How far was the growth of the American economy in the years 1890 to 1914 due to the rise of big business? Essay

During the period 1890 to 1914 the American economy grew considerably due to the growth of its capacity to produce, rapid industrialisation and increased domestic consumption. This was, to a large extent, driven by big business. Oil was more readily available which made the transport of goods easier and encouraged development of machinery and industry. Through the dominance of Rockefeller and large oil companies, oil was exploited to the benefit of everyone and especially the embryonic car industry. In 1913, Henry Ford, adopted the moving assembly line, which meant that cars could be produced quickly which made them more affordable and increased sales boosting the economy. Through the work of the steel magnate Carnegie, steel became more readily available due to mass production which supported the development of heavy engineering and production which provided employment. JP Morgan had a leading role in reorganising American railroads which made transport of goods easier and cheaper. Due to ruthless big business culture, smaller companies which were less profitable could not survive, but the economy benefited from streamlined monopolies due to economy of scale. This meant that prices of goods went down and this spurred on the domestic market to buy more. By strictly controlling costs and increasing efficiency, big business moguls such as Vanderbilt, Rockefeller and Carnegie were particularly influential in this respect. In support of the economy banking became more stabilized due to financiers such as JP Morgan who directed the banking coalition that stopped the panic of 1907. This financial crisis almost crippled the American economy due to mass bank closures and major New York banks were on the verge of bankruptcy. The consequence of the intervention of JP Morgan was that banks were then able to provide credit to finance businesses and industry which boosted the American economy. Big business had considerable political influence and exerted pressure on the  government and states consequently passed laws to help big business. The government even extended protection through the Supreme Court such as keeping trade unions weak via super injunctions and the 14th amendment. This enshrined the rights and privileges of the individual, which allowed the development of a laissez-faire business culture. There were however a number of factors which supported the economy which were not directly related to big business. The development of agriculture across the Plains resulted in the cultivation of more land. Technological innovations such as barbed wire helped in this respect because land could be better protected. Innovations such as higher-yielding hybrid wheat made farming much more productive and profitable; this resulted in America becoming a ‘bread basket’ with surplus wheat for export. Likewise the development of technology such as refrigeration was important to farming and the economy. The development of the refrigerated rail car allowed perishable produce to be transported all across America. However, undoubtedly big business helped to fund and channel innovation into even greater profitability. Cheap labour, resulting from immigration, was particularly important to developing the economy and also brought additional skills to the country. As productivity increased trade with Asia created additional markets and demands for products. Indirectly advertising was another area that helped the American economy. Full page adverts in newspapers both in the USA and the rest of the world made people want products and therefore boosted sales and profits. Also the door-to-door salesman developed in this period as new products arrived fuelled demand. In conclusion big business was clearly extremely important in developing the American economy from 1890 to 1914 but many factors interrelate and arguably the government creating a capitalist free market economy through the political influence of big business was a major factor in helping businesses and the economy to grow.

Supply Chain Management system of ‘Aarong’ Essay

1. Introduction: In today’s competitive world of Business competitive advantage can be gain by proper information system and developing that information system. Aarong information system is a sign of the modern business organization of Bangladesh. Supply chain management is the streamlining of a business’ supply-side activities to maximize customer value and to gain a competitive advantage in the marketplace. Supply chain management (SCM) represents an effort by suppliers to develop and implement supply chains that are as efficient and economical as possible. Supply chains cover everything from production, to product development, to the information systems needed to direct these undertakings. 1.1. Background of the study: Aarong emanated from BRAC’s core mission of alleviating poverty and empowering people. In the 1970s, BRAC was examining any and all possibilities for alternative forms of productive livelihood, especially for women, and the proper commercialization of art and crafts turned out to be a promising option. In December 1978 when BRAC decided to open its own retail outlet under the brand name Aarong, meaning ‘village fair’, it broadened its arms to include other artisans and master craftsmen throughout Bangladesh who were involved in the making of handicrafts for generations, and were finding it extremely difficult to survive in the newly formed country. Ever since then Aarong has been helping to establish market linkages for rural artisans, revive crafts and interpret them for the contemporary marketplace. 1.2. Objective of the Study: The main objective of the report is to find out the supply chain management system of Aarong by using Management information system. The main objectives of these reports are, 1. To know Aarong’s information system 2. To know how they use MIS for supply chain management 3. To know the organizational structure of Aarong 4. To know the product promotion of Aarong 5. To know their office management 6. To know the communication structure of Aarong for the management of supply chain. 1.3. Limitation of the Study: In every research work there exist some limitations that the researcher faces while conducting different activities. In the process of research work, we also come across certain limitations that hampered the actual findings and analysis of our research work. Some of limitations can be identified are: 1. Employees of Aarong are usually busy with their daily work and activities, so it is quite impossible sometime to get time from them for getting information about our report. 2. Sometimes the authority does not provide their internal information which is very difficult to collect from any other sources. 3. This is quite difficult to collect all the data of supply chain management of Arong by using Management Information System. 2. Methodology of the study: Methodology is the life blood of a report. The methodology of these report’s are, 2.1. Data collection technique: 1. Questionnaire: A structured questionnaire was asked to the different people of different areas where the Aarongs super store is situated. 2. Observation: we were visited Aarong’s Mohammadpur Branch and observed their products prices and their shop’s environment. 3. Secondary information: secondary information has collected by reviewing websites, Journals and some other relevant documents. 2.2. Sources of Data Collection: 1. Primary Source: the primary information is gathered through informal interviews of the employees working over there under management level, their salesman who are directly involved with selling product and also observation while visiting the office premises. 2. Secondary Source: Secondary sources had also used to collect information. Secondary sources include: a. Features and articles published in newspapers and other journals. b. Visiting website of Aarong super store. 3. Current Scenario of Aarong: Today, Aarong’s reach has spread from where it started, Manikganj, to the rest of the country. From a single shop, Aarong has grown into one of Bangladesh’s biggest retail chains offering one-stop shopping experience through 10 stores spread across the major Metropolitan areas of the country – in Dhaka, Chittagong, Khulna and Sylhet and one in London, UK. Aarong showcases over 100 product categories from clothing to household items, gifts and fashion accessories to children’s toys, ethnic wear to beautiful crafts, from silks, handloom cotton, Endi to Terracotta, bamboo, jute and much more. Aarong also plays the role of protector and promoter of traditional Bangladeshi products and designs. It houses an extensive design library where remnants of our rich craft heritage, such as Nakshikantha art and Jamdani patterns, have been widely researched and archived for present as well as future use. 3.1. Aarong’s Mission: Aarong’s mission is to help sustain rural craftsmanship and find a wider market for their product nationally and internationally. 3.2. Aarong’s Vision: Aarong has one outlet in London and exporting to other countries of North America, Europe and some Asian countries. Because of migrating Bangladeshis in those areas, they are targeting to make more franchising activities in those North American and European region. They basically are targeting those activities after fulfillment the customer demand in domestic market. 3.3. Products of Aarong: Some products picture is given below. 4. Aarong’s Supply Chain: Figure 1: Supply chain system of Aarong Aarong’s supply chain is the movement of materials as they flow from their source to the end customer. The whole supply chain of Aarong includes purchasing, manufacturing, warehousing, transportation, customer service;  demand planning, supply planning and Supply Chain management. It is made up of the employees, activities, information and resources involved in moving a product from Aarong’s supplier to its customer. 4.1. How Aarong’s Supply Chain Management System is build: Aarong’s supply chain management system is a group of things working together. Computers, fax machines, data storage system, operating personals, procedures for the employees and the most vital components of Aarong’s supply chain management system are its telecommunication system. Cell phones helped Aarong to create a communication network with every suppliers and transportation partners across the country. All this components work together to provide information to collect products, manage the suppliers, to provide services, create report etc. Different computer software’s are also used in the supply Chain management of Aarong but the main supply chain management software is developed by Aarong. This software is used for both supply chain planning and to help them to execute the supply chain steps. Aarong has hired trained professionals to operate its supply chain management system and keep updating. Aarong’s supply chain management system can be divided into two systems. Both of this system is vital for Aarong’s business. 1. Supply Chain Planning System and 2. Supply Chain Execution System. 4.2. Supply Chain Planning System: Aarong’s supply chain planning helps Aarong to create a model for its existing supply chain, its helps management to measure demand forecasts for different products and develop a way to find best source for meeting those demands and manufacturing plans. Aarong have turned to their customers for help. By communicating directly with customers about what they want and by getting their feedback on existing products, management are able to more accurately understand the needs and wants of their target audiences. With  this information, they can make a forecast that reflects customer reality. Furthermore, improved technology has of Aarong made it even easier to get their hands on customer feedback. The Website of Aarong for example, makes it possible for organization to communicate with customers in real-time, so they can then use the data immediately in their forecasts. Aarong has developed a central database for all the information and it gives access to suppliers and partners. These technology improvements along with real-time customer feedback have made it possible to more accurately predict revenue, profit, and sales in the near future. More accurate planning means that Aarong can work together with their vendors and distributors to outline a plan that makes sense based on those forecasts so that no one is put into a negative situation. Overall, supply chain planning is a critical component of Aarong’s supply chain management. Without accurate planning abilities, businesses end up cutting into their revenue unnecessarily and possibly putting vendors and distributors into difficult situations that may strain the supply chain relationships in the long run. 4.3. Supply Chain Execution System: Aarong’s supply chain execution system is mainly consists of its transportation partners. They manage the flow of products though distribution centers and warehouses to ensure the products are delivered to the right locations in the most efficient manner. Aarong track the physical status of goods, the Management of materials, warehouses, transportation operations and financial information involving all parties. 4.4. Aarong’s Supply Chain Management Process: 1. Planning: Aarong’s supply chain management planning starts at the top of the management. Management tries to balance out the demand and supply to meet Aarong’s sourcing, production, delivery and return requirements. 2. Sourcing: Aarong has large pool of sources to meets it supply. As the demand requires suppliers come up with raw materials and goods. Then it creates a product which we can exploit. 3. Making: Co-operatives comes up with final goods and they deliver them to  the final processing section of Aarong. The goods or products are ready to use for the customers. 4. Delivering: Aarong’s delivering process is managed by its own transportation. Aarong directly distributes its product to the consumers. Their job is to distribute shipments properly. â€Å"Just-in-time† is followed in delivery process. 5. Returning: Return process is consisting of product returns and post delivery customer support which is done by Aarong. Generally Aarong obtained their products to their consumers within 30days.Its also includes Aarong’s return process. 6. Logistics: Aarong’s top level management plans, supportive relation to their consumers and control of all other factors that have an impact on the supply chain. 4.5. Aarong’s Supply Chain Management Information Flow: Information flows from customers to Employee or from employees to operating personnel in the information system. Then information goes to the floor manager. Floor manager shows it to the consultants of Aarong. Consultant shows it to the top level management of Aarong. Top level orders its suppliers to modify, improve or create product to meet the customer demand. 4.6. Managerial Skills: Aarong has trained operating personnel for its accounting department and website. Operating personnel job is to maintain the information system and repair if any error ever occurs. Aarong’s operating personnel are highly qualified in their job sectors. Aarong’s information system is designed to be employee friendly. Employees do not have to know lot about technology to operate its regular applications. Its information system is very secure. Employees strictly follow all the principled rules. All customers’ orders, addresses or any kind of information is remaining private. Accuracy is practiced and monitored by operating personnel’s. Access of employee information is strictly forbidden. So Aarong has the ability to adjust  technology strategy alignment to accommodate the use of IT and manage business process. The Internet has emerged in the recent past as a dynamic medium for channeling transactions between customers and firms in virtual marketplace. In particular, the World Wide Web has emerged as a powerful new channel for supply chain, rendering many intermediaries obsolete, and drastically revamping the value chain. So Aarong has taken the opportunity to expand its business through net. Aarong’s employees can see as an asset for this kind of expansion. But in our country the growth in e-business seems slow although internet is challenging the traditional supply chain structures that firms have employed to get goods and services to market. Aarong has re-evaluated their value proposition to customers, and meet the challenges of more nimble rivals. Aarong seems to be one of the organization which is interested provide online based order and information system to its customer. So Aarong has a very dazzling managerial skill in internet based supply chain. 4.7. Aarong’s performance improvements by Supply Chain Management: 4.8. Competitive Advantage of Aarong’s Supply Chain Management System: Competitor analysis in marketing is an assessment of the strengths and weaknesses of current and potential competitors. This analysis provides both an offensive and defensive strategic context through which to identify opportunities and threats. Competitor profiling coalesces all of the relevant sources of competitor analysis into one framework in the support of efficient and effective strategy formulation, implementation, monitoring and adjustment. Aarong has its own version of the competitive analysis and its function is clear: to line up your product with other products and show where yours falls short and where yours is superior. Each industry brings a different spin to this old favorite and user experience design has its own set of criteria by which to judge competitors. 5. Graphical Analysis: A structured questionnaire was asked to the different people of different areas where the Aarongs super store is situated. We surveyed this questionnaire of Aarongs employees and gather much information about supply  chain management. On this basis we made some graphical chart for showing some important issue. 5.1. Systems are currently used in Aarong: For the calculation see Table no: 2 at page 19 5.2. Facing the problems below when using these systems: For the calculation see Table no: 2 at page 19 5.3. Competitors Analysis of Aarong: Aarong has competitive advantage over its competitors on almost every factor. Only few companies have ability to chase some sort of advantage like Aarong. Such as qualities and innovativeness, Kay-Kraft and Anjan’s supplier, Rang’s color and Khubsoorti’s cost. Aarong has gain competitive advantage through its supply chain management system. Aarong has a vast network system with its thousands of suppliers and manufacturers which gave Aarong superior production and resource allocation power. Competitors do not have power that can match Aarong’s production capability so they are losing shelves. SCM keeps track of its supplier and its inventory properly so there less costly and hustle free for the employees. Performance of service has increased more than its competitors so there are more satisfied customers of Aarong. 6. Conclusion: There is a reason why Aarong is at the forefront of the urban fashion-scene. Their innovative clothing line fuses ethnic wear with global trends using traditional Bangladeshi materials. Aarong is a support enterprise of BRAC. A significant portion of their earnings are invested towards improving the socio-economic standards of disadvantaged artisans and underprivileged rural women of various communities. Aarong organizational vision will be achieved smoothly and that is the women will be empowered through â€Å"grass-root level women entrepreneur development† and this empowerment will change the overall scenario of economic condition. 7. Recommendations: With multiple stores in Dhaka, Aarong is a leader in superstore retail  organizations. The combination of quality and price under various brand name offers customers value for their money. We have examined and evaluated the operations of Aarong. We recommended the following in to order to ensure continued success for the future of all Marks and Spencer stores. 1. Find alternative sources to marks and Spencer stores abroad. 2. Increased marketing efforts.

Life expectancy Essay

Every country measures life expectancy as an index to express the average of years for a person to live in the scale of mortality indicator of a certain period (OECD, 2007). This index is usually affected by particular conditions such as health, education and specific factors of the country or territory. These characteristics have become this index one of the most important signs to quantity human development all over the globe. Although the modern world has brought an increasing of longevity, it is not necessarily associated with a better life quality, the inequalities between rich and poor societies seem to build an enormous gap in the quality of life, which contributes as well to the age of a person. This essay will discuss two reasons that affect the indicator in developing countries and the possible solutions. Health conditions are usually a vital contributing factor of liveability. The World Health Organization (1948) defines health as â€Å"a state of complete physical, mental and social well-being and not merely the absence of disease or infirmity†. In this context, we could say that prevention of diseases lead to a healthy population thus a higher life expectancy. But transferring this into the developing nations’ context the imminent differences are immersed the lack of the quality in health care system, because â€Å"outside the rich countries, average health is strongly correlated with income† (Cutler, 2006). Even though in least-developed countries the reason of mortality and life expectancy are easy to identify, in the case of developing economies the distribution of resources and social inequalities appear to be the main motives. In the case of Mexico there were 70,281 deaths in 2013 due to diabetes type 2 (International Diabetes Federation, 2013), many of these deaths because of bad diet habits and restricted access to health care services. The access to quality health services could make a difference for nations’ life projection. Governments may invest a significant part of the budget in providing health care conditions to the society. Campaigns against increasing diseases can be another option, as illnesses like obesity is gaining territory in developing countries. For example, Mexico is now the most obese country in the world (WHO, 2013) for the high calories content in the food, and that will affect the life expectancy of the current and the future generations. Level of education is another crucial factor of life expectancy. Schooling is directly correlated with salary levels, and that  leads to better access to health services, improvement of productivity and well-being (Rahman, 2012). Knowledge is not only important for creating as well as maintaining a career, but is also a factor in sustaining a healthy body and preventing diseases. One of the most important outputs is that most educated people exercise moderately. In other words, the expenditure of education is an investment that has implication not just in the improvement of income level of individuals, but in the living conditions of population. Education would also improve the quality of labour force that plays a major role in the modern economic growth process. â€Å"The cultivation of intelligence through education, what economists call ‘human capital,’ does not make people only more productive but also better decision makers. Hence, education should be considered a factor that enhances well-being† (Papavlassopulos and Keppler, 2011). It is necessary to highlight the importance of management and financing for schools personnel and the training of new teachers, this way societies could have a well prepared population that can be able to take decisions that affect their lives in a positive way. For example, qualified people may look for a better job and improve life quality with the only result of having a good quality of life thus a higher life expectancy. In conclusion, in recent years the integration of life expectancy rank to determine not just human development rates but to introduce it to ascertain models and economic evaluations. Life expectancy summarises in one statistic number the structure of a society. There are some social and economic relevant factors that affect life expectancy in general, and in the case of developing countries the index is lower than the global average. All developing economies should concentrate the effort in increasing the investment in education and health care services to enhance economic well-being and with this, to improve the life expectancy index of population.

Marketing planning Essay Example | Topics and Well Written Essays - 2500 words

Marketing planning - Essay Example In order to attain the above mentioned objectives, Tesco would have to implement certain significant tactics that include the broad conception of marketing mix which fundamentally comprises the 7 P’s, market segmentation, positioning as well as targeting tactics. Furthermore, Tesco should majorly focus upon the rise in its industrial network portfolio along with universal market expansion in future. In this context, Tesco can initiate the tactic of offering cheaper products for the customers along with possessing powerful brand image, especially to cope up with the fierce competition in the grocery business market in UK. These particular tactics would assist Tesco to accomplish its objectives by a significant level concerning with the fact that the reputation of the organisation is constantly growing. Apart from the above mentioned tactics, Tesco could follow certain other major plans that include the conception of new product innovation along with the idea of Total Quality Ma nagement (TQM) (Scribd Inc., 2012). Additionally, there lies certain other crucial dimensions of tactics through which Tesco could attain its expected business goals by a considerable level. The different dimensions include the consciousness of Tesco regarding the various law set of laws that applies in its particular business operating location along with complying with them in an effective manner and mitigating the issue of Credit Crunch that affected the performance of Tesco in terms of sales.. In this regard, it has been observed that the economy of UK has been experiencing a challenging situation that resulted towards the decline of the economy due to the emergence of significant issues related to Credit Crunch. Such an issue, in due course, affected the disposable earnings of the individuals in the country which indicated that the people or the customers largely focussed upon the idea of saving their valuable money rather than making expenditures for the consumption of products apart from their basic needs. Hence , the purchasing capacity of the customers was observed to slacken in that particular area. In order to mitigate the consequences led by weakening customer purchase, Tesco applied

The Benefits and Educational Value in Studying Philosophy and Logic Essay

The Benefits and Educational Value in Studying Philosophy and Logic - Essay Example Philosophy and logic are inextricably linked together. For, without one, one could not have the other. The philosophy books one may read—such as The Republic or Plato’s Apology—might cost some money, however, the benefits and educational value of both philosophy and logic are priceless. First of all, what were the benefits of philosophy? Perhaps one must first discuss what logic was. Logic was a derivation of philosophy. For, in order to philosophize, one needed to be able to make rational arguments in succession, each argument following logically from the last point. It then follows that the end result would be a conclusion proving one’s hypothesis or initial claim to be true. This is generally how philosophical discussions develop. â€Å"[The great thinker] Eusebius accept[ed] the conventional division of philosophy into ethics, physics and logic†¦Ã¢â‚¬  The benefits of using philosophy are great—using philosophy exercises the mental faculties and forces one to think extemporaneously. The educational value of philosophy is to train subjects simply to think. If nothing else, philosophy requires a great deal of thought to engage in it.

Software Testing Research Paper Example | Topics and Well Written Essays - 1250 words

Software Testing - Research Paper Example We are dealing with the banking system from Pennywise National Bank. Therefore, experimental design is the best method of testing software (Basili and Selby, 1987). According to Gelperin and Hetzel (1988), we are going to deal with phase models and life cycle models. In the phase models, we have a demonstration and destruction phases. Demonstration ensures that the software satisfies all its specifications. Destruction involves detection of the implemented faults that may lead to errors during the software functioning. In the life cycle models, we have an evaluation and the prevention stages. In the evaluation, one detects requirements, design and implements faults. In prevention, requirements, design and implementation faults are prevented. Review of software requirements is not considered as testing. Prevention testing involves analysis and review besides improvement of the software specifications and design. Moreover, the code is improved before test execution (Gelperin and Hetzel, 1988). We are going to test the coding, structural and functional properties of our software. Code reading will be tested using the stepwise subtraction. The structural testing will be done using 1005 statement coverage criteria. Finally, the functional testing will be done using equivalence partitioning and analysis of the boundary value (Basili and Selby, 1987). The primary goals of testing are; to demonstrate that some parts of the software specifications are functional and meet their tasks, to detect faults and finally to prevent faults. Formerly constructive approach was being used in testing yielding unsatisfactory results in that it contained tests that the software could pass. Currently, the demonstration strategy is being used. Tests always are hypothesized that the software is not perfect in its specifications in that it can not lack even a single fault. A set of test T is built and applied to the software. In the long run, at least a single

Do Consumers Really Make Rational Decisions Essay

Do Consumers Really Make Rational Decisions - Essay Example To be able to answer the question regarding the rationality of the choices made by the consumers, it is important to explore the issues related to the decision-making process of the consumers. There are different internal and external factors that can affect the choices of the consumers. The internal factors of a consumer include factors in his or her psychological core such as motivation, ability, and opportunity; exposure, attention, and perception; knowledge and understanding; attitude formation and change, memory and retrieval. These factors comprise the core values of a consumer which can affect the decisions that he or she makes. In addition to these factors, the external aspects or the consumer’s culture also contributes to the choices made. The external parameters are composed of the consumer diversity, the social class and household influences, the psychographics or the values, personality, and lifestyles, and the social influences. Through the interaction of the internal and external factors, the decision-making process can be completed.... The problem can be equated to the need of a consumer which can only be answered by a particular product or service. This need also dictates the possible outcome of the decision-making process. The needs of a consumer can be defined by the necessities of the daily existence (Mullen and Johnson, 1990, p. 91). One paradigm that presents the basis of a consumer’s needs is the Maslow’s hierarchy of needs which defines the consumer behavior as an effect of the human needs. The said needs then are considered as â€Å"underlying factor of consumption† which are classified into physiological and psychological needs. Physiological needs are for survival thus considered basic and found at the lowest level of hierarchy. This is followed by another physiological need which is the safety needs such as shelter and insurance. The next levels consecutively comprise the psychological needs such as belongingness and love needs; need for esteem; and self-actualization needs (Jansson -Boyd, 2009, p. 119). By tapping any of the said needs different companies and business can generate profits. Although this is one of the basic factors, the consumers’ needs are only considered as one of the many factors that contribute to the complicated web of interaction to come up with the client’s choice. Actual Process of Decision-Making It is important to consider that the said needs are the stimuli that can lead to the decision of the client to buy a particular product or avail a particular service offered. Once the need of the client had been recognized, it leads to the second level of the decision-making process which is deciding whether to buy a product or not. It is important to consider that the act

Summary Essay Example | Topics and Well Written Essays - 250 words - 1

Summary - Essay Example Pediatric trauma causes enormous psychological tolls on patients, parents and families alike. This also is true for the nurses who handle such cases. In cases of posttraumatic and acute stress disorder, nurses need more education. Most hospitals do not have a formal screening process, any consensus guidelines, a lack of advanced information, lack of processes to investigate and distribute pediatric best practices and develop research with nurses and their colleagues. Whether from reading about a teen involved in a motor vehicle accident, trying to calculate an infant drug dose, wondering if we are trained well enough and moving forward and paving the way for the doctors and nurses that are upcoming, we advocate for those who cannot do it themselves. Regardless of whether in a pediatric level 1 or a rural hospital, it is imperative that we strive to find new information and drive changes in the hospital society. We will move forward and create new infrastructures, develop and discover new and better practices, and create outreach with professional colleagues. We have made headway in the impact of pediatric outcomes, but there is still an extensive body of work left to do. There are confounding issues facing the pediatric trauma patient population. The Society of Trauma Nurses prides itself on being one of the strongest, most successful special interest groups that is committed to the pediatric trauma issue.

CONTRACT LAW ASSIGNMENT 5 Essay Example | Topics and Well Written Essays - 750 words

CONTRACT LAW ASSIGNMENT 5 - Essay Example Goods should be of satisfactory quality, fit for the purpose, and should be as description. Goods sold must be 'conform to contract' fit for the quality and satisfactory for the intended use of customer. They should be durable, safe, devoid of minor defects. (Sale of Goods act, 1979, Supply of Goods Act, 1982, The Sale and Supply of Goods to Consumers Regulations, 2002). Under Consumer Protection Act 1987, or under common law, despite there being no contractual relationship between Mary and manufacturer she would be able to pursue the manufacturer for negligence while manufacturing and endangering her life. Also she could pursue the retailer, or breach of contract under SGA. All the guarantees are legally binding and will stand in a Court of Law. But the clause that any further injury or damage caused by their faulty goods would not be entertained by them will not stand in a court of law. They might have written that for their own protection; it need not necessarily be a legal verdict. In this case the alarm has caused extensive damage within a day and Mary can prove that she was not at fault and did not misuse the alarm in any way. Hence, the protection clause the retailer will not protect him because it will be read as unfair contract terms and thus, will have no legal standing. Misrepresen (d) What damages could Mary possibly recover as a result of the incident, if any Misrepresentation Act of 1967 can be used here, along with Trade Description Act 1968. Mary can claim compensation for the damage caused by unsafe goods including shock and personal injury. As she herself has bought the goods, she can claim from either the trader or manufacturer. Mary in all probability has to go to court to get compensation because this is a complex legal area and it is necessary to have legal advice. Mary can to go Citizens Advice Bureau which would be helpful.. (e) If Mary decided to pursue an action to recover damages, in what Court would she start her action and why It should have been the Small Claims Court, if the claim is less than 5,000. (f) Would the position be any different if Jane was Mary's Mother and Jane had served her when she bought the Alarm No. Even if Jane was Mary's mother, she would be part of Square Deal Electrics and a trader while serving a customer, whoever it is. Relationship does not make any difference unless it is a private sale and if it is one, law renders least amount of protection on faulty goods. Mary is entitled to ask for the contract money to be returned. Due to basic faults in goods, there had been extensive damage not only for Mary's property, but also for her friend's gold watch, so this case reaches a different parameter. Under this context, it is not possible to ask for a replacement or repair. Onus is always on the purchaser to prove that goods are faulty beyond doubt and here it is not a problem to prove it. Goods should be 'fit

UK Mobile Phone Segment Coursework Example | Topics and Well Written Essays - 4750 words

UK Mobile Phone Segment - Coursework Example This essay discusses that the shifts in the segment have been heavily influence and impacted by the development and popularity of smart phones that have changed the dynamics of the mobile phone segment from a portable communications alternative from landlines, to one that includes a social (text messaging, social networking), bill pay and organisational devices with exceptional on the go email connectivity, multifunctional medium whereby smart phones resemble miniature computers in terms of capabilities. The nuisances of the industry that are noteworthy is that in 2010 mobile phone connections, meaning calls made, increased with smart phones, SMS messaging and tablet SIM cards contributing 80 percent to that growth. The near saturation of the market in terms of mobile phone placements means that price and package bundling competition has heated up as the means to retain, and gain new subscribers. In equating the industry sector a PEST Analysis provides insight regarding the environme nt mobile telecom companies in the UK operate under. It aids in understanding the relevant trends by looking at the Political, Economic, Social and Technological factors. Under a PEST Analysis, a scan of the overall general industry environment from a long-term perspective aids in understanding broad based trends. In ascertaining the overall Political climate with regard to regulations in the United Kingdom as represented by the mobile telecom sector, the arena has been stabile. ... mobile messaging as a result of smart phones and the trending toward a younger subscriber profile represented key factors in the revenue changes and changing face of the UK mobile telecom sector. Figure 4 – Mobile Messaging Volumes (Ofcom, 2011, p. 282) Â   As indicated, the growth in popularity of smart phones was responsible for the above: Â   Figure 5 – UK Smart Phone Sales (Ofcom, 2008, p. 210) Â   The shift from landlines to mobile services took off in 1998 as shown by the following: Â   Figure 6 – UK Telecom Industry Retail Revenue (Ofcom, 2008, p. 198) Â   As a result of heightened competition, mobile telecom service cost to subscribers has converged to the point where the cost is comparable to fixed line costs: Â   Figure 7 – Comparison of Average Fixed and Mobile Voice Call Services (Ofcom, 2011, p. 302) Â   The preceding figures reinforce the point that the industry has become price sensitive, thus explaining the rationale behind the merge r that created Everything Everywhere. Â   Market Structure In equating the industry sector a PEST Analysis provides insight regarding the environment mobile telecom companies in the UK operate under. It aids in understanding the relevant trends by looking at the Political, Economic, Social and Technological factors (marketingteacher.com, 2009). Under a PEST Analysis, a scan of the overall general industry environment from a long-term perspective aids in understanding broad based trends (netMBA, 2009). In ascertaining the overall Political climate with regard to regulations in the United Kingdom as represented by the mobile telecom sector, the arena has been stabile. The actions of consumer groups have raised issues represented by the method of calculating call termination procedures they state are overcharging consumers

As an ecologically concerned engineer or anthropologist, critically Essay

As an ecologically concerned engineer or anthropologist, critically assess the current Japanese nuclear disaster using academica - Essay Example The Fukushima Daiichi facility was apparently unable to withstand the dual shocks of the earthquake and tsunami within a short timeframe and entered into a situation which can be described as nuclear meltdown of the reactors. The information about the Fukushima disaster was initially limited and possibly misrepresented by TEPCO and Japanese government administrators in order to downplay publicly the degree of seriousness of the situation, and this has led to difficulties in academic or public verification of the ecological and social threats that the meltdown portends for Japan. It is not overestimating the situation to state that in the worst instance a significant portion of Japan could have become uninhabitable due to the disaster, and currently there is an evacuation zone in effect around the facility. This essay will examine the ongoing nature of the Fukushima Disaster, highlighting the fact that the facility may still not have been properly brought under control and the degree of uncertainty that exists because of this in determining the over-all consequences of the event. The Fukushima Nuclear Disaster There is now little doubt that a full nuclear meltdown occurred at the Fukushima nuclear plant in Japan this year. According to Julian Ryall in an article published in the Telegraph as "Nuclear meltdown at Fukushima plant" (12 May 2011), â€Å"Engineers from the Tokyo Electric Power company (Tepco) entered the No.1 reactor at the end of last week for the first time and saw the top five feet or so of the core's 13ft-long fuel rods had been exposed to the air and melted down. Previously, Tepco believed that the core of the reactor was submerged in enough water to keep it stable and that only 55 per cent of the core had been damaged. Now the company is worried that the molten pool of radioactive fuel may have burned a hole through the bottom of the containment vessel, causing water to leak. ’We will have to revise our plans,’ said Junichi Matsu moto, a spokesman for Tepco. ‘We cannot deny the possibility that a hole in the pressure vessel caused water to leak’. Tepco has not clarified what other barriers there are to stop radioactive fuel leaking if the steel containment vessel has been breached. Greenpeace said the situation could escalate rapidly if ‘the lava melts through the vessel’.† (2011: p.1) One of the problems with the design of the Fukushima plant is that it had been storing depleted nuclear fuel rods on the same site as the reactor, cooled with water. After becoming exposed, this fuel may have added to the critical mass of the meltdown reaction and also caused additional radiation to be released into the environment during the initial period of the disaster. The additional force of this reaction may have been sufficient to burn or melt through the very bottom containment layer of the reactor itself, the final protection layer that prevents a meltdown lava flow from entering the l ocal environmental system through the earth and water systems. The use of sea water to flood and cool the reactor following the meltdown has inevitably led to groundwater radiation being released into

Christian virtues Essay Example for Free

Christian virtues Essay No general code of conduct covers both of them as if the kingdom of God had dawned before its time, Left-wing political idealists and just war theorists fail to distinguish these two hands of God and try to reconcile the tension between them, often at the expense of the state. They try to impose Christian virtues such as love and mercy upon the state but fail to recognize the depravity of our present lot and the need for the state to restrain its evils. Communism might have found its place in the early church with Ð ° people who were prepared to share all their possessions (Acts 2.43, 44; 4. 32), but this economic system does not work in the unregenerate world of laziness and selfishness. Pacifism might have served the church and its members well as Ð ° witness to divine grace and mercy, but the state would abdicate its responsibilities before God if it did not bear the sword and protect its citizens from criminals. It was Thomas Aquinas, not Augustine, who developed just war theory along the natural law tradition. Augustine did not discriminate clear, universal principles in order to declare Ð ° society or its wars just. He saw Ð ° distinct dichotomy between private behavior, which might refuse the use of the sword in self-defense, and the public right of the state to defend itself for the good of the community. Machiavelli agreed and spoke of two moralities subsisting side-by-side, the morality of the individual soul and the morality of the city. Some actions, while not virtuous from Ð ° private or Christian views, are still absolutely necessary if one wishes to defend the Republic. Protestant theologians tend to agree with this assessment. Emil Brunner did not believe that we could impose Ð ° version of absolute justice on Ð ° world darkened with sin. In the old Testament God did not impose Ð ° ban on divorce ‘because of the hardness of their hearts’, even if ‘it was not this way from the beginning’ and absolute justice would demand otherwise. Relative justice is all we can hope for in the realm of society and Ð ° world fallen from its original image. (Amit 2003 127) Reinhold Niebuhr rejected the possibility of doing well without causing some evil. In the real world, one must become tainted with its evil and fight force with force. So useful have terrorist attacks been to advancing the neocon agenda that hawks are intent on provoking more. As William Arkin wrote in the Los Angeles Times, Rumsfelds Defense Science Board recommended in 2002 the creation of Ð ° super secret â€Å"Proactive, Preemptive Operations Group (P2OG) to bring together CIA and military covert action, information warfare, intelligence, and cover and deception. Among other things, this body would launch secret operations aimed at `stimulating reactions among terrorists and states possessing weapons of mass destruction—that is, for instance, prodding terrorist cells into action and exposing themselves to `quick-response attacks by U. S. forces. Such tactics would `signal to harboring states that their sovereignty will be at risk. † (Amy 2004 38) Another argument can be made that Islamist extremism, however it arose, can be combated more effectively if Ð ° larger number of citizens have Ð ° stake in non-extremist, increasingly democratized political systems. More freedom should be created to foster enhanced political participation and human investment in Middle Eastern states. Ð  greater degree of participation may occur without the implementation of other requisites of democracy. If our definition of freedom is free elections, Ð ° free press, and labor unions—it is absent in Saudi Arabia. Supporters of the Kingdom point to other methods of creating balance and justice in society, whereby the royal family protects the citizens and defends their values in exchange for their loyalty. While this may smack of feudalism to the reader, such bargains were fulfilled in Islamic history through the Ottoman concept of the circle of equity; self-governance of religious minorities; and the recognition of local, tribal, and familial authorities. Todays Middle Eastern rulers are facing similar questions about the ways that democratization will alter earlier understandings of leadership or threaten its longevity. â€Å" (Sherifa 2005 28)

Dance In The Curriculum Drama Essay

Dance In The Curriculum Drama Essay Dance as a discipline is marginalised in academic discourse as an ephemeral, performance-focused subject, its power articulated through the body. In UK schools it is a physical subject with an aesthetic gloss, languishing at the bottom of the academic hierarchy, conceptualised as art but located within physical education in the national curriculum (Downing et al, 2003; Brehoney, 2005). Placing additional emphasis on performance at A level also undermines the development of dance studies more widely within a subject hierarchy that places literacy, rather than embodiment, as a key factor of high-status knowledge. Beyond the confines of the dance curriculum, these changes illuminate Foucaults assertions that power and knowledge are interconnected and that power produces knowledge (1979, 1980b). He outlined three core processes for exerting disciplinary power: observation, examination and normalising judgement. Benthams Panopticon, a prison with cells constructed around a central tower, demonstrates how discipline and control can be transferred to the prisoners themselves. The inmates are always potentially visible to the guards and so must behave at all times as if they are being watched. They are their own guards, controlled by the gaze: Just a gaze. An inspecting gaze which each individual under its weight will end by interiorizing to the point that he is his own overseer, each individual thus exercising this surveillance over, and against, himself. A superb formula: power exercised continuously and for what turns out to be minimal cost (Foucault, 1980b, p. 155). Foucaults second disciplinar y technology, normalisation, is the way in which behaviour can be aligned with societys standards, to correct what is seen as deviant. The third, examination, is the combination of the other two and exemplifies power/knowledge as it both establishes the truth and controls behaviour. This article illustrates how these processes work in the context of dance in education. Taking into account Foucaults suggestion that the traditional way of describing power in negative terms as something that excludes or represses should stop, that it is the productive aspect of power that creates reality, the article explores how dance in education might be seen as both literate and a physical activity suitable for anyone, and thus to have more power in the twenty-first-century curriculum. Yet dance is more than just performance: to dismiss it as purely bodies in action is to ignore not only the language of its own structural conventions but also the language in which it might be recorded. Currently there is little indication in school that dance, like music, has its own complex systems of notation. The current discourse of dance in education has normalised it as an illiterate art form and the removal of the notation component at A level has entrenched that perception. Furthermore, the idea that dance studies is solely about beautiful bodies in motion, the exclusive pursuit of slender, flexible females, is an unhelpful blueprint at a time when there is a need to encourage more physical activity to combat rising levels of childhood obesity. So if students are not to self-exclude from dance whether on grounds of perceived body type, gender or lack of academic currency, then there needs to be a more inclusive, valued and thus more powerful form of the subject in the curriculum. Dance in the Curriculum: an overview Dance developed as a part of public education in the UK during the 1880s when Swedish educator Martina Bergman Osterberg brought Lings physical education ideas to London. Physical training was introduced in 1909 into what were then called elementary schools to improve fitness levels and encourage discipline and cooperation in young men. The dance aspect was perceived as an exclusively female pursuit (Brinson, 1991). Western dance tradition is still strongly associated with the female; as Ferdun points out, the term dance is usually associated with girls and feminine qualities by a significant portion of the dominant culture. Labelling dance as female prevents it from functioning fully as an educational medium. It limits participation by anyone, male or female, who does not want to be associated with stereotyped gender images and practices (Ferdun, 1994, p. 46). Whilst dance still remains a part of the PE curriculum, McFee (2004) argues for the distinctive nature of dance as an artistic activity, for its value in the curriculum within an education system that demands accountability. He adopts a personal enquiry view of education which stresses the importance of personal development. Drawing on the work of Lawrence Stenhouse (1975) and David Best (1991), he argues that dance is a suitable medium for such an educational endeavour. However, whilst for McFee dance should be treated as an artistic activity that has intrinsic value, the notion of dance being understood in such a way as to make it accountable is at the heart of his text. His emphasis on accountability resonates with arguments around high-status knowledge and with the need for robust assessment in public examinations. Dance can be assessed as a sub-section of physical education and is also available as a separate subject at GCSE (usually taken age 16 at the end of compulsory education) and at GCE A level (advanced-level subjects, taken two years later, which usually form the basis of university entrance). Articulating the Power of Dance: Ideology into Practice Dance requires the development of physical skills just as other sporting activities do, but differs in that technical skill is not the end in itself. That skill must be used to create meaning; its main concern is aesthetic experience. Unsurprisingly, as McFee (2004) points out, many PE teachers have little interest in teaching dance. Not only does it require an understanding of dance technique if it is to embrace masterworks that is, known works in current repertory but it also has an aesthetic aspect that makes it distinctive. Indeed, when combined with the particularly female orientation of dance, it seems somewhat ironic to place it within a department that is culturally perceived as masculine and essentially in opposition. But in spite of the implication that to put dance with PE is to fail to emphasise the subjects aesthetic qualities, the dance as art model has become the predominant way of studying it. And this is a central problem for dance in education: the aesthetic dimension inherent in dance as an art form and expected by the national curriculum, at GCSE and at A level, leads to this subject having no obvious department in which to sit. All dance examination syllabi in school reflect the dance as art model. As well as having traditional written aspects, GCSE and A level have a practical component, carrying 70% and 55% of the total marks respectively (AQA, 2009). When first examined in 1986, the A-level syllabus required candidates to show ability to choreograph; to perform; to be able to read and use notation; to show knowledge of the constituent form and features of dances and their historical and social contexts; and, finally, to be able to interpret and evaluate dances (University of London Schools Examination Board, 1986). Changes to the syllabus in 2008 resulted in dropping the notation requirement; they also streamlined the choreographic tasks and placed an added emphasis on health and safety in training and performance. The specification also removed the technical study and instead assesses technical competence through the solo choreography task. The power of the dance itself is examined through students ability to analyse the choreographic structure of masterworks in essay form and to use defined compositional structures in their own choreography. It is also assessed through their ability to perform. The proportion of marks allocated for the practical components at both GCSE and A level reflects the need not only to understand dance in theory but also to use that knowledge in practice. It also points to the centrality of the body as the instrument through which the power of dance is articulated and made accountable through assessment. But examination is, in Foucaults terms, under the power of the gaze. The gaze, whether on the dance itself or on the wider notion of dance studies in the academic hierarchy, influences what is seen, what is valued, what is deemed to have power. It influences the kind of inspection itself. If literacy is valued in the academy, then how might dance be written, read, considered and interiorised under its inspecting gaze? Dance is a language with its own systems expressed through choreography and performance. The word choreography itself derives from the Greek, choreia, meaning choral dance, and graphia, meaning writing. But if, as Cohan states, dance speaks in a very special language, both to the doer and the watcher. It speaks of things read between the lines, things that are impossible to put into words (Cohan, 1986, p.10), how can school students articulate those impossible qualities, have the power to express them in a way that is accountable, to use McFees (2004) term? Not just toread and write about dance, but to read and write dance itself? Foster states: Literacy in dance begins with seeing, hearing and feeling how the body moves (1986, p. 58). From the high culture of classical ballet to the nineties revival of Lindy Hop, from contemporary technique to street dance, the dance reader must recognise the qualities of those movements, consider their features, remember and identify patterns. The syllabus, whether at GCSE or A level, refers to constituent features and compositional devices that should be understood, and later read in the masterworks studied for the latter. These include movement components (action content, dynamics and spatial arrangement); dancers (numbers, gender, physique, role); physical and aural setting; and the development of dance ideas. Choreographic devices such as motif development, variation and transition are also required. The cultural perspective Reading dance is not only about its internal structure, it is also about its place within culture: it is complex. The reader must understand the choreographic codes and conventions that give the dance its significance (Foster, 1986, p. 59). This complexity is reflected in the way choreography is examined, for example, at A level. The written papers ask both for discussion of the component features of a dance, but also to demonstrate how the dance relates to its cultural context. In other words, the papers ask the candidate to be able to read the dance in terms of form and context for example, to understand not only how Christopher Bruce creates the power of Ghost Dances (1981) through technical means, but why such a powerful and searing indictment of political oppression, the disappeared of Pinochets Chile, was significant. The practical examination calls for the student to write dance, to compose both solo and group choreography. The compositional components described above are to be used in this writing. But as Adshead (1986) points out, dance composition, where the elements of dance are put together in a recognisable construction, is only the beginning of choreography. Understanding the crafting of the piece only takes us so far and while it might in principle be the aspect of choreography most understood, dances are imaginative constructions designed to do far more than string steps together in a neat and tidy way, or even in an untidy conglomeration of movements (Adshead, 1986, p. 20). The power of choreography is not just about using form correctly, it is about creating meaning and its effective communication to the audience. Dance in education, then, as examined at GCSE and A level, requires students to read dance through understanding its own language of compositional devices, making reference to the cultural context of the practitioners and masterworks studied. There is also the requirement to write dance using those same compositional structures, and the solo must reflect the characteristics of a specific practitioner. Having envisioned and created meaningful artistic relationships derived from knowledge about dance, the student must have the technical skill to realise them in practice. Those qualities have to be conveyed to the observer through the dancers instrument, the body. Young observed that it is power, not knowledge, that counts in education (Young, 2008, p. 94). And power can be constructed as the power of Foucaults gaze (Foucault, 1980b). Dance knowledge encapsulated in its internal concepts of literacy may not have status in the eyes of those who have the power to create the curriculum and endorse its values; it has little power as academic currency. Dance as articulated through the body is similarly problematic: Shilling (2004) develops Bourdieus conception of the body as physical capital which needs to be converted into other forms in order to have value. But according to Foucault, the body itself has a complex relationship with power. As former ballerina Jennifer Jackson notes, The focus on the body, as against the person who dances, links standards of perfection to the instrument of the dance rather than the dancer or the dancing itself (Jackson, 2005, p. 32). Dance in education does not immediately appear to share this professional obsession with technical perfection either in the national curriculum or at GCSE and A level. Syllabus documents make no reference to technical excellence; no statements are given to indicate standards by comparison to technical qualifications. The Assessment and Qualifications Alliance (AQA) mark scheme for the 2009-10 choreographic section of the GCSE level paper which asks candidates to show appropriate and sensitive use of dancers skills and attributes to communicate the dance idea (AQA, 2009, p. 4), and my discussions with practical examiners reiterate the notion that dancers are used to illustrate the choreography, that their performance is not assessed, for a choreographers skill is, in part, to use what abilities the dancers have. In this view, the body is pushed aside, as if dance can simply be reduced to representation, not embodiment. But this is disingenuous: the power of dance is inevitably mediated through the body and the body cannot be removed from that representation, leaving embodiment and representation in irresolvable tension. A professional choreographer can indeed tailor the dance to the strengths of the performers, but those dancers will already be in possession of the docile body created through years of technique classes. School-level student choreographers creating dances for examination have to work with dancers who might but equally might not have technical skill. And so the technical skills of the dancers available to the candidates will affect both their choice of steps and the aesthetics of the performance. As one dance teacher colleague observed, I am sure you could look at a dance performed by two different candidates and think that one was better because you are more impressed by the performance of one because she was a better dancer, or slimmer, or more elegant Even with the best intentions, it is very difficult to remove the effect caused by a poor performance and a body that does not conform to normalised expectations because the two are so inextricably linked. And so the self-correction of the docile body is not limited to technical excellence but is also affected by the expected body shape, even at school level. Foucault describes the ideal body of the soldier, the muscular physique and bearing that replaces the peasant. In dance, as in society, there is an ideal body myth, the normalised body constructed as the aesthetic standard, the object of the observers gaze. Following Foucault, Green (2002) describes the ideal body of the female dancer as seen by her student participants, the long legs, the flexible, skinny body with no curves, thin face, long hair. An ideal, constantly striven for, self-policed, light as a feather. Never eat sweets (Green, 2002, p. 135), emphasising the sentiments of students and teacher referred to above. The self in the mirror is not checked just for technical accuracy but for any excess fat. The skinny dancer, existing on caffeine and cigarettes, is part of the dancing myth, if struggled against in reality. But the importance of indeed obsession with maintaining the perfect dancing body can lead to a range of eating disorders (Thomas, 1995). Perhaps addressing this concern might be one of the benefits referred to in the restructured GCSE specification that is, an understanding of health and safety in dance. Additionally, seeking to question the objectification of the body can result in a deeper understanding of the nature of dance and of its role in society (Shapiro, 1998, p. 10). The male professional dancers body is more contested, especially within the essentially patriarchal structures of ballet. In the nineteenth century he was caught between two competing discourses: if he looked muscular, strong and vigorous, he appeared too contrasting to the sylphlike ballerina who took the central role. But if he looked too ethereal and aesthetic, anxiety was generated in the theatre-going public through perceived homosexual overtones, a link that still persists whatever the reality. Male dancers in the contemporary idiom are perceived as more masculine than their classical counterparts, in part emphasised through the differences in classical and contemporary technique and choreographic principles, yet doubts regarding sexual orientation still remain in popular thought (Burt, 2007). The film Billy Elliot, in which Billy struggles to be permitted to dance, illustrates this perfectly: boys should play football or learn boxing dancing is for girls. What is more, in theatrical dance, the body is on view and most frequently a female body and with it historically, a link with moral laxity. The female body has long been regarded as a source of discord and danger to the patriarchal order, through distraction from knowledge, seduction away from God, capitulation to sexual desire, violence or aggression, failure of will, even death (Bordo, 1993, p. 5). Churches preached against social dance on grounds of immorality in the close physical proximity of male and female bodies, whether it was the introduction of the waltz in Victorian England or the perceived depravity of the tango and Charleston in the 1920s (Brinson, 1991). The theatre itself was the domain of women of questionable morals. Foucault saw the body to be central in the operationalising of power. Since the female body is repressed in a patriarchal culture and cultural representations of it (Fraser Bartky, 1992) that is, it is seen as the other to be controlled by the male, the relationship between dance and gender is influential in articulating the power of dance. The female body can be seen in terms of competing discourses and social control. If the power of dance must be expressed through the body, and that body is female (or if male, then with potentially homosexual overtones), then the dance expresses not power but subservience within that patriarchal hierarchy. And in the school curriculum, the body is similarly positioned and manipulated, its realities hidden (Oliver Lalik, 2001). Bakhtin (1968) argued that these impure meanings around embodiment could be overturned. Taking the world of medieval and Renaissance carnival as depicted in Rabelais novels, he showed how the worldview was upturned, where usual power structures were inverted and the boundaries between what was considered pure or profane could be crossed. The body image itself moved to a celebration of the grotesque but at its extreme it never presents an individual body; the image consists of orifices and convexities that present another, newly conceived body. It is a point of transition in a life eternally renewed, the inexhaustible vessel of death and conception (Bakhtin, 1968/1984, p. 318). But carnival is transitory: participants can only be temporarily free of Foucaults disciplinary technologies. In professional dance, the power of the choreography is essentially expressed through performance, and outside a carnival world view the lithe, trained dancer is considered uniquely able to interpret the choreographers ideas with the docile body. Dance and the Curriculum 2: Notating Dance But if in school the choreography is merely to be illuminated by the performer, then perhaps an alternative way of dealing with the potential interference from the use of (inadequately) docile bodies would be to ask dance candidates to write down their intentions, to allow the power of their choreographic choices to be examined in isolation from the power of the performing body. The question then arises of how this might be achieved in a curriculum that does not acknowledge the existence of dance notation. There are two main systems of notating dance, Labanotation and Benesh. Labanotation, devised by the influential dance figure Rudolf Laban, was published in 1928 and is used to record movement across a range of dance styles. Without notation, there is little chance of being able to accurately reproduce the movements; one can only know about the dance and its role within that particular culture. In spite of its availability, notation was used very little, with a resultant lack of documented dance scores (Redfern, 2007) although the number of scores is now gradually increasing. In the United States, for example, the Dance Notation Bureau, located at the University of Ohio, uses Labanotation to create a record of dance works, so that dance scores can be accessed and used in the same way as music scores. Other institutions in Europe and elsewhere are similarly collating notated dance works. These works are then available for interpretation, as are other art forms. And, as Redfern (2007) points out, increasing the number of interpretations of an art work increases its stature; the power of the dance can be enhanced by inviting different readings of its texts. As well as creating records of dance, notation use can also have learning-outcome implications. Goodmans (1976) theory of notation suggests that the created score defines a body of knowledge. Warburton (2000) goes on to argue that trying to express that knowledge verbally can be counterproductive because of what he refers to as the ambiguity and redundancy of spoken language. He illustrates this by explaining how the verbal description to glide for a ballet step called a glissade sets up expectations of the kind of movement to be completed that gliding overlaps the meanings of travelling and leaping moreover, to tell the dancer to perform a travelling-leaping-action-that-skims-across-the-floor permits a variety of interpretations (Warburton, 2000, p. 195). The anecdote he tells goes on to explore the problems of description and how one particular ballet mistress resolved this by demanding repetition until he performed the step properly the power of the dance expressed through the body, not through words. But although a dance step is a bodily experience, rarely conceptualised in terms of its component parts, notation, he asserts, might provide the means for this conceptualisation in a way that language cannot. He concludes that if the goal of dance education is to help dancers increase their abilities to use dance concepts, to read, write, and dance dance, then notation-use is a good tool for doing so (Warburton, 2000, p. 210), since it enables movement, concept and notation to be linked, which improves learning. Dance notation has never been a requirement for access to dance courses, whether at degree level or for professional training. Few institutions offered the particular AQA specification in which it appeared, and so many potential students would have been unable to study it. It is available for study in professional training courses at specialist dance schools and also features in some dance degree courses as an option. But at school level, the situation is rather different. From its inception in 1986 until restructured and examined for the first time in its new format in 2009, notation was a part of A-level dance, both for conveying the technical study to the teachers and their students and also as a separate test. Originally, according to one examiner, it was included at A level, for mainly cultural reasons. Dance has been regarded as an illiterate art for too long. There are few scripts or records of materials, so dance is seen as a time-based art, disadvantaged in comparison with drama or music. We wanted to help bring it into line with the other arts (Ridley, 1992, p. 37). Literacy, as used here, can be defined by the ability to read and write dance scores using either Benesh or Labanotation. At that time, the latter was the dominant choice of candidates; later examiners reports note the ability of students in both forms (AQA, 2008). The first and rather indirect test of notation skills at A level was through sending the compulsory technical dance study to centres in notated form. However, unless the students were extremely confident with notation, above the standard required for the exam itself, they were unable to read the complex scores themselves and thus were reliant on their teachers for their choice. This had important repercussions. Perhaps the first classical study might be slow, a piece of adage requiring balance, control and strength, whilst the second might emphasise speed, elevation and intricacy, a piece of allegro. Dancers tend to be more comfortable, and thus more competent, in one rather than the other. If the teacher decided to teach both studies then candidates would be able to choose their preferred option; if not, then some students would have to learn, perform and be assessed on a technical study which did not reflect their best performing ability. One solution was the option to buy video recordings from the National Resource Centre for Dance at the University of Surrey. However, this raised a further problem: any performance is inevitably an interpretation of the notation, not the definitive answer. The Resource Centre attempted to minimise this by offering a male and a female interpretation of each piece, but the essential problem remained. Students therefore copied the interpretation when perhaps they could have offered an equally valid, or possibly even better, interpretation from the score itself. The power of the dance as notated and to be interpreted was subsumed into copied technical performance. The specific notation component was also examined practically: students were tested in groups of six, each candidate having a different dance score. They were given sixteen bars of their chosen notation (either Benesh or Labanotation) to decode and perform. The bars were repeated in performance, to create a thirty-two-bar sequence. Thirty minutes were given in which the notation not only had to be understood but also memorised, then fitted to music and a creditable performance rendered which was itself graded. Candidates had to cope with distraction as well as having to race against the clock: the music was played periodically during the thirty minutes, which was potentially distracting if, at that moment, the individual was not ready to put the steps to music but was perhaps decoding a specific section. The memorisation aspect also meant that whilst a candidate might be able to read the notation and perform it with score in hand, marks would be lost if they could not perform it accurately without the score. If notation is a tool of dance, a way of recording movement, then memorisation and performance can hardly be a fair test of the ability to read it. One could read a poem for a test, but just because those lines were not remembered accurately would not be a reason to assume the person could not read. This memorisation aspect shifted the emphasis from reading the notation to one of demonstrating that understanding by way of perfected performance. The task was not a straightforward test of notation literacy but rather one of memorisation demonstrated through bodily skill. The power of dance was once again articulated through the performing body. Nevertheless, successive examiners reports throughout this period indicated the increasing familiarity of students with notated scores, and hence an increasing ability to cope with them. For example, in 2008, the report noted: As stated in previous years, some candidates are to be congratulated on their achievements. It was pleasing to see a number of candidates dance the whole 32-bar score and gain high marks in this component of the Unit 5 examination. This continues to be a positive progression over the past couple of years, indicating an increasing confidence in preparing reconstruction skills (AQA, 2008, p. 4). Yet the restructured 2009 A level removed the examined notation component completely. AQA suggested a summary of benefits of the new syllabus, which included encouraging critical engagement with dance as an art form, providing a suitable foundation for pursuing dance in higher education, providing experience of choreography and performance, and, finally, encouraging a hea lthy lifestyle (AQA, 2008). However, according to the National Dance Teachers Association (NTDA), the notation component was dropped because AQA was concerned about the ability of teachers to deal with this aspect of the course. Too few teachers were able to teach notation to a high enough standard and examiners had seen too many crying candidates attempting the notation part of unit five. It seems that we as teachers have failed to meet the standards required to deliver this part of the course successfully (NDTA, 2008, p. 13). Those teachers trained to use the system acknowledged the difficulties it posed, but nevertheless the outcome can only be seen as a retrograde step. Rather than calling for an improvement in teaching standards, this significant aspect of dance scholarship was dropped. The gaze of the literate hierarchy was rejected, not interiorised. So whilst schoolchildren may routinely be expected to understand that music has its own form of language that is, music notation there is no such expectation for dance; dance in schools is taught as if it were an illiterate art form that is, as if its notation does not exist. An unfortunate effect of this is, as Redfern (2007) points out, that a lack of interest in dance scores is perhaps what makes for, or at least reinforces, the tendency to concentrate on performance rather than the work; and this absence of a tradition of studying a dance script in the way that it is imperative for musicians or actors to study their scores or texts means that relatively little has been expected or demanded of the dancer in respect of interpretational ability (Redfern, 2007, p. 197). Notation is thus important for the development of dance studies. It allows dance works to be recorded and studied other than during the performance itself, giving dance a language equivalent to music. It can also enhance learning. But reading and interpreting through notated scores (however unskilled) is no longer a possibility at school level, and whilst writing scores was expected only at a very basic level, this too has gone. In addition, complex and analytical notation gives academic weight to a subject so often seen as unsuitable for serious study. It is also assessable in a way in which the more ephemeral aspects of the subject are not. The absence of notation at A level cannot help but reinforce

Soap Operas Are Regarded Media Essay

Soap Operas Are Regarded Media Essay Introduction Soap operas are often regarded as bad, poorly acted, not socially valued if not said have no aesthetic at all. Is it because most of the soap opera viewers are women? In traditional view, soap opera is perceived as less significant compare to other forms of television programme. However, this overview changed when soap opera reached high ratings and generated high revenues. It increases prominence of soap opera in television landscape and attract scholars to study this particular genre of television programme. The study of soap opera has not completed without studying its audiences. It is assumed that soap opera viewers are predominantly women. There are various theories of soap opera audience that emerge, such as uses and gratification (à ¢Ã¢â€š ¬Ã‚ ¦). Literature review The gendered audience theory discussed by Mary Ellen Brown in her book, Soap Opera and Womens Talk is the starting point of our discussion on women and soap opera. In the gendered audience theory, it is assumed that hegemonic values, in which tend to exclude non dominant perspectives, has to be deconstructed in order to study television audiences (Brown 1994, p.12). Brown (1994, p.13) assumes that the interaction between TV audiences and a text does not stop with the moment of consumption of the text. Rather, she explains that the process of meaning making exists in the tertiary text, a term used by John Fiske which refers to the conversations that people engage in about television watching, in which also used in the ethnographic research (Brown 1994, p.13). Brown asserts that soap opera gives women reactive pleasures, that is pleasures of being represented by the narrative that soap opera brought to the surface (Brown 1994, p.18). This pleasure has to do with the idea that soap opera has been facilitating women to talk with each other and expressing their ideas and feelings without being criticised (p.18). Soap opera depicts problems that women in real life are dealing with, it creates conversation between them around the text, which called the spoken text. This conversation is emerged as result of feeling unrepresented in the dominant discourse, in which women are considered as part of subordinate groups, where their positions are constructed within patriarchy system (p.23). Christine Scodari in her book, Serial Monogamy: soap opera, lifespan, and the gendered politics of fantasy discusses Stuart Halls (1980) decoding/ encoding model, in which divides the reader into preferred/ dominant, negotiated and oppositional. According to Lewis, this classic model is believed to leave a gap of readers who acknowledge the storys intent but disagrees with it (p.42). In order to fill in this gaps, Lewis creates a fourth designation, the resistive reading that is the process of questioning the idea of preferred reading by exploring the messages ambiguity they see fit (p.42). Scodari suggests to add the qualifier hegemonic or counter hegemonic into the discussion, as the emerging of interaction between soap opera fans creates collective positions of reading. She further explores this conception by discussing interaction between fans of Another World, a mid 1990s US soap opera. Scodari claims that the shows plot was becoming more similar with Days of Our Lives, that ten d to focus on catfight between the female characters, she calls this as DOOLification of soap opera (p.43). The plot tends to encourage confrontation between audiences that happens in private place such as home, or publicly in the online media. The fans reaction toward it was polarised between the preferred, hegemonic reading and the oppositional, counter hegemonic. The fans begin to name calling each other and attacking personal, in which Scodari refers this as tabloid talk (p.43). Jennifer Hayward, in her journal, Day after Tomorrow: Audience Interaction and Soap Opera Production discusses about soap opera audience have power over the show. This notion contradicts with the common perception that soap fans have been considered as passive victims, brainwashed by the shows narrative (p.97). Hayward analyse conversation between Oprah Winfrey and one of the addict soaps fans. Hayward finds that speculating what will happen to characters within the next episodes, which called the narrative game contributes to what we understood as soap pleasure (p.98). According to the conversation, Hayward assumes crucial function of soap opera as to provide communities an open lines of communication between viewers, a neutral field discussion for housewives isolated in their respective homes and nuclear families (p.99). She also adds other function of soap opera, which is to provide a forum for public to explore disruptive social issues as well as political matters. In relation to power of the audience, she contests the notion that soap opera audiences are passive victims. From her analysis of the fans letters and conversation with them, Hayward suggests that the audiences are showing active involvement with the process of fiction making (p.99). They send letters to the shows producer, convey their criticism and even giving suggestion on how the narrative should be. Hayward uses a case study of One Life to Live to show fans power. One of the characters of OLTL, left the show due to a contract dispute, the fans response by sending 45.000 letters and then it became the headlines across soap magazines. Hayward calls this activity as active fandom (p.101). Whetmore and Kielwasser on their journal, The Soap Opera Audience Speaks: A Preliminary Report discusses how the soap viewers perceive the viewing process (p.110). The complexity and multiple sub plots seem to be characteristic of soap opera, therefore it takes a while for newly viewers to be able to understand the whole narratives. The authors suggests that newly viewers of certain soap opera has to get over the hump, that is the process of understanding the historical ties that bind the characters together (p.110). This process is enabled through discussion with other more experienced viewers. Soap opera tends to withheld the solutions of problems encountered by the characters, ends each episode with questions in viewers minds. This is claimed to be one of the appeal of soap opera (Jen Hayward). This creates viewing dependency. According to Whetmore and Kielwasser, by this viewing consistency, viewers are developing different emotional payoffs. They classify these payoffs into thre e categories; immediate, short term and long term (p.111). Newly viewers usually developing immediate payoffs, because it do not require understanding of previous plot lines and are usually characterised by the completion of a single event (p.111). The example of immediate payoffs is romantic scene. Short term payoffs require viewing practice from the beginning of a single sub plot to its completion. It usually found in the mini climax of a single sub plot (p.111). Long term payoffs are mostly awaited by devoted and long time viewers. Often, it requires years of constant viewing. Barbara Stern and Cristel Russell in their journal, Vulnerable Women on Screen and at Home: Soap Opera Consumption contests positive functions of soap opera that have been described by Hayward. Stern and Russel assume that soap opera appealing for women because it provides emotional release, personal gratification, companionship and reality escapism (p.222). They claim that soap opera industry continue displaying vulnerable upper class women to put viewers in an inferior position that are constantly exposed to imaginary ways of living and improper role models. Persistent viewing practice is assumed to risk viewers an emotional harm (Jewel and Abate 2001). They claims that the soap industry repetitively convey gender stereotyping that put women in subordination (p.223). The negative effects of soap opera are claimed to give viewers parasocial attachment and vulnerability loop in social learning and behavioural modelling (p.223). Parasocial attachment is defined as viewer relationship with fictional characters in which perceived to be real people, thus able to influence viewers norms, desires and behaviours (Churchill and Moschis 1975). In long term period, this can lead to cultivation effects, that is images on television shapes viewers perception of social reality (Larson 1996, p.98). This is enabled by viewers attachment to characters they observe on a daily basis. The stronger this parasocially interaction, the more it is likely to become a source of behavioural modelling (Stern Russell 2005, p.223). In contrast with Haywards idea, Stern and Russell claim that social function of soap opera have been over expected, because it has negative implications to less educated and less affluent soap audiences. To clarify their idea, the authors discuss recent study of 900 long term soap viewers who mostly perceive that alcohol drinking looks attractive and is associated with success (Diener 1993). Behavioural modelling also become concerns especially for adolescent gi rl soap viewers. The author mention a study of teenage girl soap viewers responses to images of single mothers, found that the girls tend to trivialise the parental role of single mom as hip and enjoyable without having to work hard. Dorothy Hobson in her book, Soap Opera claims that those critics who perceive that soap opera viewers as vulnerable and likely to be fooled by the programmes have not done sufficient studies of the audience. Hobson supports what Brunsdon noted as active audiences. Those viewers consciously choose which aspects of the programmes that they interesting in and then interpret the text according to their own experiences (Hobson 2003, p.166). Soap operas are appealing to women audiences because the programmes portray problems as well as solutions that they can identify with. Viewers at home especially housewives are incorporating soap opera viewing as her daily routines and manage her domestic duties such as cooking and preparing for dinner in a way that enable them to watch prime time soap opera. In an interview she conducted to women viewers, Hobson finds that soap opera are interesting to them because of the unpredictable events that happen within the serial, unlike other genre such as n ews programmes that are most likely to show crimes (p.171). When something bad happens to soap opera characters, the dramatic effect that viewers feel is more likely as if it is happen to somebody they know. Draw from this findings, Hobson asserts that soap opera carries the message more effectively than the same discourses exposed in a news programme (p.172). Viewers also make judgement on how the characters should behave in certain circumstances, comparing with how they would react if those things happen to them in real life. Hobson asserts that watching soap opera is not a passive process, instead the pleasure of it comes from conversation with other people, sharing opinions and using it as a medium to discuss aspects of their own lives (p.175). According to interview conducted to working women in Britain, Hobson found that women are discussing soap opera within their workplace. This conversation of the narratives enables them to discuss personal matters without making anybody fe els being intruded and humiliated. Hobson calls this as bringing the private sphere into the public domain (p.179). Conversation about soap opera performs as a medium to discuss personal problems among these working women. Hobson calls this as creating a cultural space in the workplace (p.182). Conclusion

SC college Info :: essays research papers

University of South Carolina-Columbia Applying: % Applications Admitted: 67%.  Ã‚  Ã‚  Ã‚  Ã‚  76-100% of students had H.S. GPA 3.0 or higher.   Ã‚  Ã‚  Ã‚  Ã‚  Regular Application Deadline: 12/15/Previous Year Costs: Living On and Off Campus Costs: $7,314  Ã‚  Ã‚  Ã‚  Ã‚  Cost/Credit Hour (In-State): $324 *Health professions have higher undergraduate fees. Financial Aid Distribution: 56% (Scholarships/Grants), 44% (Loans/Jobs). Average % of Needs Met: 89%. Average SAT and ACT Scores: SAT Reasoning Verbal: 520-620 SAT Reasoning Math: 520-630 ACT Composite: 22-27 Admissions Policies and Factors: Admission Requirements: SAT Reasoning Test or ACT w/writing. Very Important Admission Factors: secondary school records, standardized test scores. Considered: recommendations, talent/ability. High School Preparation: 19 units required. (AP) Policy: Good AP exam scores gain college credit. Clemson University Applying: % Applications Admitted: 69%.  Ã‚  Ã‚  Ã‚  Ã‚  76-100% of students had H.S. GPA 3.0 or higher. Priority Application Deadline: 12/01/--   Ã‚  Ã‚  Ã‚  Ã‚  Regular Application Deadline: 05/01/Year After  Ã‚  Ã‚  Ã‚  Ã‚   Costs: Living On and Off Campus Costs: $8,816 (In-state annual) + $1,600 average for required laptops. Financial Aid Distribution: 52% (Scholarships/Grants), 48% (Loans/Jobs). Average % of Needs Met: 34% Average SAT and ACT Scores: SAT Reasoning Verbal: 540-640 SAT Reasoning Math: 570-660 ACT Composite: 24-28 Admissions Policies and Factors: Admission Requirements: SAT Reasoning Test w/writing component or ACT w/writing component.   Ã‚  Ã‚  Ã‚  Ã‚  SAT II Subject Tests considered if submitted. Very Important Admission Factors: class rank, secondary school records, standardized test scores, state residency. Important Admission Factors: alumni relation. Considered: essay, recommendations, talent/ability. High School Preparation: 19 units required. (AP) Policy: AP exam scores of 3, 4, or 5 gain college credit. University of Maryland-Baltimore Applying: % Applications Admitted: 70%  Ã‚  Ã‚  Ã‚  Ã‚  76-100% of students had GPA of 3.0 or higher.   Ã‚  Ã‚  Ã‚  Ã‚  Priority Application Deadline: 11/01/--  Ã‚  Ã‚  Ã‚  Ã‚  Regular Application Deadline: 02/01/Next Year Costs: Living On and Off Campus Costs: $8,520 (In-state annual)  Ã‚  Ã‚  Ã‚  Ã‚  Cost/Credit Hour: $270   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   $16,596 (Out-of-State annual)  Ã‚  Ã‚  Ã‚  Ã‚  Cost/Credit Hour: $606 Financial Aid Distribution: 51% (Scholarships/Grants), 49% (Loans/Jobs). Average % of Needs Met: 60% Average SAT and ACT Scores: SAT Reasoning Verbal: 540-650 SAT Reasoning Math: 580-670 ACT Composite: 22-28 Admissions Policies and Factors: Admission Requirements: essay(s), SAT Reasoning Test w/ or w/o writing component or ACT w/writing. Very Important Admission Factors: secondary school records, standardized test scores. Important Admission Factors: class rank, essay, recommendation. Considered: character/personal qualities, extracurricular activities, interview, talent/ability, volunteer work, work experience. High School Preparation: 22 units required. (AP) Policy: Good AP Exam scores gain college credit. Johns Hopkins University-Baltimore Applying: % Applications Admitted: 30%.  Ã‚  Ã‚  Ã‚  Ã‚  76-100% of students had GPA 3.0 or higher.   Ã‚  Ã‚  Ã‚  Ã‚  Regular Application Deadline: 11/15/Previous Year Costs: Living On and Off Campus Costs: $32,120 (In & Out-of-State annual) Financial Aid Distribution: 79% (Scholarships/Grants), 21% (Loans/Jobs). Average % of Needs Met: 100% Average SAT and ACT Scores: SAT Reasoning Verbal: 640-730 SAT Reasoning Math: 660-760 ACT Composite: 27-32 Admissions Policies and Factors: Admission Requirements: essay(s), SAT Reasoning w/ or w/o writing component or ACT w/ or w/o writing, SAT II Subject Test recommended. Very Important Admission Factors: character/personal qualities, essay, recommendation, secondary school

Dylan Thomas :: essays research papers

Thomas’ Dying Light Dylan Marlais Thomas was born in Swansea, Wales on October 27, 1914. After leaving school, he worked briefly as a junior reporter on the South Wales Evening Post. In November of 1923 he moved to London and in December of that he published his first book, Eighteen Poems. In April 1936 he met his future wife, Caitlin Macnamara. In September 1936, his second volume of poetry, Twenty-five Poems, was released. In July 1937 Dylan and Caitlin were married and in the following year they moved to Laugharne, Wales. Their first child, Llewlyn Edouard Thomas was born in January 1939. The Map of Love, soon to be the title of a major film, was published in August and The World I Breathe was released in December.(Bookshelf ’98) In April of 1940 Portrait of the Artist as a Young Dog was published and in September Dylan began working for Strand Films, Inc. He remained with Strand through the conclusion of the Second World War. His second child Aeronwy, Byrn Thomas was born in March of 1943. Deaths and Entrances was released in 1946. Three years later his child, Colm Garan Hart Thomas, was born. In 1952 his final volume, Collected Poems, was published. In addition to the work previously mentioned, he also published many short stories, wrote filmscripts, broadcast stories, did a series lecture tours in the United States and wrote Under Milkwood, his famous play for voices.(Bookshelf ’98) During his fourth lecture tour of the United States in 1953, he collapsed in his New York hotel. He was but a few days past his 39th birthday. He died on Noovenber 9th, 1953 at St. Vincents Hospital, New York. His alcoholism was legendary and no doubt played a significant role in his demise. His Body was sent back to Laugharne, Wales, where his grave is marked by a simple wooden cross- the way he would have seen fit. In July 1994 his wife, Caitlin, died in Italy. She had spent most of her years there since his death.(Bookshelf ’98) Thomas, one of the best known poets of the mid-twentieth century, is remembered for his highly original, obscure poems, his amusing prose tales and plays, and his turbulent, highly-publicized personal life. He was widely recognized for his powerful poetry readings of BBC radio. He became a very popular public figure. Thomas was a man with a very Keatsian style and manner.

The Mirroring Lives of a Jamaican and a Rastafarian Essay -- essays pa

The Mirroring Lives of a Jamaican and a Rastafarian Introduction This paper is a series of two interviews that I had over the course of the semester. I used both of the interviews as a series of research. I then used this research and supported it with published work. The first interview occurred when I was in Jamaica. I randomly crossed paths with Peter. He informed my friends and I that he was a Rastafarian. We spoke with him for about two hours on the beach. He informed us about his religion and his lifestyle. Unaware at the time that I would use this knowledge in my paper I am pleasantly surprised that I was able to transgress this information. The second interview was with Marie Debal. She is one of my sister’s clients. Upon informing my sister about this class and the paper that was due she suggested that I speak with Marie to get information. Marie was the perfect contrast to Peter. She grew up on the island and was raised as a Jamaican woman. Her family traveled a lot with in the island so Marie was very informative about her home land. She came to the United States for college and then stayed to work in New York City working for the Jamaican tourist board. From the interesting aspects that Peter had spoken about I decided to get Marie’s opinion on some of the same topics. I thought these two people would create an interesting contrast to my paper. Today they both live two very different lives but they share very similar backgrounds. Interviewee A background: Name: Peter Age: 30 Home: Jamaica Blue Mountains Occupation: Rastafarian Marital status: none and lives alone Education: self educated by other Rastafarians with in his village Interviewee B background: Name: Marie Debal Age... ...that each of them transgressed into my understanding makes me feel privilege to have even spoken with them. Bibliography Barrow, Steve & Dalton, Peter, Reggae: The Rough Guide New York: Penguin, 1997. Pinkey, http://web.lexis-nexis.com/univer Barrett, Leonard, The Rastafarians Boston: Beacon, 1997. Manely, Michael, The Politics of Change New York: Natural History Press, 1992. Ie: Garvey,1 Kerr, Madeline, Personality and Conflict in Jamaica London: Collins Pub, 1961. Charlie, Susan, Tourism Continues in Jamaica Newsweek, 1997. Zips, Robert, Rastafari New York: Natural History Press, 1993. Winston, Phillip "Revitalization Movements" London: Associated Press, 1995. Cashmore, Ernest, Rastaman: The Rastafarian Movement in England London, Penguin, 1996. Brown, Samuel E., "The Truth About Rastafarians," The Liberator, vol. 3, no.9 Kingston, 1963.