Song Analysis free essay sample

The song that I chose to analyze is Changes by Outpace Shaker. The late Outpace Shaker was an African American rapper who was shot dead years ago. His powerful lyrics have impacted the rap industry to this day, because he spoke the truth. His lyrics directly related to his everyday struggles, and how being a successful African American is not an easy task to achieve. Rap usually talks about events of everyday life, and the song Changes talks about racial profiling, poverty, and how racism affects the everyday life of African American people. Note that this song came out in about 1996 where things were different, however the lyrics of this song still ring in the ears of people who are affected by the evil of racism. The song starts off with the line l see no changes. The changes I believe he is referring are the changes that supposedly occurred after the Civil Rights Movement. We will write a custom essay sample on Song Analysis or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page My interpretation of what Outpace says is that, even though African American people are supposed to have more freedoms since the movement, he doesnt see many changes at all.In the first stanza Outpace talks about how the police do not really care bout the black man, and that no one is going to help them but themselves. They need to start looking out for each other instead of killing each other. He talks about how no one cares that drugs and guns are being brought Into the lives of African Americans everyday, and that when they die Its Just one less hungry mouth on the welfare. The second stanza starts off with l see no changes. All I see Is racist faces. This conveys the same thing I stated earlier. There are not many changes that have been made, and people are still Just as racist as they were.He also talks about how the charity of the people In Jail are blacks, but that Is because they keep doing the things that are putting them there. They have no other way to get money, so they resort to selling drugs. He realizes that this Is the reason African Americans are not succeeding but there Is nothing else they can do. At the end of the stanza he states this clearly when he says Well hey, well thats the way It Is. In the final stanza, Outpace finally tries to convey that changes really do need to be made. He says Its time for us a people to start making some changes.Lets change he way we eat, lets change the way we live He Is trying to tell the people of the African American community that there Is hope. The way that his people have been trying to survive has not been working, so he says You see the old way wasnt working so Its on us to towhead we goat do, to survive. He then talks about how he wants peace In the streets. He then calls for a war on poverty, Instead of on drugs. He lets the people know that If they do see a successful black man, they will be Jealous, but If they get that money the right way the cops will not be able to do anything about It.He ends the song by saying, as long as he Is black he Is going to stay strapped, which means that no matter what he does he Is going to have to protect himself In someway, because someone Is always going to be out to get him because of the color of his skin. How no one cares that drugs and guns are being brought into the lives of African Americans everyday, and that when they die its Just one less hungry mouth on the The second stanza starts off with l see no changes. All I see is racist faces. This majority of the people in Jail are blacks, but that is because they keep doing the sort to selling drugs. Song Analysis free essay sample Show Boat opened in 1927 at the Ziegfeld Theatre. It was composed by Jerome Kern and lyrics by Oscar Hammerstein. At this time on Broadway Show Boat was seen as a controversial play because of the topics regarding gambling, alcoholism, racism and marriage. It was also one of the first musicals that had both white and black actors on stage at once. This musical was very intriguing and had many unique aspects to it. For these reasons and many more the song that is going to be analyze is â€Å"Can’t Help Lovin’ Dat Man†. â€Å"Can’t Help Lovin’ Dat Man† is sung at three different times during Show Boat. This first time we here this song is in Act I, when Magnolia is telling Julie about this man that she just met and how she has never met anyone else like him and that she thinks she may be in love. We will write a custom essay sample on Song Analysis or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page This is the only scene where the song is performed in full, it is sung by Julie who accompanied by Queenie and Magnolia. The second time this song is performed is at the end of Act I when Magnolia and Ravenal are entering the church to get married and it is sung by the ensemble. The last time the song is performed is in Act II by Magnolia as her audition for a new job as a singer after Ravel leaves her. â€Å"Can’t Help Lovin’ Dat Man† delivered a significant contribution to the plot of Show Boat. When Julie is singing the song to Magnolia Queenie walks in and she states that she has only heard colour people singing this song and that it’s funny for Mrs. Julie to know it. After this comment is made Julie gets defensive saying of course she can sing the entire song and questioning what Queenie thinks is so funny about her knowing this song. Later in the play Julie is found to be half black and is forced to leave the Cotton Blossom. Julie knowing the words to a song that most people think only black people know is the first hint in the play that Julie is hiding something. The last time â€Å"Can’t Help Lovin’ Dat Man† is performed in Act II also contributes to a change in the plot. While Magnolia is singing this song for her auditioning Julie, who is currently the lead in the show, hears Magnolia singing the song. While Magnolia is performing Julie quits her job so that Magnolia will be hired to replace her. This new role becomes Magnolia’s big break and she starts on her path of becoming a famous actress. â€Å"Can’t Help Lovin’ Dat Man† is a powerful love song. It refers to love as a force of nature when it says â€Å"fish gotta swim, birds gotta fly, I gotta love one man till I die, Can’t help lovin’ dat man of mine†. This demonstrates how love is just meant to be and how you can not control who you fall in love. It also shows how even though the man may have some faults and isn’t perfect you still love him anyways, regardless of what other have to say about him, this is shown through these lyrics â€Å"tell me he’s lazy, tell me he’s slow, tell me I’m crazy (maybe I know), can’t help lovin’ dat man of mine†. â€Å"When he goes away, dat’s a rainy day, but when he come back dat day is fine, de sun will shine† her she is simply saying that when her man leaves she is sad and when he retruns she is happy again. However, this also can be related to when Ravenal leaves Magnolia after gambling away all of there money. When he leaves she is distraught and it seems that she is lost, but then at the very end of Act II Ravenal returns and she seems happier than she has the entire time he was gone. This small portion of the song was relevant to the majority of Act II. The main theme to the song is that you can not control who you fall in love with. â€Å"Can’t Help Lovin’ Dat Man† is an example of an â€Å"I am† song. The song is very mellow, and has a blues type harmony and a simple rhythm to it. The lyrics are also very catchy and memorable. There is significant range in regards to the tone of the song. In the beginning when Julie is singing her tone is high pitched but then when Joe comes in he’s sings in a low and deep tone. This is pleasing to the ear because it adds range to the music and makes it more interesting to listen to, as opposed to having a constant tone throughout the entire song. The mood of the song is cheerful, Julie is singing about the man she loves and she looks very joyous throughout. Close to the end up the song he ensemble joins in singing and everyone gets up and starts dancing creating a more upbeat tempo. â€Å"Can’t Help Lovin’ Dat Man† follows the AABA pattern for the refrain. If you refer to the chorus lyrics bellowed are labeled to show the AAB, CCB rhyme pattern, as well as composite rhyme, referring to the â€Å"got† in the first stanza, exact rhyme referring to â€Å"crazy† and â€Å"lazy† in the second stanza and consonance, referring to the multiple â€Å"L† in the second stanza. Fish got to swim, birds got to fly, I got to love one man till I die. Cant help lovin dat man of mine. Tell me hes lazy, tell me hes slow, Tell me Im crazy, (maybe I know). Cant help lovin dat man of mine. â€Å"Can’t Help Lovin’ Dat Man† is a romantic song that represents a woman who is so deeply in love with a man that she can overlook all of his flaws and still love him just as much. When analyzing this song one will find that it represents more than just a musical number in Show Boat. It foreshadows Julie being discovered as being partial black, and also that Ravenal will one day come back to Magnolia to make her happy again. This song also shows miscegenation. This was one of the first plays to have black’s and whites on stage together and this song does a perfect job and bringing both races together through music.

Child prodigy Essays

Child prodigy Essays Child prodigy Essay Child prodigy Essay If you have ever regretted volunteering for a task, but had to continue, despite this, you will know how I felt, as I boarded the coach that would take me to the venue of the chess tournament. It was an all-consuming, unforgettable, always nagging sort of worry: that I would bring about my own humiliation as I lost game by game at the prestigious tournament. No. Not a worry but a certainty. For I had not practised once in the past months, while in my prime, it was normal for me to spend a couple of evenings per week at a board, revising combinations. Yes, it was this lack of practice that troubled me to the very core, that I would disappoint my team and be humiliated for it. So the odour of the garbage on the coach had little effect on me, as I contemplated the nature of the disgrace that I would bring upon myself. In an attempt to banish these thoughts from my head, I brought out my reading book, which I soon immersed myself in, but the cheers and chit chat from my team mates as the coach started could not be ignored. As I snapped out of my ponderous trance, I became aware of the true stench of this appalling place where rotten eggs and ham from long forgotten packed lunches lay neatly stacked under the seats and the random splodges of yogurt were spread over the once-fine seat covers. But as the hours passed, none of these were noticed as my nose grew accustomed to the constant whiff, and my eyes remained firmly fixed on the pages of my book. It was finally four hours later that we pulled into the drive of the B B where we would stay. Just one more night till I would be a humiliated man My first match of the next day started and ended badly. I was to play against a boy of no more than 8, who sat precariously on the very edge of his seat, with legs dangling aimlessly under the table. His age and the innocent gaze gave me hope that I could at least secure 1 point for my team. But I was wrong, very wrong. As he made his first moves, I saw he was no novice and despite my best efforts, my fiendish foe struck mercilessly, felling my pieces one by one. It was an uphill struggle, a battle I could not win and yet I tried, while to my annoyance, he squealed with delight after each capture in a childlike manner, though he had the skill of double his apparent age. I can tell you this was terribly shocking. So there was no surprise when he finally delivered checkmate, though while we did this, I dreaded the teases I would be sure to receive as the result of this lost battle, especially due to my opponents age. As I stepped from the room, my fears were confirmed. My humiliation had begun. My next match went just as badly. Still in a daze from the jests endured, my head spinning, as I tried desperately to win against my unsympathetic opponent. But my efforts were to no avail, as I lost, even more swiftly than before. But my thoughts cleared as I left the tournament room: one round to make a win. One round to avoid disgrace! After my disastrous rounds, I expected nothing more than another loss from equally capable opponents, knowing my fate for humiliation had been sealed the moment I agreed to come. But my next opponent was not something I could have anticipated given even the wildest imagination. Like a giant, he towered over the board, but it was not his height which troubled me but his bulk. His fat bulged in great flabs so that I felt he might burst and his slow, lumbering walk scarcely surprised me. One could tell clothes were not made to his size; the Nike logo on his shirt was stretched into a thin line while his fat writhed under his tight top as he reached out to move his piece. I made no mistake in underestimating my opponent this time, however, it was soon clear he was less gifted than the child prodigy I had played the first round. But there was still something strange about the game play, there was something about the way we played in his shadow that unnerved me, and before long, I once more felt myself sailing against the wind in this battle of mine. But as does a wounded animal strike back, so did I, knowing the fate that would come to me if I lost this match. But then, my silent prayers were answered: in the form of the biggest blunder I had ever seen at this level of play, and I pounced upon it, like a hungry wild cat as he throws himself on a mouse. The tide had changed, and I finished him off easily. The victory was mine, no disgrace for me.

Human Resources Essay Example | Topics and Well Written Essays - 1500 words

Human Resources - Essay Example Human resource and internal organizational variables Internal organizational variables include, size, strategy, technology and the business environment within the organisation, these variables have been identified in several studies as determinants of human resource practises (Jackson, Schuler & Werner, 2011, p124) Human resource management can be defined as the process of attracting, motivating and retaining a gifted pool of employees who work to support the realisation of the organisation’s goal and objectives (Lussier & Hendon, 2013, p 154). Effective human resource practises are becoming a necessity in the current organizational environment as the economies become ‘knowledge based’ and the challenge of finding and retaining highly qualified employees increases due to shortage of skilled labour. Determinants of internal human resource management practises in internal organisational environment The way organisations are run, either formally or informally will al so determine the how human resource activities are conducted. For instance in small businesses, human resource activities are more likely to be carried out in an informal and more flexible manner, while in large organisations, human resource activities will be more formal and rigid (Mathis & Jackson, 2011, p123). The size of the organisation will determine the level of sophistication in human resource with large organizations being more sophisticated than the smaller firms are. In small firms, executives are more likely not to get proper education; in addition, they are also less likely to have performance appraisals and bonuses that are present in large companies. The competitiveness of an organisation depends on the resources that help it to differentiate the company’s products from those of its rivals in the long run. Of great importance is the human resources, which are constrained by shortage of labour, which reduces a company’s potential for growth (Chen & Mohame d, 2008, p73). While some authors argue that long run, competitive advantage can be realised through human resources themselves and not the processes that were used to get the human resource (Guest, 2011, p12). Other authors argue that the human resources themselves can be seen as contributing to a firm’s competitive advantage; such practices include the potential to motivate employees, how organisations handle internal conflicts among other practises. Technology, which is the process for transforming the inputs in the organisations in to finished products usable by the consumers vary in many perspectives, which have an effect on human resource perspectives. For instance, the level of continuity in the manufacturing procedure, the level of knowledge that is required in using the technology, the predictability of tasks and the level of interdependence of various tasks within the course of manufacturing (CHUANG & Liao, 2010, p177). Using human capital theory to show the relatio nship between human resource and technology, firms that use modern and up to date technology are more likely to engage in selective hiring, inclusive training, performance appraisal and fair remuneration evaluation. Understanding the technology usage in organisations has the implication of helping human resource experts to determine the

Leaving Canada - What tax issues should a Canadian leaving Canada Article

Leaving Canada - What tax issues should a Canadian leaving Canada consider so that they become non-resident for Canadian tax pur - Article Example Therefore, once a person moves out of Canada, they would want to break all ties with the country, thus making them non-residents. Being a Canadian non-resident means that one is allowed to pay less (or no) taxes to Canadian Revenue Agency. In order to achieve this non-payment of taxes, one must ensure that he establishes new residence in the country he migrates to, and sever all residence ties with Canada. This is because, as â€Å"Tax for Canadian Expats† provides, the Canadian tax agency can only consider someone as a non-resident after they have been living out of Canada for 24 months. According to â€Å"Emigrants and Income Tax 2011†, one can sever residential ties with Canada by selling or leasing out his Canadian homes on a long-term basis and establishing permanent homes in his new country (4). Secondly, one can have his spouses and dependants, if any, leave Canada and join him in his destination countries. A Canadian expatriate can also dispose of any property h e has in Canada, surrender his driving license, credit cards, and health insurance (ibid). If one does not sever his residential ties with Canada, then he is liable for the taxation of his overseas income. Tax obligations to Canada After a person leaves Canada and severs all residential ties with the tax agency, there are a number of source incomes that are liable for taxation under the Canadian law. According to â€Å"Leaving Canada Checklist† the payers in Canada are allowed to a withholding tax rate of 25 per cent (5) on some income sources. Some of the income sources liable to this taxation include rental payments, annuity payments, retiring allowances, and dividends. An emigrant is obligated to pay tax on these types of income sources and can, therefore, not file any return claims. However, as â€Å"Tax for Canadian Expats† provides, an expatriate who receives income from such sources as real estate and timber operations may decide to pay taxes using a different t axing method then ask for a refund on some of the withheld tax. In addition, an emigrant has tax obligations to Canada if they owed the country any taxes prior to their departure. A person can also file for a refund if they paid excess taxes to the Canadian tax agency. According to the provisions of â€Å"Emigrants and Income Tax 2011† such returns should be filed on or before the 30th day of April, the year after the expatriate moved out of Canada (7). Tax obligations to the new country of residence Most countries have a system of taxing the incomes of their residents. This means that a person migrating from Canada to another country will most probably have to pay taxes on their income in the destination country. Accordingly, â€Å"Tax for Canadian Expats† advices that such a person should ensure that these taxes are paid for by their employer, by insisting on a written contract specifying that the company is responsible for the payment of such taxes. The employee sho uld keep records to show that they have paid those taxes, by obtaining copies of tax returns filed on their behalf by the recruiting company (ibid). Proof of payment of taxes in a foreign country enables an emigrant to request for the deduction of Canadian tax

Human ResourcesTraining and Development #2 Essay

Human ResourcesTraining and Development #2 - Essay Example SWOT Analysis is an effective tool in identifying the internal strengths and weaknesses and the external opportunities and threats. It helps to develop a plan of action to concentrate on weaknesses and threats and get maximum advantage from the strengths and opportunities it has. The strengths of Abbott Labs are: its great history of innovation, its wide range of products, the great respect it commands in market ratings, and finally its expanding geographical reach opening up new opportunities. These are certainly its strengths to build on. Its overdependence on the anti-bacterial Biaxin and the anti-epileptic Depakote is could be a major weakness for Abbott. Both these products contribute substantially to the company revenues and profits. The challenge for Abbott is to minimize the decline of sale of these two. Abbott has been doing it bests in exploring new opportunities and keeping its position of strength. The new agreements and acquisitions it has had with Knoll Pharmaceuticals, Vysis Inc, and Biocompatible will help expand its product range and its pipeline. The company signed a The price regulation of prescription drugs in various markets by peers and government agencies, strong competition from generic manufacturers, and the expiring patent protection are the major threats Abbott is facing. "Abbott Laboratories' 'Position of Strength'

PESTEL analysis of Toshiba, Japan

PESTEL analysis of Toshiba, Japan Toshiba Corporation is a company based in Japan that specializes in the production of industrial and consumer electronic and electric products including notebook computers (laptops), electro medical devices. LCDs, home appliances and semiconductors. It is among the oldest and largest companies in Japan. Toshiba laptops are selected as the product to be marketed in Cuba. Cuba is a potential market because of the dynamics involved. It has the ideal setting ground for any company that aims at getting future high volumes of their products. B) Cubas History Christopher Columbus is credited with the discovery of the island of Cuba, an event that led to the colonization of Cuba by Spain. Despite this Cuba had been inhabited by indigenous people for centuries before the discovery. After the Spanish-American war is that Cuba gained its independence and sovereignty in 1902 (Ritter, 2004, pp.47). In the early years of the Spanish occupation, many native Cubans were butchered or forced into slavery while others died from the smallpox and measles brought from Spain. The rest fled to the mountains to escape slavery. This led to the introduction of African slaves to work in the sugar cane plantations. Slavery and slave trade are highly credited with taking the Cuban sugar industry to where it is today. The economic prosperity of Cuba began after Britain took over the island from Spain after the seven year war which ended in Britains favor. Trade regulations were eliminated and the path to prosperity was created. C) Geographical Setting Location Cuba an island that is located in the Caribbean Sea. The entire country or island measures an estimated 48,800 square miles. The country has several highland regions the most notable of which are the Guaniguanco, the Escambery and the Sierra Maestra. The island is located south from the famous Florida Keys (Cuba, 2010). The country has a coastline that extends for an estimated 3,700 kilometers. In relation to other countries, the country lies to the eastern side of the Gulf of Mexico and to the western side of the North Atlantic Ocean. The Yucatan Channel lies to the south east of Cuba. Climate The Cuban highlands, which are about a third of the country, have an overbearing effect on the climate. The fact that the country is an island also has ramifications on the weather and climate patterns experienced. The climate can be defined as tropical climate with a dry period from the month of November lasting until April while the rainy season lasts from May to around October. The country also happens to lie within the path of major hurricanes and other destructive storms which are common in the months of September and October. The average temperatures in Cuba vary between 23?C and 27C throughout the entire year Topography Cuba has several archipelagos but Cuba is the main island. The island has a hilly or mountainous topography marked by several highlands such as the Sierra Maestra, the Escambery, and the Guaniguanco. The rest of the country is marked by plains the largest of which are in the provinces of Matanzas and Camaguey. The rest of the country is marked by coast lines. D) Social Institutions The Cuban culture is a blend between African, American and European cultures. The European cultures were imported to Cuba courtesy of Christopher Columbus (Spain) and Britain. The American culture influence Cuba beginning from the period after the Spanish American war that rid Cuba of the Spanish colonists while the African cultural influences as a result of the many slaves brought in to work in the plantations. 1) Family The family is an important social institution in any nation, society, or community. The stability of the family as an institution is reflected upon the wider society as the society tends to have better social institutions that borrow their moral fabric from the family. Cuba is no exception to these basic rules of nature. Most families in Cuba live as extended families. a) The nuclear family The nuclear family had not had a very distinct role in Cuba until the post Fidel Castro era. The nuclear family is composed of a man, his wife, and their children. This means that in a household where there are three generations of a family, it is possible to have several nuclear families. b) The extended family The extended family is very important part of Cuban society. The family structure in Cuba is that up to three generations of a family live together in the same structure or household, a factor that makes it difficult to create a clear dividing line between the nuclear family and the extended familys role in the family setup. The leader or head of the family or the household therefore is the eldest parent figure in the family. This may be the grandfather or the Godmother within the family. He or she wields power over all the other family members and determines the role of each family member within the family. c) Dynamics of the family and parenting roles 1) Parental Roles: The role of parents is diverse depending on whether the family lives as an extended family or as a nuclear family. In the nuclear family setup, the father is the bread winner in the family while the mother is resigned to the role of care giver and is responsible for maintaining discipline within the family. In addition, family customs and traditions are passed down under the watch of the mother. In the extended family, the elder is in charge of the family. If the elder is a man, he is also the main breadwinner in the family though he is assisted by other family members. If the elder is a woman, she mainly serves as an overseer in the family and offers her guidance while the men in the family serve as the breadwinners. 2) Marriage and Courtship: The Cuban society still takes courtship as primarily the role of the man. Dowry is paid based on the individual customs of the bride. The weddings are one day glamorous events that showcase a lot of Spanish influence. 2) Education a) Education serves as a way of socializing the individuals into the ways of the society in a way that the family as an institution cannot. The educated people are the ones in positions of power and they are held in high regard within society. 1) Primary, secondary and university education and literacy rate The Castro government made primary education compulsory. In addition, school uniforms are also a requirement for all students and are used to denote the grade level of a student. In the Cuban education system primary education takes six years. Secondary education is divided into two categories. The first category is the basic secondary education where students learn basic skills such as language, art, arithmetic, and the sciences. This follows primary education and is almost compulsory for all. The second category is the pre-university education which prepares one for entry into university. After the completion of pre-university education, the students are awarded what is referred to as the Bachillerato in Cuba (C.I.A 2010). It can be compared to a diploma in other education systems in other countries in the world. After the pre-university education, an individual has two options, to pursue either technical education where one will gain skills to enable them gain employment or to pur sue professional education at the university level. b) Literacy rate. The literacy levels in Cuba are reported at 100% although the figure is disputed. The country also reports an enrolment/attendance rate of 98% in primary schools. 3) Political system a) The political system in Cuba can be defined as socialist. The government has executive power which is vested in the Council of State and the Council of Ministers. The legislative role is assigned to the National assembly of peoples Power which is recognized by the constitution as having the highest authority in the country. No voting is done in respect of the positions of prime minister and president. b) The Communist Party of Cuba is the leading social force of the nation (C.I.A 2010). There is widespread censorship in Cuba with a system that is highly authoritarian. The communist party screens all candidates vying for seats in the legislative assembly. c) The current government has been in power since 1959 when Fidel Castro ovethrew the dictator government. It can be described as stable because his successor, Raul Castro, has managed to keep the country at peace and with improved management. d) Special taxes not common e) Local government heavily influenced by the ruling party 4) Legal System a) The main judicial organ is the Peoples Supreme Court. All judges according to the law are not subject to any other authority but the law. They can be elected or replaced and are accountable for their actions. Cuba has been sub divided into fourteen provinces which are further subdivided into 170 municipalities. Representatives to the municipalities and provinces are elected to serve terms that extend for two and a half years. b) The country is socialist. c) The authoritarian approach has affected patent and conventions. They are tightly regulated 5) Social organization a) The presence of groups which can lead to the creation of group behavior or culture is not a common occurrence in Cuba. b) The main aim of the government in relation to the existing social order is to create a classless society where income, race, sex or occupation are used as a definitive means of determining rewards or other favorable allocations. c) In addition, the government prohibits the formation of classes or clubs that may create lines along which the society may be stratified. 6) Business in Cuba Tour guides, barmen, and waitresses require to be tipped although there are no prescribed tipping rates. Tipping allows for one to receive exceptional service from the individuals receiving the tips. Business hours in Cuba are officially between half past eight and half past noon and half past one to half past four during weekdays. Some businesses however opt to open during weekends where the hours of business are between 8 am and 5 pm for alternate Saturdays. E) Religion and aesthetics 1) a) The low number of Protestants can be attributed to the late arrival of protestant doctrines and beliefs to Cuba. b) Cuba is also known to be home to other minor religions which have their roots in western Africa and the slaves who were taken from the region to work in the sugarcane plantations in Cuba. c) Cuba is largely considered as a catholic nation though the Catholic faith practiced within Cuba is modified to suit Cuba. There are also Jews and evangelical Christians amongst the population in the state. d) Nearly 60% of the population is made up of catholic adherents while an estimated 6% are Protestants. e) Santeria which may be referred to as a cult has its origin in Nigeria in western Africa and is widely practiced in and around Cuba. 2) Aesthetics a) Cuba has a strong heritage and history which reflects its visual arts potential. b) The country has numerous galleries, cultural centers, and art museums which have been used for the storage of artistic material from the citizens of Cuba. The government is supportive of art and is known to provide all kinds of assistance to artists in the country. c) Music dance and folklore in Cuba is very rich and displays the three main backgrounds that determine and continue to influence the Cuban society. d) There are influences of African, American, and Spanish elements that are derived from the interaction of Spaniards, Americans, and Africans in the history of Cuba. F) Living conditions 1) a) Many surveys conducted show that Cubans on average consume too much sugar and eat inadequate fruits and vegetables. There are rising cases of diet related anemia and obesity which can be regulated or checked by simply a change of diet. b) A typical meal includes bread, ham, cheese, and rice and plenty of soft drinks with and between meals. c) The government cannot guarantee adequate nutrition for its population and this is considered as one of the failures of the Castro administration. d) The foods made available to the public by the government are as follows; rice, beans, cooking oil, plantains, brown sugar, milk and soy yoghurt which are provided on a monthly basis to holders of ration cards. Other products such are chicken, beef, soy/meat blend and frankfurters are provided based on their availability. 2) a) In Cuba, housing is relatively cheap but in the same breath the housing structures are sparse. Most dwelling places are either in poor condition or are defective in one way or another that makes them unsuitable for dwelling in. b) Most dwellings occupied on a rental basis. The houses have some form of supply of electricity and water and are therefore a bit habitable. c) In most cases houses are occupied are more than one family. 3) The tropical wealthier requires light dressing to cope with the heat and humidity levels. a) A form of dress that can be identified with Cuba is the Havana shirt otherwise known as a Guayabera. The shirt has an array of designs but in general has two or four pockets and largely a casual dress that does not require the wearer to tuck into his trousers. There is a traditional dress made for women in place of the Guayabera and it is very popular all over Cuba although it has been rejected on grounds of being indecent in some cultures. b) The dress code at work is no different from that in many western countries. Employees/workers are expected to maintain a formal dress code. 4) a) In leisure and recreation activities and sports, Cuba is well endowed. To begin with, Cuba is an ideal destination for hiking, snorkeling, climbing, fishing, and caving. The sport is used to symbolize equality in society as well as freedom. The country also has rich soccer traditions among the Caribbean countries. Cubas national team has been to the FIFA world cup where they managed to finish in the seventh position. The beach provided by the long coastline of Cuba provides ample grounds for leisure activities such as skiing, diving, swimming, and sun bathing which are common in almost all of Cuba. c) Most sports and recreational activities in Cuba are carried out in open spaces and often require little or no equipment. Baseball for example is played even on streets by children and thus very low amounts of income are channeled towards sports unless when organized sporting teams are involved and where there are competitions to be won at stake. 5) Social security The social security system in Cuba represents the general values of the wider society whereby there is equality among all beneficiaries. There are no discriminations or preferential treatment for certain individuals based on sex, race, or gender. The Cuban social security system is very efficient. There are an estimated 360, 000 retirees within the population which represents nearly 10% of the population. Each of the retirees in Cuba is paid on a monthly basis. Under the social security system, the government through its social security system pays benefits to an estimated 1.5 million people on a monthly basis. The social security covers areas such as temporary illness, accidents, maternity, and social care for the elderly people within the population. G) LANGUAGE 1) The main language used for communication is Spanish. The language was brought to the island by the Spaniards during the early occupation after Christopher Columbus discovered the island. Spanish is however recognized as the official state language of the people of Cuba. 2) Other languages that are prevalent in Cuba are English and Creole which represent the different heritages and traditions of Cuba. 3) It is important to note the Spanish that is spoken in Cuba varies in some cases from that spoken in Spain and other countries. This is largely because of the French and west African influences that have affected the language. English is mainly spoken as a result of tourist influences. II) ECONOMIC ANALYSIS A) POPULATION 1) The population of Cuba stands at an estimated 11.5 million people as of this year and will reportedly continue to grow at an estimated rate of 0.2%. a) The birth rate in the population is 11.1/1000 which is relatively low even amongst countries of the western world. b) The fertility rate for every woman is estimated as 1.43 children. This represents a drop in fertility rates which may explain why the growth in population has been very low for the last few years. c) Abortions in Cuba are also responsible for the population decline with an estimated 50 abortions for every 1000 pregnancies in the population. 2) a) The population is evenly distributed as only 103 people live in every square kilometer in Cuba. b) The life expectancy is relatively high at an average age of 77 years. The ethnic composition of the population is very varied though there are not many ethnicities. c) The population composition is such that the majority is men and boys for all ages but after the age of 65 years, the number of women outstrips that of men. This fact can only be explained by the lower life expectancy rate for men as compared to women. d) Many Cubans have in one way attempted or plan to attempt illicit migration with the most favored destination being the United States. The rest of the population has a majority that is intent on moving to urban areas. The situation is such that the larger portion of the population is housed in urban centers all over Cuba. e) Mulattos account for nearly half the population while whites account for 35% of the population. The rest of the inhabitants is generally collected of blacks and Chinese with the Chinese forming the smallest ethnic group in Cuba. B) Economic Statistics and activity 1) Gross National Product/ Gross Domestic Product a) Cuba reported a gross domestic product per capita that stood at an estimated $111.1 billion. b) This translates to a per capita income of roughly $9,700 for the year 2009. The estimated real growth rate (nominal growth rate less inflation) was an estimated 1.4%. This is very ideal but there is plenty of room for improvement especially since the growth rate or the GDP or even the per capita figures do not show the situation on the ground 2) People live on less than the expected $9,700 per annum. Businesses publicly owned enterprises lies at 78% to a dismal 22% representing private investment or privately owned enterprises. 3) Average family income is dependent on the ratio of breadwinners to the relative size of the family.2008 estimates were $218. 4) Distribution of wealth a) Income classes. Three major classes exist, the highest is elite and military personnel. The second tier is business magnates and the last is the general workforce. b) Proportion of population to each class. The top tier is about 1/8ths of the total population, the second is and the rest is the general workforce. c) Priority is given to the elite classes and the military. The rest of the workforce is structured in respect to the demographics of income and position 5) The country has deposits of cobalt, iron ore, nickel, copper, salt, manganese, silica, timber, petroleum and farming land. 6) a) The transport system in Cuba comprises of nearly 4200 km of public railway network and a further 7700 km that is set aside for use by sugar cane producers. The highway network consists of nearly 61,000 km of tarmac spread all over the country. b) The country also boasts of waterways that extend for 240 kilometers. The country also has several ports that are used for commercial purposes.There are three main ports. There are also 170 airports as reported back in 2006 c) Because Cuba is an island, the usage of waterways is a major transport form. Nearly half the population uses the train network to go to work. Only about a third drive to work. 7) Communication Systems a) Main types include Print newspapers, radio stations and television stations b) Internet usage widespread c) Media heavily restricted by the government 8) Working conditions a) 78% of employees work for the government b) Good employee-employer relationship c) Employees entitled to benefits and good remuneration 9) Principal industries a) Petroleum, Construction, sugar, tobacco, nickel, pharmaceuticals, agricultural machinery and steel cement accounted for about 37% of the total GDP. b) Principle industries include petroleum, Construction, sugar, tobacco, nickel, pharmaceuticals, agricultural machinery and steel cement Most industries are government owned. Estimated ratio of 2:1 10) Foreign investment a) Direct foreign investment is restricted b) Potential for investment in Housing and food industries 11) International trade statistics a) 1) Major exports include sugar, tobacco, nickel, fish, coffee and citrus. At $ 2.4 billion. 2) The trend for exports is posititve as the government opens up the Cuban economy to private companies b) 1) Imports include food products, petroleum, equipment and machinery at $ 6.9 billion 2) Imports are increasing due to the growth in population and the demand for products and services. c) 1) Imports are more than exports leaving a high balance of payments deficit. About $4.5 billion. 2) Imports are more than exports leaving a high balance of payment deficit. Recent pronouncements by the Cuban government suggest a push towards closing this gap by increasing resource utilization. d) Exchange rates 1) US dollar used mainly in foreign exchange 2) Exchange rate at $ 1 US dollar equivalent to $ 0.9 Cuban convertible Pesos 3) Due to the global recession, the countrys exchange rates are fluctuating and dipping with the global trend. 12) Trade restrictions a) Embargoes placed by United States b) Free trade only with Venezuela c) Import duties high depending on type of product d) the government is subject to tariffs affecting countries of the South American organization. These tariffs are on sugar and petroleum. e) Licensing of business restricted f) Customs duties also high 13) Extent of the economic activities not included in the cash income activities a) Counter trade present in the country 1) Medical personnel used as main products of trade 2) Barter trade common b) Very little aid since US withdrawal 14) Labor force a) Available skilled labor force limited since majority of the population is elderly b) Unemployment rates low at 1.7% 15) Inflation rates low C) Developments in science and technology 1) Highly developed 2) Computers are wide spread. Low investment in research and development 4) Labor force technologically skilled D) Channels of distribution (macro analysis) 1) Trade in Cuba heavily controlled by the government a) Retail 1) Poorly developed retail sector 2) No large shopping centers 3) Good stored are of poor quality and expensive 4) Most tansations are done using cash. 5) Goods sold in dollars in small scale with a small percentage sold on large scale. 6) Chain stores, Department stores and speciality shops fill the supply gap the government cannot currently satisfy. b) Wholesale middlemen 1) Supply chain of estimated 500,000. 2) Mark-up of about 5% on products 3) Goods sold on cash basis c) Import/export agent: the government is the main exporter/importer. d) Most warehouses are fully owned by the government. e) The government has nearly 100% penetration of the markets through its expansive administrative networks. E) Media Media heavily controlled by the government 1) Number of Television Stations: 58 2) a) Television Sets per 1,000: 236.1 b) Number of Radio Stations: 225 c) Number of Radio Receivers: 3,900,000 d) Radio Receivers per 1,000: 348.7.Number of Individuals with Internet Access: 60,000 3) The main use of media houses is for the spread of national ideas that the Communist party in charge in Cuba believes are ideal for the entire population. 4) Any television or radio stations that go against the ideals supported by the party are closed down. 5) There are an estimated 26 national newspapers serving the population of Cuba. Cuba: Country Note Book Introduction Toshiba Corporation is a group of companies including Fujitsu, Mitsubishi electronic, Hitachi, and NEC Corporation. Toshiba relies more on domestic market constituting 60% of its net sales. The balance is taken care of by exports to North America, 16%, Asia 11%, and Europe, 10%. Since its formation in 1939, Toshiba has played a significant role in putting Japan in its current position in international trade. Business in Cuba Official business hours range from 8:30 am to 12: 30 pm for morning session and 1:30 pm to 4: 30 pm for evening session. Weekends are however optional but those who operate open between 8:00 am to 5:00 pm on Saturdays (B8a, B8c). Marketing Strategy for Toshiba laptops (Notebook computers) TARGET MARKET Toshiba Computers mostly manufactures high-end high-performance laptops. The main target of the products would have to be the government and institutions. This is because of the entanglement of all business in the country with government policy and regulation. If the company can manage to get a foothold in the government by offering technological set pieces that accord due privacy and safety of information, then the company shall have overcome a huge barrier. The low per capita income suggests that the market would have to upper-middle class and this is mostly government officials and politicians (IIB). Teenagers and youth below 30 would also be ideal as a segment for the laptops. This is because they are Tech-savvy and want more and better machines for work and play. The fast growth in computer and internet access can be further fuelled by Toshiba offering attractive high-performance laptops and computers. Institutions such as primary and secondary schools, as well as administrative institutions would make and ideal market for moving volumes in bulk (D2b). These places require many computers and laptops to fit in the current global trend. The current government led by Raul Castro is attempting to break the trade barriers ignited during Fidel Castros regime. The trade embargos by the United States do not affect Toshiba because it is a Japanese company(12A). This is good news for the company because the possibility of cut-throat competition is eliminated because American technology companies such as Apple cannot do business in Cuba (12A, 12D). Government policy would favor the company because it is inclusive and the business atmosphere does not vary so much from the Japanese model. The governments interests in arts and sports also require technology. In addition, the media is still backward in matters of technology (E1, E4). The secondary target markets would include such aspects of society as media and transport as the country moves towards a technological revolution of sorts. Marketing is aimed at awareness creation and forming good relationship with customers to the companys advantage. Marketing strategy is therefore very important as whatever the strategy used can either be profitable or destructive to the company. A marketing strategy that utilizes 4Ps that is Product, Promotion, Price and place respectively is ideal for products such as computers. Although, no trade partnership currently exists between Japan and Cuba, the country is a potential export destination for notebook computers. Cuba is highly literate thus can easily embrace the use of notebook computers. Students especially those at pre-university, University and other higher education institutions form the best target market for this product. Besides, the working population including teachers and doctors will find laptops essential hence another potential target market. Product Product refers to either good or service produced or manufactured by accompany especially under large scale with accurate amounts. This involves a description of all the special features of the product in question. Toshiba mini laptop has a full size keyboard and touchpad for easy typing. Its 10.1 diagonal screen is large enough for the eye; leave alone its durable textured four color finish. Its battery has a long life of up to eight hours. It also has attractive features like USB Sleep-and Charge, MP3 player and smart phone hence very convenient for youths. It is also video compatible and its CPU ensures more data storage and faster Internet connection (C1). Promotion In this case Toshiba can place advertisements in Cuban media. This of course will require first good relationship with Cuban government as it controls all media houses. The company can also take advantage of the widespread internet usage and advertise its product online. Toshiba can also promote its laptops through public relation measures like sponsoring sports where it is guaranteed to catch the attention of most youths (C3). Alternatively, Toshiba can take advantage of the widespread internet access in Cuba to engage in e-commerce by placing its product in virtual internet stores. Pricing Considerations should be given to prices of similar products in the market. Price administration on the other hand refers to involves all activities used to fit basic prices for every target market depending on sales situations. The exchange rates are also attractive for such a company (11b1, 11d2) Place The company can develop partnership with Cuban government to ensure that its product is placed in Cuban government stores like shopping malls. It is also possible for Toshiba through good relationship with Cuban government to find its own store for its product (D1). Rhiw location demographics will also affect the places where it can be marketed.

Spirit of Poet :: essays research papers

Spirit of Poet One requires ingenuity to write beyond his or her typical interest or knowledge base, and a strong sense of self-understanding and confidence to express any type of specialized or emotional sentiment. Poets are fearless warriors, composing into translation for others what is otherwise only understood in their own hearts. Robert Frost, Langston Hughes, and John Milton go deeper into their art over the course of their lifetimes, reflecting a spirit of inquiry into their work. In â€Å"The Road Not Taken,† â€Å"Mother to Son,† and â€Å"When I Consider How My Light Is Spent,† respectively by these three authors, themes such as light, and life is a journey, help the reader not only understand the message of the poets, but dawn in respect for the intent poetry. Light is mentioned in all three poems in ways that reflect the frame of mind of each poem’s respective speaker. Frost’s speaker is traveling through a â€Å"yellow wood,† one â€Å"morning,† when â€Å"two roads† diverge and a choice is made to continue traveling on the one that â€Å"wanted wear.† The alliteration of the â€Å"w† vibration in â€Å"yellow wood† and â€Å"wanted wear† draw attention as a diversion from the quick pace of the loose iambic rhythm. Combining literary devices like rhythm and alliteration add to the effect of the poem, and to its other elements, such as metaphor and visual imagery. Set in a forest illuminated with â€Å"yellow† landscape and the brightness of â€Å"morning† sun, the traveler’s attitude adds another level of light to the lightness of the day. Frost creates a cheerful autumn atmosphere, naturally leading his character through a process of decision-making with the casual consideration of two goods, avoiding the typically associated fear and stress, as perceived in Hughes’ â€Å"Mother to Son.† â€Å"Well, son, I’ll tell you,† Hughes introduces his speaker with language that creates a strong and confident persona, speaking whole-heartedly to her son. â€Å"Life for me ain’t been no crystal stair,† she goes on to say, she is described as independent of external light, since she is â€Å"sometimes goin’ in the dark where there ain’t been no light.† This offers an allusion that she is guided by her own inner light. Hughes’ freely styled visual imagery describes a difficult and desolate atmosphere, especially when compared to Frost’s bright, rhymed and rhythmic poem. Hughes instead glorifies his speaker by allowing her to express how she has lived in brightness despite drab circumstances.

Public Finance as the study of income Essay

Public FinanceIntroductionAccording to Hyman, 2010, the term public finance is defined as the study of how the government through rationing the use of government goods and services and funding their resource costs affects price incentives, production possibilities, and resource utilization. In the case, the author implies that the public finance sector is wholly identified as government related, and the private sector has very little influence on its activities. Chand, 2008, defines public finance as the study of income, debt, and expenditure of the government. He then goes ahead and gives the main difference with the term private investment; that unlike focusing on the government, private funding is for an individual or institution. The study of public finance also incorporates the analysis of the various fiscal and economic policies that the government comes up with to deal with the debts taken. Therefore, the definitions by Hyman, 2010, and Chand, 2008, are in harmony with each other. In Bhatia, 2009, Public Finance is defined as the subject that discusses financial operations of the government treasury. Bhatia, 2009, offers a comprehensive definition of the term public finance by first explaining the concept of public and private goods. In this angle, he is, therefore, able to formulate a definition that allows the reader to see the rationale of public sector economics. The role of the government in the public finance sector is also said to be regulatory; being termed as the invisible hand of market forces. The author, therefore, builds up the decision logically and therefore easily comprehendible. Kennedy, 2012, offers a different approach towards the definition of public finance. Instead of coming up with her definition of the subject, she quotes existing definitions that accurately meet the demands of the reader. The most comprehensive is that of Dalton, that states that public finance is concerned with the expenditure and income processes of public authorities and the adjustment of one to the other. In total, the author summarizes the definitions and terms public finance as the activity concerned with the explanation of how governments collect revenue, incur expenditure and the administration of the tax expenditure process CITATION MMa12 l 1033 (Kennedy, 2012). References BIBLIOGRAPHY Bhatia, H. L. (2009). Public Finance. New Delhi: Vikas Publishing House Pvt . Chand, S. (2008). Public Finance, Volume 1. Delhi: Atlantic Publishers & Dist. Hyman, D. (2010). Public Finance. Boston, Massachussets: Cengage Learning. Kennedy, M. M. (2012). Public Finance. New Delhi: PHI Learning Pvt. Ltd. Source document

The Physics of Sound essays

The Physics of Sound essays Sound surrounds us at all times. The ring of an alarm clock or the whistle of birds may wake us up in the morning. Through out the day, we hear a variety of sounds; for instance, the banging of pots and pans, the roar of traffic, and the voices of people. When we fall asleep at night, we might listen to the sounds of frogs croaking or the wind whistling. All sounds have one thing in common. This being that the vibrations of an object makes every sound. When an object vibrates, it causes the air around it to vibrate. The vibrations in the air travel out from all directions of the object. They then reach our ears, and the brain reads them as sounds. Many sounds we hear travel through the air; however, they can also travel through solid objects like the earth. Our voice is made in the larynx, which is a part of the throat. Two small pieces of tissue are spread across the larynx. These pieces, called vocal chords, make the opening smaller. Air from he lungs quickly passes trough the tightened chords, causing them to vibrate. The vibrations make the sound of the voice. The tighter the chords are, the faster the vibrations and the higher the resulting sound. If a rock is thrown onto a still pond, several waves travel out from the place where the rock hit the surface. Likewise, sound moves in waves through the air or some other medium. The understanding that sound travels in the form of waves may have originated with the artist Leonardo Da Vinci in 1500. Generally, waves can be spread transversely or longitudinally. In both cases, only the energy of wave motion is spread through medium. No portion of the medium actually moves very far. As the waves caused by the moving object travel outward, they are carried by a medium. This movement causes compression. As the movements move backward it is called rarefractions. Sound requires a medium to travel; therefore, it cannot travel in space, which is a vacuum with no medium. ...

Female Participation in STEM Based The WritePass Journal

Female Participation in STEM Based Introduction Female Participation in STEM Based IntroductionCurrent TrendReasons for Current TrendConclusionReferencesRelated Introduction Never has there been an issue regarding the academic potential of women, however, their participation in STEM based subject post Key Stage 4 has always been a problem resulting in extensive research. There are many reasons for this trend in participation, such as those that are discussed by Hill, Corbett St. Rose (2010), that all provide some contribution to the reasoning. The ones which are deemed the most prominent, and have the biggest effect are discussed as well as the history behind how they came forward. Although the topic area has been heavily researched, there is not as much conflict as might have been expected. Differences seem to occur in the eye of the beholder and an individual’s take on the situation. Since the issue of female participation has been present since at least the 1960’s, where feminism was largely an issue through to the mid 1980’s, there has been a number of initiatives set up to counter this. An early journal such as that of Timperley, S.R. Gregory, A. (1971), suggests and shows gender differences but fails to take this any further. They relate a lack of science teachers, and excess of female Arts and Language teachers to simply just give some cause for concern. However with recent research such as that done by Beaton, A. et al (2007) regarding the effects of stereotype threat, can potentially be linked to the classical stereotype of a Math or Science created that has been created historically. The initiatives that have been set up are pushing to try and get more numbers into further education of STEM based subjects. All age bands are being targeted, from KS1 up to KS4 and beyond, in an attempt to broaden female participation and create role models for women. One such initiative is Women in Science, Engineering and Technology (WiSET), who work with women of all ages and backgrounds and at all levels of STEM. Details can be found at the WiSET website at wiset.org.uk/index.php. Whether these initiatives are producing a change in current trends of participation levels is something that can be debated. Perhaps the most comprehensive argument for this is too look at virtually raw data that can be obtained from the Joint Council for Qualifications and analyzing the trend female participants in STEM based subjects over a period of years. This is an area that can also give an insight toward the future of women in STEM, and suggest how things need to change if at all. Current Trend The first part in assessing female participation is to find out a where we are now, and where we have come from. By doing this it enables you figure a correlation to see whether female participation is declining or whether it is growing. According to Results from the Joint Council for Qualification (2009), there were 29,420 female entries to the A-Level Mathematics examinations in June. Considering that there were just over 40,000 male entries, there is still quite a gap between them. When considering the case of Physics, what is considered a traditionally male domain as suggested by Arnot, M., David, M., Weiner, G. (1999), the gap is considerably larger. A mere 6538 females were entered for the examinations, 16,300 less than their male counterparts. Despite the difference, a sheer lack of females studying Physics post KS4 causes considerable alarm. For Chemistry, the numbers are relatively equal and there are actually significantly more females than males in Biology (8000). There are over 3000 more males than females in Technology subjects. Moving on from where we are now, it is clear to see that the big differences lie in what are deemed as the more Mathematical fields. To see whether this has been the trend over the last few years and also to assess whether a change is being brought about, we look at Appendix 1. This is a collection of data taken from the JCQ from the last 10 years. The chosen data is taken from 5 STEM based subjects from A levels (not including AS level), Further Math’s was not included. Appendix 1 shows that more girls are gradually taking up technology subject and the difference is becoming less. The difference in Mathematics decreased to a low point of 12,000, but has since increased slightly. This is still 4000 less than 10 years ago. This may seem misleading however as in comparison over the 10 years, there amount of girls entering Math’s is increasing up to a recent high of 29,000. Physics still seems a cause for concern as the number of girls participating seems to have plateau a nd is stuck around the 6,000 mark. Similarly with Chemistry and Biology, the number of female entrants seems to be consisting, and it is actually male entrants that are on the increase. In terms of results, the situation is quite different. Appendix 2 shows that on the whole, girl’s results are slightly better than their opposite sex. Arguably this could be related to the lesser numbers (particularly in Physics and Math’s). This is something that is discussed in the next part. Reasons for Current Trend Many researchers have come up with their theories as to why there has been such a slow uptake of women in STEM subjects. A large number of these relate to three main points, these being Stereotyping, Self-Assessment and Beliefs about Intelligence. Research by Campbell, P. B. and Storo. J. N (1994), on the common myth that girls are not as good at math than boys, shows evidence that there is almost a complete overlap on average results of girls as there is with boys. This is backed up by more recent results that are shown in Appendix 2. However, this myth seems to be a hard one to shake. The work of Dweck. C (2007), in her research on the apparent differences that a growth and a fixed mindset can have on both participation levels and results, shows evidence that females with a fixed mindset are likely to believe that this math is an inherent ability, and if they are not good at it from the outset, then this is unlikely to change. According to Dweck’s work, females with a growth mindset believe that with hard work and effort, they can become better through challenging themselves to be better. Therefore, with a growth mindset, historical myths can be overcome and females can prevent being influenced by these myths and ster eotypes. The issue therefore becomes as to whether women in science are in an environment promoting a growth mindset at an early enough age, if at all. In Dweck’s continued research, she found that in a classroom, or indeed a lecture theatre, where negative messages are sent out, those with a fixed mindset can quite quickly lose interest. Similarly in a classroom where the work is challenging, females who believe that intellectual-ability is a gift, suffer in grades. Work by Grant and Dweck (2003) shows this in their study of a first semester of a pre-med chemistry course. Interestingly, this study shows that for the females who believed their intellectual ability could be developed, actually outperformed their opposite sex. Mueller and Dweck (1998) showed that the solution is not quite as simple. It is easy to think that sending out positive messages and praising when work is done well, especially when facing a challenge will boost confidence and make them think they have ‘high ability’. However this is not the case. All this creates an individual (female in this case), that believes their ability to be a gift, and makes them unwilling to tackle challenges that pose a risk of failure. As a result there is likely to be a loss in confidence and a loss of interest in pursuing the subject. Therefore, if this is not the answer, then even further studies by Good, Aronson and Inzlicht (2003) show that in a test case study where a group of females were taught whereby it was expressed that (in this case) Math ability can be developed, when compared to a control group they outperformed them in results. Stereotypes in STEM are another cause for concern. Negative stereotypes affect a women’s belief in their intelligence, and makes them more conscious about how they are perceived by others. Farenga and Joyce (1999) show in the work that as early as primary school, students are exposed to these stereotypes and are already being influenced for their academic choices later in life. The effect if stereotype threat has been found by Nguyen and Ryan (2008) amongst others, to have a negative effect on girl’s aspirations and performance in STEM. Their research shows that even those women that believe themselves to be good in STEM can be affected by stereotypical views. Joshua Aronson has contributed many items of research into the field of stereotyping. In particular, his combined work with Good and Harder (2008), provide conclusive evidence that the effects of stereotype threat aren’t limited to those at the lower end of the ability, but also affects those at the top of end of the ability distribution. The common stereotype of a scientist, that the majority of students would draw, would be a white male man in a lab coat. The key word here is male. There is an interesting article on this and other myths regarding women in STEM by Live Science (2007) livescience.com/health/070827_girls_math.html, highlights this and notes how any female drawing of a scientist portray the scientist as very severe and unhappy. It is found that the persistence of these stereotypes are in fact turning girls off STEM, and by the time students are 14 years of age, there are twice as many boys that like STEM than girls. Another reason for the gender difference that has led to invested interest is the idea of Self-Assessment. By this, there is the idea that the difference seems worse simply because males believe they are better at STEM subjects and are therefore more likely to continue education. Sociologist Shelley Correll’s research shows how female careers in STEM are influenced by the belief that Science and Math’s are male domains. Correll (2001) looks at how cultural beliefs about gender bias individual opinions of their abilities in STEM. The study finds that males assess their ability to be generally higher than that of women. It also goes on to show that the higher the perceived ability an individual has of themselves, there is an increased likelihood of them persisting in STEM subjects and careers. The further work of Ridgeway and Correll in 2004 continues with the idea of Math’s and Science being a historically male domain. The study shows that the belief of STEM being a male dominated domain contributes to men’s higher self assessment of themselves. On the positive side, the research also shows that it is possible to change this trend.   This can be done by altering their historical beliefs, and creating an environment promoting women in STEM. Conclusion Evidence clearly shows that there is a gender difference in STEM, but it does show that the trend of this is changing. From as early as post World War it has been noted that STEM fields are typically male dominated and it is questionable as to whether this will ever change. Inroads are being made to close the gap between men and women and the in-depth research, of which only a selection I have discussed, is giving good direction and analysis to try and make the change. The underlying theme of the research points towards historical views of women in STEM and also women teachers. It seems that women are brought up with this view of STEM being a male domain, and seem to just settle. It has been shown is some of the papers mentioned earlier that at a young age roughly equal amounts of girls and boys enjoy STEM subjects. This begs for the conclusion that the lack of women continuing STEM must be related to nurture and the beliefs that are portrayed to them. If this is the case then surely by creating an environment promoting girls in STEM from an early enough age, or even later on, the gender gap can be decreased.   At a young age women (and men), look for role models and can be heavily influenced by stereotypes. If the traditional stereotype of a scientist is of a male, then women are unlikely to follow this. Stereotyping, Self Assessment and Beliefs about intelligence prove to arguably be the most common reasons for the trend. Research papers on all three of these areas show strong links and common themes between them. Such as the face that girls are exposed to historical views at an early age which then stays with through to later on in their educational careers, influencing their choices. As a result of all the investigations into gender differences, there is a clear direction to go to bring about change. There are initiatives out there such as the previously mentioned Women in Science Engineering and Technology. Initiatives like this are going to great lengths to create role models in Science, and create partnerships with large organizations committed to ‘Promoting change†¦. Broadening horizons’, as the WiSET slogan says. References    Arnot, M., David, M., Weiner, G. 1999. Closing the Gender Gap: Postwar Education and Social Change. Polity Press: Cambridge Beaton, A., Tougas, F., Rinfret, N., Huard, N. and Delisle, M.N. 2007. Strength in Numbers? Women and Mathematics. European Journal of Psychology of Education. 22, pp 290-310. Campbell, P. B. and Storo. J. N. 1994. Girls are Boys are†¦: Myths, Stereotypes and Gender Differences. Office of Educational Research and Improvement: US Correl, S. J. 2001. Gender and the Career Choice Process: The Role of Biased Self-Assessment. American Journal of Sociology. 106:6, pp 730-1691 Dweck. C. S. 2007. Mindset: The New Psychology of Success. Ballantine Books: US Farenga, S. J. and Joyce, B. A. 1999. Intentions of young students to enroll in science courses in the future: An examination of gender differences. Journal of Science Education. 85, pp 55-75. Good, C., Aronson, J. and Harder, J. A. 2008. Problems in the pipeline: Stereotype threat and women’s achievement in high-level math courses. Journal of Applied Developmental Psychology. 29, pp 17-28. Good, C., Aronson, J. and Inzlicht, M. 2003. Improving adolescents’ standardized test performance: An intervention to reduce the effects of stereotype threat. Journal of Applied Developmental Psychology. 24, pp 625-662 Grant, H. and Dweck, C. S. 2003. Clarifying achievement goals and their impact. Journal of Personality and Social Psychology. 85, pp 541-553. Hill, C., Corbett, C. and St. Rose, A. 2010. Why So Few? Women in Science, Technology, Engineering and Mathematics. AAUW: Washington, DC Joint Council for Qualifications. (2000-2009). Provisional GCE A-Level Results (All UK Candidates). Accessed 18/04/2010. jcq.org.uk/national_results/alevels/ Mueller, C. M. and Dweck, C. S. 1998. Intelligence praise can undermine motivation and performance. Journal of Personality and Social Psychology. 75, pp 33-52 Nguyen, HH. D and Ryan, A. M. 2008. Does stereotype threat affect test performance of minorities and women? A meta-analysis of experimental evidence. Journal of Applied Psychology. 93, pp 1314-1334. Ridgeway, C. L. and Correll S. J. 2004. Unpacking the Gender System: A Theoretical Perspective on Gender Beliefs and Social Relations. Gender and Society. 18:4, pp 510-531 Timperley, S.R. and Gregory, A. 1971. Some factors affecting the career choice and career perceptions of sixth form school leavers. Sociological Review. 19, pp 96-114. Top 5 Myths About Girls, Maths and Science, LiveScience. 2007. Live Science Staff, US. Accessed 23/04/2010. livescience.com/health/070827_girls_math.html. Women in Science, Engineering and Technology. 2008. Centre for Science Education, Sheffield. Accessed 19/04/2010. wiset.org.uk/index.php

Garmin Analysis - Following the Business Decisions Research Paper

Garmin Analysis - Following the Business Decisions - Research Paper Example Apart from this, Garmin’s return on capital employed, equity and shareholders’ funds have all declined due to lower profitability in 2011. There are no significant changes recorded in the balance sheet of the company apart from the increase in investment in marketable securities and the issuance of additional paid in capital (Garmin, 2011). Â   2011 2010 2009 2008 2007 Current Ratio 2.98 3.73 3.50 4.14 2.91 Acid Test Ratio 2.51 3.16 3.05 3.25 2.28 Return on Capital Employed 0.27 0.39 0.49 0.77 0.89 Return on Equity 0.16 0.19 0.25 0.33 0.36 Return on Ordinary Shareholders' Funds (ROSF) 28.98 32.52 70.30 73.15 78.81 (Garmin, 2011; Garmin, 2010; Garmin, 2009; Garmin, 2008) Cash Flow Trends As far as the cash flows from operating activities are concerned, the company managed to improve the picture through efficient performance in 2011. Although the net income of the company declined slightly in comparison with the previous financial year, the management still managed to sh ow an increase in the operating cash flows. Â   2011 2010 2009 2008 2007 Operating Cash Flows 822,334 770,637 1,094,456 862,164 682,088 Investing Cash Flows (488,198) (72,869) (547,869) (56,349) (175,695) Financing Cash Flows (307,413) (510,821) (161,243) (809,109) (136,117) (Garmin, 2011; Garmin, 2010; Garmin, 2009; Garmin, 2008) On the other hand, cash flows from investing activities remained negative as they have continued to be the same in the past years. However, in 2011 there has been a significant rise in the negative balance of cash outflows from investing activities. The reason behind this significant increase is the purchase of marketable securities by the company worth $ 1,172,555,000 in 2011. Similar to the trends shown in cash flows from investing activities, the cash flows from financing activities have also continued to show negative balance in 2011 as they have been in the previous four years. Major Capital Expenditures The major capital expenditures of the company in 2011, as mentioned earlier in the balance sheet analysis, included the purchase of $ 1,172,555,000. This purchase is in line with the investment policy of the company, in light of which, the company aims at investing in less risky securities. In 2011, the net investments of Garmin in fixed securities increased to $ 491 million as compared to the figure of $ 25.5 million in 2010. The result of these safe play investment decisions has earned Garmin returns of 1.7 percent in 2011 (Garmin, 2011). Although this investment policy may be justified on the grounds that there are still traces of the recent financial crisis which can influence risky play, but at the same time, it is expected that Garmin’s management shall be more prolific in determining the course of its business by exploring investment or capital expenditure options which are more effective and helpful in enabling the company to regain its lost momentum (Cavallaro, 2009). Apart from this, the company acquired severa l business entities, which is appreciable since it will allow the company to stretch its market presence further. The recently acquired business entities include NAVIGON AG, TriTronics Inc. and two other worldwide distributing companies. Although the company has faced fierce competition from other brands and has faced threatening anticipations of market share loss due to the popularity gained by smart

Young Goodman Brown Research Paper Example | Topics and Well Written Essays - 1250 words

Young Goodman Brown - Research Paper Example The story is set against the 17th century backdrop, and published in his collection Moses from an Old Manse. My focus would lie on the author’s examination of the good-evil binary in this brilliantly symbolic tale. In this context, I will attempt to form an understanding of Hawthorn’s personal ideologies involving the symbols and imagery explored in the story. Certain representations of good and evil, like Faith’s pink ribbons, the Devil’s staff, and Goodman Brown’s journey into the forest, respectively stand for purity and innocence, evil, and Young Goodman Brown’s self-reflection into the dark side of his soul. Hawthorne’s Symbolic Perception: an Overview of the Puritan Context The Salem Witch Trials of 1692, where more than a hundred were tried, tortured and burnt on grounds of practicing witchcraft and the black arts, left a deep impression on Hawthorne’s perceptive symbolism of good and evil. It took the form of a deep-seat ed â€Å"ugly blot† on his mind as well as the records of early history of New England (Colacurcio 286). The Puritanical context of his fictions reflects a thorough understanding of Hawthorne’s symbolism and imagery. ... The 1692 Salem incident was not, for him, a lonely outburst of religious passion and destructive conservatism, but as a whole, suggestive of the flawed metaphors of good and evil that was being publicized by Puritanism (Colacurcio 286). The character of Goodman Brown, it must be remembered, is a third generation puritan. By the virtue of being a product of the very ideals Hawthorne criticizes, his story bears a strong relevance to an understanding of Hawthorne’s peculiar handling of religious dichotomies (Colacurcio 286). The 1692 Salem case itself becomes a latent symbol in the story. The puritan understanding of evil encompassed a great many factors and conditions. Social conditioning drove the popular emphasis on a strict adherence to decorum, rules and religious dictates as delivered by the puritan fathers, the original establishers of the New England settlements. An unwavering observation of explicit religious and socio-cultural regulations ensured man’s â€Å"goo dness†, while deviations from the rulebook caused evil temptations and the eventual damnation of the eternal soul. The binaries were simple, specific and strict. While dealing with such puritan settings, as in â€Å"Young Goodman Brown† and his most celebrated novel â€Å"The Scarlet letter†, Hawthorne exhibits an uneasy sense of ambiguity and uncertainty. His resolutions are not the simplistic symbolic triumph of goodness over evil or salvation over sin. His symbolism simmers with an unresolved urgency that sits awkwardly in the conservative framework of the 19th century America. â€Å"Young Goodman Brown†: Symbols, Binaries and Imagery Hawthorne devotes his primary attention to the raging contention between forces of good and evil in â€Å"Young