School District and Community Analysis Essay Example | Topics and Well Written Essays - 2000 words

5.05 Works Cited

I do imagine that the claim against Brianna LaHara was reasonable; she actually took over a thousand tunes. I do feel that it is somewhat out of line that there was a claim against a multi year old, yet additionally she required it to be done now before she pushed herself into some genuine difficulty when she was more seasoned. On the off chance that it was me in this circumstance, I would simply give myself over to them and admit what I did. I don't think it is a sensible program at all.I am not one for having that dread continually eating at the rear of my mind, so I would prefer simply face the outcomes. In the event that I realized I was at such hazard for capture and claims, I would turn myself in intentionally. There are such a large number of dangers, and bodies of evidence previously made against this subject. As indicated by CBS News, a lady in 2009 wrongfully downloaded TOO much music! She shared copyrighted music on the web and required $222,000 in harms against her.She ev en needed to pay the six record organizations that sued her $9,250 for every one of 24 melodies they concentrated on for the situation. WORKS CITED: â€Å"Woman Faces The Music, Loses Download Case. † CBSNews. CBS Interactive, n. d. Web. 20 Mar. 2013. <http://www. cbsnews. com/2100-201_162-3330186. html>. â€Å"12-year-old Settles Music Swap Lawsuit. † CNN. N. p. , 18 Feb. 2004. Web. 20 Mar. 2013. <http://articles. cnn. com/2003-09-09/tech/music. trade. settlement_1_riaa-cary-sherman-kazaa? _s=PM:TECH>.

Arguments of Fact - What is Argument of Fact and How Does It Benefit You?

Arguments of Fact - What is Argument of Fact and How Does It Benefit You?Argument of fact is an important part of essay topics because it gets the point across in a concise manner. But what is fact? This topic is more complex than what it seems, so it's best to look into some professional guidance and study first.Each essay needs to be related to the particular subject at hand, while still maintaining all the necessary elements that make up a complete work. Argument of fact is a combination of an introduction and a conclusion, each giving a summary of the current argument.Argument of fact essay topics are mostly written for students who plan to major in English or writing. There are many different topics that could be used to show this type of essay, including natural disasters, the history of the topic, current events, the words that describe the subject, and other related terms. The main goal of an argument of fact essay is to present the reader with information that is clear and a ccurate. In order to do this, it is important to consider all sides of the argument and present facts without bias.One type of essay that relies on the argument of fact format is one that examines the truth of events surrounding a particular event. Most people use this format when discussing events such as the election of a president, World War II, or the Middle East conflict. For instance, an essay that discusses the influence of the popular press during the 2020 election may use this format, while one that discusses the events leading up to the invasion of Iraq may not. Rather than present one side of the story, an essay that discusses the events from both sides allows the reader to form their own opinion.Since an argument of fact format is just a summary of the topic, it is important to choose the right words to describe the topic. Spelling, grammar, and sentence structure are all important when dealing with any form of composition. Many college-level classes teach this important technique, as do many online writing courses. Before choosing a topic, remember that there are several guidelines for determining what is correct.Firstly, the word choices should be precise and should accurately describe the topic. An example would be when describing the word 'stunning' it would not be considered grammatically correct to say 'stunning people with their clean lines and perfect posture.' In addition, there should be no unnecessary punctuation, so that it does not detract from the flow of the article.The main purpose of an argument of fact essay is to discuss the facts surrounding a topic, but that can be expanded into the history of the subject. Students are encouraged to use the argument of fact format when writing a history essay because the research involved can be time consuming and it can become a tedious task to collect information for long periods of time. There are other forms of college-level written assignments that use arguments of fact, such as research p apers, which are usually written on a specific topic and can have many different topics covered within the framework of the main thesis statement.College-level writing will prove helpful for those looking to write an argument of fact essay topics, as well as the basics of argumentation and facts. The composition of an argument of fact essay should take a bit of time, but once the concepts are mastered, writing them will be much easier. Argument of fact essays are very common, but it is important to take the time to understand the format and to avoid any mistakes before getting started.

Consequently, By Trying To Enforce Prostitution Laws, Police

Consequently, by trying to enforce prostitution laws, police officers spend an exhausting number of hours trying to gather information. In an unpublished interview, Dr. Williams, an associated professor at North Carolina State University, stated that policing prostitution in the United States is an overreach. Enforcing prostitution laws puts undue strain on law enforcement agencies. Dr. Williams strongly contends, that government resources could be better used on education and or rehabilitation if necessary. Dr. Williams, firmly believes in the power of education, its empowerment and benefit to all who seek it. (Williams, personal communication, 2017). Police officers repeatedly set up stings, carry out surveillance, talk to people,†¦show more content†¦It is noted, that arrests and fines are not much of a deterrent, since prostitutes quickly return to the streets to sell sex. (Ivie, 2013). By and large, during the 1980’s several of the larger cities in the United states spent more money on enforcing prostitution laws, than on education, public welfare, health care and hospitals (Raymond, 2013). This should be deemed as unacceptable in such a modern day society. Prostitution, whether done in the alleyways of downtown Columbia, or bedroom of a five star hotel, it is not going anywhere. Those who have no emotional or spiritual connection to sex, will never view it the same way as people who do. Criminalizing prostitution has failed to diminish or eradicate its existence. Legalizing prostitution, however, and utilizing it as a framework for asset building, may prove to be a winning approach, not just to those in the industry, but also to the United States economy. It is worth noting, that even though the United States is viewed as the most progressive country in the world, prostitution remains illegal and a criminal offense in all, but one state. As it now stands, Nevada is the only state where brothels are licensed, and prostitution is legal. Interestingly enough, brothels in Nevada do not pay state taxes. Brothels pay a significant amount of taxes in counties in which they are located, andShow MoreRelatedCOM3702 Portfolio10930 Words   |  44 Pagesactivities. Thus regulation is always a potential intervention in ongoing activities, usually for some stated public interest goal, but also to serve the needs of the market. Regulation takes many forms, ranging from clauses in national constitutions and laws to administrative procedures and technical sp ecifications. Regulation can be internal as well as external. In the former case, we are usually speaking of `self-regulation, where internal controls are applied, sometimes in response to public pressureRead MoreComparison of business ethics in different countries.3369 Words   |  14 Pagesbusinesses are ultimately forced to administer drug-screening tests. The expenses for the drug tests incur great costs for the businesses. Employees with the right values would not need to take the drug testing, thus the company would save money. Consequently, employers will try to hire employees who statistically are more likely to be honest. Ethical behavior is like a virtuous cycle between the customers, employees, and suppliers. As a company builds trust, customers, employees and suppliers are lessRead MoreTracing Theoretical Approaches to Crime and Social Control: from Functionalism to Postmodernism16559 Words   |  67 Pagessociety. Typically the majority of persons tend to blame the criminal for his or her committed crimes. However, many social theorists view crime and the notion of the criminal to be products of the institutional structures and cultural values that enforce capitalism. Accordingly, this thesis explores a variety of social theorists, from functionalists to postmodernists, in an attempt to understand the gaps present within criminological and sociological discourse; and offers the reader a multi-dimensionalRead MoreWe Talk of Identity as Individual but in Reality, Identity Is Formed by Society†3318 Words   |  14 Pagesinfluenced. However there is a conflict between the two sides presented in the quotation. Individual could refer to our sense of self or control over identity over social structure, rules and regime which guides us to making key decisions which consequently set the basis for our individual sense of character. ‘The Road Home’, depicts the journey of Lev an eastern European worker who has chosen to come to London understanding he has to ‘fit in’ to the new environment he has opted to be a part of. InRead MoreShould Marijuana Be Legalized?3507 Words   |  15 Pages Together, it is suggested there would be a net savings of approximately $14 billion a year. Nobel Prize winning economist Milton Friedman argued there is no logical basis for the prohibition against marijuana. â€Å"Our failure to successfully enforce [drug] l aws is responsible for the deaths of thousands of people in Colombia. I haven’t even included the harm to young people. It’s absolutely disgraceful to think of picking up a 22-year-old for smoking pot. More disgraceful is the denial of marijuanaRead MoreDrug Dependency And Drug Related Crime6861 Words   |  28 Pagesbusiness, transferring their profits into taxes that can be applied to prevention and reform programs and reducing territory wars, which comprise the greatest portion of drug-related violence. Finally, it takes the burden of enforcement off of the law enforcement departments currently failing to keep the product from moving around within the country and frees both time and other resources to fight against hard-drugs and drug cartels. Introduction In order to more effectively address the growingRead MoreImproving Social Compliance in Bangladeshs Ready-Made Garment Industry9150 Words   |  37 PagesImproving Social compliance in Bangladeshs Ready-made Garment Industry Author FERDOUS AHAMED, Ph.D Faculty of Business, Economics and Law, La Trobe University, Australia Bachelor of Arts and Master of Arts in General History University of Dhaka, Bangladesh Master of Business Administration in Marketing and HRM Northern University, Bangladesh Master of Commercial Law (Studying), La Trobe University, Australia 42 Wilcox Street, Preston, Victoria 3086, Australia E-mail: ferdous72@gmail.com Tel: 0610433051172 Read MoreUnited Nations Role in Conflict Management in Africa: a Case Study of Darfur11729 Words   |  47 Pagesparties. Peace Enforcement. Peace Enforcement (PE) operations are concise operations undertaken under Chapter 7 of the UN Charter and are conducted when the belligerents do no consent to intervention. They are designed to maintain, restore or enforce the terms specified in the UN Mandate. Peace Keeping. PKO are undertaken under Chapter 7 of the UN Charter and are conducted with the consent of all major parties to a conflict. It is conducted to keep peace between 2 contending parties. WiderRead MoreContracts Notes31044 Words   |  125 Pagescontractual consent of another by duress the contract is voidable by that other party (See Also s 52A TPA and s 39 FTA). The common law has long recognised that duress, in the form of coercion of the plaintiff’s will through illegitimate pressure or threats to the plaintiff’s interests, render a contract voidable (Barton v Armstrong). Traditionally, the common law concept of duress was limited to actual or threatened violence to the person of the contracting party or their family or near relativesRead MoreNotes18856 Words   |  76 Pagessure that Africans kept their place—in third-class coaches. Residences were segregated, with Africans in the cities confined in â€Å"African locations† with conspicuously crowded and inferior housing. As is well known, attempts were made to codify into law racial segregation in areas with substantial British settlers such as in Kenya, Zimbabwe, and South Africa. Grudgingly, the British would allow a well-to-do African to purchase a house in a predominantly white area or to ride a first-class compartment

The Life Of Frederick Douglass s Narrative Of The Life Of...

Due to the inhuman mistreatment of slaves in the United States many slaves like Fredrick Douglass had to escape to fight for freedom to become abolitionists. To expose the terror and cruelties that he faced from his owners and overseers as a slave as narrated in â€Å"Narrative of the life of Fredrick Douglass.† Being a slave was difficult from the beginning. In the case of Fredrick Douglass he was a product of unwanted love. Born into slavery with no record or â€Å"accurate knowledge of age.†(Douglass) He was the son of Harriet Bailey, who was â€Å"†¦the daughter of Isaac and Betsy Bailey, both colored and quite dark†(Douglass) and a slave of Captain Anthony. Also had an unknown father that is a white man gives him the â€Å"The opinion whispered that my master was my father† who is referred to as his first owner Captain Anthony. Which displays the â€Å"Separation by violence from those they loved, sexual abuse appropriation (270) Nevertheless, à ¢â‚¬Å"whites were the more intellectual race, and blacks the race more inherently physical and therefore destined for labor.†(251) Also includes being separated from his mother and has only seen her â€Å"more than four or five† (Douglass) in his entire life. â€Å"Struggled for years to keep their children together after emancipations†¦forced migration and sale.† (270) Besides being born into slavery came with some prediction and that Fredrick Douglass had made. Believed a portion of slavery was stated long before. He predicted, â€Å"that God cursed Ham and thereforeShow MoreRelatedFrederick Douglass s Narrative Of The Life Of Fredrick Douglass1693 Words   |  7 Pagesin the city. Frederick Douglass the author of Narrative of the Life of Fredrick Douglass was born and raised on the plantation as a slave. From his early years Douglass experienced life as a slave on a plantation. He was soon relocated to Maryland at the age of seven to the slave owner’s brother Mr. Auld. Douglass is moved back and forth from the plantation to the city. The areas of food, treatment and punishment, and clothing were contrasting between plantation and city. His narrative reveals theRead MoreThe Life Of Frederick Douglass s The Narrative Of The Life Of Fredrick Douglass 983 Words   |  4 Pagesin the United States many slaves like Fredrick Douglass had to e scape to fight for freedom. To become abolitionists. To expose the terror and cruelties that he faced from his owners and overseers as a slave wrote in the â€Å"Narrative of the life of Fredrick Douglass.† ​Being a slave was difficult from the beginning. In the case of Fredrick Douglass he was a product of unwanted love. He was born into slavery with no record or â€Å"accurate knowledge of age.†(Douglass) He was the son of Harriet Bailey, whoRead MoreFrederick Douglass s Narrative Of The Life Of Fredrick Douglass1281 Words   |  6 PagesFredrick Douglass Outcomes of Sentimentalism In the â€Å"Narrative of the life of Fredrick Douglass, An American Slave, Written by Himself, written in the month of August 1841, demonstrates the double purpose of the work as both a personal account and a public argument. Douglass introduces the reader to his own circumstances such as grief, sorrow and emptiness in his birthplace and the fact that he does not know his own age. He then generalizes from his own experience, by explaining that almost no slavesRead MoreFrederick Douglass s Narrative Of The Life Of Fredrick Douglass, An American Slave1434 Words   |  6 PagesAs the most famous abolitionist African American leader, Fredrick Douglass is a political, historical, and literary figure whose words still reverberate the true meaning of freedom and political, economic, and social equality for all. Born a slave, Douglass was able to recount his story to a pre-Civil War American public, which had a tremendous effect on the views whites had about slavery and its role in Amer ican society. Douglass became a self-educated man as he grew up within the entanglementsRead MoreNarrative Of The Life Of Frederick Douglass, An American Slave1552 Words   |  7 Pages04/23/2015 Narrative of the Life of Frederick Douglass, an American Slave, Written by Himself Theme: False versus True Christianity In this theme, Fredrick Douglass contrasts the both forms of Christianity to show the underlying hypocrisy in slavery. The results show that slavery is not religious as it exposes the evils in human bondage. These ideals however can be distorted so as to fit in the society. Two forms of Christianity are presented in â€Å"The Narrative of the Life of Fredrick Douglass and eachRead MoreThe Narrative Of The Life Of Frederick Douglass, An American Slave1093 Words   |  5 Pagespossible difference.† -Frederick Douglass. The Narrative of the Life of Frederick Douglass, An American Slave, by Frederick Douglass, shares the story of the struggles of an American slave during the eighteenth-century. Fredrick Douglass was born in Tuckahoe, Maryland in approximately 1818. While being raised by his grandmother, Betsey Bailey, he snuck around at night to meet his mother nearby, assuming that his slaveholder, Captain Anthony, was his father. From adolescence, Douglass knew he was differentRead MoreSlave And Citizen : The Life Of Frederick Douglass Essay923 Words   |  4 PagesCarter Britton December 5, 2016 HIUS 221 – 005 Dr. Jones ‘Slave and Citizen: The Life of Frederick Douglass’ In this book Fredrick Douglass finds shows himself growing up as a slave in Baltimore, Maryland. He eventually escapes from his master and becomes a run away slave as he flees to the north. Douglass however is most popularly known for his pressure on the supreme court to obtain equal rights for African American citizens. He made huge advances in civil rights for his fellowRead MoreEssay on The Life of Frederic Douglass1087 Words   |  5 Pages1845, when the start of America was in effect, Fredrick Douglass wrote an autobiography called, Narrative of the Life of Frederick Douglass. Frederick Douglass’s was an abolitionist and his impact upon the antislavery movement in America remains his crowning achievement. Although he wasnt a leader of some violent rebellion, his literature and renowned public speaking helped solidify his accomplishments towards the abolition of slavery. Fredrick Douglass was so prominent in the 19th century that heRead MoreBeing A Slave Worthy Of Manh ood1149 Words   |  5 PagesIn the narrative The Life of Frederick Douglass, it is clear that Douglas had a very strong option about the differences between men. He did not seem to have the common out look in the differences between free men and slave, but rather something deeper. He believed that a slave with out hope or drive for a better life was not a true man, but that a true man was someone who was able to respect himself and become someone worthy of respect from others. Throughout, the story of Fredrick Douglass thereRead MoreAnalysis Of A Slave Narrative By Frederick Douglass1646 Words   |  7 PagesWithin a slave narrative, the identity of the writer greatly affects the perspective of the story and the message that the author wishes to convey. For a narrative of this nature, to send its meaning directly and efficiently it must be able to illustrate the individual struggle of the writer as well as create a clear line between what it means to be a slave and what it means to be free. These identities of the author not only conflict with the image of self but also help to illuminate the struggles

Elements of the Law of Contract free essay sample

The guide is intended to ‘wrap around’ the recommended textbooks and casebook. It provides an outline of the major issues presented in this subject. Each chapter presents the most important aspects of the topic and provides guidance as to essential and further reading. Each chapter also provides you with activities to test your understanding of the topic and self-assessment exercises designed to assist your progress. Feedback to many of these activities is available at the back of this guide. There are also sample examination questions, with appropriate feedback, which will assist you in your examination preparation. In the study of contract law, it is essential to try to gain an understanding of the principles of law – what the law is trying to do in response to particular issues – rather than the rote memorisation of rules and cases. This means you may need to read passages or chapters in the guide (and the relevant suggested reading materials) several times in order to understand the principles of law being covered. We will write a custom essay sample on Elements of the Law of Contract or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page In this guide we have taken account of all materials available up to February, 2009. Learning outcomes By the end of this subject guide and the relevant reading, you should be able to: demonstrate a thorough working knowledge of contract law: the syllabus aims to give you a good working knowledge of the elements of contract law and the theory underlying it understand contract case law: you should develop the ability to understand contract cases, that is to say the importance of the issues in a case and how the court has resolved the issues apply the cases: you should be able to apply the case law to a given issue understand statutes: you should develop the ability to interpret a statute; you should also be able to understand the interrelationship between the statute and the relevant common law apply the statutes: you should be able to apply the statutes to a given issue. Each chapter lists specific learning outcomes to be achieved in relation to the material covered in that chapter. There is a ‘Reflect and review’ section at the end of each chapter to help you monitor you r progress. Elements of the law of contract 1 Introduction and general principles page 7 1. 1 Studying the law of contract As already stated, this guide is not a textbook. It must not be taken as a substitute for reading the texts, cases, statutes and journals. Its purpose is to take you through each topic in the syllabus for Elements of the law of contract in a way which will help you to understand contract law. It provides an outline of the major issues presented in this subject. It will also help you prepare to answer the kind of questions the examination paper is likely to contain. Note, however, that no topic will necessarily be included in any particular examination and that some are more likely to appear than others. The Examiners are bound only by the syllabus and not by anything said in – or omitted from – this guide. What do we mean by ‘taking you through’ a topic? Very simply it is to spell out what problems or difficulties the law is seeking to provide a solution for and to give a structured guide to the materials (textbooks, cases and statutes). You must read these in order to appreciate how English law has dealt with the issues and to judge how satisfactory the solutions are in terms of overall policy. How to use this subject guide Each chapter begins with a general introduction to the topic covered and the learning outcomes you should achieve within that chapter. Following that, the topic is divided into subsections. Each subsection provides a reference to the recommended readings in McKendrick’s textbook and Poole’s casebook (see 1. 2 below). At a minimum, you should read these; in many cases you will probably find that you need to re-read them. It is often difficult to grasp some legal principles and most students find that they need to re-apply themselves to some topics. In addition, at the end of each chapter, there are recommendations for useful further readings. This will always cover the relevant section in Anson’s Law of Contract. You may find it desirable to review this textbook from time to time because it is often easier to grasp a point that you have found difficult when it is explained in a different fashion. Recommended readings are also included in the Elements of the law of contract study pack. At the end of each subsection, the learning outcomes are again provided to enable you to test your progress. Throughout each chapter, self-assessment questions and learning activities are provided. Feedback is also given with regard to the learning activities to allow you to check your comprehension of a particular matter. You will find this process most helpful if you answer the question before you check the feedback (rather than simply reading the question and then checking the feedback). This is because the object of your studies is to understand, rather than memorise, the law. At the end of each chapter, some advice is given with regard to possible examination questions on this topic. The fact that this constitutes advice about possible examination questions cannot be stressed enough.

Segmentation Analysis of Turkish Chocolate Industry

Market segmentation refers to a marketing strategy that divides a broad target market into subsections of customers who have similar wants and interests, and then developing a method of getting them (Majaro 2013). The segmentation analysis involves evaluating factors, such as geographical, demographic, psychographic and behavioural (Majaro 2013).Advertising We will write a custom report sample on Segmentation Analysis of Turkish Chocolate Industry specifically for you for only $16.05 $11/page Learn More These factors are significant in understanding how the imported chocolate would be marketed, including the positioning of the product (Alexander, Yach Mensah 2011). Regarding behavioralistic factors, it has been argued that population features have impacts on new products. For example, if Turkish people are nationalistic and patriotic, it would be difficult for them to buy the new products from outside the country (Wilson Mukhina 2011; Peri, Stipevi, G uszak 2009). Wilson and Mukhina (2011, p. 57) argue that the evaluation and selection of products would be affected by psychographic factors. Notably,citizens’ personalities, values, beliefs, motivation, lifestyles and attitudes would affect the purchasing power of imported chocolate, especially if it interferes with their culture (Wilson Mukhina 2011). Demographic factors are vital because they are utilised to determine prices, needs and wants. The age is a key demographic factor because the young concentrates on images, while adults would focus on prices (Peri et al. 2009). Chocolate’s most target markets would the young, implying that the appearance must be attractive. Geographically, the country is strategically located. This indicates that it would be easier for companies from outside to enter into the country (Peri et al. 2009). The positioning of the chocolate market will depend on the population settlement. Porter’s five forces analysis of the Turkey ch ocolate industry Porter’s five forces analysis entails analysing the level of competition in the industry and designing a business strategy. The forces are comprised of factors that are close to a firm and affect its ability to offer services to consumers and make profits (Porter 2008).Advertising Looking for report on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More The forces are the threat of substitute goods, the peril of established rivals, the danger of new contestants, the bargaining power of distributors and that of consumers (Porter 2008). With regard to Turkey’s chocolate industry, Porter’s five forces analysis is vital. The first factor that porter considers is the consumers’ abilities to bargain. According to him, in situations where products are cheap, consumers are not price sensitive (Porter 2008; Ozilgen 2012). The bargaining power will be critical in determining how frequent the customers will be buying chocolate (Atalaysun 2013). In Turkey, most purchasers are consumers and brokers. Brokers have the most impact for chocolate and other confectioneries. The existence of large retailers would contribute to the struggle for space and the threat of backward incorporation (Ozilgen 2012). The second force is the bargaining power of distributors. Notably, this category of people has impacts on manufactured products in relation to the quality and price of goods. Having a conflict with a supplier might cause issues, which could result in changes. For example, high bargaining capabilities may force a producer to give in to customers’ demands ((Atalaysun 2013; Knezevic, Renko Bach 2011). Struggle among existing competitors is the third force. Lindt special, Ulker Godiva, Patchi, Vakko, Beymen, Pelit Boutigue and Marie Antoinette are the main competitors in the market (Knezevic et al. 2011). The growth rate of the industry is high with 5 % growth rate in devel oped nations and 10 % in the upcoming market, making it very attractive (Knezevic et al. 2011). Figure 1: A graphical representation of Porter’s five forces analysisAdvertising We will write a custom report sample on Segmentation Analysis of Turkish Chocolate Industry specifically for you for only $16.05 $11/page Learn More Due to high competition, there is a likelihood of an increase  in prices, making companies operate on lower margins. Notably, chocolate faces competition from biscuits that are produced in the country (Dogan, Toker Goksel 2011). Thus, it would be important for the company that would be importing it to develop attractive brands. The fourth force is danger of substitute products. This is the case because of the effects chocolate has on the health of people. It is attributed to obesity, and according to studies, 400 million adults were obese worldwide in 2005 (Dogan et al 2011). As a result, many customers have focused on sub stitutions, such as cereal bars, fruit bars and biscuits (Atalaysun 2013). These would be major threats not only to the imported chocolate, but also to the chocolate sector in Turkey (Dogan et al. 2009). To counter the threats, importers should concentrate on adding value, such as vitamins and/or removing fat and sugar to their products (Grundy 2006). Figure 2: Porter’s five competitive forces The last force is the threat of a new entry. It is certain that chocolate sector is controlled by companies that have attractive brands that draw global attention (Grundy 2006).Advertising Looking for report on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More Arguably, it is difficult for a new organisation to creep in with a new product of chocolate from outside the country, unless it develops new goods that are health friendly. This is for the reason that many customers are loyal to Ulker Godiva, the leading producer in the nation (Atalaysun 2013). Another challenge that the entrant product will face is the existence of traditional deserts. Turkish people are ethnocentric, implying that they like the products from their country, and it might be hard to buy a new product ((Atalaysun 2013; GüldasÃŒ §, Dagdelen Biricik 2008). Therefore, the importing of chocolate would be affected by many factors as aforementioned. The existing traditional deserts and biscuits would be major threats. The introduction of the new product will face stiff opposition from the suppliers who are loyal to Ulker, the leading company in Turkey. References Atalaysun, M, 2013, Sugar and Confectionery Sector, gain.fas.usda.gov/Recent%20GAIN%20Publications/Sugar%2 0and%20Chocolate%20Confectionary%20Sector_Istanbul_Turkey_4-29-2013.pdf. Alexander, E, Yach, D, Mensah, GA, 2011, ‘Major multinational food and  beverage companies and informal sector contributions to global food  consumption: implications for nutrition policy’, Globalization and health, vol. 7, no. 1, pp. 26-37. Dogan, M, Toker, OS, Goksel, M, 2011, ‘Rheological behaviour of instant hot  chocolate beverage: Part 1. Optimization of the effect of different starches and gums’, Food Biophysics, vol. 6, no. 4, pp. 512-518. GüldasÃŒ §, M, Dagdelen, AF, Biricik, GF, 2008, ‘Determination and comparison of  some trace elements in different chocolate types produced in Turkey’, Journal of  food, agriculture environment, vol. 21, no. 3, pp. 334-367. Grundy, T 2006, ‘Rethinking and reinventing Michael Porter’s five forces model’,  Strategic Change, vol. 15, no. 5, pp. 213-229. Knezevic, B, Renko, B, Bach, MP, 2011, ‘Web as a customer communication  channel in the confectionery industry in South Eastern European countries’,  British Food Journal, vol. 113, no.1, pp. 17-36. Majaro, S, 2013, International Marketing (RLE International Business): A Strategic  Approach to World Markets, Routledge, London, United Kingdom. Ozilgen, S, 2012, ‘Failure Mode and Effect Analysis for confectionery  manufacturing in developing countries: Turkish delight production as a case  study’, Food Science and Technology (Campinas), vol. 32, no. 3, pp. 505-514. Peri, N, Stipevi, VB, Guszak, I, 2009, ‘Perception of chocolate brands in the Czech  market: the case of Dorina’, International Journal of Management Cases, vol. 11, no. 2, pp. 80-91. Porter, ME, 2008, ‘The five competitive forces that shape strategy’, Harvard business review, vol.86, no.1, pp. 25-40. Wilson, I, Mukhina, M, 2010, ‘Market segmentation in Russian subsidiaries of FMCG MNEs: Pra ctitioner and academic perspectives’, Marketing Intelligence   Planning, vol. 30, no.1, pp. 53-68. This report on Segmentation Analysis of Turkish Chocolate Industry was written and submitted by user Marc Shelton to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Investigate peoples judgement of measurements Essays

Investigate peoples judgement of measurements Essays Investigate peoples judgement of measurements Essay Investigate peoples judgement of measurements Essay I have decided to investigate peoples judgement of measurements as the subject for my Statistics Coursework. Before starting this experiment I needed to define guidelines that would establish the fairness of the tests method of assessment. The method I chose to fulfil this requirement was to: 1. Place the test candidates at one end of a table with their eyes level with the table-top 2. Ask the candidates to look horizontally across the table at a pin located at a fixed position in the middle of a sheet of graph-paper [see diagram 1]. 3. Require the candidate to mark (on the graph-paper) that distance where they thought the pin was located (firstly marking using their right hand, and then their left). Viewing, per hand, is firstly using both eyes followed by each eye individually, right first. The difference between the estimated and the actual position of the target pin is measured for each of the eye conditions. These 3 results are added together to give the final result. This method creates two problems: 1. How the candidate should mark the point which they feel is in line with the pin. I have chosen to use a pin as a marker since I feel it both represents the object they were viewing and gives a greater degree of accuracy than a pencil mark. 2. How far to the side from the target pin should the candidate mark the graph-paper. The closer to the pin they are allowed to get, the less individual judgement is involved and the more likely cheating will occur. To combat these effects I have elected to enforce a minimum of 100mm between the target pin and the candidates mark. 3. Candidates must keep their eyes at the level of the tabletop The experimental set up is shown in Figure 1. The results of the individual estimates will be recorded and compiled into a computer database. Figure 1 : Experimental Set up Hypothesis To predict outcomes in an investigation such as this is very difficult as individuals vary markedly in their ability to judge distances. However a few predictions are possible albeit rather sketchy and basic. I predict: 1. whether the individual is right or left handed will have no effect on judgement of distance 2. individuals who wear spectacles, other than for reading, will have better judgement when wearing those spectacles than without 3. on average girls will be more accurate than boys because girls tend to be more precise, thoughtful and careful There will be individual anomalies to the above predictions as peoples judgement is a personal attribute and also luck will be a random factor. Sample 1 Data: Right or Left handedness I have calculated from the database that there are 25 left handed and 150 right handed people. As this is a ratio of 1:6 then to have equal sample populations I have sampled every sixth right handed person. Each candidates three results, using both eyes individually and together, when using both their right and left hand have been recorded, and the sums of results are displayed in this table. Table 1 Distance estimates in mm (sum of estimates from left, right and both eyes) Right handed people Left handed people Right hand Left hand Right hand Left hand 22.5 44 98 35 63 31 21 17 43 42 45 26 83 73 36 48 81 50 25.5 46 38 115 4 9 7 7 42 54 46 24 13 30 82 59 24 22 43 9 23 21 0 2 53 100 10.5 20 34 30 15 12 31 11 50 34 34.5 5 34 18.5 40 33 21 28 25 22 32 31 56 61 78 22 10 30 13 47 18 12 22 24 16 36 39 22 42 53 40 29 28 7 29 36 3 3.5 38 17 94 75 17 23 36 53 TOTAL: 947 819.5 852 839.5 MEAN: 37.88 32.78 34.08 33.58 My initial inspection of Table 1 results suggested that the average results in each column supported my first prediction that there would be no significant difference between right or left handed people. However inspection of the component results reveals such a wide spread of values that such a conclusion is unsafe. I have therefore decided to display my results in a stem and leaf diagram. From this presentation I can calculate inter-quartile ranges and transfer the data into a box and whisker'(see Fig 2 and Fig 3) Table 2 Stem and Leaf diagram for Right handed people Right hand estimates Left hand estimates 7,0 0 2,7,9 7,5,3,0.5 1 2,7,8.5 9,2.5,2,1 2 0,2,2,3,4,4,8,9 9,8,8,4,2 3 1,1,4,6 6,3,3,0 4 2,4,7 0 5 0,9 3 6 8 7 3 3,2,1 8 9 10 11 5 1QR: (25 + 1) = 6.5 4 1QR: (25 + 1) = 6.5 4 Therefore 48 19 = 29 Therefore 43 19.25 = 23.75 Median = 38 Median = 28 Mean = 37.88 Mean = 32.78 Table 3 Stem and Leaf diagram for Left handed people Right hand estimates Left hand estimates 4,3 0 3.5,5,7,9 8,6,3,0 1 1,2,7 8,5.5,5,4,3,1 2 1,2,2,6 6,6,4.5,4,1 3 0,0,0,3,5,6 5,2,2,0 4 6,8 6,3 5 3,4 6 1 7 5 8 8,4 9 10 0 1QR: (25 + 1) = 6.5 4 1QR: (25 + 1) = 6.5 4 Therefore 42 19.5 = 22.5 Therefore 47 14.5 = 32.5 Median = 31 Median = 30 Mean = 34.08 Mean = 33.58 Sample 2 Data: Effect of wearing spectacles To test my second prediction that those who wear spectacles, other than for reading, will better judge distance whilst wearing their glasses than when not, I will take every candidate who wears spectacles, 30 in total, and compare their data measured both with and without their spectacles on. Again this test used three estimates ie when using both and individual eyes (right first) but using their favoured hand only for marking. The summed results are displayed in table 4. I will then transfer this data into a scatter graph, plotting data with glasses on against data without. This transfer is to demonstrate whether my prediction is valid. If it is correct there will be a positive correlation and the line of best fit will have a gradient less than 45à ¯Ã‚ ¿Ã‚ ½. The prediction will not have been validated if there is no correlation or a line of best fit is above 45à ¯Ã‚ ¿Ã‚ ½. Table 4 Distance judgement of spectacle wearers (sum of 3 estimates in mm) With Glasses on Without Glasses on 14 7 17 38 41 23 20 23 10 8 23.5 33.5 41 42 20 6 9.5 19 4 3 7 7 12 9 3 2 17 8 12 6 15 10.5 13 15 26 15 12 6 11 22 * Denotes anomalous results which have been disregarded for the purposes of the graph, table totals and averages. This was thought a result of seeing the target between tests with and without glasses on. 22 23 21 8 131* 8* 13.5 18.5 44 14 3 9 3 9 20 9 16 20 5 5 TOTAL: 344.5 410.5 MEAN: 11.9 14.2 Sample 3 Data: Girls judgement compared with that of Boys To test whether girls are better judges of distance than boys I will compare every fifth boy and girl results when using their favoured hand. Candidates must not be spectacle wearers, as we would then be introducing another variable. The data shown is the total score of the candidates three estimates using their preferred hand. Table5 Distance judgement by Girls compared with Boys (Sum of estimates mm) Boys Girls 52 81 21 44 13 14 29 6 33 9 19 5 19 20 16 4 22 12 18 50 11 19 20 5 39.5 40 6.5 14 27 6.5 20 16 40 16 20 11 0 11 53 5 1 4 6 12 4 17 76 40 18 3 5 12 59 13 4 11 28 8 27 20 TOTAL: 707 528.5 MEAN: 23.6 17.6 The data from table 5 has been grouped here into a second table 6. The reason for me doing this is so that I am able to then transfer the data in table 6, firstly into a frequency density graph, and then cumulative frequency graphs from table 7. Table 6 Boys vs Girls grouped into 10mm increments Mm Boys(f) Girls(f) x (midpoint) Boys(fx) Girls(fx) 0 10 7 10 5 35 50 -20 10 15 15 150 225 -30 6 0 25 150 0 -40 3 2 35 105 70 -50 0 2 45 0 90 -60 3 0 55 165 0 -70 0 0 65 0 0 -80 1 0 75 75 0 -90 0 1 85 0 85 Sum fx 30 30 ? fx 680 520 Table 7 Cumulative frequency mm Boys Cf Girls Cf 0 10 7 10 0 20 17 25 0 30 23 25 0 40 26 27 0 50 26 29 0 60 29 29 0 70 29 29 0 80 30 29 0 90 30 30 Cf Cumulative frequency Conclusions for Sample 1 1. Whether the individual is right or left handed For this sample I predicted that handedness will have no effect on judgement of distance. I made this prediction because the hands have nothing to do with a candidates judgement of distance, it is their eyes. As you can see from my results this apparently is the case. There is no conclusive difference between Left or Right handed people. There is more variation between the hand being used to estimate than there is between Left or Right handedness. The Right handed sample shows both the best and worst results. Another point that my data sample shows is that in both cases the mean result is less with the left hand (whether that is the candidates preferred hand or not). However this could be explained by the fact that the trial with the candidates left hands was made after that of their right. Because it is after I can put this down to the fact that they have realised if they are aiming too far or falling too short and therefore they adjust using common sense so they improve their score. This is not true in all cases and in future trial the candidates should: a) Not be allowed to stand up between estimates (or potentially view the table). This could be prevented by screening the table top and only having eye holes in the screen at the viewing level. b) Not be told what their previous Right hand result was. This should combat the problem and make the way for a fairer test. To help verify my original prediction, I shall take a different sample of right handed candidates (I can not do this for the left handed people as there arent enough) and repeat the comparison with the original Left Handed results. In this sample, instead of taking every sixth persons results I shall sample every fifth right handed candidates data. The results have been tabulated in Table 8 in the same way as table 1 and the data displayed in the same Stem and Leaf format in Table 9. From the two sets of data I will be able to confirm these conclusions by comparing the data samples. Table 8 2nd Test: Sample 1 Right handed people Left handed people Right hand Left hand Right hand Left hand 6 8 98 35 81 69 21 17 21 23 45 26 22 30 36 48 76 18 25.5 46 11 12 4 9 46 10 42 54 14 2 13 30 10 3 24 22 13 7 23 21 12 12 53 100 16 40 34 30 6 8 31 11 29 32 34.5 5 14 25 40 33 11 49.5 25 22 11 5 56 61 27 17 10 30 5 6 18 12 31 22 16 36 11 25 42 53 4 3 28 7 24 8 3 3.5 60.5 45.5 94 75 42 17 36 53 TOTAL 603.5 497 852 839.5 AVERAGE 24.14 19.88 34.08 33.58 Table 9 2nd Test. Sample 1: Stem and Leaf diagram for Right handed people Right eye Left eye 6,6,5,4 0 2,3,3,5,6,7,8,8,8 6,4,4,3,2,1,1,1,1,0 1 0,2,2,7,7,8 9,7,4,2,1 2 2,3,5,5 1 3 0,2 6,2 4 0,5.5,9.5 5 0.5 6 9 6 7 1 8 1QR: (25 + 1) = 6.5 4 1QR: (25 + 1) = 6.5 4 Therefore 30 11 = 19 Therefore 27.5 7.5 = 20 Median = 14 Median = 17 Mean = 24.14 Mean = 19.88 The Stem and Leaf formats clearly show the shape of the distributions and, because I was comparing the distance from the target point with both the left and right hand I felt it was more explanatory to display the comparison in this way. The data that was displayed in the Stem and Leaf diagrams can be transferred into Box and whisker diagrams to display the spread of data and how it is distributed across the range. The 1st test of sample 1 is shown in Fig 2 for Right handed candidates and Fig 3 for the Left handed. The 2nd test of sample 1 is shown in Fig 4 for Right handed candidates only. These confirm the spread of results is such that any effect of handedness affecting judgement of distance is inconclusive. Conclusions for Sample 2 2. Whether the candidate wears glasses For this example I predicted individuals who wear spectacles, other than for reading, will have better judgement when wearing those spectacles From the table alone it is clear to see that my prediction has been proved correct, this is evident from both the total, and the mean result: With Glasses On Without Glasses On TOTAL: 344.5 410.5 MEAN: 11.9 14.2 It is shown by this that on average spectacle wearers estimates are over 2mm closer with their spectacles on. Despite my predictions being proved correct I am a bit surprised to see that the effect of spectacles is only (on average) 2mm better. I would expect them to have a greater influence. Maybe glasses influence the clearness of objects more the further they are away. Alternatively it may be influenced by the individuals optical deficiency being either long, short or asymmetric. However, as I do not wear spectacles I can not be sure of this effect. As an extension to this I could see who was most greatly influenced on the judgement of distance, long sighted people or short sighted people. Unfortunately the occurrence of suitable sighted candidates from this database would be too small to draw any significant conclusions. The data from Table 4 was plotted as a scatter graph as Figure 5. To transfer the data from table to graph I did not need to draw any other tables or charts. The reason I chose to plot a scatter graph is because I wanted to show whether glasses influenced a persons judgement of measurement. I knew that if the line of best fit was of less than 45à ¯Ã‚ ¿Ã‚ ½ gradient my prediction would be proved correct. This proved to be the case although considerable scatter (variability of results) was evident. Conclusions for Sample 3 3. Girls are more accurate than boys For this sample I predicted that on average girls will be more accurate than boys because girls tend to be more precise and careful From the table 5 it is evident once more that my prediction has been proved correct as shown by both the total, and the mean: Boys Girls TOTAL: 707 528.5 MEAN: 23.6 17.6 The results show that girls are (from the mean result) 6mm better than boys. From the table I have plotted the following graphs: Fig 6 Frequency density diagrams, showing the spread of data across the range for both male and female candidates, this also made a comparison possible. Figs 7 Cumulative frequency diagram, displaying how the frequency changes as the data values increase. I could also use this to get a closer value for the median. From Fig 6 it is evident that there is a higher frequency density of closer estimates for girls than boys. This is followed by a lower frequency density for the girls than boys, further away from the target. This is more apparent from Fig 7 where the girls cumulative frequency is well separated from the boys I am able, in this case, to take another sample (as there are enough boy and girl candidates) and confirm or disprove my prediction and first set of results. If this second sample agreed with my first I could conclude that my prediction is true. On the other hand if this second sample went against my prediction I could investigate this further, possibly by creating a different database. The results of this second test are shown in Table 10. 2nd Test: Sample 3 Table 10 Distance judgement by Girls compared with Boys (Sum of estimates mm) Boys Girls 6 8 4 20 13 13 29 6 33 8 19 13 19 23 16 12 22 50 4 4 3 34 63 5 20 10 42 6.5 24 16 13 16 13 11 12 11 3 31 53 12 1 5 34 20 44 19 15 5 46 40 10 14 35 3 39 10 14 12 7 14 TOTAL: 656 451.5 MEAN: 21.8667 15.05 Boys(fx) Girls(fx) Sum Boys (fx) Sum Girls (fx) 0 10 8 11 8 11 -20 10 14 18 25 -30 3 1 21 26 -40 4 3 25 29 -50 3 1 28 30 -60 1 0 29 30 -70 1 0 30 30 -80 0 0 30 30 -90 0 0 30 30 Sum fx 30 30 The cumulative frequency for this data has been plotted in Fig 8 with a similar result to that shown in Fig 7. The results appear so consistent I have compared both sets of girls data in Fig 9 and of boys in Fig 10. As can be seen, the respective lines of best fit agree very well between the tests. This would indicate also that the investigation on the whole was a success, due to the consistency shown throughout the data. Overall Conclusions I have carried out three tests of candidates Judgement of Distance. By summing the three estimates, using both eyes together and the eyes individually, I have eliminated any preference candidates may have for a favoured viewing technique. Usually both eyes together by focusing on a single target from two sides should give a better estimate than each of the eyes used individually. This would enable an extension to the work by comparing estimates using each of the three viewing conditions. The tests I applied examined: * Firstly, the effect of an individuals handedness. My measurements, including a repeat second test, when analysed by tables of comparison, stem and leaf and box and whisker diagrams confirmed my prediction 1. There is no conclusive difference dependant on handedness. There was however considerable individual variability between candidates confirming my hypothesis that estimation of distance is an individual attribute. * Secondly, estimates of distance by candidates requiring spectacles would be better when wearing their spectacles than when not. My measurements did indicate estimation of distance was better when wearing their spectacles. A line of best fit from a scatter graph supported this conclusion although again there was considerable variation of estimates. * Thirdly, that girls would be better than boys at estimating distances. My measurements, including a second test, clearly supported this conclusion. The results were probably the most conclusive of all the tests. Superimposed graphs of the two tests for the Boys and Girls showed very good reproducibility of these results although individual estimates varied widely in both groups. However the Boys showed the greatest variation further supporting the conclusion that, on average, girls are better at estimating distance. Whilst the indications are all my predictions have been shown to be apparently correct, the degree of variability from individual results makes absolute conclusions difficult. In any extension of the work I would try and increase the size of the test population database. This would increase the confidence in the conclusions.

I Before E, Except After C

I Before E, Except After C I Before E, Except After C I Before E, Except After C By Maeve Maddox I’ve read that the spelling mnemonic â€Å"I before E except after C† is a useless rule â€Å"best forgotten.† I beg to differ. English vocabulary abounds with words borrowed from other languages, along with foreign spelling conventions. Any spelling rule we can come up with is certain to have exceptions. Nevertheless, spelling rules are worth learning because they provide a framework that makes the exceptions stand out. The â€Å"I before E† rule may not be perfect, but it is extremely useful. First, the â€Å"I before E† mnemonic in its entirety: I before E, Except after C, And when sounded like A As in neighbor and weigh. Let’s see how far this rule will take us with common words. I before E achieve believe belief brief chief die field fierce friend lie lingerie niece pie piece pierce prairie priest siege Except after C ceiling conceit conceive deceive receipt receive perceive And when sounded like A, as in neighbor and weigh heir neighbor reign rein skein surveillance their veil vein weigh Note: The words their and heir can be learned with this list. For one thing, the learner can associate their with they, which is pronounced with long a. For another, their is one of those high-frequency words that anyone who reads and writes at all should be able to master by completion of second grade. Heir can be learned with the mnemonic device of a â€Å"spelling pronunciation† that addresses the silent h as well as the ei spelling. Exceptions to the Rule caffeine counterfeit either forfeit foreign heifer leisure neither sovereign seized weird This list of 46 words is by no means exhaustive, but it’s a fair gauge of how far the old jingle can take you in spelling the ie/ei words you are most likely to want to write. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Spelling category, check our popular posts, or choose a related post below:35 Synonyms for â€Å"Look†Capitalization Rules for Names of Historical Periods and Movements7 Other Types of Pronouns

America and it's role in the world Essay Example | Topics and Well Written Essays - 750 words

America and it's role in the world - Essay Example Bush moved quickly to stimulate on the fear created by the 9/11 terrorist attacks. The result was a manufactured hysteria that created a situation in which the American public became easily manipulated to blindly accept any measures that promised greater security against the threat of another attack. Pres. Bush wasted little time in applying pressure on Congress to pass legislation that intended to loosen restrictions on civil liberties and constitutional rights under the guise of expanding the ability of law enforcement to investigate terrorist activity and only terrorist activity. The Patriot Act made it possible for investigators to more easily get search warrants and conduct eavesdropping. It also allows detainees to be held indefinitely and has led to racial profiling that has resulted in the detention of Middle Eastern immigrants for no other cause than that they resemble known terrorists (Finan 275). In other words, American has traded it in its longstanding tradition of fairness and equality for all in exchange for the security that comes with identifying criminals by the way they appear. Of course, because the crime is terrorism and because the criminals behind the act that ignited these crimes possessed a definite ethnic stereotypical appearance, it becomes easier to a ccept. How easily would Americans accept the idea of detaining anyone who looks British or French The sacrifice of liberties clearly has a racially discriminatory tone to it that proves that despite the election of a black man as President, the United States still has a long path to walk before the issue of judging a person based on appearance is thoroughly addressed. The argument that easy facilitation of search warrants is an incredibly powerful weapon in the war on terror is not the argument that is at stake at this point; increasingly the evidence is piling up that the abuse of the relaxation of rules regarding search warrants has been used not to protect American against a second attack by foreign terrorists, but to justify the invasion of the privacy of law abiding Americans with no connection to terrorism whatever. Sec. 206 of the Patriot Act allowed law enforcement agencies for the first time to require just a single warrant that would cover the wiretapping of a home phone, a cell phone, and a computer (Schermer 107). While the intent of such broad rewriting of the existing laws regarding wiretapping surveillance was to make it easier to investigate suspected terrorists, the most infamous example related to the expansion of surveillance laws resulted in an artist named Steve Kurtz being brought in for questioning on a very shaky foundatio n of suspicion that that bioterrorist weapons could be created from the ingredients he used in his art supplies. Under the auspices of the Patriot Act, and by definition under the concept that security means being willing to trade rights for protection, Mr. Kurtz was not only held without ever being officially charged, but while he was in custody law enforcement officers conducted a thorough search of his house and seized his computers. Worst of all was that during this prolonged investigation, the police even conducted an examination of his wife's body; she had died of cardiac arrest that morning. It was later determined that none of Kurtz's supplies could actually ever be used in the creation of a weapon (Sutton, Brind, McKenzie 131.) One of the most

Prison industries Essay Example | Topics and Well Written Essays - 500 words

Prison industries - Essay Example However, on ground evidence suggests that correctional companies are not earning a sufficient amount of profit over their investment inside the correctional industry. Rather, they incur more cost than earning a sufficient amount of profit. The fundamental cause is that ever increasing cost over maintaining such correctional facilities have brought down the profit of such companies. And this ever growing cost is simultaneously visible in both private and public run correctional facilities. Additionally, in some states, there are more facilities and lesser inmates. As a result, this increases cost of maintaining such facilities. Furthermore, there are certain studies which suggest that more legislation is required to bring many types of offences under the cover of constitution. Or on many such issues, the process of legislation is very slow. Fundamentally, this issue has been politicized and the political parties move in a way to satisfy their political interests rather than taking suc h steps necessary to get approved the necessary legislation. Aggregately, these factors diminish the chances of profitability in the correctional industry. However certain measures may be suggested to improve the possibility of profitability in the industry.

Saint Joan of Arc :: Essays Papers

Saint Joan of Arc The Lindau Gospel Book Cover is a signatory representative of the early and mid 9th century due to its quality to compel and garner admiration from the common masses. The cover exemplifies the attributes of many other works from its period. It is a safe assumption that the majority of the citizens that lived during the time these works were created couldn’t read, and that works of art such as the book cover could function as a metaphor for the story contained within. Stories like the Passion could be depicted on a slab of stone or pressed into a sheet of gold to show levels of importance on particular moments. One example of a multi-level drawing is that of the Utrecht Psalter. The Psalter, created around 820 in Reims, is a preliminary source for the style of metaphor overlaid in visual representation1. The Psalter provided an interpretation to all of the Biblical allusions, sometimes very cleverly. Though the type of visual representation found in the Psalter are thought to be modeled after earlier forms2 there is a certain simplicity in style that seems to compel not the courtesans, but the common citizen3 . The images are highly stylized, a far cry from the art of the aristocracy; even more telling, it was rendered in the very local artistic style of the workshops of Reims4. The drawings are impressionistic5 and worked as a puzzle for the viewer6. There was a definite link reaching out from the work to the viewer, the Psalter served as a prototypical way of engaging the audience in a visual tale while communicating the literal story behind it7. The viewer was able to take a mental pictu re of a liturgical event8. This style progressed and found its way to other visual forms9. The ivory book covers illustrating Psalms 50 and 51 had drawn influence and may have been in fact directly modeled after the Utrecht Psalter10. The ivories depict the same scenes from the Psalms drawn into the Utrecht Psalter, however, the ivory panels are more of an abridged version11. The progression from drawing to book covers represents a certain leap in audience and visual structure even if just momentarily or inadvertently, since ivory was a luxury few could afford, and the meticulous undercutting even fewer12. The scenes did however grow in leaps and bounds in the method of figural representation, realistic drapery, and depth that is monumentally achieved in such a minimal space13.

Effect of Social Opportunity and Anxiety on Academic Achievement Essay

Agarwal P 2005 – A study of the effect of social opportunity and Anxiety on Academic Achievement and level of aspiration of secondary class science students Ph. D. Ed. Garhwal University ( Unpublished ) Bhargava Sunita 1992 – Achievement Motivation and creativity in relation to locus of control of socio-culturally deprived and non deprived adolescents Ph. D. Ed. ( Agra university ) Biswal, Premananda 1992 – Vocationalisation of education at +2 in Himachal Pradesh – An evaluative study. Himachal Pradesh University Chaudhary, Kirti 1990 – A study of the vocational Aspirations of standard IX students of English medium schools in Pune city M.  Phil. Education. University of Pune Emmanual, Mani Alias, Gupta M. 1987 – A study of Relationship between locus of control, Anxiety, level of Aspiration, Academic Achievement of secondary students. D. Phil Ed. Allahabad University Gupta, S. K 1991 – A study of two impact of training in career awareness and career decision making skills upon occupational attitudes and guidance needs of secondary science students Ph. D. Ed. barkatullah vishav vidhyalaya. Gautam Vimlesh 1990 – An investigation into the educational and vocational interests of students at the delta stages and their implications for future curriculum Ph.  D. Ed. University of Lucknow. Gupta V. 1990 – A study of vocationalisation of education at +2 stage in the Union Territory of Delhi Ph. D. Ed. The Maharaja Sayajirao Hamingthanzula University of Baroda. Hamingthanzula 2001 – A study of vocational interest and occupational aspiration of class X students of district headquarter of Mizoram as related to Socio-economic status and academic achievement Ph. D Ed. Mizoram. Jasuja, S. K. – A study of frustration, level of aspiraton and academic achievement in relation to age, educational and sex difference among adolescent. Ph.  D. Psy. Agra University. Javed , Abdul kureshi 1990 – A critical study of the vocational interest of the students of arts, science and commerce studying at graduation level in senior colleges in the rural areas. M. Phil Ed. Nagpur University. Jayapoorani N 1982 – Vocational interests of higher secondary school students, M. Phil H. Sc Coimbatore Avinashilingam Institute for Higher Education for women. Joshi, L. N. 1992 – Vocational achievement and problems faced by students who had passed the +2 vocational education examination. Independent study Udaipur state council of ducational research and training. Kaur D 1990 – Educational and Vocational Aspirations of students belonging to different Socio-economic locales of Jammu division. Ph. D. Ed. University of Jammu. Kanwar L. N. 1989 – A study of socialization practices a home and school and development of personal achievement motivation among secondary school pupil in Assam Ph. D Ed. Dibrugarh University. Mathur A. 1985 – A comparative study of the adjustment problems, level of aspiration, self-concept and academic achievement of crippled children and normal children D. Phil. Ed. Allahabad University. Mohan, Swadesh and Gupta Nirmal 1991 – Vocational students career behaviour and their adjustment in courses at the +2 stage. Independent study NCERT. Mohanty G 1972 – Level of aspiration as a function of sex, socio-economic factors and class performance. Ph. D. Psy. Utkal University. Nautiyal Sunita 2001 – A study of impact of family background, occupational and socio-economic status on vocational interest of post graduate students of urban and rural areas. Unpublished Dissertation, Garhwal Universiy. Ojha H. 1973 – Relation of achievement motivation to parental behaviour and certain socio-economic variables. Ph. D. Ed. Bhagalpur University. Pennamma V. V. 1991 – Pattern of occupation choices of secondary school pupils and school leavers Ph. D. Ed. University of Kerala. Pareek, D. L. 1990 – A comparative study of the self concept, personality traits and aspiration of adoloscents studying in central schools, state government schools and private schools in Rajasthan. Ph. D. Ed. University of Rajasthan. Pattinsthsr P 1989 – Economic parameters and interest of vocational stream students Madurai Kamraj University. Rai G. 2004 – A study of the effect of parental encouragement on self concept, level of aspiration and academic performance of adoloscents of Uttrakhand state. Ph. D. Ed. Garhwal University (Unpublished) Robert 1988 – A study of Socio-economic status and vocational choices of the students M. Phil. Madurai Kamraj University. Saraswati Anil 1988 – A differential study of achievement motivation, occupational aspiration and academic achievement of adoloscents in different type of school climate in Aligarh district. Ph. D. Ed. Agra University. Saraswathi L. 1992 – Relationship between personality dimension and voacational interest of pupils of class X. M. Phil. Ed. Madurai Kamraj University. Singh, R. D. 983 – A study of deprivation achievement and level of aspiration in high school students of science group. Ph. D. Ed. Gorakhpur University. Singh Ibotombi H 1984 1991 – A study of vocational preferences of high creative and low creative high school tribal pupils in Kohima district of Nagaland. Ph. D. Ed. Eastern Hill University. Shenoy S. 1989 – Traditional and Non Traditional career choices – A psychological study M. Phil. Psy. Banglore University. Saxena S. 1981 – A study of need achievement in relation to creativity, values, level of aspiration and anxiety. Ph. D. Ed. Agra University.

The Brain And Memory Processes Essay - 1316 Words

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Consequently, this contributes to our understanding of the mind. Despite vast development in this field, various challenges are posed as no single method can answer every question raised due to its limitations and therefore must be combinedRead MoreThe Neurology of Memory Anterograde and Retrograde Amnesia1282 Words   |  6 PagesThe Neurology of Memory Anterograde and Retrograde Amnesia Introduction Memory is defined as â€Å"the mental capacity to encode, store, and retrieve information† (American Psychological Association, 2002). It is a part of the means by which humans function. The process of forming and recalling memories involves various complex neurological processes and disruptions to these processes can result in loss of memory or the inability to form new memories. Amnesia is a memory disorder, in which, due toRead MoreCritically Evaluate the role of Neural Structures in Subserving a Specific Psychological Function.1259 Words   |  6 PagesThe brain can be considered the most complex organ in the body and the centrepiece of the nervous system. Although the brain works as a unified whole, neuroscientists have identified areas within it that perform specific functions. This makes the brain interconnected by three different layers: the central core, the limbic system, and the cerebral cortex. All of which contain structures that regulate everyday life and psycho logical function. Memory refers to the persistence of learning in a stateRead MoreThe Human Memory Process Essay941 Words   |  4 PagesMemory is associated with the â€Å"thinking again† or â€Å"recalling to the mind† of something learned from past experience. Human memory is an important part of human existence, but it is rarely understandable. Memory is a â€Å"mental time travel† (Goldstein, 2011, p. 116). A memory can bring back the feeling about situation, event and experience that occurred long ago. Memory is used to remember fact, acquired new knowledge and how to use new knowledge or skill in day to day life (Goldstein, 2011). Sternberg

Essay - 765 Words

There are a few speculations about what would happen should Canadas population grow up to 100 million. Although that is quite a substantial increase from the approximate 36 million were currently at today; I personally dont believe that the construction methods for residential areas will change. When it comes to the building of houses its all about speed and cost; Which is why I believe well continue to stick with the basic wood framed construction a majority of our houses are built with. The one way I could see housing change is if people continue to migrate to the hotspots in Canada such as Toronto, Vancouver and Montreal. Then well start to see more Non-combustible and fire resistant buildings built majorly out of steel and†¦show more content†¦Its estimated that hempcrete will absorb 110kg of CO2 per cubic meter, which in large scale projects has the potential to draw tonnes of CO2 out of the atmosphere. There are a few ways the increase in population can become beneficial. Personally with the population flux it can lead to the expansion of business and offer up a huge number of job possibilities in a world where its tough to find work. In corporate/commercially it again allows for the introduction and expansion of industrial buildings and higher job opportunities. The advantages it has on the government would be economic growth. With a higher number of people it combines all great minds working together to lead to more innovations. Environmentally you will start to see the increase in non-renewable resources used and with this issue will arise the investigation into renewable resources to accommodate and even start to replace fossil fuels with things such as nuclear or solar energy. Finally with fire protection; having the continuous growing population were going to have to ensure that all precautions are taken to reduce the risk of fire. This could lead to new codes and regulations like mandatory sprinklers in all residential homes, making a huge difference down the road. However with these advantages there comes some disadvantages as well. In the same way as the introduction leads to new job possibilities it also leads to more competitors over the same job. If Im not as qualified it will complicate myShow MoreRelatedWhat Is an Essay?1440 Words   |  6 PagesBuscemi Essay #3 Rough Draft An essay is a creative written piece in which the author uses different styles such as diction, tone, pathos, ethos or logos to communicate a message to the reader using either a personal experience, filled with morals and parables, or a informative text filled with educational terms. Educational terms could mean the usage of complicated and elevated words or simply information you would get in schools. 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The North American Free Trade Agreement Essay - 1420 Words

During the most recent race for the White House we heard very little of substance from both parties, but one thing both parties seem to agree on is that free trade has been bad for the U.S. worker. One candidate proclaimed that the North American Free Trade Agreement (NAFTA) has cost the United States hundreds of thousands of jobs and another distanced herself from free trade agreements all together. It has been over twenty years since the implementation of the North American Free Trade Agreement and many have criticized it as a bad deal for the U.S. It can be shown that NAFTA was not the major cause of job loss in the United States, but that it is beneficial for the United States, Canada, and Mexico and could be even more advantageous for all countries in the Americas. The North American Free Trade Agreement is a concord between the United States, Canada, and Mexico that promotes free trade between the three nations. (â€Å"North American Free Trade Agreement†) This agreement provided the eventual elimination of tariffs and nontariff barriers between the three countries and was signed by President George H. W. Bush, a Republican; it was also championed by his successor President Bill Clinton, a Democrat. (â€Å"North American Free Trade Agreement†) During the most recent U.S. presidential campaign the Republican candidate, Donald Trump, lambasted our current president, Barak Obama, and past presidents in regards to free trade agreements that the United States had signed. Mr.Show MoreRelatedNorth American Free Trade Agreement Essay1398 Words   |  6 Pages North American Free Trade Agreement During the most recent race for the White House we heard very little of substance from both parties, but one thing both parties seem to agree on is that free trade has been bad for the U.S. worker. 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There will be a chart locatedRead MoreThe North American Free Trade Agreement1036 Words   |  5 PagesThe North American Free Trade Agreement also referred to as NAFTA produced results on January 1, 1994. A trade agreement was made between each of the three of nations of North America. The United States, Canada, and Mexico. The Canadian Prime Minister, Brian Mulroney, the Mexican President, Carlos Salinas de Gortari, and previous U.S. President George H. Shrub initiated the agreement. Connections between the nations were at that point on great terms, particularly between The United States and CanadaRead MoreThe North American Free Trade Agreement Essay1863 Words   |  8 PagesThe North American Free Trade Agreement, or NAFTA, is an accordance between the United States, Mexico, and Canada that was put into effect in January 1994. This agreement was unprecedented because it integrated three countries that were at extremely different levels of economic development. It changed the economic relationship between North American countries and encouraged trade and investment among the three countries to grow considerably. The purpose of the creation of the North American FreeRead MoreThe North American Free Trade Agreement Essay1356 Words   |  6 PagesThe North American Free Trade Agreement (NAFTA) is an agreement negotiated by three countries; Canada, Mexico, and the United States. The main purpose of NAFTA is essentially to reduce trade barriers in order to promote international commerce, and open up different industries to trade, in particular textiles, agriculture, and automobile sectors. The introduction of NAFTA completely transformed North American economic relations and led to unparalleled cooperation between the U.S. Canada and MexicoRead MoreThe North American Free Trade Agreement1486 Words   |  6 PagesThe North American Free Trade Agreement (NAFTA), an agreement signed by three countries in creating rules in trade in North America. NAFTA, when being presented, was described as genuine for helping Mexico and Canada. But was NAFTA really helpings those counties or really just helping N orth America? Initially North America was being genuine about NAFTA when talking to Mexico and Canada but in reality the NAFTA caused some uneven development as the years went by. I have two stories thatRead MoreThe North American Free Trade Agreement1804 Words   |  8 Pagesunderstanding the elements of trade blocs that enable open markets between member nations while also decreasing the cost of conducting business within a country is essential in making strategic logistical decisions. The North American Free Trade Agreement (NAFTA) has provided one such trade bloc that encompasses the countries of the United States, Mexico, and Canada. Since the inception of NAFTA in 1994, significant financial results have been achieved regarding increases in trade revenue and increases inRead MoreThe North American Free Trade Agreement1018 Words   |  5 PagesThe North American Free Trade Agreement, known as NAFTA, is a trilateral trade agreement between Canada, the United States, and Mexico. Signed January 1, 1994, NAFTA’s main purpose was to reduce trading costs, increase business investments, and help the United States be more competitive in the g lobal marketplace. The agreement would eliminate all tariffs on half of all U.S. goods shipping to Mexico and introduce new regulations to encourage cross-border investments. 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By strengthening the policies and procedures governing trade and investment, the NAFTA has indicated to be a solid foundation for developing Canada’s prosperity and has set an important example of the advantages of trade liberalization for the rest of the globe. Two decades

Drama in English National Curriculum Free Essays

string(62) " are acknowledged within the National Curriculum for English\." The aim of this report is to understand where Drama stands in education within England at present. It searches for its’ mention within the National Curriculum and interprets what this means for the teaching of the subject. It looks at primary and secondary schools’ current trends towards Drama as a discrete subject, and argues the benefits and disadvantages of it having its’ own subject heading within the National Curriculum. We will write a custom essay sample on Drama in English National Curriculum or any similar topic only for you Order Now The evidence will be evaluated and a conclusion formulated. 1. Drama in the National Curriculum. The National Curriculum website provides the most up to date information on how Drama is placed within the curriculum. At first glance Drama is absent but mention of it can be located, mainly within the subject of English. [See Appendix One for a description of the requirements and activities for Key Stages (KS) 1 2. (National Curriculum, 2011a)]. Whilst there are aims and objectives published for KS1 2, at KS3 4 there is mention of selected playwrights as subjects to be studied and the expectation that at least one Shakespearean play will be explored in depth at each stage (National Curriculum, 2011b c). References to the use of Drama appear under Literature [See Appendix Two] (National Curriculum, 2011d). For England the Teachernet (Teachernet, 2011), DFES Drama Objectives (DFES, 2011) and QCDA (QCDA, 2011) resources have been/are being decommissioned with edited highlights appearing in the National Archive. In fact most of the Government resources advocated by the Initial Teacher Education website for English are no more (ITE, 2011a). The Department of Education website is replacing it, but the only suitable material found for Drama is an item for the Speaking and Listening element at KS1 2 dated 2004 (Department of Education, 2011). In Ireland drama is within the ‘arts’ sector, alongside visual arts and music. The strand is â€Å"Drama to explore feelings, knowledge and ideas, leading to understanding.† They expect that when this subject is taught correctly it can help children at a young age to understand/relate and deal with life situations that can occur (Irish Curriculum, 2011). Whilst Drama is placed firmly in Arts Education as a trio with the visual and aural mediums, there is little support to be found in their Curriculum Planner as well (NCCA, 2011). Compare this to 52 resources for Drama in the Scottish Curriculum (Scottish Curriculum Resources for Drama, 2011). In Northern Ireland Drama is mentioned in Language Literacy and has its own subject within The Arts and resources are well provided (N. Ireland Resources, 2011). At KS1 2 the statutory subjects that all pupils must study are art and design, design and technology, English, geography, history, information and communication technology (ICT), mathematics, music, physical education and science. Religious education must also be provided at KS 1 and 2 (National Curriculum, 2011e), although there is a non-statutory program of study. From the National Curriculum (2011e) for Religious Education there are the following two points: 1). Explore how religious beliefs and ideas can be expressed through the arts and communicate their responses. 2). Using art and design, music, dance and drama to develop their creative talents and imagination. Art and design does not mention drama until KS 2 as follows from the National Curriculum (2011f): Exploring a range of starting points for practical work [for example, themselves, their experiences, images, stories, drama, music, natural and made objects and environments] Yet making puppet theatres, and also creating atmosphere in sounds, lighting, backdrops and costumes for full size plays would make the subject more fun whilst defining a practical purpose for the work. Drama in a similar way should be a fertile ground for scenery and special effects within Design and Technology yet it is not mentioned at all (National Curriculum, 2011g 2011h). Music and Physical Education in a similar vein have a relationship to Drama through Dance but there is no credit for it. History could conceivably use period dramas to illustrate points and the appreciation of accuracy in the texts and writers’ bias would then be covered in Drama. Stenhouse (1981, p.29) is against the idea that Drama is for teaching other subjects in the curriculum and rejects the imagined realities of Drama for the authenticated realities of pure history. ICT could provide a multi-media back drop similar to that of exhibition trade stands and modern performances that use computerised effects and giant screens. When the National Curriculum was being formulated teachers were vocal in their disapproval of the many curriculum subjects being loaded into the National Curriculum, such that subjects were curtailed following Music and Art (Baldwin, 2011). As the (NCCCE, 1999, p.75) report states ‘†¦there are more than ten subjects in the world.† It also notes that Dance is not found with sport, games and athletics after education and that Drama is not just verbal. (NACCCE, 1999, p.76) points out that of all the countries in the QCA/NFER INCA archive, England was unique in having 10 discrete subjects from KS 1-4. â€Å"When the National Curriculum was introduced, specialist drama practitioners eagerly awaited the National Curriculum for Drama. They are still waiting.† (Baldwin, 2011). 1.1 Drama as part of English in the National Curriculum. One of the ongoing debates about the nature of English centres around its relationship [sic] the creative arts. â€Å"Is English an Arts based, creative discipline, or a much more functional, competency led subject?†, and â€Å"Is Drama itself an Arts based discipline or a method of education, a form of learning?† (ITE, 2011b) The role of drama in the curriculum remains in practice very much in doubt. It is believed that future employers have been unhappy with general educational standards of school leavers. A contributionary factor to this low estimation (for the subject) has been the political shift from a liberal view (of the centrality of aesthetic and artisticexperience in education) towards a more vocationally – orientated view in which the secondary curriculum is seen rather as a feeder of commercial, industrial and post-industrial requirements as they have been immerging in recent years. (Morton, 1984, p.56). The Arts Council England (2003, p.6) explains that all pupils’ minimum statutory entitlements for the study of Drama are acknowledged within the National Curriculum for English. You read "Drama in English National Curriculum" in category "Essay examples" According to Ashcroft Palacio (1995, p. 196), â€Å"The national curriculum firmly places drama within the English domain.† Neelands (2008, p.1) refers to the National Curriculum as the English Model where, â€Å"Drama was first introduced into the secondary curriculum through the English curriculum and timetable†. He amusingly cites the fact that Shakespeare was English to explain how we arrived at this unique position, which has not been followed elsewhere in the world except maybe Wales (Welsh Curriculum KS 1 (2008) Welsh Curriculum KS 2-4 (2008) where Drama is mentioned within English and to a lesser extent Welsh. Drama as a subject in its’ own right is not present in the primary curriculum, but as a part of English or R.E, or furnishing other areas and cross curricular themes. Even though Drama is absent from the curriculum for primary schools, it is still present through the activities and lessons which are taught using drama, â€Å"†¦many primary schools already include drama in their curriculum, without realizing that the activities the children are involved in are actually drama.† (Arts on the move, 2010). For High School teachers, it can be a problem for them to know what to expect of pupils entering KS 3, this is because of the lack of continuity in Drama across all the Primary Schools, therefore only an educated guess can be made on the pupils’ prior drama experiences. Neelands (2004, p.9) offers 6 points of common reference which can be found in Appendix Three. According to Neelands (2008, p.2) statistics show that, †¦many schools in England do offer drama as a separate timetabled subject in Key Stage 3 and this makes drama the only ‘subject’ in the English system which is ‘unregulated’ in terms of a nationally agreed curriculum beyond the references to speaking and listening in the Orders for English†. So only at KS 3 do some pupils get the opportunity to take Drama as a separate subject but it is still an unofficial one. Whilst this offers a complete freedom in how the subject is taught and presented [see Neelands (2004, p.5) for three different approaches at secondary level], it also means there is little in the way of a safety net for its practitioners that standards, assessments, guidelines and official support can provide. So it would appear that Drama has become a Cinderella subject that is busy working in the shadows whilst the Ugly Sisters of English and Religious Education take all the credit. 1.2 How we got to where we are now. â€Å"Most of what young people know of the world, they know through representations of it.† (Neelands, 2008, p.9), suggesting that schools have a moral obligation to help shape the citizenship of their stundents. â€Å"There is little time allotted in the daily routine for drama in early childhood education settings, due to the pressure that many teachers feel to cover too many materials in too little time.† (Jones and Reynolds, 1992, p.7). This suggests that head teachers and teachers are forced to focus their concentration and resources on the subjects the ‘really matter’ For example, those subjects that are recorded as National statistics, showing how many A* – C students have obtained; in particular on Maths, English and Science. Drama being mentioned in the curriculum saw a mixed reaction. Some celebrated the â€Å"fact† that Drama would now have to be taught. Others were quick to point out that there was a fundamental flaw here. There were few trained Drama teachers left. The reality has been, that hardly any Drama is happening (in Primary) despite the fact that it is deemed statutory. (Baldwin, 2011). Yet Neelands (2008, p.1) states that, â€Å"In the English education system, all students in the 5-16 age range have an entitlement to drama within the National Curriculum Orders for English.† Baldwin (2011) the president of the International Drama/Theatre Education Association provides a background to how Drama fell from grace, how a timely reaction to the rigid curriculum being built subject by subject stopped it being included at the eleventh hour and then, as it was no longer a subject, support for it fell away. Practitioners were left high and dry, as Drama was no longer part of Ofsted unless a fee was paid to assess it, which in one case ended up being marked as a ‘Satisfactory’ P.E. lesson. Dearing tried to soften the curriculum but then came the constraints of the National Literacy Strategy which concentrated on reading and writing for the ‘Literacy Hour’ at the expense of speaking and listening. However Winston Tandy (2001, p.75-86) in the ir chapter entitled ‘Drama and literacy’ provide some ideas for including Drama within the hour. Then at Secondary level we find a carte blanche where anything goes with Drama either as a separate subject taught by a Drama specialist or as a continuing addition within English or as another entity, which perhaps suits the more pronounced different streams of ability. Neelands (2004, p.5-6) noticed that the various sources of national guidance for Drama, for example the specific references to Drama in the Programs of Study for English showed a general agreement for the aims and objectives for Drama, such as: Drama as personal, social and moral education Drama as English Drama as a subject in its own right. As stated earlier he cites three very different secondary schools each illustrating one of these points as their individual approach to Drama. The demands of a nationally prescribed curriculum put considerable pressure on teachers to â€Å"fit everything in†; each subject has it own expectations and makes its own particular demands. Finding the time for Drama, however highly you and your class may value it in its own right, can be difficult- the more so if we are going to give the Drama time to develop, deepen the children’s involvement and understanding, and reach a satisfactory conclusion. (Winston Tandy, 2001, p.54) Ashcroft Palacio (1997, p.6) infer that longer serving teachers will find the prescribed nature of the National Curriculum and all its revisions to be a bone of contention. On the other hand – The lack of core guidance for Drama, the parallel development of Drama within English with its development as a discrete Arts subject, together with the diversity of models of curriculum and assessment to be found in schools make it a particularly problematic area of English teaching for trainees. (ITE, 2011c) Especially as: School Drama Co-ordinators disappeared almost overnight, as did LEA Drama Advisers and advisory teachers. Drama courses became few and far between, relying more and more on professional organisations, which were and are run voluntarily, by increasingly stretched full time teachers and lecturers. (Baldwin, 2011). CHAPTER TWO – ARGUMENTS FOR DRAMA BEING A DESCRETE SUBJECT â€Å"As part of a broad and balanced curriculum, drama has a significant contribution to make† (Winston Tandy, 2001, p.73). â€Å"Drama, more than any other subject in the curriculum, mirrors life as it is lived and experienced† (Winston, 2004, p.18). Please see Appendix Five for some positive results Winston (2004) notes as being seen in children’s writing due to their involvement with Drama.â€Å"At least a national agreement provides some external, relatively objective and visible materials to discuss† (Neelands, 2004, p.6). However, the absence of a nationally agreed framework for Drama gives two points of concern; The individual Drama teacher has no external framework to follow, therefore the success of the Drama class is completely at the mercy of the ability or lack thereof of the teacher; How Drama is perceived at the school may well be based on the head teachers’ predilections and prejudices. To illustrate this point I found at X High School, where the author has experienced Drama via a teaching training day placement, it was noticeable that Drama is thought of as a high priority subject. This was thanks to the Head realising that in a catchment area of high poverty Drama provided interest and expression for children that found reading and writing difficult. The school used Drama also as a marketing tool to promote itself to the wider community and its governors. It held annual Drama productions, school assemblies were punctuated with Drama in the form of funny sketches or more serious pieces designed to entertain and inform, it supported fundraising activities etc. Drama here is a timetabled subject throughout all the year groups, and is offered as an A-level subject. As Ashcroft Palacio (1995, p. 196) advocate, â€Å"Primary school pupils can develop through drama an extensive range of language uses, including the majority of those referred to in the national curriculum.† â€Å"†¦drama is a social process of making meaning†¦the framework and method of drama provides a unique context for developing a sense of identity and productiveness.† (Morton, 1984, p.37). â€Å"All Our Futures† had already clearly recognised the importance of Drama, both as a creative teaching and learning medium and as the most powerful pupil motivator: â€Å"OFSTED data on pupil response to learning indicates drama to be at the very top in motivating learning† (NACCCE, 1999, p.77). Drama in education can help pupils learn and understand whatever is required, in ways that are emotionally, aesthetically and cognitively connected and meaningful to children who are natural dramatic players.† CHAPTER THREE – ARGUMENTS AGAINST DRAMA BEING A DESCRETE SUBJECT â€Å"†¦drama is a process that cannot be divided into a series of discrete and accessible outcomes in the kind of way that curriculum theorists have managed to do with many other subjects in the curriculum† (Young, 1981, p.94). Baldwin (2011) states: Trainees are likely to encounter a diverse range of arrangements for drama within schools. In the absence of national orders and a statutory subject framework, schools are free to design their own local variations of a drama curriculum based on the specific value given to drama in a particular school. Cynics were heard to mutter, that with an assessment driven curriculum emerging, process based drama would be too problematic for SCAA (as it was then) to deal with. Assessment in Drama has always been tricky as so much goes on cognitively and emotionally during the Drama process that is not easy or even possible to assess. It is noted that this argument appears amongst many professionals, but no suggestions as to what criteria could be used is suggested. Is this because they believe there is to be none. Baldwin, (2011) continues. â€Å"Assessment records were being revealed as lists of statements of attainment tick boxes and needed to be based on easily observable, extrinsic outcomes† suggesting that Drama specialists were not sure they wanted such a meaningful and aesthetic art form measured and graded in this way.. Neelaands appears to contradict his issues by stating The local curriculum can be based on a highly idiosyncratic and ideologically motivated selection. What is taught may be left to the whim of an individual teacher and may reflect personal prejudices and interests rather that the breadth of depth of study which is a pupil’s entitlement (Neelands, 2004, p.6). Yet according to Neelands on the Initial Teacher Education website (ITE, 2011d), The non-statutory Framework drama objectives might usefully form the basis of the programme of study for drama at KS3. However, these specific objectives are unlikely to be considered sufficient as core objectives for drama as a discrete subject because they do not cover physical, visual, design and technical aspects of drama. This suggests that although the concerns of Patrice Baldwin are relevant, the concerns of the ITE is that without a defined structure and specific objectives, the importance of Drama could be overlooked. This point of view is rejected by Way (1967, p.12) who points out, â€Å"If we make drama another subject, then we make another ‘progressive straight line’ – in fact many straight lines, one for infants, one for juniors, and so on through the different age groups.† Again, because of its ‘uniqueness’ there is a concern over how Drama can be ‘measured’ i.e. marked. Way (1967, p.3) wrote, â€Å"Education is concerned with individuals; drama is concerned within the individuality of individuals, with the uniqueness of each human essence. Indeed this is one of the reasons for its intangibility and its immeasurability.† As Drama is not in the National Curriculum as its own subject, it might be seen as unimportant. With the pressures on schools to be ranked via league tables on the core subjects of English, Maths and Science, it is perhaps not surprising that schools focus on these subjects to the detriment of all else. However, the subject still has its own written examinations and an external examiner is called in to mark performances. It is therefore unclear as to the reasons behind why the subject is deemed by some to be difficult to assess. CONCLUSION â€Å"Ultimately, drama is a valuable tool, but first the tool itself must be fashioned.† (Way, 1967, p.7). There appears to be a divide in international practice over whether Drama should be used across the curriculum or as a subject within its own right and/or as part of the arts agenda. There were those who thought that if assessment was going to be the name of the game, then drama could and should be made to fit, in order to ensure its place in the new curriculum. And there were those who breathed a sigh of relief that drama did not fit and had been left outside the new curriculum, where at least it would allow a greater freedom of practice and content, within the broader curriculum (Baldwin, 2011). Therefore, unless the individual schools value Drama, and encourage Drama teacher training, the concern is that the level of teaching Drama will not be sufficient to add any value to teaching within the school as a whole. According to Ashcroft and Palacio (1995, p.203) there are two types of Drama within the National Curriculum spectrum, one being performance based activities, such as assemblies and school plays, and the other being educational Drama, which involves children in the active creation and exploration of situations based on fact or fiction. â€Å"†¦it is regarded by many teachers as a learning method rather than a subject area because it can be employed to deliver many aspects of the curriculum very effectively.† (Ashcroft and Palacio, 1995, p.204). Art is useful, not because it is true but because it is truly edifying. It is because drama – as – art functions in this way that a dramatic work cannot be explained, paraphrased or deconstructed into essays. Like any other art form, drama is unique and non – convertible†¦ it resists crassly utilitarian efforts to corral it into the service of geography, history or management training as much as it refuses to be the acquiescent servant of personal, social, or political education. In a secular age, the usefulness of drama lies in its ability to articulate meaning in particular direct and accessible ways so that we, in turn, can make better sense of the world in which we live. For these reasons, drama is an indispensible part of the arts curriculum. (Hornbrook, 1991, p.40-41). Whilst we cannot expect the commitment of the National Theatre at every Primary School (Turner et al., 2004) they offer a model of best practice that can be used within the subject of Drama to really bring out the confidence and intellect of young children and this should be the ultimate goal whether Drama is housed within English or is a subject in its own right. Does this then mean that drama is yet another subject that has to be fitted into an already overcrowded curriculumNo. Drama is not another subject; theatre might be, with its ground work in history and its study of playwrights and their works but not drama. Drama is as intangible as personality itself, and is concerned with developing people. Indeed, it is as necessary to discard educational conventions as to disregard theatre conventions (Way, 1967, p.7). The arguments will rage on but only the will of the government can make a difference to the position Drama as a subject or non-subject is in. The conclusion drawn from all the evidence in this report is that Drama should be included as a subject in its own right in the National Curriculum, but not as the curriculum currently stands. There appears to be insufficient structure and no definitive way that the success of pupils taking Drama can be measured. To try and ‘fit’ it into the current curriculum could restrict its usefulness as a holistic well being tool for the personal growth of pupils. How could this be measured in academic termsThere could be pupils who come alive as actors and give wonderful performances, but cannot translate this successfully into a written piece of work. How does one measure personal growthHow can we mark a student who has grown in confidence, can express themselves better than before the introduction of the Drama lesson, and interacts well wi th other students in the classWhereas before the use of Drama they may have been antagonistic, dealing with personal issues which had no voice except in eruptions of violent behaviour. One can set tests to measure the knowledge of the literacy greats, the search for meaning in the works of the playwrights but should this lie here or within the realms of English Literature, such that it cannot be used as a mark of success or failure for Drama students. The conclusion gathered is that this testing should be left within the English subject, thus allowing students of Drama more freedom to express themselves through this wonderful medium. It has been shown that Drama is a useful tool in the understanding of other subjects, but it should first be enjoyed and understood in its own right. The greatest problem for Drama being included in its own right in the National Curriculum appears to be the way the success of subjects are currently judged. There does not appear to be current procedures that can fairly measure the true success and positive impact Drama can have on a student’s life. For example with a Mathematics exam there is a definite right answer with marks available for showing your workings out, but what is the ‘right’ answer in Drama? The division between the teaching professionals as to the inclusion or not of Drama in the National Curriculum can be understood after researching and investigating this question. The concerns are that the importance of Drama within the schools is currently dependant on the will of the head teacher and the ability, passion and commitment of the Drama staff. Drama teachers’ experiencing schools who class Drama as a ‘fill-in’ subject and not that important will have experienced first hand the argument that Drama should be included. It could be very demoralising to the Drama teacher who feels that their work, however committed they are, maybe seen as unimportant. However those Drama teachers experiencing and enjoying a school that appreciates Drama and uses it throughout school life for example in assemblies, community gatherings and the annual school performance may enjoy the freedom of the subject not being included in the National Curriculum, as they do not feel threatened about the validity of their teaching skills. There appears to be no straightforward conclusion over Drama’s inclusion in the National Curriculum, however it must be pointed out that other parts of the British Isles make Drama a subject in its own right and provide excellent support for it. Perhaps there are lessons to be learned from the way they have gone about this by an exchange of ideas on best practice. For example what criteria are they using to measure Drama’s success as a subject; are more or less students choosing Drama as a subject at Secondary level; has its status had a positive or negative effect on the teachersWithout knowing the answers to these questions and many more besides we cannot hold these countries up as shining examples. There needs to be a way of trying to take the best from the arguments for and against Drama’s inclusion in the National Curriculum. For example this research has shown that most of the Drama professionals feel that both the subject and they benefit from its inclusion to put them on a level playing field with other subjects. They believe that they may be taken more seriously and have more support from training being given. The concern of its inclusion appears to be that it could stifle the very creativity and freedom of expression some professionals believe Drama should be. They all appear to agree that Drama cannot be measured in academic terms as easily as other subjects as no ‘marks’ are awarded for students personal development. Therefore after research and investigation into this question, the final conclusion is that Drama should be included in the National Curriculum as a discrete subject but only after the creation of relevant success criteria is added. Once there is an acceptable measurement formula in place Drama would then benefit from inclusion. 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