviewed the company success towards the effectiveness of the marketing plans. The term measurement and monitoring reflect the company financial and fiscal policy to estimate and manifest the entire budget of a project. First aim Creation of mobile application with advanced features for the company and achieve more than 1000 downloads. The numbers of downloads may not highlight the number of customers using a company based application. The number of downloads can be maintained and manipulated from the perfect measurement of Google Play Store. Some experts and analysts exclaim that many individuals just downloaded the company based applications; they even don't open it. To measure this form, the number of daily new products has to be kept in touch and updated. Another option of measurement is to calculate the analytics of Google. Second aim Improve the design of company websites make it attractive; make it possible for all types of social networking sites to increase the possibility rate of customer from different worldwide. It is critical to measure the Analytics of Google; just to improve the effectiveness of the company performance (Khanna 2015). Originally, it is entirely dependent upon the rate of bounce with the aim of achieving the perfect suggestion of aid mentioned in the diagram above. Third aim Manipulate and engage more social media to increase the number of customers by January. The use of Google measurement is very helpful and useful for making certain assumptions and consequences to review the earliest figure comparison. Practical tools like Facebook, Instagram, Twitter, etc. can also help in generating a lot of customers from different parts of the world. References Berman, B., 2016. Planning and implementing effective mobile marketing programs. Business Horizons. Fernandes, S., 2013. A case study approach on Indian companies and global companies entry in foreign markets: An analysis of glocalization strategies. Journal of Business Management Social Sciences Research (JBMSSR), 2(1), pp.30-39. Fernndez-Cavia, J. and Lpez, M., 2013. Communication, destination brands and mobile applications. Hasan, M.R., 2013. International Marketing Planning-An Analysis of Burger King. GRIN Verlag. He, W., Zha, S. and Li, L., 2013. Social media competitive analysis and text mining: A case study in the pizza industry. International Journal of Information Management, 33(3), pp.464-472. Khanna, R.B., 2015. Production and operations management. PHI Learning Pvt. Ltd. LaTour, K.A. and Carbone, L.P., 2014. Sticktion Assessing Memory for the Customer Experience. Cornell Hospitality Quarterly, 55(4), pp.342-353. Lynn Ph D, M., 2013. The Target Market Misapprehension: Lessons from Restaurant Duplication of Purchase Data. Shah, R.B., 2013. Impact of Marketing Mix Elements on Customer Loyalty: A Study of Fast Food Industry. Prestige International Journal of Management and Research, 6(2/1), p.54. Singh, N., 2014. Marketing flexibilities: Lessons from the corporate. In The Flexible Enterprise (pp. 333-345). Springer India. Tanwar, R., 2013. Porters generic competitive strategies. Journal of Business and Management, 15(1), pp.11-17. Wu, C.T., Tsai, Y.H. and Peng, J.Y., 2013. Consumers' Cognition and Satisfaction Level Toward Pizza Hut. Journal of Applied Sciences, 13(21), p.4754.

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The Harlem Renaissance and Langston Hughes essays

The Harlem Renaissance and Langston Hughes essays The Harlem Renaissance and Langston Hughes The Harlem Renaissance was a great and powerful era in black history, It was an African American cultural movement of the 1920s and early 1930s that was centered in the Harlem neighborhood of New York City (Harlem Renaissance). Langston Hughes wrote Blues and Jazz flourished throughout the streets of New York, and young black artists began to arise [. . .] (63). An important part of this era had to be the inspirational writings of Langston Hughes. James Mercer Langston Hughes, born in Joplin, Missouri, February 1, 1902, was raised by his grandmother after his parents divorced (Sporre 551). He graduated from high school in Cleveland, Ohio and went off to Mexico to live with his father for fifteen months (Jackson 1). While in Mexico, Hughes lived a very rural life and wrote many of his first poems which, although never published, began to distinguish him as a writer. Hughes attended Columbia University for one year, then returned to home for a short period in 1923 before he joi ned the crew of the SS Malone bound for Africa (A Salute to Hughes). From there he visited many places including Paris, Venice and Genoa before once again returning to America to live in Harlem, New York, in November 1924 (Andrews 65-69). While working in Washington D.C. as a busboy, Hughes left three of his poems beside the plate of Vachel Lindsey, an American poet, who liked Hughes poetry and helped him publicize his writings (Jackson 3). Hughes first book of poetry, The Weary Blues, was published by Alfred A. Knopf in 1926 (Langston Hughes). He was a great writer who completed a two volume autobiography, and edited many anthologies and pictorial volumes. Hughes dazzled writing for forty years and never gave up protesting for the rights of African Americans. He gave many motivational speeches across the nation supporting the black mov...

The Distinctive Features of Thatcherism and Reaganomics Essay

The Distinctive Features of Thatcherism and Reaganomics - Essay Example It also tries to find out whether the ideologies introduced by these systems are still applicable in the current time economies. Features of Thatcherism Thatcherism is a collection of policies regarding political, social and economic matters that were formulated and implemented during the reign of Margaret Thatcher as the British Prime Minister. She stayed in power from 1979 up to 1990 and was the first woman to be elected as a British Prime Minister. Thatcherism ideologies mainly composed of privatization of property, deregulation and authoritarian system in social policies. Thatcherism is mainly characterized by a conservative system of governance that dominated much in the period of between 1979 and 1990. This system is also characterized by the solid base it created in terms of governance and how much it had influence on the subsequent governments even after its reign came to an end. The system was solely led by one Mrs. Margaret Thatcher who was the overall coordinator and all t he others under her operated in accordance with the system. Thatcherism borrows some of its features from the political and economical cultures that were used during the previous regimes. Some of these political and economical ideologies include the middle opinion, neo-Marxist and the Thatcherite (Manfred 2008, p.40). The Thatcherite was instituted by the conservatists in a bid to put inflation under control. They argued that massive changes needed to imposed otherwise governing Britain would became a nightmare. However, they failed to realize that the agreements made after the war contributed handsomely to the deterioration of Britain’s economical status and its decline in credibility on the international stage. Later, attention shifted from curbing inflation to rebranding Britain’s image on the international scene, regaining the general public’s trust in the government and making Britain’s economy more competitive. All these were arguably achieved thank s to Mrs. Thatcher’s determination and non-despairing attitude. Middle opinion involved a section of the Conservative party criticizing the Thatcherite project. They argued that despite the Thatcherite project being a success; it injected very huge costs into the economy of Britain which was unhealthy for the economic growth of the country. The neo-Marxist was an elaboration of the complaints raised by the Middle opinion. They appreciated the successes attained by Thatcherism but they went ahead to study the policy to find the negative effects, if any, that it brought with it (Manfred 2008, p.45). Successes of Thatcherism Despite all the negative criticism this policy has been subjected to, it also had its share of positive contributions to the British economy and its citizens. First, many have argued that Thatcherism contributed significantly into economic recovery of Britain after the war. This is mainly visible in its quest to control the rate of inflation which was a succ ess. However, this success has been criticized for the huge level of unemployment it brought with it. The policy also managed to instill competition in the economy which facilitated growth of the economy. This was necessary to salvage the image which was heavily dented on the international scene. With these efforts, the conservative party had managed to win back the trust of its citizens. Thatcherism also

Teaching Adults with Autism Essay Example | Topics and Well Written Essays - 2000 words

Teaching Adults with Autism - Essay Example 4. critical and self-critical likeness on the outcome of points 1-3 and building decisions for the next cycle of action research proposal, i.e. revising the sketch, followed by action, scrutiny and mirror image, etc. A discussion of the draft submissions from members of the Expert Groups, for the purpose of bringing together the various themes of the Review, in consideration of the questions offered by the Lay Group. Technical action research proposal for teaching adults with autism aims to get better efficacy of educational or executive practice. The practitioners are co-opted and depend deeply on the researcher as a catalyst. Practical action research proposal, in addition to efficacy, aims at the practitioners' accepting and professional growth. Being a researcher my role is Socratic and to encourage practical thought and self-reflection on the part of the practitioners. To integrate the proposed study of perception-movement-action, as a unity, in the teaching programmes at the undergraduate and postgraduate levels in PESLS and Psychology and other related departments with autism in the [Name of Institution]. Assisted by the outer ... Research Strategies Assisted by the outer visitors, the Review Members tasked with developing a broad, forward-looking policy for teaching adults with autism research in the UK. It will be useful to move toward this through classification of - Strategic research questions building on the Review's earlier work integrating perspectives of researcher and users - Appropriate (and inappropriate) methodologies to address those questions Methodologies 1. I have established three Expert Subgroups to cover the areas of: - Epidemiology and case definition for teaching adults - Physiology and infections with autism - Psychology and behaviour of adults during study 2. The Subgroups reported to the overall Chairman of the Review through the Subgroup chairmen. Information shared across the Subgroups, the steering group and to officers, as well as to the Students Counsel Group. The work of the group was otherwise being confidential. 3. The Lay Group have observers on the Expert Subgroups. The Lay members roles are to Advise on effective ways for lay and parental participation in the review; Throw in to the work of the Expert Subgroups, particularly through identifying coherent sets of questions to be put to the my researchers team; Advise on effective reporting and dissemination of the review so that it can address the needs of both the Department of teachers and the wider student counsels. 4. Department Head Office was supporting the work of the group in particular its meetings, which was minuted in brief. 5. The concerned department had also established an e-mail list for communications and a list of information resources. 6. School Head Office was responsible for communicating the work and findings of my

Relationship Between Emotional Intelligence and Achievement

Relationship Between Emotional Intelligence and Achievement Present study was conducted to find out the relationship between emotional intelligence and optimism with academic achievement in A level students. A sample of 50 students in which 25 girls and 25 boys, age ranged from 16 to 20 years were taken from 3 schools. They completed two questionnaire Life Orientation Test-Revised and Schutte Self Report Emotional Intelligence Test. And Academic Achievement was measured through grades of the students from their school record. Pearson correlation and t-test was applied on data that revealed 1) highly significant relationship between emotional intelligence, optimism and academic achievement. 2) There is no significant gender difference on the scales of Life Orientation Test-Revised and Schutte Self Report Emotional Intelligence Test. Findings showed that there is a positive relationship of emotional intelligence and optimism with academic achievement thus it is important for the parents and the teachers to make the children learn to be optimist ic and learn to control and manage their emotions as well. Introduction This research aims to find the relation of emotional intelligence and optimism with academic achievement among students of (A levels) higher secondary school. Academic achievement only did not depict that the student is emotionally intelligent or optimistic and can do well in all phases of life. Traditionally an individuals smartness is measured in terms of his or her IQ, it is assumed that professionals and experts have high IQ, however IQ serves as only the index of numerical and analytical ability, it has little or no significance with success in professional and personal life because according to Goleman (1995) IQ alone is no more the measure for success; emotional intelligence, social intelligence, and luck also play a big role in a persons success, it is the Emotional Intelligence which turns the human being into a successful and prosperous because they knew their emotions and can identify others as well and able to manipulate them or control them in better way and if the person is optimistic then his/her optimistic thinking and emotional intelligence will definitely escorts him/her to successful life, accordingly this research aspires to stumble on the relation of emotional intelligence and optimism with academic achievement. Emotional intelligence (EI) can be defined as; it is being able to monitor our own and others feelings and emotions, to discriminate among them, and to use this to guide our thinking and actions (Salovey Mayer, 1990). The attribute of EI is essentially comprised of four basic components; the ability to recognize and express emotion; being able to access and utilize emotions to enable thought; the ability to understand emotions; and to manage emotions. The emotionally intelligent person is skilled in four areas: identifying, using, understanding and regulating emotions (Salovey Mayer, 1993). Then it can be said that success depends on several intelligences and on the control of emotions. John Mayer and Peter Salovey (1990) found that some people were better than others at things like identifying their own feelings, identifying the feelings of others, and solving problems involving emotional issues. According to them EI is a true form of intelligence which has not been scientifically measured. They proposed that emotional intelligence deals with the emotions in a way that if someone is emotionally intelligent he/she will be better able to manage his/her emotions and integrate them. According to Cooper and Sawaf (1997), emotional intelligence is the ability to logically manage the emotions, understands and to applies these controlled and managed emotions to connect and influence. These authors lay more emphasis on the application part of EI in organizations. In simple words emotional intelligence is using your emotions intelligently. The first step to this would be recognizing and understanding your emotions. For example, if your boss screams at you in office today because you came in late, coming home and screaming at your kids would not be the best thing to do. It will just keep the negative feeling floating from one persons head to another. An emotionally intelligent person in this situation would first recognize that he is angry because his boss yelled at him. Dr. Goleman (1999) asserts that awareness of our feelings also enables us to perceive the feelings of others accurately -to be empathetic, to feel with another person. In this case, understanding that your boss yelled because you came late, will make you realize that being on time will make things better. Thus, dealing with our emotions rationally and intelligently will make events better. When psychologists began to write and think about intelligence, they focused on cognitive aspects, such as memory and problem-solving. (Cherniss, 2000). However, there were researchers who recognized early on that the non-cognitive aspects were also important. For instance, David Wechsler defined intelligence as the aggregate or global capacity of the individual to act purposefully, to think rationally, and to deal effectively with his environment (Wechsler, 1958) as cited in (Cherniss, 2000). Wechsler referred to non-intellectiveËœ as well as intellectiveËœ by which he meant affective, personal, and social factors. Wechsler was not the only researcher who saw non-cognitive aspects of intelligence to be important for adaptation and success. Robert Thorndike as cited in (Cherniss, 2000), to take another example, was writing about social intelligenceËœ in the late thirties (Thorndike Stein, 1937). Unfortunately, the work of these early pioneers was largely forg otten or overlooked until 1983 when Howard Gardner as cited in (Cherniss, 2000), began to write about multiple intelligence. Gardner (1983) proposed that intrapersonal and interpersonal intelligences are as important as the type of intelligence typically measured by IQ. Academic achievement is the ability to analyze, synthesize, and evaluate information, effectively communicate with others, proficient in science, mathematics, computer/technical skills, foreign languages, as well as history, geography, and global awareness, capable of collaboratively working in culturally diverse settings, leaders who see projects through to completion, responsible decision makers who are self-motivated and active political participants and ethical individuals who are committed to their families, communities, and colleagues (Nidds McGerald, 1996). The relationship of emotional intelligence and academic achievement can be depicted from this study conducted by Elias, M. J., Gara, M., Schuyler, T., Brandon-Muller, L. R., Sayette, M. A (1991) that the teaching emotional and social skills is very important at school, it can affect academic achievement positively not only during the year they are taught, but during the years that follow as well. Teaching these skills has a long-term effect on achievement. Emotional intelligence effects the academic achievement in positive ways and it remains with the individual by the end of life. The emotions, feelings, and values are vital for a persons well being and achievement in life (Ediger, 1997). Quality emotions and feelings help students give their best potential in the classroom. The students who are aversive and think negatively cannot concentrate for a long time and have more difficulty in reaching their potential than others. Abdullah, Maria., Chong., Elias, Habibah., Mahyuddin., Rahil., Uli., Jegak (2004) conducted research to examine students overall level of EQ. Research findings indicate that there is positive relationship between EQ and academic achievement. The students positive relationship with academic achievement indicated that if the student performed better on his/her academics then he/she will be emotionally intelligent too. And the other finding of this study is the students have negative relationship of EQ with the negative affect (anger, frustration and anxiety) which showed that the students with high EQ have low negative affect or negative relationship with negative affect (anger, frustration and anxiety). Natalio. E. A., Durà ¡n, L. R (2006) examined the relationships between perceived emotional intelligence (PEI), dispositional optimism/pessimism and psychological adjustment (perceived stress and life satisfaction. Findings confirmed that emotional clarity and mood repair are significant in predicting perceived stress and life satisfaction after the influence of optimism/pessimism were controlled. Thus this research predicted that adolescents with high perceptions of emotional abilities (in particular, high clarity and repair) generally show higher life satisfaction and lower perceived stress. Moreover, to some degree, this effect might be considered as independent from their own optimistic or pessimistic dispositions. James, D. A., Parker, R. E., Creque, D. L., Barnhart, J. I., Harris, S. A., Majeski, L. M. (2004) found the relationship between emotional intelligence and academic achievement in high school Trent university Peterborough. Variables were compared in (highly successful students, moderately successful, and less successful based on grade-point-average for the year), academic success was strongly associated with several dimensions of emotional intelligence. Considering that EI can be a potential determinant of achievement in working life, thus the study aims to determine if there is any significant difference in EI of the local and foreign students, if the emotional intelligence effect the academic achievement and it also differs in local and foreign students. This study reveals that people be evaluated on their own merit of emotional intelligence rather their academic success (James Irene, 2003). Empirical research has produced evidence suggesting that the ability to assess, regulate and utilize emotions (i.e. emotional intelligence) is important to the performance of workers, study reveals that the potential for enhanced emotional capabilities could be improved and there is strong relationship of emotional intelligence and academic achievement (Jaeger, 2003). The Oxford Dictionary of English defines optimism as hopefulness and confidence about the future or the success of something. Optimism is a state where people believe that there are more chances of things going well and good, rather than their going bad. According to Seligman (1991) optimism is: Changing the destructive things you say to yourself when you experience the setbacks that life deals us, is the central skill of optimism. Optimism can also be defined as the tendency to believe that one will generally experience good versus bad outcomes in life (Scheier Carver, 1987). It is the mental state wherein people believe that things are more likely to go well for them than go badly, it is always expecting good for the future and having faith on ones ownself. Seligman (1991) views that optimism is a belief that the actions of individual matters. Optimism is an explanatory style, and individual with this style or optimistic individuals 1) see that the causes of good events in life are permanent (e.g., due to their abilities, their traits and their genes etc.) and bad events have their causes as temporarily, (2) they generalized good events instead of bad ones, (3) dont blame themselves for bad events instead see that good events are because of them (Gatz, 1998). The main advantages of optimism may be found in increasing persistence and commitment during the phase of action toward a chosen goal, and in improving the ability to tolerate uncontrollable suffering. References and further reading may be available for this article. To view references and further reading you must purchase Optimism is another emotional competence that leads to increased productivity. Optimistic individuals when have confidence on themselves and have good expectations and hope, it will increase the performance in better way, optimistic individuals can better deals with life stressors, when these stressors could not effect their good performance the productivity or achievement in any phase of life will increase. (Seligman, 1990). On the whole, research on optimism indicates that a positive orientation toward life leads to managing difficult situations with less subjective stress and less negative impact on physical well-being. Optimists generally accept reality more readily and try to take active and constructive steps to solve their problems, whereas pessimists are more likely to engage in escape and tend to give up in their efforts to achieve goals (Scheier Carver, 1992). Another debate regarding optimism is that whether it can or cannot be learned. Several researches show that optimism is a way of thinking that can be learned. Seligman (1991), in his book, Learned Optimism told that optimism can be learned. Researches support the theory that being optimistic has many benefits, and that being pessimistic has many costs, on a persons overall quality of life (McCambridge, Strang, Butler, Keaney, Anderson, 2006). According to another study, optimism leads to better academic performance as optimistic individuals can better deal with the stressors and thus they give better results (Whipple, Gootman, 2001). In one study conducted on optimism it is noted that optimism and thinking are positively related with problem solving, optimistic person tackle situation in a better way and find out better solution (Schwarz, Tesser, 2001). In another study conducted by Merrell (2001) it is proved that an optimistic person can better cope with difficulties and is more flexible and durable in bad situations and hardships of life then a pessimistic person (Merrell, 2001). Research shows that optimist people can better deal with failure, firstly because they think of failure as something that can be changed and secondly they can manage stress and rise better from hardships (Whipple, Gootman, 2001). Page and Wayne (2007) found that academic optimism is a school characteristic that predicts student achievement even controlling for socioeconomic status. The study presented that positive psychology variables (hope, optimism, mindfulness) are stronger in high achieving students than in low achieving students. (Pajares, 2001). Nonis, A. S. Wright, D (2003) investigated that student performance has become an increasingly important topic in higher education, the study aimed to discover that to what extent student ability, achievement, striv1ing and situational optimism influence performance outcomes and to investigate the interactive effects of ability and achievement as well as situational optimism on student performance outcomes. In educational institutions, success is measured by academic performance, or how well a student meets standards set out by local government and the institution itself. In academic achievement students performance will be measured through grades of a year. Academic achievement is defined as the quality and quantity of a students work. The study aims to measure the academic achievement in terms of emotional intelligence and optimism, for this purpose the sample will be taken from the higher Secondary School students of A levels. A levels is considered the alternative qualification in Pakistan. Most common alternative qualification is the General Certificate of Education or GCE, where HSSC is replaced with Advanced Level or A Level respectively. GCE AS/A Level are managed by British examination boards of Cambridge Assessment or CIE of the company of University of Cambridge Local Examinations Syndicate or UCLES. Another British examination board that offers GCE AS/A Level is Edexcel of the company of Pearson PLC. However, CIE qualifications of GCE are much preferred option than those of Edexcel. These qualifications are coming to be more respected socially and in terms of job employment. In Pakistan the most of the students are in schools which are SCC or HSSC but for few years people who are stable financially prefe rred the alternative qualification system because there is a big difference in both school systems, from courses to extracurricular activities, even teaching style is different and most of the population of Pakistan belongs to the middle class so people cannot afford their children to be in O/A levels. Academic success is important because it is strongly linked to the positive outcomes value for children. Research shows that adults with high levels of education are more likely to be employed, and to earn higher salaries (National Center for Education Statistics, 2001; U.S. Department of Commerce, Bureau of the Census, 1999). Newhouse Beegle (2005) evaluated the impact of school type on academic achievement of junior secondary school students in Indonesia. The findings are from Indonesia showed that private schools provide with children the best education and put more effort in the studies of children. In the present study sample is from the private (British school), emotional intelligence and optimism will be measured from the participants from these schools. Research also shows that people who are academically successful are more stable in their employment; more likely to have health insurance; are less dependent on public assistance; are less likely to engage in criminal activity; are more active as citizens and charitable volunteers; and are healthier (National Alliance of Business, 1998). Researchers have been challenged to go beyond socioeconomic status in the search for school level characteristics that make a difference in student achievement. The purpose of the study was to identify a new construct academic optimism that is having a positive attitude towards the academic achievement and towards education and then explain the student achievement while controlling socioeconomic status (Hoy et al, 2006). Rationale A level students are mostly at the age of adolescent which is the peak time to decide their career and personality development is completing and they are going through lots of emotional disturbances because there is a lot of studies pressure which can lead to depression and low self-esteem and sometimes resulted in suicide so the study will help to understand that being positive and emotionally intelligent students will be booming in academic achievement. It will provide the level of optimism in A level students that can help teachers and parents to develop optimism in their adolescents because optimism is not always inborn, it can b erudite as well. It will reveal the relationship of optimism, emotional intelligence and academic achievement to facilitate the students opt their line of business prospects, and career selection. A levels students are taken as a sample because of their more or less same socio economic status. Hypotheses The study hypothesized that: There is a positive correlation between emotional intelligence and optimism with academic achievement. The more higher the emotional intelligence and optimism the greater will be the academic achievement. Method Participants For the present study Purposive sampling technique was used for the sample selection, the sample consisted of the 45 girls and boys in equal number from the British schools (Cambridge board and Edexcel affiliated schools) of Rawalpindi. Data was collected from three schools including Froebels, Saint Marry and Roots School System. All the students of A Levels from these schools were taken as the sample and the age of participants ranged from 16-20 years. Inclusion Criteria All the adolescents age ranging from 16 22 years and students of A levels were the part of the study. New inductions or the students at least in school for more than one year were also included in the sample. Exclusion Criteria Adolescents with any disability (mental or physical) and below age 16 years or above 20 years were not included in the study. Instrument The protocol consists of the following: Data Demographic Sheet Schutte Self Report Emotional Intelligence Test (Schutte, Malouff and Bhullar, 1998) Life Orientation Test ( Scheier, Carver and Bridges, 1994) Data Demographic Sheet Demographic data was collected in terms of age, gender, school, main subject, favourite Subject, extracurricular activities, birth order and personal evaluation for academic achievement. Schutte Self Report Emotional Intelligence Test (SSEIT) (Schutte, Malouff and Bhullar, 1998) In the present study emotional intelligence was operationally defined in terms of scores on the Schutte Self Report Emotional Intelligence Test, where high scores indicate more characteristic of emotional intelligence and low scores indicate that the person is not much emotionally intelligent. Schutte self report emotional intelligence scale is a 33 item self report measure of emotional intelligence developed by Nicola S. Schutte, John M. Malouff and Navjot Bhullar in 1998. Schutte self report emotional intelligence scale (SSEIT) is based on Salovey and Mayers (1990) original model of emotional intelligence. This model comprised of four basic components; the ability to recognize and express emotion; being able to access and utilize emotions to enable thought; the ability to understand emotions; and to manage emotions. The most widely used subscales derived from the 33 item Assessing Emotion Scale are those based on four factors. Which were described as: perception of emotion, managing emotions in the self. Social skills or managing others emotions and d utilizing emotion. The items comprising the subscales based on these factors are: perception of emotion (items 5, 9, 15, 18, 19, 22, 25, 29, 32, 33), managing emotions in the self. Social skills or managing others emotions (items 2, 3, 10, 12, 14, 21, 23, 28, 31) and utilizing emotion (items 6, 7, 8, 17, 20, 27). All items are included in one of these subscales. Respondents rate themselves on the item using the five point scale. Respondents require average five minutes to complete the scale. Total scale score are calculated by reverse scoring item 5, 28 and 33, and then summing all items. Scores can range from 33 to 165, with higher scoring indicate more characteristic emotional intelligence. The items for the original Assessing Emotions Scale were in English (Schutte et al, 1998) and most studies utilizing the scale have used the English language version of the scale. In the present study the original English language version was used. Life Orientation Test (LOT) (Scheier, Carver and Bridges, 1994) In the present study Life Orientation Test is operationally defined in terms of Life Orientation Test where high scores indicate that there is more optimism and low scores indicate the pessimism. Life orientation test is the 10 item test developed by Michael F. Scheier, Charlse S. Carver and Michael W. Bridges in 1994. Respondents rate themselves on the item using the five point scale (1-5). Respondents require average five minutes to complete the scale. Total scale score are calculated by reverse scoring item 3, 7 and 9, and then summing all items. Scores can range from 10 to 50, with higher scoring indicate more optimism. In the present study the original English language version was used. Academic Achievement Academic achievement was measured through the grades of the participants of their last semester; all the schools included in the study had the same grading system of Cambridge System and Edexcel. The division of grades according to the percentages are given below: A* = Above 90% A = 80 89% B = 70 79% All the participants fall between these grades. No participant was below 70%. Procedure Data was collected from the British schools of Rawalpindi, three schools including Froebels, Saint Marry and Roots School System. For the purpose of collecting data consent was taken from the school authorities and the purpose of the study was explained to them (school administration). After getting their approval, reference letters were taken for their schools. Consent from participants was taken after explaining them about the nature and purpose of study. Pilot study was done in the school Froebels to check the reliability of both scales Schutte self report emotional intelligence scale (r = .72) and life orientation test (r = .67). Six students were included in the pilot study. After the pilot study the reliability obtained from questionnaires showed that the questionnaires are reliable then data collection process was started. Participants were taken from the British schools of Rawalpindi with the help of respected coordinator of A levels. Participants were given verbal instruction regarding questionnaires, and they were provided with two questionnaires (SSEIT, LOT-R and demographic sheet) and their questions about topic were answered. Average time taken by participants to fill the questionnaire was about 15 minutes. After the completion of the data collection the grades of the each participant of their last semester were taken from their school record with the permission of the school authorities. Data collection was completed in about 20 days. After data collection, data was entered in Statistical Package for Social Sciences (SPSS 0.13) and analyzed the data i.e. frequencies, percentages, pearson correlation and t-test was applied on the data. Results Study was conducted to find out the relationship between emotional intelligence and optimism with academic achievement. A sample of 50 A level students (both girls and boys=25) were selected from 3 schools of Rawalpindi, and protocols were administered on them. Then the data collected was analyzed in SPSS. For this purpose Pearson correlation was used. And also to see whether there is any Gender difference regarding variables of optimism and emotional intelligence in the data independent sample t-test was applied. Table 1 Frequency and Percentage of demographic variable. (N = 50) Table shows frequency and percentage of participants according to demographic variables of age, gender school name and grades. Table 2 Frequency and percentage of demographic variables in terms of main subject, personal evaluation of grades and extracurricular activities. (N = 50) Table shows frequency and percentage of participants according to demographic variables of main subject, personal evaluation of grades and extracurricular activities. Table 3 Pearson Correlation between Life Orientation Test-Revised (LOT-R), Schutte Self Report Emotional Intelligence (SSEIT) and Academic Achievement. Table shows person co-relation (two-tailed level) between optimism, emotional intelligence, academic achievement and sub scales of emotional intelligence (perception of emotion, managing emotion in self and utilizing emotion). Relationship between the optimism and academic achievement is significantly positive (r=.322*, pà ¢Ã¢â‚¬ °Ã‚ ¤ .05). Relationship between optimism and emotional intelligence is significant and positive (r=.367**, pà ¢Ã¢â‚¬ °Ã‚ ¤0.01). Relationship between emotional intelligence and academic achievement is also positive and significant (r=.421**, pà ¢Ã¢â‚¬ °Ã‚ ¤0.01). Table 4 Table shows that there is no significant difference in level of optimism in girls and boys. It showed that on average scores on life orientation scale (measuring optimism) have no considerable gender differences. Table 5 Table shows that there is no significant difference in level of optimism in girls and boys. It showed that on average scores on Schutte Self Report Emotional Intelligence Test (emotional intelligence) have no considerable gender differences. Table 6 Table shows that the students with A* grades 15(30%) were above average which indicates that the students are more optimistic than the students with B grade 1(2%) 0f average and (0%) of above average. A graders are only (8%) above average, which means more optimistic students perform well in academics. Table 7 Table shows that the students with A* grades 17(34%) were above average which indicates that the students are more emotionally intelligent than the students with B grade 1(2%) 0f average and (0%) of above average. A graders are only 6(12%) above average, which means more emotionally intelligent students perform well in academics. Discussion The present study examined relationship of emotional intelligence and optimism with academic achievement in A level students. Main objectives of the study were to find out the relationship of emotional intelligence and optimism with academic achievement in A level students that whether the student achieving high grades is emotionally intelligent and optimistic. To accomplish the objective fifty Students were selected from three different schools of Rawalpindi, both girls and boys. And they completed the protocols (Schutte Self Report Emotional Intelligence Test and Life Orientation Test-Revise). Results indicate the relationship of emotional intelligence and optimism with academic achievement. Table demonstrates that emotional intelligence and optimism has a significant relationship with academic achievement. It means that if emotional intelligence and optimism is high in students it would result in better positive academic achievement. If the student is emotionally intelligent and optimistic then he or she will excel in his academics. Results showed the positive relationship of emotional intelligence and optimism with academic achievement that if the student is performing well in academics he/she is emotionally intelligent and optimistic. Relationship is also been proved with the previous research, Abdullah et al (2004) found the positive relationship between EQ and academic achievement. Another study examined that the emotions, feelings, and values are vital for a persons well being and achievement in life, and if these emotions are used in positive manner then it will lead to success. (Ediger, 1997). Abisamra (2000) found no significant relationship between emotional intelligence and academic achievement, the study was conducted on eleventh graders. Another study showed the positive relationship among emotional intelligence and academic achievement that students who score high on emotional intelligence tend to have good academic performance as compared to those who score low on emotional intelligence scale (Farooq, 2003). There is significantly positive relationship between emotional intelligence and academic achievement (r=.421**, pà ¢Ã¢â‚¬ °Ã‚ ¤0.01) which means the student doing well in his/her academics also sc ored high on emotional intelligence (see Table 3).   The relationship of optimism and academic achievement has also been proved with previous researches, optimism leads to better academic performance as optimistic individuals can better deal with the stressors and thus they give better results (Whipple, Gootman, 2001). Another study conducted by Pajares (2001) findings indicates that constructs like optimism drawn from positive psychology can help explain academic motivation and achievement. The optimistic student can better cope with his/her the daily stressors of academic life and have the positive expectations for the future, results showed the significantly positive relationship between optimism and academic achievement (r=.322*, pà ¢Ã¢â‚¬ °Ã‚ ¤0.05) (see Table 3). Results on gender difference indicated no significant difference in girls and boys. It reveals that no gender differences regarding emotional intelligence and optimism. T-test was applied to see the gender difference in data. It revealed the same results as concluded by the He

Caring for Children Essay

As a social worker, it is important to follow all the legislations which are in the field of children’s rights so that all children can be safely looked after and treated with respect. The Children Act was introduced in 1989 and the Scottish children act was introduced in 2004. This act was initially designed to ensure that all local authorities were making equal provision to support young children, teenagers and their families. This act includes the support of children with disabilities when they are at the age of 18 and this comes under the NHS Community Care Act of 1990. In 1995 the Children Act was updated In Scotland with the same view that the child is still the centre of importance. The act updated the law in Scotland related to looking after children and young people. ECM was introduced in 2003. It stands for Every Child Matters. This legislation considers the well-being of children and young people from births up to age of 19. Five principles of this legislation apply to every child, whatever their background and circumstance is. All children should be healthy, stay safe, enjoy and achieve, make a positive contribution and experience an economic well-being. All organisations working with children and young people must work together to protect children from harm and help them to achieve their goals. Information will be gathered concerning vulnerable groups so that support strategies can be put in place. Children and young people will be involved in the process of decision making. The first Children’s Commissioner for the UK was appointed in the year of 2005 to help give children and young people some input into the government. The Young Persons and Children Act was introduced in 1933. It is an act that puts all the children protection acts together so it comes under as one act. The purpose of this act is to refurbish the statutory framework for the care system in the UK and Wales. This forms a segment of the government’s programme to ensure the children the highest quality of care and support. The Act provides services which are linked to children’s well-being and young people’s well-being, private fostering, child death notification to the Local Safeguarding Boards and suitable national authorities, the powers of the Secretary of State will conduct a research and applications for the discharge of Emergency Protection Orders. United Nations Convention on the Rights of the Child was introduced in 1989. This ac is an international agreement that considers the rights of all  children and young people. It is made up of 54 articles covering a variety of rights, including the right to be free from violence, the right to play, the right to express themselves and have their views taken into account. This convention provides extra rights to ensure that children and young people living away from home and those who have disabilities are treated fairly and their specific needs are met. The Human Rights Act was introduced in 1998. It came into force in England and Wales in the year 2000 and includes the European Convention on Human Rights into the national legislative framework. This Act enables young people, children and adults to look for protection of their rights both nationally and internationally via the European Court of Human Rights in Strasbourg. The Data Protection Act was introduced in 1998 and it prevents private information from being misusedÃ'Ž

Jacksonian Democracy Dbq

Kathy Dai M. Galvin AP USH Period 1 Jacksonian Democracy DBQ The Jacksonian democracy of the 1820s-1830s is often associated with an expansion of the political influence, economic opportunities, and social equality available to â€Å"the common man,† a concept of the masses which President Andrew Jackson and his newly founded Democratic party came to represent. The new administration certainly saw gains for the majority; namely, public participation in government increased to unprecedented levels, and several economic decisions were made to favor the people over monopolies.Beginning with their exaggerated portrayal of the â€Å"corrupt† 1824 election however, the Jacksonian democrats also left a legacy of substantial miscalculations in policies and acts of hypocrisy that conflicted with their claimed intents to promote and protect popular democracy. In particular, the dangerous implications of various political and economic policies, along with the deliberate disregard of social inequality, are aspects of the Jacksonian age that most clearly demonstrate discrepancies between Jacksonian ideals and realities.The political field saw the first advances accredited to the Jacksonian democracy in the forms of extended suffrage and increased government participation, but it also involved many questionable federal acts that conflicted with the vision of political democracy. With Andrew Jackson’s election in 1828 introducing the first president from West of the Appalachians, the common men that Jackson championed naturally arose to the political stage as well.States all across the country adopted universal suffrage for white males on their own in the 1820s, but Jackson indeed bolstered the democratic trend through influence in newspapers, popular campaigning, and even a huge inauguration party at the White House open to the masses. In terms of campaigning however, the election of 1828 was the first in which the political parties directly attacked eac h other’s candidates through the press.The increase in voter participation led to a negative pattern of smear campaigning that aimed more to sway the masses than convey the truth that a healthy democracy needs. Furthermore, Jackson’s presidency was characterized by use of the spoils system and the systematic rotation of officeholders. These stipulated that federal jobs were strictly given to loyal Democrats and that federal offices could be held for only one term. While these practices were meant to emphasize equal political opportunities and build party loyalty, they inherently promoted government corruption.In fact, the power that Jackson wielded by trading federal positions for party loyalty both overextended his executive power and practiced the same corrupt bargaining of office that the Democrats accused John Quincy Adams of in the election of 1824. Thus, the Jacksonian democrats dealt clear detriments and hypocrisies to the system of popular democracy that they s o strongly advocated, despite their encouragement of universal white male suffrage and participation in office.Similarly, the Jacksonian age affected the economy both in accordance with the Jacksonian ideal of equal economic opportunity and against it; an executive branch act and a judicial branch decision were made with the intent of favoring the people, but substantial opposition highlighted the negative side effects that undermined the Jacksonian goal. President Jackson represented the executive branch with his bold move of vetoing a bill which proposed a rechartering of the Second Bank of the United States.As conveyed by Jackson’s dramatic veto message on July 10, 1832 the democrats maintained that the national bank’s monopoly on trade catered too frequently to foreign and wealthy stockowners, thus posing a threat to the ideal of equal economic opportunity that they claimed to protect (B). The Jacksonians stuck with their vision of themselves in this sense, but opp osing reactions to the veto pointed out that the attack on the bank was unnecessary and dangerous.Daniel Webster’s reply to the veto correctly asserted that by raising the alarm about an encroachment of economic freedoms, the Democrats were really harming the stability of the economy needlessly (C). Webster’s analysis was proven accurate by the Panic of 1837, during which a bubble of inflation caused by the end of the national bank was abruptly burst, and several years of depression followed. The recession and unemployment caused indirectly by Jackson’s cancelation of the national bank did more harm to public economic opportunities than good, despite the Jacksonians’ passionate belief in the threat that the Bank posed.Also in 1837 however, Chief Justice Roger Taney’s Supreme Court decision of Charles River Bridge v. Warren Bridge was a decisive victory for the Jacksonian ideal of equal economic opportunity. Taney interpreted a 1785 charter for a br idge on the Charles River loosely so that a new bridge could be erected across the same river, thus dispelling a monopoly and financially benefitting the people (H).The Jacksonians evidently believed in their roles as the protectors of economic equality, but the results of the changes their administration made were again varied in agreement with their ideals. Finally, the Jacksonians most clearly drifted from their claimed ideals in the social sphere, as they actively neglected to guard the individual liberties of minority groups and women. The Jacksonian’s rosy call for extended suffrage only applied to white males, and the issue of slavery was deliberately avoided to prevent unwanted conflicts between the states.In fact, the Jacksonian administration even put in place a â€Å"gag rule† in 1836 that allowed Congressmen to file away abolition petitions without discussion because the Acts and Resolutions of South Carolina threatened independent state action if SC did no t receive national and sectional support in controlling its slaves (F). The slaves quickly lost any support from the proclaimed Jacksonian ideal of individual liberty when pitted against the preservation of the Union.Likewise, the administration did not hesitate to pass the Indian Removal Act of 1830, which revealed that grandiose Jacksonian ideals yielded to the American desire for new land as well. The Act forced thousands of Native Americans to resettle in the West, with no regard for their personal liberties either. Even President Jackson outright denied to protect the ideal when he refused to enforce the Supreme Court’s decision on Worcester v. Georgia in 1832; John Marshall had ruled that the Cherokee had a right to their land, but Jackson would not stop the army from pushing the Cherokee out of Georgia regardless.The only evidence of any agreement with the Jacksonians’ vision of guarding liberties is a romanticized painting of the Cherokee migration. The painted Cherokees appear comfortable, unified, and still dignified, implying that the painter must have either imagined this as the reality of the situation or painted an ideal version of the scene (G). The painting actually contrasts sharply with the chaos and tragedy of the Cherokees’ â€Å"trail of tears,† but it is important that the Jacksonian intent is present. Although the mixtures of realized and neglected Jacksonian ideals in the political and economic ields were more even, the Jacksonians’ goal to preserve individual liberty was not entirely lost in the social issues of the age. In conclusion, the Jacksonian democrats certainly believed in their roles as guardians of political democracy, equality of economic opportunity, and individual liberty, but their intentions were often misguided or secondary in the face of greater challenges. The few clear strides made by the Jacksonian age were interspersed with instances of failure in realizing its democratic ideals, particularly in the social sphere.