Fault In Romeo and Juliet Essay

In William Shakespeare’s play, Romeo and Juliet, one of the main characters, Juliet, commits suicide near the end of the play. Friar Lawrence is directly responsible for the death of Juliet in all ways. He makes not only one, but three mistakes that all lead to Juliet’s death. He gave a poison to Juliet, he trusted someone else with a letter of great significance to deliver to Romeo, and he fled when Juliet was in the most danger at the tomb. Had he not have made these three major terrible mistakes, Juliet might not have killed herself. Friar Lawrence made a major mistake that he could have avoided himself. He trusted Juliet, an unstable teenage girl, with a fake-death poison. This rash decision was a very poor choice on the friar’s behalf. Here, the friar shows his irresponsibility by saying, â€Å"If†¦ thou hast the strength of will to slay thyself†¦ take thou this vial†¦ no warmth, no breath shall testify thou livest;† (4.1.72, 93, 98) Fr iar Lawrence’s idea for Juliet is very risky and he should have known better than to try it. Because of what happens, everyone thinks Juliet is dead and shortly thereafter, she is buried alive. This quote shows the true meaning of responsibility, because when he says this, her life rests in his hands. Capulet is even foiled by the plan, because when he says her faking her death, he said, â€Å"Death lies on her like an untimely frost.† (4.5.28) The fake death has fooled Capulet, Juliet’s father, and the rest of the family. Had Friar Lawrence not have given Juliet the poison, she would have never been put in the position that she was in, which eventually leads to her death. Trusting Friar John to send the letter, and not even telling him that the letter was urgent, was Friar Lawrence’s next big mistake. The mistake of him sending someone else to do it was inexcusable; a matter as important as faking death should be dealt with personally. Had Friar Lawrence have personally delivered the letter, the plan might have gone smoothly. Friar John shows his incompetence in the fifth act when he says â€Å"I could not send it – here it is again -† (5.2.14). Showing Friar Lawrence’s poor decision making again, this quote perfectly shows how Friar Lawrence is responsible for Juliet’s death by choosing to send the letter instead of delivering it. At that, he should not have trusted someone as mediocre as Friar John. â€Å"The letter was not nice but full of charge, of dear import, and the neglecting it may do much danger.† (5.2.18-20) Friar Lawrence trusted a complete buffoon at the most crucial of times and the price was paid for the actions of both friars. Consequently, Juliet dies because Friar Lawrence did not think through that something might arise and a situation this urgent must be dealt with personally. Friar Lawrence could have easily avoided the situation. Cowardice, plain and simple, was also another reason why Friar Lawrence was responsible for Juliet’s death. He runs away when Juliet needs him the most, and in leaving her alone, she kills herself. In the tomb scene, Friar Lawrence attempt’s to help Juliet before running away. â€Å"(Friar Lawrence): Stay not to question, for the Watch is coming. Come go, good Juliet, I dare no longer stay. (Juliet): Go get thee hence, for I will not away.† Friar Lawrence puts himself before Juliet, and worries about getting caught by the watch. He leaves Juliet when she needs him most. Friar Lawrence shows here that he really does not care about Juliet, and that he is very self-centered. He leaves her to kill herself, even though it is entirely his fault that she is even in that situation. Had the friar not have left the tomb, then Juliet might not have had the opportunity to kill herself, as you can see she does in the following quote. â€Å"Yea, noise? Then I’ll be brief. O happy dagger, [taking Romeo’s dagger.] this is thy sheath; [stabs herself.]† (5.3.169) Juliet says these final words before killing herself. We see here what results directly from Friar Lawrence leaving the scene when he should have stayed. Had he stayed, he could have at least attempted to wrench the dagger from her hand, or comforted her until she let go of the knife. Instead of staying to help he chose to run away from the watchmen for his own safety, and because of this final, terrible choice, Juliet ends up dead. Friar Lawrence makes many bad choices throughout the play; choices that are inexcusable. When he made such terrible choices, he inevitably doomed Juliet to her death. His irresponsible choices, trusting Juliet with poison, giving the letter to Friar John, and running away at the tomb, were awful choices. He consistently shows that he is an awful decision maker, and he is entirely responsible for Juliet’s death. One could even say he is more responsible for the death than Juliet herself.

Lesson Plan for P.E. Essay

This is a great activity that my kids loved after a solid review of what is in a First Aid Kit. Once your students have been introduced to these contents and understand their uses, have them apply their knowledge to real life situations with this activity. 1. Have students break into groups of 3-5. 2. I assigned students roles in their groups. (Time Keeper, Writer, Speaker, etc.) They all need to help discuss however. 2. Each group will receive an index card with a scenario on it. 3. Based on the scenario, students must decide which item(s) from their First Aid Kit they would use. They should write down the items they could use on the back of the note card. I have a spelling list on the board for younger grades. If supplies allow it, give each group a first aid kit so that they may simply grab the item for their scenario. Example of a Scenario: One of your friends cuts their leg and it begins to bleed. You need to help them clean the wound. What do you need to use from the First Aid Kit? Answer: Rubber Gloves, Cleansing Pads, Gauze, Antibacterial Ointment, etc. 4. Have each group go through their list and discuss with the class why it’s important to have each certain item. How does it help both the helper and whoever is injured? Make sure that you stress the importance to always find an adult first before performing first aid. Assessment Ideas: Perform assessment and evaluation throughout the entire lesson by having the students interact with thoughtful discussion based lecture and apply what they have learned by putting the index cards into the correct spots and answering why it’s important to know first aid safety. Tuesday Name of Activity: Counting on Groceries | Purpose of Activity: The purpose of the activity is for the students to comprehend concepts related to health promotion by moving in the gymnasium and learning about healthy food choices as well as doing a little basic math. Prerequisites: Counting to 6. Have some basic ideas of what good foods look like. Student will demonstrate healthy practice and behaviors to maintain or improve personal health. Suggested Grade Level: 2 Materials Needed: Enough foam dice so that each child has one Lots of plastic foods Two reusable shopping bags 4 green baskets (depending on how much â€Å"go food† you have) 2 red baskets (depending on how much â€Å"whoa food† you have) Description of Idea Place on shopping bag with lots of food choices in it toward one end of the play space. Place the other shopping bag also with lots of food choices in it toward the other end of the play space. This allows for more movement and less traffic jams. Place the color baskets in the center of the play space. The green baskets represent the â€Å"Go Foods – healthy food choices† and the red baskets represent â€Å"Whoa Foods – foods we can only eat every once in a while†. Each child will get 1 die. They will take the die to a self-space and roll the die one time. After rolling the die they need to count the spots. Each spot represents a piece of food they can get at the grocery store (shopping bags). Once they collect the correct amount of food from the bag to match the roll of the die they bring the food back to the baskets. Once at the baskets they sort the food into the green basket for go foods and red basket for whoa foods. After sorting the foods they go ba ck to their die and roll again. They continue to do this until the shopping bags are empty and the food is all sorted. After all food is sorted bring the children back to the center of the play area. Have them sit in a circle so they can all see the baskets. As the children to identify the foods in the basket and evaluate to see if they placed the foods in the correct baskets. Assessment Ideas: I was able to assess if the students could count to six by watching their die roll and seeing how many pieces of food they took when going to the shopping bag. I was able to watch the children sort the food and see if they were sorting correctly for the food choices they had. As a group I was able to assess the overall outcome by how successful they were overall with the sorting activity. Adaptations for Students with Disabilities: Kids with mobility problems could have an adult bring a basket to them so they could sort easier. Kids with visual difficulties could have the food identified for them and then have them tell another child or adult what basket to place to the food in. Kids could work in pairs if a child has trouble counting the spots on the die. Wednesday Name of Activity: Learning the food guide pyramid | Purpose of Activity: The learner will apply knowledge and behavior self-management skills to areas of nutrition and physical activity for healthy growth, development, and maintenance. Prerequisites: The student will choose habits that prevent hearth disease. : Students should have knowledge of the five food groups, how much of each food group they should be getting every day, and what makes up a â€Å"serving† of food. 115.2 Health Edu. (b)(1) (A) Suggested Grade Level: 2 Materials needed: -white board, -white board markers. -Class set of food calendar worksheets, -multiple sets of pyramid go fish game, -deck of cards Description of Idea Focus: What is everyone’s favorite food? (Make a chart on the white board, placing student’s favorite foods under the category of the food pyramid in which it belongs) Explain which category the student’s favorite foods fall under, which category we should have the most of (grains) and which the least of (fats and oils)? Statement of Objectives: To learn about the food guide pyramid and what foods are best for our bodies! Teacher Input: Can anyone name all the categories of the food guide pyramid? (Grains, vegetables, fruits, milk/dairy, meats & beans, and fats/sugars) Tell your neighbor what your favorite food is and which category it fell under? Now how much of all the other categories, as well as the one your favorite food falls under, do you think you should be eating each day? Grains- 6 ounces Vegetables- 2  ½ ounces Fruits- 1 ½ cups Milk/dairy- 3 cups Meats & beans- 5 ounces Fats/sugars- know your limits Oils (although not a good group, they are needed in small amounts for good health) We eat these foods because they provide our bodies with the nutrients we need to do things. To run, walk, talk, think, smile, and GROW big and strong! All the categories of the food guide pyramid are like a puzzle, and if our body doesn’t have all the pieces, it isn’t complete! Guided Practice: Can we discuss as a class, what are some healthy choices that we could eat from each of these categories. Examples: Grains (pasta, bread, rice), Vegetables (lettuce, spinach, broccoli, cucumbers, peppers), Fruits (bananas, strawberries, oranges, apples), Milk/dairy (milk, yogurt, cheese) Meats & beans (chicken, fish, lean beef, soybeans, dried beans). One important thing to know when deciding what you are going to eat for your each food guide pyramid portion size. We need six ounces of grains per day, and five ounces of meat/bean. What does this mean? Well three ounces can be described as the same width and size of a deck of cards (show example of a deck of cards). So remember that when eating. Now, let’s fill in this chart all together (the same food calendar worksheet passed out to class already) to help us think about what kinds of foods we would all eat throughout our meals to ensure we are eating all of the correct foods and serving amounts that the food guide pyramid tells us to. Who would like to raise their hand first, to tell me, what is a food we could eat with breakfast, which would help us reach our goal of meeting the food guide pyramid daily servings? Independent Practice: With three of your neighbors, take a few minutes to play â€Å"Pyramid Go Fish!† The dealer of your group shuffles the cards, then gives each player four cards, and puts the remaining cards in a stack in middle of everyone. Each player takes a turn asking another player if he/she has the pair to one of the four cards that they currently have in their hands. If two of the same cards are obtained, then the pair is laid down and counted as one point. When asking another player if he/she has a card and is answered â€Å"no, go fish† then the player who was denied must draw another card from the deck in the middle. If answered â€Å"Yes†, then the player is given the card, lays down his/her pair, and gets to ask again if a fellow player has a card he/she needs. Whoever ends up with the most pairs wins? Closure: Raise your hand to tell me a food that may not be your favorite, but you like a lot, that falls into the food guide pyramids’ categories. How much of this food do you usually eat when you have it? What are some fats/sugars that would be better to choose, rather than candy, ice cream and items like that? Make sure to go home tonight and talk to your family about what should be on your plate in order to have a well-balanced, healthy dinner tonight! Assessment Ideas: Psychomotor: The student will be able to play games related to the food guide pyramid. Cognitive: The student will be able to remember what the food guide pyramid categories are, what types of foods belong to each, how many servings pertain to each category, and why we should eat these foods. Affective: The student will be able to discuss good choices to eat from the food guide pyramid, determine how much of each pyramid category they should eat daily, and also be able to teach others about what they learned from the food guide pyramid. Thursday Name of Activity: Creating a First Aid Kit | Purpose of Activity: The student should know how to work in groups while making the first aid kit. They should also be able to list five items that should in a first aid kit and explain how they are used, as well as, go home and make a first aid kit. Prerequisites: Student should have had prior practice. The students should know the name of the items in the box and how to use all content in the box, also where it should be kept. And be skilled in common first aid procedures. 115.2 Health Edu (b) (1) (A) Suggested Grade Level: 2 Materials Needed: first-aid manual, sterile gauze, adhesive tape, adhesive bandages in several sizes, elastic bandage, antiseptic wipes, soap, antibiotic cream (triple-antibiotic ointment), antiseptic solution (like hydrogen peroxide), hydrocortisone cream (1%), acetaminophen and ibuprofen, extra prescription medications (if the family is going on vacation), tweezers, sharp scissors, safety pins, disposable instant cold packs, calamine lotion, alcohol wipes or ethyl alcohol, thermometer, plastic gloves (at least 2 pairs), flashlight and extra batteries, mouthpiece for administering CPR (can be obtained from your local Red Cross), your list of emergency phone numbers blanket (stored nearby), Plastic box, construction paper cut to 3Ãâ€"5 in., markers, sandwich bags, take home handouts with the list of items for kit and how to make a kit, First aid assessment sheet, the in class worksheet for with blank spaces for students to fill in descriptions Description of Idea Statement of Objectives: Once we have finished creating our classroom first aid kit you will be able to go home and make your own first aid kit with your parents and identify all the parts that are found in the kit. Teacher Input: Ask students, â€Å"Have you ever seen a first aid kit?† ask them to raise their hand. â€Å"Where do you usually see first aid kits?† call on a few, give positive feedback. Tell the students that a first aid kit is a good thing to have anywhere. Give examples: in the car, at home, at the playground. Tell the children how you never know when you may have a emergency that will require immediate action. Put up a slide showing the standard list of items, with their descriptions, found in a kit. Point to each item say the name and have the class repeat the name. Guided Practice: After going through the list once give each student the handout that matches the slide telling them to follow along and take notes of the descriptions of use as you move down the list. Tell the classroom that this information was provided to them by the White Lake Fire Department. This time instead of pointing only to the slide use the items you have already sat on the desk that will go in your kit to show the students a visual of the item as you describe it while they take notes. After going over an item start passing it through the class giving each student an opportunity to look closely at each item. Once you reach the end have them fill in the last three spaces with things they think would be nice to have in a first aid kit. This can be something serious like glow sticks, matches or fun such as a coloring book or small stuffed animal. Independent Practice: Assign children into groups of no more than five. Give each group a sandwich bag and the construction paper squares. Tell the students to make their own first aid kit by writing the name of each item on the paper provided. Tell the groups to switch bags and empty the contents checking to make sure each piece is there. Before they check the new bags explain to the students the importance of going through the first aid kit every few months to make sure all the items are still there and that none of the items are out of date or damaged. Closure: Give positive feedback on what a wonderful job they have done so far. Go back to the table with all the items for the first aid kit and have each child come up and pick and item to go in the class box. Ask the student, â€Å"Can you tell everyone what this item is and what we would use this item for?† Let each child have a turn if possible. Pass out the First Aid Lesson assessment and have the children complete and hand in. After the box is complete encourage the children to go home and talk to their parents about making their own kit Friday Name of Activity: Nutrition Scooter Relay | Purpose of Activity: The students will be able to demonstrate safe scooter travel and will be able to correctly identify foods from the six food pyramid groups. Prerequisites: Students should have knowledge of the five food groups, how much of each food group they should be getting every day, and what makes up a â€Å"serving† of food. Suggested Grade Level: 2 Materials Needed: 1. four wheeled scooters (enough for half your class) 2. Pictures of foods from the six food groups (around 100-150 pictures) Description of Idea I like to use this relay as a culminating activity for learning about the six food groups. Divide the students into pairs and have them spread out along one side of the gym with one scooter per pair. Spread out pictures of food from the six food groups along the opposite side of the gym. I like to use food group pictures that I ordered from a Dairy Council catalog that allots free monies to teachers every year, but any assortment of pictures will work. It is also nice to tack up a picture of the food pyramid on the same side of the gym that you spread out the pictures for struggling students to use as a resource. Once the gym is set up, give the signal to begin. One student from each group must travel on the scooter down to the opposite end of the gym while the other student runs/skips/gallops/etc. beside his/her partner on the scooter. The partner on the scooter must travel on his/her bottom or knees. Once they have made it to the opposite side each group must pick six different foods pictures of food that fit into the six food group categories before returning. Partners can check with each other and the food pyramid poster to make sure they have all six before returning. They must go back the same way they came, with the same partner on the scooter and the same partner moving alongside the scooter. Once the first group has returned, begin counting down from 30 seconds, signaling to the other groups that they need to get back to the other side of the gym before time runs out with whatever pictures they have. Once everyone is back, they can take 30 seconds to show their items to another group to double check their choices. Once the 30 seconds are up, collect all the food from the students, have them switch places and go again! While they race down, replace the food you have collected so that they can use those pictures again for the following round. The kids LOVE this game, and it gives the students multiple opportunities to check their knowledge with other students while giving me many opportunities to walk around and assess student learning levels. Assessment Ideas: I have assessed student learning and comprehension levels in different ways for this game. Sometimes I use a check-sheet to mark that can correctly identify and place foods within the correct food groups, and sometimes (with the second graders) I use self-assessment charts where students can mark their own levels of understanding. Since this activity takes place at the end of my nutrition unit I usually already have a pretty good idea of who can and can’t identify foods and correctly place them within the six food groups, so this just gives me one more opportunity to check for understanding.

“How does Alice Walker’s stories represents heritage conflict in the 1970s?

Alice Walker is a contemporary Afro-American writer who is renowned for her feminist beliefs and the way in which she reflects her views of the heritage of black American women in her prose and stories. This essay explores two of Walker’s works, Roselily and Everyday Use, both of which appeared in Walker’s collection of short stories entitled, In Love and Trouble in 1973. The paper examines the way in which the heritage conflict of the 1970s is represented and symbolized in both of these stories.Alice Walker’s short story Everyday Use, appeared in her. The story was predominantly concerned with the concept of heritage and addresses the way in which traditional values, culture and beliefs can be lost as a result of the pressure or desire to fit into other cultures and belief systems. Within the story conflicting views of the importance of heritage are presented through the characters of the prose and the way in which they interact with the everyday items of their home.In Roselily the theme of heritage is perhaps a little more subtle, with the story containing other, more prominent themes such as isolation and loneliness, male domination and inner turmoil. This story tells the tale of Roselily, an African America woman who is to marry a Muslim man and centers around her thoughts and feelings as the wedding takes place. In Everyday Use, the story is told through the eyes of Mama and key messages and statements are made through the representation of her two daughters, Dee and Maggie.Whereas Mama represents a solid, cautious and thoughtful character, Dee is portrayed as frivolous and superficial, someone who is unable to look beyond the surface of the world in which she lives. Her actions and behavior have a profound effect on her sister who appears to walk in Dee’s shadow feeling ugly and worthless. The main characters of Roselily and, as with Mama in Everyday Things, everything is told from her perspective.Whilst the man to whom she wil l marry is mentioned, he is never named, his presence in the story is there to represent a new life for Roselily, away from her past and her freedom: â€Å"She thinks of ropes, chains, handcuffs, his religion† (Walker, 1). In both pieces of writing the views of the individual characters are utilized to ensure that the importance of the heritage of Afro-Americans is not only recognized but that it is understood in the correct way. In Everyday Things the story is structured around the way in which each of the three characters views their heritage.Dee, successful and intelligent, feels the need to be progressive and modern and expresses embarrassment of her past. She feels that anything that occurred in her past is irrelevant to her current and future life and appears to pick and choose the elements of her background with which she wishes to affinitize herself with. Her African background, for example, exists to her as something through which she can achieve aesthetic or artisti c objectives. An example of this can be seen in the way she changes her name from what she believes to be an American name, Dee, to Wangero Leewamika Kemanjo.Although here her intentions are to try and associate herself with her tradition and background there is an irony to her rejection of the name Dee that, in itself, was more closely aligned with her African roots than she recognized. Further evidence of Dee’s superficial embracement of her African culture can be seen within her appearance and the way in which she attempts to affiliate herself with her African background and make a statement about the culture from whence she originated: â€Å"A dress down to the ground, yellows and oranges enough to throw back the light of the sun.Earrings gold, too. Bracelets dangling and making noises. † (183, Walker). Dee is represented very differently from her sister and her mother and it is clear that their unique perceptions are purposely used by Alice Walker to represent con flicting views of heritage. This is played out through their relationship with the various items that are present in the family home. Whilst not of any financial value, the value that each of the characters places upon them is of significance. The quilts can be used as an example of this.Despite the fact that they have no monetary value to speak of, each daughter would like to have them. Dee sees them as something that she can display in her city residence. They act as a mechanism through which she hopes she can show off her African background to her family and friends. For Maggie, they are everyday objects that she needs to use to survive whilst living in her current circumstances: â€Å"there are no real windows, just some hole cut in the side with rawhide holding the shutters up on the outside† (Walker, 90). Despite their tatty appearance, the quilts are still of use to her in keeping her warm.Mama sees even further into the quilts, for her they represent her past and hold valuable memories of her family: â€Å"In both of them were scraps of dresses Grandma Dee had worn fifty and more years ago. Bits and pieces of Grandpa Jarrell’s Paisley shirts. And one teeny faded blue piece, about the size of a penny matchbox, that was from Great Grandpa Ezra’s uniform that he wore during the Civil War’ (Walker, 93). The quilts represent the history and heritage of the family and the struggles they have endured and overcome in order to survive in their current state.However, through the actions of Mama when she gives the quilts to Maggie, Alice Walker demonstrates her belief that heritage isn’t something to preserved and worshiped as something of the past. It is a living, breathing element of life as it continues to develop and flourish; not in Africa but in present day USA. In Roselily, the writing is structured entirely around the thoughts of the protagonist and she goes through the wedding ceremony. She is looking to her heritage, and her past, in order to make sense of her present and what may become of her in the future.Although the wedding and accompanying issues pertaining to women and their relationship with men takes forefront, the story also contains strong messages about the history and heritage of afro-American women. The story takes place at a time where the rights of blacks and whites in America were considered to be equal. Walker, however, does not seem to be in agreement with this and Roselily’s thoughts and stories clearly depict the lives of black women as being slaves to both men and to the system.For Roselily this is captured by her arduous work in the sewing factory and the many unsuccessful relationships she has had. Despite the civil rights movement she remains a substandard citizen, there appears to be no equality for African-American women. Whilst Roselily yearns for something better for herself and her children, she does not know how this can be achieved, â€Å"Her place will be in the home he has said, repeatedly, promising her rest she had prayed for. But now she wonders. When she is rested, what will she do? † (Walker, 1). Her situation can be seen to be reflective of the turmoil of her ancestor’s past.Her recognition that she needs more but her inability to recognize how she can achieve this is reminiscent of the black civil rights movements and the plight of the black people in their inability to recognize how they have a presence in America whilst maintaining their history and who they were. Whilst the men of this society seem to have achieved their objective of freedom and rights, the women are still struggling and fighting wars of their own. Both Roselily and Everyday Uses can be seen as representative of Alice Walker’s view of what it is to be an African-American.She believes that to be such to be to be both African and American: â€Å"to deny the American side of one’s heritage is disrespectful of one’s ancestor s and, consequently, harmful to one’s self†. (White, 2001). In Everyday Uses Dee sees her African background as something that can make her American self more interesting and appealing to her peers and friends. Her sister, on the other hand, is concentrated on the here and now. She can recognize all too well the struggles of the past and wants to utilize as something she can build upon in order to survive the future.In Roselily the negative impact of the consolidation of Africa and American traditions upon African American women is represented and is more vividly portrayed. Roselily is a women whose past means that she is unable to see a future for herself that doesn’t depend upon the economic support of a man. The fact that the man to whom she is married remains unnamed throughout the story clearly reflects Alice Walker’s concerns lie firmly with women. References: Walker, Alice. In Love & Trouble: Stories of Black Women. New York: Harvest Books, 2003. Wh ite, David. â€Å"White.Aâ€Å"Everyday UseA†: Defining African-American Heritage.. † Luminarium: Anthology of English Literature. 3 Apr. 2009 . White, Evelyn C.. Alice Walker: A Life. New York: W. W. Norton, 2005. Wood, Kerry Michael. â€Å"Literary analysis: African-American women and heritage in Everyday Use, by Alice Walker – by Kerry Michael Wood – Helium. † Helium – Where Knowledge Rules. 3 Apr. 2009 .

SMART Methodology Personal Statement Example | Topics and Well Written Essays - 1500 words

SMART Methodology - Personal Statement Example As I have outlined in my first assignment, my interaction in a group environment has been characterized by immense learning. However, I have identified areas that require my attention. Since I hail from a culture where people are generally shy and not too open, I tend to take time and effort to open up. In addition to this, since English is my second language, I am shy when it comes to interaction. Hence, I have outlined three important aspects I would like to work on. I would like to be more open and receptive to ideas, I definitely want to emerge out of the comfort zone and interact more freely; and I also want to learn to build my trust in people. In addition to this, I would also like to become a more involved team-player and develop leadership skills in order to help steer my team towards a goal. In this paper, I would be developing an Action Plan, based on the SMART Methodology, to overcome these problems and achieve the envisaged goals. ACTION PLAN My action plan would be chalked out in terms of the various stages involved in the process of attaining the envisaged goal. The following is the step-wise procedure towards achieving the goals: Areas of Concern:It is very important to outline the areas that require improvement, in order to chalk out the action plan. My biggest short-comings are, my inability to open up and talk without feeling shy or intimidated. Once I achieve this goal, I would want to look at becoming a team-player, communicating effectively and acquiring leadership skills. Hence, these are the problems I would like to address and work on improvising, in my Action Plan. Addressing the Areas of Concern: An action plan, based on the SMART methodology is based on the following aspects: It is Specific in nature, Measurable in terms of time-frame and effectiveness, Achievable, Relevant to the areas of concern and finally, Trackable. The following action plan is based on these pointers: In order to open up and become less shy, I would firstly start identifying my feelings and what I would really like to communicate, Unless I am clear about this, I cannot communicate the same with the others. Upon understanding this, I must write it down. This will help train my flow of thought and help me express myself better. The writing can be formal or informal, based on the kind of emotions and the kind of interaction I would like to have. In a formal atmosphere, I would definitely like to express myself in a formal tone, without delving into informal aspects. This process is specific, because it is directly aimed at procuring a particular result that I have set. The time-frame set for this is at least a continuous cycle of fifteen days. Rigourous pursuit in this direction, would ensure that I am able to express myself clearly and in entirety. In the process of developing my ability to express myself, I would start interacting with people slowly. Every person has a comfort group. I would firstly open up with people that I am comfortable with. Their encouragement would give me the requisite confidence in taking my pursuit further. In addition to this,I would also work on improving my communication skills

A Library Outside the Traditional Library System Article

A Library Outside the Traditional Library System - Article Example I was stuck in my research quest. I did not know what to do. My cousin had limited experience with the online library himself. We send a message through the system in the form of an inquiry to the librarian about how to proceed. The librarian answered in less than 48 hours. The tips I received from the librarian on how to find the information I was seeking were very useful. Remote access is the ability to enter or log into a network from a remote location (Webopedia, 2007). School should be providing this type of service to its student body. Remote access has plenty of applications for students enrolled at the k-12 level. Teachers can create laboratories in their classrooms is which all the students are able to log into a network to enjoy some type of educational experience. The teacher itself does not have to be present during the session since remote access allows teachers to monitor the system from an outside location. Student knowing that the teacher can monitor their computer activities; since every action get logged into the system will behave well and learn the value of responsibility and self-control. Remote access can also provide privileges to the k-12 students such as the ability to enter the school library or electronic resources to find information after school that can help them with their assignment from their homes. As a part of team responsible for managing a school library media system in the transition process of creating a website and electronic resources there would be plenty of things that had to be worked on, but the top priority would be on educating the faculty and teachers on the system. A school with technologies deficiencies in its library system has a great possibility of having these types of deficiencies thought the school. I would set up immediate mandatory seminars for the teachers to get them up to data on the National Educational Technology Standards.

ISIS Threatens Jews, Israel with 'Big War' Essay

ISIS Threatens Jews, Israel with 'Big War' - Essay Example From this discussion it is clear that the person who is not confident enough to show his face goes ahead and says that they will commit the atrocities with the help of God. The foundation of the group, at least according to the man heard in the video, is that the Jews have committed atrocities giants the Palestinians and that it now time they pay for those atrocities.   They assert that they will kill all the Jews all over the world.This essay highlights that they claim that they will do this with help of God. What God! One would wonder how God would advocate for the misery and suffering of innocent people. It is common knowledge that Islam as religion like other religions such as Christianity and Jewish advocate for peace and understanding. These religions preach tolerance among believers and non-believers of the respective faiths; this is the only way for lasting peace in the world. The conflict between the Palestine’s and Jews has been in existence for a long time. Howeve r, ending the conflict cannot and should not be done by preaching hatred as the militants are. Moreover, the ISIS group has no moral justification whatsoever to purport that they are championing for rights of Palestine. The group is known all over the world for brutality that transcends race, religion, sex, color of creed.  The group has slaughter many people including many people who profess the Islam faith hence they have no moral ground to say that their actions are for benefit of Muslims.

Law of the Costitution Essay Example | Topics and Well Written Essays - 1250 words

Law of the Costitution - Essay Example ental principles of Britain’s unwritten Constitution, and the role of judges within the context of those principles by stating that the indivisibility of Parliamentary power requires that all exercise of Governmental power must be authorized by Parliament, since it is the source of all valid authority.1 As a result, the British power of judicial review by the Courts would not include the power to invalidate Acts of Parliament, rather the Courts may only use their powers to constrain any abuse of powers by the other arms of Government, such as the legislative and executive branches2. This political and legal view is based upon the absolute and indivisible sovereignty of the British Parliament3. As stated by Dicey: (a) â€Å"Parliament has the right to make or unmake any law whatever†4 and (b) no person or body may be recognized as having the legal authority to set aside or invalidate the acts of Parliament, except Parliament itself.5 Thus, the indivisibility of Parliamentary power sets it out as the source of all valid authority.6 As a result, the British power of judicial review would not include the power to invalidate Acts of Parliament, rather the Courts may only use their powers to constrain any abuse of powers by the other arms of Government.7 Jennings has opposed Dicey’s theory by arguing for limiting of Parliamentary power by the manner and form of the process of procedural entrapment8. A piece of legislation would be deeply entrenced if amendment requires unanimous support within the Houses of Parliament. Jennings defines legal sovereignty by specifying that Parliament has power to make laws for the time being, but not to bind future Parliament. The power of Parliament to make laws is also subject to the rule of recognition that is to be recognized by the Courts, â€Å"including a rule which alters this law itself.†9 Hence law making will be conditioned by the rule of recognition, which should limit the powers of Parliament to bind successors in an era

Eroding Local Control & The Influence and Climate of the Courts - 8 Essay

Eroding Local Control & The Influence and Climate of the Courts - 8 - Essay Example In a state where white flight is particularly prevalent, such as Texas, this disparity can cause massive difference in the amount of money spent, per pupil, in different educational districts, if each county is divided into many districts. Wealthier areas will thus provide more money per pupil, because the average property value per pupil will be higher, than other districts where those values are lower. This can create massive disparities in the facilities available – children of wealthy districts will get excellent gyms, music programs, laboratories and so on while children in less fortunate areas will get few if any of those things. Reducing the total number of districts in a state can correct for this problem by pooling money from wealthy and less wealthy areas together, reducing the disparity between money spent per pupil. Wealthier areas will still have advantages in terms of outside fundraising, but this can be diminished if districts are larger and more diverse. 2. The case in this Tennessee county is one of optimal size and scaling of costs. There are some costs that cost progressively more as the size of something increases (for instance, the larger the diamond the rarer it is, so a diamond that is twice the size of another one will often cost four times as much), while other costs go down (for instance buying products in bulk can reduce prices). As payroll is one of the most strenuous costs of school districts (Brimley et. al., 2008), the situation described here has some financial pitfalls, because some levels of administration will be repeated. For instance, the curriculum needs of each individual school district is probably very similar – it would be difficult to believe that students in one section of a Tennessee county need to learn different things from those in another, so that level of administration could be combined easily at significant savings. Furthermore, the upper echelons of administration would also not need to be

Project Management Essay Example | Topics and Well Written Essays - 2000 words - 10

Project Management - Essay Example The new club will be larger than Benimhannas’ existing clubs. This is due to the additions of a small 100 seat cinema, and an extensive beauty spa. The beauty spa will have a vast range of treatments and services available including: spray tanning, massage, and non surgical â€Å"face lifts†. As project manager appointed by Benimhanna at the feasibility stage, you are required to prepare a report (2,000 words) outlining the activities required to successfully manage this major project of building the new private health and fitness club, and ensuring that it is completed on time, and within budget. The analysis should include the skills and competencies required by the Project Manager, along with the project management process. Use examples of the concerns, stages, processes, leadership, administration and control problems associated with managing the lifecycle of this major project. Benimhanna is a firm operating within the British leisure industry. The firm focuses on the provision of health and fitness services. Since the first establishment of the company in 1994, its development has been rapid reaching today approximately the 24 clubs across Britain. The entire firm’s clubs follow the same standards and are structured in accordance with specific guidelines and plans. The firm is currently planning to establish a new club, bigger from existing ones which will have all features that can be normally met in the firm’s clubs (i.e. a 25 x 12 metre swimming pool, a fitness facility, a health suite (including 5 tanning beds, and a sauna and steam room), 3 aerobic/dance studios, two meeting rooms, and a small cafeteria/bar lounge area, see case study) while in addition it will also include ‘a small 100 seat cinema, and an extensive beauty spa’ (case study). At a next level, the services offered by the beauty spa incorporated in the new clu b will be more than the ones provided through the firm’s current clubs across the country. The above plan is expected

Compare and contrast both caracter sarzan the mad man and sarzan the Essay

Compare and contrast both caracter sarzan the mad man and sarzan the prisoner - Essay Example So, a stranger to the land of Africa should not question or comment unfavorably on the age-old traditions. Keita returns to his village after completing his duty with the army, and stays to build a road. He strongly criticizes the superstitious practices of the people like sacrificing animals, and is not tired of repeatedly telling them that it is the practice of the savages. He is disgusted with such cruel practices. Overwhelmed by his re-exposure to traditions, he goes crazy and looks like the possessed individual. The local people call him â€Å"Sarzan†. For his act of disrespect to traditions he must get punishment. Kieth’s outlook had broadened, as he was the part of the French Army and seen action in many places of the world. When he returns to his native village, he is quite unhappy to accept the ways of the people sticking to traditions and follow them unquestioningly. No one is willing to accept his reformation processes and unable to bear their stout resistanc e Keita loses his mental balance. In that tradition-bound world it was no ordinary sin to take a stand against the old tribal gods and customs. The spirits of the ancestors will not condone the serious lapse on his part. The local people are not willing to accept him as the normal human being. He is an individual who has lost senses—a mad man according to them.

Energy Drinks Case Study Essay Example for Free

Energy Drinks Case Study Essay There are new coming items in beverage industry during the mid-2000s, which are energy drinks, sports drinks and Vitamin-Enhanced beverages. These items focus on different flavors, specified consumers, efficient distribution systems, and products innovation in the beverage market. They compete with water, soft drinks, juices, tea, and other common drinks, which are in low prices, good and long history of brand reputation, easy to accept the taste. From 2005 until now, alternative beverages grow fast and take more and more market share in the whole world beverage market. The main alternative beverages companies are Coca Cola, PepsiCo, Red Bull and Hansen Natural Corporation. Energy drinks, spots drinks, and vitamin-enhanced beverages use many strategies to find a good position in the beverage industry in the Global market, which also give us some ideas about how to operate beverage companies. Firstly, alternative beverages take the action via wider product selection, better product quality, good delivery system to gain sales and market share. For example, PepsiCo develops 12 flavors of Amp Energy drinks and 28 varieties of SoBe vitamin-enhanced drinks (Gamble, 2010, p. C-83). Again, PepsiCo, Coca-Cola through their own soft drinks distribution channels to deliver energy drinks at the same time, which reduce much time and cost. Secondly, energy drinks take big actions to enter emerging market opportunities, like most Asia countries and South America. For example, alternative beverages take 31. 5% market share in Asia-Pacific in 2009 (Gamble, 2010, p. C77). Thirdly, Energy drinks, spots drinks, and vitamin-enhanced beverages try to acquire or merge with other small companies to strengthen market standing and competitiveness. For instance, PepsiCo has a multiyear distribution agreement with Rockstar to distribute Rockstar energy drinks in the United States and Canada (Gamble, 2010, p. C-83). Coca-Cola also has a multiyear distribution agreement with Hansen Natural Corporation to distribute Hansen’s Monster energy drink in some areas of the United States, Canada, and six European countries (Gamble, 2010, p.C-84). SWOT Analysis Strengths| Weaknesses| * Healthier than traditional soda. * Global brands * New product development * Strong manufacturing and distribution capabilities * Strong support of parent company| * High price * Consumer limitation| Opportunities| Threats| * Growing demand for healthy drinks * High growth developing markets * Cost reduction measures| * Traditional drinks competition which includes price and taste * Regulations and law * Health risks * Environment problem * New entrents|. To solve weaknesses and threats, alternative beverages industry companies set up business models to match the customer value and gain profit. Firstly, Energy drinks, sports drinks, and vitamin-enhanced beverages companies develop many different flavors to match different customers’ taste. Second, these companies also focus on different customers’ demands. Third, they sell products in many different locations, not only supermarkets, but also convenience stores and vending machines around every corner, which give convenient service to customers. Fourth, alternative beverage companies always try to follow the state law and regulations. Try to avoid risk ingredients. Fifth, to pretend the health risk, some companies placed warnings on their products labels. Sixth, because many people and organizations are focus on environment issues, alternative beverages’ plastic bottles and cans are really concern by these people. To solve this problem, beverage companies recycle plastic bottles and cans to keep pollution away. I also have some recommendations to alternative beverage companies to grow bigger and faster in the global market. First, try to make innovation on the local taste in different countries. Do research on people’s taste in various countries. McDonald’s is a good example in promoting global market. McDonald’s knows Indian people don’t eat beef and pork and love spicy food, so McDonald’s over there never have any product with beef or pork but with more spicy taste. Again, don’t put sensitive ingredients in the drinks. People are more curious about health and drink ingredients. Many organizations are strict with it, too. Try to produce healthier and more nutritious drinks to the market. Moreover, drinks’ function attempts to everyone, but not only for a small group of people. Nowadays, teenage boys always buy energy drinks, people who do sports, fitness, or other strenuous activities bought sports drinks; adult consumers are interested in buying vitamin-enhanced beverages (Gamble, 2010, p. C-77). What I recommend is alternative beverage companies should develop beverages suitable for most people. White collar can drink energy drinks; sports people also suitable to buy some kinds of vitamin-enhanced beverages. Additionally, don’t publicize the function too powerful. Some alternative drinks have some special effects, but not like what the advertisement said. If the company wants to operate for a long time running, it should be honest and act in good faith. Last but not least, incumbents of alternative drinks use strong brand preferences, high degrees of customer loyalty, significant cost advantages to keep new entrants out of the market. References: Gamble, John E. (2010). Competition in Energy Drinks, sports Drinks, and Vitamin-Enhanced Beverages. Crafting Executing Strategy. p. C-77. Gamble, John E. (2010). Competition in Energy Drinks, sports Drinks, and Vitamin-Enhanced Beverages. Crafting Executing Strategy. p. C-79. Gamble, John E. (2010). Competition in Energy Drinks, sports Drinks, and Vitamin-Enhanced Beverages. Crafting Executing Strategy. p. C-83. Gamble, John E. (2010). Competition in Energy Drinks, sports Drinks, and Vitamin-Enhanced Beverages. Crafting Executing Strategy. p. C-84.

Postmodern Theory in Art Essay Example for Free

Postmodern Theory in Art Essay Philosophy refers to the search for truth, existence, knowledge and performance through sense and rationale. Philosophy attempts to study the nature of existence, soundness, impartiality, beauty, mind and language. Art on the other hand refers to the process of arranging elements in a creative manner that makes them appealing to the senses and the emotions. Art includes performance which involves the use of language. The artist Paul McCarthy, born in 1945 in Salt Lake City, learned his art skills at the University of Utah in the year 1969. On his further studies at San Francisco art institute, he studied painting and went further to study film, video and art at the University of Southern California. McCarthy majors his work in video and sculpture having taught performance, video, installation and performance art history at the University of California (Bronfen 214). McCarthy in his works institutes color as a central theme in his story of modern and contemporary work. McCarthy’s life and art works are connected to the practice centered on the role of artists within the cultures and the system of art. In his works he proves a bit of a chocker. The use of language and descriptions of all the American culture that he grew up with, he works towards bending and transforming the familiar into the disturbing. The works of McCarthy definitely removes the dark side of the American dream and presents a selection of postmodern works produced between 1966 and 2006. The philosophies of Kierkegaard involved a unifying factor which evolved around three spheres of existence, which is the aesthetic, the ethical and the religious choice in constant tension. According to Kierkegaard the personal aesthetic enjoyment is in the inconsistent search of pleasure which is self-centered. Comparing the artist Paul McCarthy to this philosophy, it is clear that the philosophy involved beauty and pleasure which is mainly egocentric just like the work of McCarthy which involves the provision of pleasurable activities, through performance and beautiful paintings (Robert Adorno 132). The ethical sphere however is not egocentric but impersonal. It involves a law centered on reasoning as opposed to personal inclination and expediency. Kierkegaard asserts that at this stage, life does not just involve a succession of separate moments of pleasure but is a long range venture which should be structured according to rational principles. The principles according to Kierkegaard’s philosophies do not only include the rules of eventual interest but the conceptual ideologies of morality that describe what an individual should do. Just like Kierkegaard’s ideals, in McCarthy’s attempts to reduce the disadvantages of painting, he resorted to using the body as a canvas. He later involved the use of bodily fluids and foods to act as surrogates in his work. Other than painting the work of McCarthy included transgressive presentation art, psychosexual events which were meant to test the emotions of both the artist and the viewer. McCarthy in his works was known for shocking, sexually charged pieces that feature benign cartoon and pop culture characters reflecting the ideologies of morality which teaches the viewers and the artist on what they should do (Glennie 34). Much of the works of Kierkegaard looks into religious premises like the faith in God, the organization of the Christian church, the Christian ethics and divinity and the emotions and feelings of different people when dealing with the choices of life. Kierkegaard remained the most influential figure in modern philosophy’s consideration just like McCarthy who remained the most influential artist in the postmodern artistry. Kierkegaard believed and insisted on individual rather than collective responsibility before God. In the stage of true religious choice, only a leap of faith that provides a ground for decision is employed, however there are no automatic rational decision procedures. According to the philosophy of Kierkegaard, acknowledgment of the need for religion as a personal dedication to truth is the major component of life. Relating to this principle of Kierkegaard, McCarthy centers his interest within the daily activities of life and the confusion created by such activities. Due to misinformation by people, McCarthy has been taken to be influenced by the Viennese Actionism. Due to his dedication to truth as his life component, McCarthy clarifies that he knew the activities of the group in the 1970s but there exists a big difference between the self deleterious activities of the Viennese and his own performances. This is a reflection that as Kierkegaard’s principle of individual responsibility to God, McCarthy obeys the same principle and would therefore not engage in the injurious activities of the Viennese (Ben 56). The view of Kierkegaard on the free press can be understood on why he hated the press. He was mainly concerned on the public sphere which had been a source of problem for many intellectuals in the middle of the 18th century before the democratization and the expansion of the press. In his view to the free press, Kierkegaard abandoned the use of internet with the claims that it promoted risk free ambiguity and idle curiosity that undermined responsibility and dedication. Kierkegaard’s opposition to the press is said to have had sociological, political and psychological motivations. He however claims that he does not attack the press because of the liberalism or any other political reason. As has been noted earlier, the works of Kierkegaard mainly revolved around religious issues. His view was therefore opposing free press because he believed that the press and especially the daily newspaper were making Christianity and religious matters impossible. Definitely from his political, sociological and psychological qualms, he considered the press as a threat to both cultural and religious practices. Because of these reasons Kierkegaard continued to attack the public and the press up to 1846 in his writings. With the democratization of the public sphere by the daily press, Kierkegaard felt that the public sphere was becoming a new and a dangerous cultural experience whereby the ranking created by the press was to produce something that was very wrong right from the beginning. In the modern society Kierkegaard gives his total view on the relation of the press, public sphere and the ranking taking place in his time. He considers the press mysterious and desituated with no obsession and dedication and combines in this philosophical age to produce the public. The ideals and the philosophies of Kierkegaard strongly affected the theologians and the existential philosophy. Even though Kierkegaard was a very strong defender of religious faith he was an unhappy, neurotic and a terribly suffering man (Ben 356). His belief was that the best way to disclose truth was through dramatic confrontation of conflicting practices to life. In addition to his ideals and philosophical works, Kierkegaard was a thinker and a genius. His philosophy despite having not been presented in a systematic and analytical manner, contain several wealth of sharp intellectual insights. Due to lack of coherent stance, the philosophies of Kierkegaard have remained questionable. Nevertheless according to Kierkegaard, his principles have been mainly on how one can become a Christian. Other than his philosophical work, Kierkegaard had complex poetic work which rewards careful reading. The totals of moral of his philosophy can be put into a single sentence that the existence of human beings needs real passion and thought. Conclusion Art and philosophy may be two different disciplines, but still some principles or morals of an artist and a philosopher may relate in some way. The revealed example is between the artist Paul McCarthy and the philosopher Soren Kierkegaard. The ideals and the philosophies of Soren Kierkegaard match the artist Paul McCarthy for instance, both of them seems to value aesthetics, ethical values and religious choices and issues.

Standardization And Adaptation In Television Advertising

Standardization And Adaptation In Television Advertising Still in this 21st century television continues to be a prevailing media. Due to the increase in the globalization this world is shrinking at a rapid rate, companies doing business overseas must find new and innovative ways to communicate their brands to the market. Thus, the decision of standardization or adaptation of the advertisements between various nations is of much importance to these companies competing in the international market. The purpose of this paper is to develop a better understanding as to how the multi-national companies standardize and adapt their television advertising. For reaching the conclusion, questions based on the elements of television ads, along with the factors affecting the decision whether to standardize or adapt were identified. On the basis of these questions, analysis of related literature was conducted to form a conceptual framework, which was further utilized to guide this papers data collection. Qualitative case study approach was rendered to c ollect the data, based on the interviews and observing the television commercials of multi-national brands. The conclusion derived shows that there are various appeals that are efficient. For e.g. Emotional appeals are more efficient on young target market, whereas the rational appeals work more efficiently on the older target market. Cost is the key factor which influences the companys decision to adapt a commercial. Whereas regarding the standardization of a television commercial the companys main focus should be the non-geographical elements such as the family culture and humour. Contents 1 Introduction The following chapter will be providing the reader with some background of the area being researched. Problem statement regarding the standardization and adaptation in television ads will be followed by the research. The overall purpose and the related research questions will be concluding this chapter. 1.1 Background Marketing communication is based solely on the method of sharing of the perceptions. The intended message can be successfully communicated only if the senders perceptual field or what we can define as his experience of that brand is in congruence with the perceptual field of the intended market. Thus a message which lands outside the receivers perceptual field has no effect on the receiver. According to Root (1994) the perceptual gaps as well as the encoding and decoding gaps resulting arising due to the cultural differences between the sender and the receiver hinders the communication. Moreover, as a reason of the unawareness of cultures regarding the existence of such gaps the level of communication hindrance increases additionally. In the below figure 1.1, it has been demonstrated by Czinkota and Ronkainen (2004) that efficient communication depends on three main factors: the sender, the receiver and the message. These three factors are interconnected with a message channel. Figure 1: Marketing Communication Process It was also stated by Root (1994) that communication process between the people of the same culture derives an advantage from a high level of congruence in their perceptual fields as well as the similarity between their communication codes. The communication process can be therefore be affected by the cultural hindrance which is justified by Root (1994) saying that many times the sender as well as the receiver of the same culture believe that the message has been clearly understood by them even though it is not the case. Advertising has been defined by Root (1994) as a process of non-personal communication which is sponsored in monetary form to promote a product, a brand or even a company. Advertising has also been recognized as a tool for mass promotion (ibid). According to Laroche and Teng (2006) cultural values are vital for any ad message and it is also a deciding factor for the success of any ad. They have also stated that the people are finding commonalities between then and the ads when their cultural values are embodied in those ads. The vice versa happens when their values are not matching the ad. The assignment of delivering the message to the people is given to the advertising media. Radio, print, television, cinema, hoardings and other outdoors are the leading media considerable for this task. The advertisers are able to demonstrate the service or the product in motion using a number of choices of elements available for this task. The right combination of these elements during the making of the television ad so as to give the message a strong probability of catching the attention of the consumer and getting the message to him is vital to achieve the desired impression on the mind of the consumer. 1.2 Problem Discussion Television ads can also be used to boost the image of the product by showing the product in motion along with the ability to use colour and sound for constructing a desirable environment surrounding the product. The centre of this paper will be television commercials, due to the various factors of television such as vision, colour, sound and motion which are very crucial in presenting the message. Moreover, the study of Brassington and Pettitt (2000) showing that motion ads are considered superior for the generation of emotional appeals also is a factor for the concentration of this paper towards television commercials. The decision of the standardization or adoption of television ad at an international level resides mainly to the manager and his manipulations towards the promotional mix elements. People who support standardization argue by saying that the current trend in the marketing world is of creating the products and marketing them in the same way in all the nations without considering the differences in the various cultures. But when manager sees much higher level of differences in the lifestyles as well as economies of the target market population he renders a higher level of adaption instead of going for the standardization. On the other hand supporters of standardization justifies themselves by saying that using same ads in the overseas markets would help them to achieve lower costs as well as establish a corporate image on a global level. Again the people in support of adaptation say that this wont help them in entrenching themselves into the local markets. According to Root (1994) nations vary widely in quality, availability, cost of marketing, etc. Thus, marketers should thoroughly embody the various cultural variables into their ads as it seems to have a great impact on influencing the consumer as well his buying decision. The research conducted by Chandra (2002) shows that various adaptations in an ads slogan, jingle, theme as well as idiomatic symbols, expressions and colours make the adaption in an ad mandatory. He also stated that it is vital for firm to adapt their marketing campaigns to the regional market targeted in order to realize the profits. Bottom lining this standardization vs. adaptation debate are the factors of economic savings in case of using standardized marketing strategies and the maximum realization of profits in case of adaptation of the strategies so to fit into the local target market. Bradley and Sousa (2005) concluded in their studies non-regional population is likely to be less reactive to the ads which dont match to their cultures. Thus it is mandatory for successful marketing in other nations that the marketers to understand the target populations cultural traits. According to Melewar and Vemmervik (2004) products and brands can, for a time, sustain the cultural difference and homogenization, but this is not the case with ads as they are much more dependent on influencing the consumers through the marketing elements which are closely tied to the culture of those consumers. Due to the use of such verbal and visual factors such as the scenes, regional language and models the ad tends to be effective and hence deriving profits. 1.3 Purpose and Research Question Based on the discussion in the previous section, the purpose of this seminar paper is to provide a better understanding of how the companies standardize or adapt their television commercials in the international markets. Two problem questions are formulated for the reason of helping us to acquire the knowledge required to accomplish the stated purpose. PQ 1. How the elements of television ads that are standardized or adapted can be described? PQ 2. How the factors influencing the decision to standardize or adapt be described? 2 Literature Review This chapter presents an overview of the researches related to the questions stated. This chapter will be starting with studying the elements of television ads. Then studies relating to the factors influencing the choice of standardize or to adapt will be discussed. In the end, a conceptual framework for this paper will be presented. 2.1 Elements In Television Advertising It is concluded in the research of Melewar and Vemmervik (2004) that particularly the Visual and Verbal elements embedded in the ads are more dependent on the differences among cultures. They further stated that the dependence of the effectiveness of the ad is directly proportional to the use of local scenes, models as well as the regional language. Another element Appeal was added by Laroche and Teng (2006). APPEALS Ad Appeals can be defined as a message communicated to the consumers so as to motivate them to buy the related product/service. The choice of the Appeal is the key factor associated with the ads. Kelley and Turley classified them into two categories: Rational Appeal and Emotional Appeal. Rational ads rise from the traditional communication model where the recipient is assumed to make reasonable rational decision. Such ads show the benefits of the product by demonstrating its quality, value, performance and economy and generate self-interest in the mind of the target customer. In contrast to Rational Appeal, Emotional Appeals rely on the emotional perceptions of the consumer. These ads, generally being experimental, generally tend to make the recipient feel good about the relevant product/service generating a likeliness or friendliness towards the brand. Emotional Appeals tend to bring up the negative and positive emotions in the mind of the recipient in order to motivate them for a buying. The negative emotions may include fear, shame or guilt appeals making people do things they should or stopping them for doing things they shouldnt. Whereas, positive emotions include appeals like love, humour, pride or joy. (Albers-Miller and Stafford, 1999) Laroche and Teng (2006) in their recent study have stated that there exists different appeals among different cultures which are able to impact the target consumer in the most efficient manner. And the ad wont be able to achieve the desired result if the target consumer fails to find similarities between themselves and the ads characteristics. Furthermore it is also observed that these variances in the Appeals between the West and the East date back to the ancient times. The reason behind this is thought to be the influence of the Greek philosophers on the culture of the west, emphasizing on Verbal communication. (Muller, 1992) The experimentation on marketing campaigns using violence and shocking appeals were reviewed by Anderson, Hedelin and Nilsson (2004). During the review they concluded that the use of sex as well as violence produced negative impacts on both male as well as the female recipients making it difficult for them to interpret the same message that was tried to be conveyed through that ad. They also found out that there exists a difference among the sexes in the interpretation of the messages. The females were able to relate themselves with the commercials when children are displayed. VERBAL ELEMENTS It has been stated by Nelson and Paek (2007) that the language used in the ad is of much more importance than most marketers realize. Stewart (1994) also supported this thesis by saying that the importance of the use of the regional language becomes a vital factor when the ad is using a dramatized plot approach. The only thing that should be taken care of is that the use of dialects and vernaculars may be interpreted as stereotyping which may not be consumed positively by the local population. Chart : Ducan and Ramprasads (1995) survey illustrating majority of brands opting for adoption of regional language in their ads VISUAL ELEMENTS According to Hewett, Madden and Roth (1999) colour being and significant part of the products, their logos and their packaging is a powerful tool in positioning the brand into the minds of the consumer. It has been stated in the studies conducted by Greenberg and Solomon (1993) it requires a great effort on the part of the directors as well as set creators and many others to choose a scenery and location and numerous other factors like the tone as well as the nuance of the print on which the ad is supposed to be executed. These experts in their respective fields strive to create a compelling environment that will be executed on the ad agencys vision of a way to reinforce the targeted products intended brand image into the mind of the recipient. An influential and persuasive message can be delivered by the product if the ad is well-crafted and presented in a manner which is sensible to the recipient and reinforce the intended message in his mind. OTHERS Cho (1999) argues that a message conveyed by an ad should be in congruence with the values of the local culture. He also supported this statement by saying that the cultural values embodied in the ads are the core of these ads. Most of the time ads endorse, embellish as well as reinforce the cultural values. Moreover, it has been shown with the help of empirical studies that ads which reflect regional cultural values are more persuasive than the ads which dont incorporate them. 2.2 Influencing Factors This part will be analysing various factors that impact the decision to standardize or adapt based on various researches conducted. These will be stated along with explanation through this whole chapter. COST It is stated by Darmon (1999) that one of the reason leading to standardization is cost considerations. Ducan and Ramprasad (1995) also stated that economic gains along with convenience being a key factor leading to standardization. However, they were much amazed when the data of their survey stated cost savings as one of the least priority item. THE ROLE OF HEADQUATERS AND SUBSIDARIES SALE LEVEL In their research Ducan and Ramprasad (1995) that the marketing strategy as well as the follow up are more probable to be changed in the more well-off markets where the holdings of the firm as well as the profit margins are comparatively higher. Still the power of making important decisions of the regional offices depends completely on the level of freedom offered by its parent company. MACRO FACTORS According to Chandra (2002), these factors vary considerably from nation to nation and affect the decision making process very much based on the nations legal, political and economic factors along with the marketing scenarios. For e.g. in south Korea, only the nations models are allowed to be featured in the ads. SINGLE BRAND IMAGE Ducan and Ramprasad (1995) concluded in their studies that the single brand image is the most influencing reason for standardization. It is also suggested by Vrontis (2003) that through the use of single brand image a company can significantly establish its global brand image. And due to the global broadcasting by the media as well as consumer mobility standardization is much favoured as compared to earlier times. PRODUCT CATEGORY As compared to the products/services which are likely to be purchased on the basis of the regional cultures, products/services which show uniform consumer buying habits are more likely to employ a standardized marketing strategy. For e.g. electronic goods are used the same way across different cultures in contrast to food items which are more likely to be consumed in the traditional fashion. DEMOGRAPHIC, PSYCHORGAPHIC AND CULTURAL CHARACTERISTICS It is stated by Chandra (2003) that the use of standardization depends on the existence of the homogeneous market segments. If such market exists than the consumers are more likely to behave in the same manner across the markets and share a common buying habit. EXPLOITING A SUCCESSFUL IDEA Ducan and Ramprasad (1995) stated that when an effective idea or strategy have taken a great time in its development and is successfully producing positive results, the firms are very keen on using this idea across different markets so as to reap the costs incurred in the production of that strategy. NOT INVENTED HERE When the multinational agencies are trying to use standardization, their regional subsidies are often uncomfortable with the imposition of their ideas and often defend their reasoning by tagging it as not invented here and hence lacking creativity. 2.3 Conceptual Framework The conceptual framework is defined by Miles and Huberman (1994) as a visual, graphical or audible description of a study explaining it. They can be constructs, factors, elements or variables and the relationship links between them. They also state that if the research questions have been stated first than it is much easy to form the conceptual framework. Thus for answering the research questions we have to first state on what basis we have collected the data. First, the relevant theories for the first question will be stated followed by the relevant for the second question. 2.3 Conceptualization Elements of Television Advertising Laroche and Teng (2006) found out the various appeal elements of ads, whereas Melewar and Vemmervik (2004) have classified them into visual and verbal elements. Appeals Rational Culture Emotional Speech elements Sound National Language Visual elements Scenery Models 2.3.2 Conceptualization Influencing Factors There are various different factors influencing the decision of going for standardization or adaptation for the television ads. The related theories will be analysed and equated with data collected: Cost Demographic, psychographic and cultural characteristics Macro factors Single brand image Product category 3. Methodology In this chapter the methodology used in the research will be presented. This chapter begins with the purpose, approach and Strategy used in the research followed by data collection and selection of sample. This chapter will be concluding with the problems faced during the methodology study. 3.1 Purpose of Research List of references dAstous, A. Chartier, F. (2000, Fall). A Study of Factors Affecting Consumer Evaluations and Memory of Product Placement in Movies. Journal of Current Issues and Research in Advertising, 22, 31-40. dAstous, A. Sà ©guin, N. (1999). Consumer Reactions to Product Placement Strategies in Television Sponsorship. European Journal of Marketing, 33, 896-910. Avery, R. J. Ferraro, R. (2000). Verisimilitude or Advertising? Brand Appearance on Prime-Time Television. The Journal of Consumer Affairs, 34, 217-244. Bloor, M., Frankland, J., Thomas, M., Robson, K. (2001). Focus Groups in Social Research. London: Sage Publication Ltd. Denscombe, M. (2000). Forskningshandboken. Lund: Studentlitteratur. Eriksson, L. T. Wiedersheim-Paul, F. (2001). Att Utreda Forska och Rapportera. Malmà ¶: Liber Ekonomi. Graser, M. (2006, February). TVs Savior? Advertising Age, 77, ps1-S2. Gupta, P. B., Balasubramanian, S. K. Klassen, M. L. (2000, Fall). Viewers Evaluations of Product Placements in Movies: Public Policy Issues and Managerial Implications. Journal of Current Issues and Research in Advertising, 22, 41-52. Paying to Avoid Ads. (2004, 7 August). Economist, 372. Russell, C. A. (2002, December). Investigating the Effectiveness of Product Placements in Television Shows: The Role of Modality and Plot Connection Congruence on Brand Memory and Attitude. Journal of Consumer Research. 29, 306-318. http://www.tv.com/american-idol/show/11307/summary.html?full_summary=1 [2006, May 21]. Wenner, L. A. (2004). On the Ethics of Product Placement in Media Entertainment. Journal of Promotion Management, 10, 101-132. You be the Judge. (2004, 17 May). Brandweek, 45, pSR40-SR42.

Reaction To Othello By By Julius Lester :: essays research papers

The novel Othello by Julious Lester is one of the most interesting love stories I have ever read. Iago the greatest villain of all times plays with the red handkerchief to ruin and sometimes determine love for people.   Ã‚  Ã‚  Ã‚  Ã‚  Othello loves his red handkerchief and gives it to Desdemona to have as a symbolism of love for them. Desdemona takes the handkerchief and puts it in her blouse. Othello has a headache when he gets home so Desdemona puts the red handkerchief to his head to make him feel better. Othello pushes away her hand and she drops the handkerchief. Later Emily sees the handkerchief and picks it up knowing it is Desdemona’s. When Emily goes home Iago sees she has the handkerchief and asks her for it and tell her he will give it to Othello. Iago being the villain that he is takes the handkerchief and puts it next to Michael Casio’s head. When he wakes he notices the handkerchief and wonders how it got there but he just puts it in his pocket. Michael is waiting in the garden for Desdemona but Instead of Desdemona showing up Belinda shows up. She goes to hug him and she sees the handkerchief, she takes the handkerchief from him and asks him where he got the handkerchief. Michael swears he has no idea how he got it. Belinda takes the handkerchief and puts it next to her bosom. Othello thinks Desdemona is cheating on him so he goes to look for some proof of it. Othello is walking through the courtyard when he sees Belinda with the handkerchief hanging out her shirt. He goes up to her puts his hands around his neck and asks her where she got the handkerchief that belong to his beloved Desdemona. Belinda thinks it was Desdemona’s then Michael Casio deserves to get in trouble for it, since he lied to me. Othello thinks to himself that if she got it from Michael Casio then Desdemona must have given it to Michael. He now thinks Desdemona has bean cheating in him. Othello feels that he is weak and he needs the rest of his soul back from Desdemona. He goes back to the house with intention to kill Desdemona. He feels he is doing it for honor. He goes to Desdemona and he tells her to free her self of any sins she might have and then strangles her to death while she is pleading to whom she loves the most not to kill her.

Personal Success, Seizures, Depression And Suicide :: essays research papers

Before the age of 15, I was as healthy as anyone could wish to be. In my sophomore year of high school, though, my seizures began. Nobody knew what they were at first; they looked as if I was passing out. These â€Å"episodes† as my mom and I were calling them, were finally defined as seizures when a nurse at the hospital saw that during one of my â€Å"episodes† I would clench my jaw shut and my muscles would tighten and shake. Doctors put me on three different medications over the next few years. The first , Dilanton, did nothing for me. The second, Tegratoal, was killing my white blood cells which made me extremely sick. The third , Depekot, worked, but with it came some nasty side affects, and I was still having seizures two to three times a week. I became depressed after a year of having seizures and being told by many doctors that they didn’t know what was causing it. The doctors also didn’t know how to treat it. I missed a lot of school my sophomore and junior year, which was why my grades weren’t what I wanted them to be. My teachers harped at me about not getting my work done. They didn’t understand. I also got a lot of strange looks from people when I walked down the hall. Most of my seizures happened during school. I can’t be positive about when my depression began to reach a climax. Maybe it was when my mom and her boyfriend would yell and scream at each other about how they were going to pay for all the hospital expenses. Or maybe it was all those nights lying in bed listening to my mom cry. Whatever the reason(s), I developed the mindset that I was causing my family all this pain, that it was my fault, I would never get into college, so it would be best if I wasn't around anymore. I felt other no emotion except sadness. I felt as if I were walking in a different dimension. I could see and hear people, but nothing anyone said made any difference to me. Nothing seemed to matter anymore. The world no longer had any color in it; it was all black and white; this is what I saw. I thought about how much better life would be for everyone if I were gone.

An Enemy of the People, Waiting for Godot and Civilization and Its Disc

Science and Human Values in Ibsen's An Enemy of the People, Beckett's Waiting for Godot and Freud's Civilization and Its Discontents Throughout the centuries, society has been given men ahead of their time. These men are seen in both actual history, and in fictional accounts of that history. Aristotle, Copernicus, Galileo, Bacon, and even Freud laid the framework in their fields, with revolutionary ideas whose shockwaves are still felt today. For every action there is an equal and opposite reaction, and so society has also possessed those how refuse to look forward, those who resisted the great thinkers in science and civilization. The advancement of science and technology is like the flick of a light switch; research may be slow and tedious, but once discoveries are made, they are not long hidden. In contrast, advancement in the ideas of ethics and human values come slowly, like the rising of the sun; there are hints at advancement for a long time before the next step is ready to be made. Because of this, science and technology takes off in leaps and bounds before human values have awakened to find society moving again. This race between science and human values is a common theme in literature. Sigmund Freud discusses it in his essay Civilization and Its Discontents, bringing up themes later reflected in Waiting for Godot by Samuel Beckett. In the more concrete story line of Ibsen's An Enemy of the People one finds intertwined this same conflict. It seems generally agreed that science and technology are winning in this race, at the expense of humanity. But there is less agreement as to just what to do about it, or what is needed to save humanity from its own scientific advances. Sigmund Freud breaks t... ...rson with the right balance of science and people skills can help slow science down and awaken the ideas of human values in people regarding scientific advances in human genetics. If human values are to keep up with scientific advancement, there needs to be not complacency but action. Freud saw both science and the search for happiness rooted in the outlet of energy from repressed instincts. The continual recharge of this energy promises to keep the race between these two forces going. As expressed in Ibsen's play, it seems the key to a thriving society is to let neither science nor human values get too far ahead. Works Cited: Beckett, Samuel. Waiting for Godot. New York: Grove Press,. 1954. Freud, Sigmund. Civilization and Its Discontents. New York: W. W. Norton, 1961. Ibsen, Henrik. An Enemy of the People. Dover Publications: New York, 1999.

Tda 2.9 Support Children and Young Peoples Positive Behaviour

TDA 2. 9 Support children and young peoples positive behaviour 1. 1. In our nursery we have a behaviour policy on promoting positive behaviour; it has the guidelines/code of conduct we use to promote positive behaviour. The aims of the behaviour policy is to create a consistent environment that expects, encourages and recognises good behaviour and one in which everyone feels happy and safe. The behaviour policy is the main policy on promoting positive behaviour in the nursery and we should all be aware of the policies as part of our ongoing professional development so that we can manage children’s behaviour in a consistent way.The policy sets the boundaries of behaviour expected from the children and also the behaviour expected from staff. It sets out how we should reward the children and sanction them e. g. my nursery rewards potty training with stickers and other good behaviour with verbal praise, if a child is behaving inappropriately then we explain to them firmly that the behaviour is not acceptable and we suggest the correct behaviour that they should be displaying and if the behaviour carries on then we put them in thinking time or take them away from an activity.We encourage the children to resolve conflicts by sharing or negotiating with each other. It also has the anti-bullying policy in it and how we should handle situations and explains what inappropriate behaviour is. I think that the benefit of encouraging and rewarding positive behaviour through praising is that the children learn good behaviour from bad behaviour and I tend to see more of the same positive behaviour reoccurring when I reward it. When children know that there are boundaries set it makes them feel secure and helps provide children with a safe and secure environment, thereby promoting good mental health.The nursery has golden rules * Show respect for others, considering their rights to use equipment, to have space to play without the threat of being hurt or upset * Sit quiet ly for story and meal times * Move around the nursery with regards to the safety of themselves and others * Use toys safely and appropriately * Listen to instructions and comply with requests made by the nursery workers These rules are taught by * Praising and rewarding positive behaviour * Encouraging sharing and negotiations * Adults modelling positive behaviour Helping the children to understand the effects of their behaviour on others * Teaching routines for certain activities such as meal times, circle times, tidying up, going out, sharing toys etc * Promoting children to follow rules and gradually reducing prompts * Helping to equip children to challenge bullying, harassment and name calling * Using stories and songs to teach the children the value of positive behaviour * Evaluating the nursery’s provisions to see if it may have any effect on children’s behaviour * Teaching children and consulting with them about the rules * Ensuring that children know and unders tand that they are always valued as individuals even if their behaviour may sometimes be unacceptable 1. It is important that all staff consistently and fairly apply boundaries and rules for dealing with behaviour in accordance with the policies and procedures in the setting to ensure that the children have a sense of security and learn right from wrong and that inappropriate behaviour will be dealt with in the same way all the time by all of the staff. Children test boundaries have not changed with other staff and will get confused and not know what is expected of them if we are not consistent in our approach with all children. if I ignore a situation like a child hitting another child in my class then he will think that its ok and do it to another child and other children may copy the behaviour and think that its ok to misbehave while they are in my care and it will undermine my position if I’m not consistent in my approach to behavioural issues.When we go out of the nurser y for a walk we have to hold the children’s hands while in the street and there are certain children that try not to, I’m not sure if it is to see if I react differently or if they just want to test me but I always stop and explain that they cant go for a walk if they don’t hold my hand at all times and I act just as I have seen other staff act in the same situation, if I didn’t act consistent like the other staff then I would be putting the child in danger in this situation because they might keep letting go and then run into the road. Children learn the correct behaviour through the use of boundaries. We must all model positive behaviour in order to be good role models and set standards for the children and ensure they know and follow the behaviour policies.

Criminal Invesigations Essay

The purpose of this research paper is to show the role, function, nature and responsibility of the criminal investigator. The Methods Used and the Interpretation of the Collection of Physical Evidence and Understanding of the Sources of Information will be explained within this paper. The Role, Function, Nature and Responsibility of the Criminal Investigator The criminal investigator has specific roles and function within their organization. The duty of a crime scene investigator is to try to assemble and bring together multiple events, information, and interpretations of a crime scene to make it one big picture. Based on physical evidence, testimonies of eyes witnesses, suspects, and the victim he will create scenery to figure out what has happened. He or she is creating a hypothesis in what happen before the crime scene occurred and after. All evidence found in all cases by the investigator has full understanding and knowledge of it in order to be an effective investigator (Physica l Evidence). The mentality of an investigator has to have interest, observative, and have the ability to write down everything that is going on. While on a crime scene he or she will notice what is wrong in the crime scene. For instance, the investigator notices that everything in a home is taken out and thrown on the floor in which the investigator can tell the crime scene is a burglary. In the investigative world, not only each individual investigator learns from each case they take up but from each other. While learning from each other they have to be opened minded and have doubt in order not to interfere with the facts of the case. The job of a criminal investigator has high levels of critical thinking (Police). The Methods Used and the Interpretation of the Collection of Physical Evidence When the investigator is called onto a crime scene they have a lot of work to gather and process. The first initiative officer will turn the crime scene over to them. The investigator might be also in charge of giving out press information based on the crime scene. The first thing that they might observe is the possible of the scene being contaminated by the officers who arrived their initially. The crime scene must be organized, and controlled using the proper methods so that the suspect of the crime scene may be successfully captured (Police).. The investigator will meet with the lead detective and the first responding officer on scene. He or she will interview them the two people on information pertaining to the scene. The investigator will get an understanding on what happened, when it happened, and how the crime occurred. The information received, the investigator will combine his information with theirs and make a logical determination of what happen in the crime scene. The gathered information as if you were a judge to see if the facts and evidence will meet will support the conclusion of the scene (Police). The process of the crime scene investigation is when they receive a call to go to a crime scene. When you arrive at the scene, you will make a list of what is required for this particular crime. Every crime scene is different. As crime scene investigator, you will need to have enough police officers protecting the crime scene and yourself. The officer will have to make sure that no one who is not authorizes to enter the premises stays out. The responding officer or a designated person would be the recorder keeper of authorize personal who enter the crime scene. They would have to write down their name, ID number, date, time, and what department (Police). The crime scene investigator will start to take photographs from the outside. The will take pictures of the entire area. All angles will be necessary from across, behind, on top, and bottom of the crime scene. Pictures will be taken of the street names, numbers, the street itself, vehicles, and street light posts. The more pictures taken; the more evidence you have. Every picture taken should be accounted. A log will be helpful of keeping account of the pictures, what camera, lens and film being used. If video camera is used that is also should be logged into the log sheet. In addition, you may want to write down who had access to photos or video other than the crime scene investigator (Physical Evidence). Now, the crime scene investigator will take note on any damages or any property taken on the outside. All evidence will be taken into photography. Photography will be taken from all angles, close-up and from a distance. Any mark numbers and letters must be place in the one area and be able to fit in one photograph. Next, Diagrams will be made of the crime scene and where the evidence was found. Triangular, rectangular, and baseline diagrams will be made to show a rough measurement of where everything happened. The investigator is always to remember to record location, measurements, and the person who collected the information. The investigator will now move inside the premises of the crime area. The investigator has to make sure he has proper approval and if necessary a search warrant. When entering the premises, you may want to wear protective gear so that you will not contaminate the evidence. Protective gear may include gloves, head and shoe covers, jumpsuit, and a mask. When looking for evidence inside the area, avoid the place where you think the suspect has moved around. The investigator will have less cross contamination on the evidence. Area where the investigator will walk will be around the edges not of the middle of the scenery. They will take notice on the entry point and exit point of the suspect. They will make sure other detectives or investigators in the crime scene to walk in certain paths to not contaminate the crime scene (Police). The crime scene investigator will logically take photographs as he did outside into the interior of the crime scene. They will work either in the same direction or opposite direction in working the crime scene. The crime scene investigator will do the same procedures in all crime scenes. When taking photographs, the investigator will take photographs in a three dimensional way. Photographs will be taken of the floors, walls, and ceilings. Everything must be visible for evidence by taking photos of the four walls. One angle might not be enough to show the evidence needed. Multiple angles must be taken. With all the photos taken, the investigator will make a diagram of the crime scene. It is good to point out the major details of the crime scene such as furniture, entry and exit points, and the victim. Another way of recording evidence is through video camera. Taking video must be only of important video of the crime scene. It may be easier to take video in fifteen second intervals. The investigator will also take video from all angle of the crime scene. After they are done collecting evidence, they will go make another walk through to make sure no missing evidence pertaining to the crime scene. Collaboration with other crime scene investigators and detectives will be done to insure all evidence has been collected. Understanding of the Sources of Information In the line of an investigator, getting enough information is critical. Information can be from physical evidence, the crime scene, interviewing, and interrogations. Interview and interrogations are very different. Interviews are just to gather information of the crime. An interrogation is getting information based on the suspect being involved. An investigator need to know the difference so that the person being interviewed or interrogated will know if they in custody or being asked a few questions. Two key ways of getting information will be witnesses, and interviews (Berg). WitnessesA witness will help out a lot while investigating. When interviewing, there are ten basic steps. The steps are plan ahead, arrange for privacy, identify yourself properly, assemble case facts in advance, have an intentional direction, be timely, avoid interruptions, be a good listener, adjust language level, pace, and demeanor as necessary, and maintain rapport throughout the interview. There are many types of witness which may include willing witnesses, eyewitnesses, reluctant witnesses, silent or disinterested witnesses, unreliable witnesses, frightened witnesses, biased witness, hostile witnesses, timid witnesses and deceitful witnesses. An investigator may also deal with people of many different ages. The investigator will have to identify these witnesses, and if they are children, young adults, or mature adults. They will have different methods on the way they try to receive information and if the information is valid (Berg). Interviews At first, a rapport will be made by the investigator. A rapport is a relationship between the officer and the one being interview knowing theirs empathy. An interview may not exactly occur right after the crime due to the anxiety from the situation. Time is needed before interviewing. It has to be a respectful interview and listening very closely. There two ways to interview a person; cognitive and behavioral analysis. Cognitive interview is reconstructing the circumstances, reporting all information, recalling events in different orders, and changing perspectives. Behavioral analysis is just identifying the person body language to the truth (Berg). Conclusion In conclusion, criminal investigation is a long process of collecting information. They have the most important job. The process of collecting information is extensive. It is critical for them to collect all evidence so that the suspect may be apprehended and justice shall be served when in the court system. Information may be either through physical evidence, interviews, or witnesses (Berg). Works Cited Berg, Bruce L., John J. Horgan, and John J. Horgan. Criminal Investigation. New York, NY: Glencoe/McGraw-Hill, 1998. Print. â€Å"Physical Evidence.† Enotes.com. Enotes.com, n.d. Web. 19 Oct. 2012. . â€Å"Police: Criminal Investigations – Sources Of Information And Evidence In Criminal Investigations.† – Physical, Crime, Polygraph, and Witnesses. N.p., n.d. Web. 19 Oct. 2012. .